{"page": 1, "printed_page": null, "text": ""}
{"page": 2, "printed_page": null, "text": "&61\n\nDup.\nU. of C.\nOh.\n\n"}
{"page": 3, "printed_page": null, "text": "//vCA^f jSUca}**^\n\nO^^e^o\n\n"}
{"page": 4, "printed_page": null, "text": "Digitized by the Internet Archive\nin 2007 with funding from\nMicrosoft Corporation\n\nhttp://www.archive.org/details/addressesproce1901natiuoft\n\n"}
{"page": 5, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL) ASSOCIATION L &*\n\nJOURNAL\nOF\n\nPROCEEDINGS AND ADDRESSES\nOF THE\n\nFORTIETH\n\nANNUAL\nHELD\n\nDETROIT,\nJULY\n\nAT\n\n(MEETING\nv\n\nMICHIGAN\n8-12, 1901\n\n/(,-H\n\n1901\n\npublished bv> tbe association\n\n(t /\n\n"}
{"page": 6, "printed_page": null, "text": "L\nmi 3\n1\nPRINTED\n\nBY\n\nGbe \"Qlnlversits of Cbfcago press\nCHICAGO\n\n"}
{"page": 7, "printed_page": null, "text": "CONTENTS\nPAGE\n\n------------Constitution,\nBy-Laws,\n-------------Act of Incorporation, -----------Calendar of Meetings, -----------Officers for 1900-1901,\nOfficers for 1901-1902,\n------------16\nTreasurer's Report,\nReport of Board of Trustees,\nGENERAL\n\nx\n4\n4\n6\n8\n12\n18\n\nSESSIONS\n\n-----------21\nJournal of Proceedings,\nMinutes of Annual Business Meeting of Active Members,\n24\nReport of Committee on Resolutions, --------27\nMinutes of Meeting of Board of Directors, 32\nMinutes of Meeting of New Board of Directors,\n40\nReport of Secretary,\n------------43\nAddresses of Welcome — Bliss, Fall, Angell, Martindale,\n51\nResponse — Boone,\n------------59\nPresident's Address:\nThe Duty of the Association in Shaping Public Educational\nOpinion — Green, ----------61\nProgress in Education — Spaulding,\n• \\ •\n66\nWhat Is a Fad? — Soldan, 85\nDiscussion — Fowler, ----------92\nIs the Curriculum Overcrowded ? — Van Sickle,\n------95\nHow Early May Handwork be Made a Part of School Work? — Richards,\n100\nThe School and the Library — The Value of Literature in Early Education —\nCrunden,\n------------108\nSome of Our Mistakes — Grant, -118\nSocial Science and the Curriculum — Vincent,\n------124\nEconomics in the Public School — Gunton, -------131\nIdeals and Methods of Economic Teaching — Speirs, -----137\nThe Teacher as a Social-Economic Power — Halleck, -----143\nOur National Floral Emblem — Proctor,\n148\nThe Educational Crisis in England — Brereton, -151\nThe Functions of a University in a Prosperous Democracy — Thwing, 165\nFederal and State Interests in Higher Education — Fulton, *\n169\nRecent Growth of Public High Schools as Affecting the Attendance of Colleges —\nHarris,\n174\nDiscussion — Parsons,\n•>\n180\nThe Relation of Music to Life — Suretie,\n18 1\nDEPARTMENT\n\nOF\n\n[CHICAGO\n\nSUPERINTENDENCE\nMEETING]\n\nSecretary's Minutes,\nThe Gospel of Work — Cooley,\n.\nf\\\n.\nDiscussion — Mark, Education at the Paris Exposition — Rogers,\n\n-\n\n.\n-\n\n'\n\n-\n\n-\n\n-\n\n-\n\n189\n197\n-201\n201\n\n"}
{"page": 8, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDEPARTMENT\n\nOF SUPERINTENDENCE — Continued\n\nSimplified Spelling — Vaile,\n..........\n209\nDiscussion — MacDonald,\nPrettyman, Parker, Thompson,\nCarter, White,\nJones, Skinner, Harris, Vaile,-215\nThe Past and the Future Work of the Department of Superintendence — Greenwood, 227\nDiscussion — Cooper,\n..........\n232\nSketch and Early History of Department of Superintendence — While,\n•\n- 233\nMedical Inspection in Public Schools — Christopher,\n-----236\nDiscussion — Gove, Seaver, Maxwell, Krohn,\n......\n238\nUse and Control of Examinations — Hadley, -------240\nReport on Manual Training in the Detroit Public Schools — Trybom,\n- 250\nProgress and Aim of Domestic Science in the Chicago Public Schools — Tidbits, - 257\nManual Training in Menomonie Public Schools — Hoyt,\n261\nDiscussion — Parker, Stout, et al.,\n........\n269\nPossibilities of Manual Training for Moral Ends — Bales,\n270\nROUND\n\nTABLES\n\nRound Table of Superintendents of Large Cities :\nTopic — Organization of Inspection and Supervision — Jones, et al., Round Table of Superintendents of Small Cities :\nSection A. Topic — Developing Greater Efficiency in the Teaching Force —\nWhitcomb, McNeill, Kirk, Griffith, et al.,\nSection B. Topic — Grading in the Interests of Pupils — Coleman, Section C. Topic — Correlation of High-School and Grammar-Grade Work —\nBoynton, et al.,\n............\nSection D. Topic — Literature in Grades below the High School — Miss Schreiber,\nRound Table of State and County Superintendents :\nTopic — Consolidation of Rural Schools and Transportation of Pupils — Bayliss, et al.,\n.............\nRound Table of Training Teachers :\nTopic — Observation of Experts as a Means of Training — Miss Brooks, et al., The Need of Individual Instruction — Kennedy, ------Discussion — Millspaugh, Hall, Whitcomb, Fall, Balliet, Kennedy,\nA Standard Course of Study for Elementary Schools in Cities — Boone,\nDiscussion — Draper, at al.,\n.\n^\n......\nSome Aspects of Grammar-School Training — Briggs,\nDiscussion — Harris,\n-*\"The Situation as Regards the Course of Study — Dewey,\nTHE\n\nNATIONAL\n\n.\n-\n\n276\n\n280\n285\n287\n288\n\n203\n295\n295\n301\n303\n318\n320\n330\n332\n\nCOUNCIL\n\nConstitution,\nOfficers and Members,\nSecretary's Minutes,\nIsolation in the School — How it Hinders and How it Helps — Harris,\nDiscussion — Mrs. Young, Gove, Gilbert, Cook, Educational Progress of the Year — Brown,\nIn Memoriam:\n\n349\n352\n-\n\nBurke Aaron Hinsdale — Angell,\nHenry Barnard :\nHis Influence on the Establishment of Normal Schools — Lyte,\nHis Influence on Schools in the West — Dougherty,\nHis Home Life and Work in Connecticut and Rhode Island — Keyes,\n\n-\n\n354\n357\n363\n366\n387\n\n-\n\n390\n395\n400\n\n"}
{"page": 9, "printed_page": null, "text": "CONTENTS\nthe national council — continued\nAs an Educational Critic — Parker,\n406\nHis Relation to Establishment of the Office of the Commissioner of Education, with Historical Reviews — Harris,\n408\nAppendixes,\n-415\nEducational Lessons of the Paris Exposition in 1900 — Miss Smith,\n439\nLessons of the Educational Exhibits at Paris in 1900 — Rogers, 447\nDiscussion — Brereton,\n---------454\nReport of the Committee on a National University — Harper,\n- 457\nDiscussion — Baker, Hoyt, ---------468\nThe Ideal School as Based on Child Study — Hall,\n474\nDiscussion — Gove, Miss Stickney,\n-488\nHigh-School Statistical Information — Greenwood,\n-----490\nDEPARTMENTS\n\nOF\n\nKINDERGARTEN\n\nAND\n\nCHIL»\n\nSTUDY\n\n[joint sessions]\n\nSecretary's Minutes,\n500\nWork and Play in the Kindergarten — Mrs. Putnam,\n-----502\nWork and Play in the Primary and Grammar Grades — Miss Powe,\n.\n.\n- 507\nWork and Play in Youth — O'Shea,\n-513\nDiscussion — Hall, et al.,\n5l&\nPresident's Address, Kindergarten Department — Miss Holmes,\n- 523\nNecessary Elements of Work and Play, with Practical Applications — Miss O' Grady, 527\nRhythm in the Kindergarten — Mrs. Lindgren,\n532\nDiscussion — Keyes,\n53&\nDEPARTMENT\n\nOF ELEMENTARY\n\nEDUCATION\n\nSecretary's Minutes,\nThe Church and the School — Molt,\nDiscussion — Ogg,\n----------The Economic Basis of Art : Cause and Cure of Art-Unresponsiveness in Children— De Garmo,\nDiscussion — Gunton,\nEducational Pioneering in Southern Mountains — Frost,\nEducation and Crime — Butler,\nDEPARTMENT\n\nOF\n\nSECONDARY\n\nDEPARTMENT\n\nOF\n\nHIGHER\n\n549\n555\n555\n560\n\nEDUCATION\n\nSecretary's Minutes,\nOpening Address of President — Bryan,\nThe Function of the High School of Today — Bishop, Discussion — Brooks,..........\nRound Table Conferences : The English Conference, 578; the Latin Conference,\n579 ; Commercial Studies Conference, 580 ; the Botany Conference, 582 ;\nthe Zoology Conference, 584 ; the Domestic Science Conference, 586 ; the\nAlgebra Conference, 589; The Greek Conference, 589; the German Conference, 590 ; the Physics Conference, 591 ; the Chemistry Conference, 595 ; the\nGeometry Conference, 598 ; the History Conference, 599 ; the Physiography\nConference, 602 ; the Physiology Conference, 602.\nSecretary's Minutes,\nThe Function of the State University — Jesse,\nDiscussion — Canfield, et al.,\n•\nThe Rise of National Education in the Sixteenth\nEducation for Social Control — Chancellor, •\nThe Moral Factor in Education — Faunce,\n\n54°\n54 *\n548\n\n565\n567\n570\n576\n\nEDUCATION\n\n.......\n■\nCentury — Perrin,\n...\n-\n\n605\n606\n-612\n- 613\n. 619\n627\n\n"}
{"page": 10, "printed_page": null, "text": "Vl\n\nNATIONAL\n\nEDUCATIONAL\n\nDEPARTMENT\n\nOF\n\nASSOCIATION\n\nNORMAL\n\nSCHOOLS\n\nSecretary's Minutes,\nThe Training of Teachers for Secondary Schools — Russell,\nDiscussion — Locke, et al., ---------DEPARTMENT\n\nOF\n\nMANUAL\n\nTRAINING\n\nSecretary's Minutes,\nTextile Arts as Constructive Work in Elementary Schools — Miss Mitchell, Artistic Handicraft in Primary and Intermediate Grades — Miss Maxwell,\nDiscussion — Keyes, el al., ---------The Relation of Manual Training to Technical Education — Curtis,\nEducation for the Trades in America — What Can Technical High Schools Do for\nIt? — Warner,\nDiscussion — Richards, Woodward, Belfield, Gilbert, Morrison, Warner,\nDEPARTMENT\n\nOF\n\nART\n\nOF\n\n646\n647\n654\n656\n657\n665\n673\n\nEDUCATION\n\nSecretary's Minutes,\n-----------President's Address — Miss Snow,\n-.\nThe Economic Value of Art Education — Coburn,\nRhythm as an Art Principle — Miss Rice,\nThe Study of Fine Art in Colleges and Universities : Its Relation to the Study in\nPublic Schools — Frederick, ---------DEPARTMENT\n\n635\n636\n641\n\nMUSIC\n\n683\n684\n685\n692\n695\n\nEDUCATION\n\nSecretary's Minutes,\n-----------704\nPresident's Address — Gantvoort, --------705\nMusic Teachers in Their Relations to the Schools — Haupert,\n706\nThe Supervisor from the Standpoint of the Regular Grade Teacher — Miss Pettigrew, 709\nSupervisors and Supervision — Aiken, -714\nDEPARTMENT\n\nOF\n\nBUSINESS\n\nEDUCATION\n\nSecretary's Minutes,\nPresident's Address — Doggett,\nWhat Constitutes a Business Education ? — Crissy,\nDiscussion — Williams, Seymour, Bookmyer,\n......\nEducation and Training of Commercial Teachers — Scott,\n.Discussion — Schoch ----------The Duty of the Public-School System wi.th Respect to Business Training —\nScudder ------------Discussion — Benedict, Brown,..........\nWriting in the Grades below the High School — Barn/tart, ----Discussion — Musrush\n..........\nThe Phonograph as an Aid in Teaching Shorthand — Lake,\nDEPARTMENT\n\nOF\n\nPHYSICAL\n\nOF\n\nSCIENCE\n\n740\n747\n749\n753\n754\n\nEDUCATION\n\nSecretary's Minutes,\n-----------President's Address : Physical Training as a Corrective of Brain-Disorderliness —\nKrohn,\n....-..Physical Education Legislation : Its Needs — Mrs. Leiter,\nThe Ethical, Physiological, and Psychological Aspect of Physical Training — Ballin,\nDiscussion — Kratz,\nDEPARTMENT\n\n721\n722\n724\n730\n734\n738\n\n758\n759\n760\n765\n7°9\n\nINSTRUCTION\n\nSecretary's Minutes,\n------------771\nPresident's Address : A Plea for the Study of Educational Philosophy by Teachers\nof Science — Harvey,\n-- 772\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nDEPARTMENT\n\nOF\n\nSCIENCE\n\nVI l\n\nINSTRUCTION — Continued\n\nWhat the Teacher of Science Can Do to Make the Teaching of Science in Secondary Schools More Popular — Blatchley, -------Agriculture as a Science for the Elementary Schools — Carter,\nThe Status of Science Instruction in the State of New York — Arms, The Relation of Physical Geography to Geology — Norton,\nDEPARTMENT\n\nOF\n\nSCHOOL\n\n777\n785\n791\n796\n\nADMINISTRATION\n\nSecretary's Minutes,\nThe Centralization of Rural Schools — Bonebrake,\n-----Schoolroom Temperature and Humidity — Bruce,\nRelation of State Legislation to Modern School Building — Parsons,\nThe Value of Truant Schools — Mrs. Goss, -------What Constitutes an Efficient Superintendent ? — Peres,\n-----\n\n-\n\n803\n804\n811\n815\n820\n825\n\nSecretary's Minutes,\n.President's Address : The Library Movement — Metcalf,\n----Public Libraries and the Public Schools — Canfield,\n-----Discussion — Crunden, Buck,\n--------What the Normal Schools Can Do for Teachers on the Library Side — Miss Warren,\nThe A B C of Reference Work — Fletcher, How Shall Children be Led to Love Good Books? — Miss Lawrence, The Place of the Library in Education — Dewey,\nThe Library and the School as Co-ordinate Forces — McCartney,\n-\n\n829\n830\n836\n841\n841\n847\n850\n858\n864\n\nLIBRARY\n\nDEPARTMENT\n\nFOR\n\nDEPARTMENT\n\nDEAF,\n\nBLIND,\n\nAND\n\nFEEBLE-MINDED\n\nSecretary's Minutes,\n-----------The Law and the Day School for the Deaf — Wesselius,\n----The State in its Relation to the Defective Child — Brandt, ----Some Results of Hearing Tests of Chicago School Children — MacMillan, The Public School as a Social Center — Brown, ------DEPARTMENT\n\nOF\n\nINDIAN\n\n-\n\n868\n870\n876\n880\n888\n\nEDUCATION\n\nSecretary's Minutes,\n-----------President's Address : Learning by Doing — Frissell,\n-----Civilization and Higher Education — Harris,\n------The Reservation Day School the Prime Factor in Indian Education — Covey,\nUnification of Industrial and Academic Features of Indian Schools — Bakeless,\nWhat Shall be Taught in an Indian School ? — Woodward, An Ail-Around Mechanical Training for Indians — Rogers,\nDiscussion — Hart, ----------Character-Building among Indian Children — Folsom, The Day School the Gradual Uplifter of the Tribe — Sister Murphy,\nDiscussion — Murphy, Perry,\nIntrospection — Allen,\n-----------\n\n890\n893\n896\n- 900\n- 902\n- 904\n909\ngio\n-911\n- 912\n-914\ngj^\n\nDISCUSSIONS\n\nA.\nB.\nC.\nD.\nE.\nF.\nG.\nH.\nI.\n\nEligibility for Admission to Government Schools — Peairs, - 916\nTransfer of Pupils from One Class of Schools to Another — Hart,\n- 917\nQualifications for Entering Non-Reservation Schools — Pierce,\n- 917\nThe Indian Employee — Crandall,\n918\nThe Necessity for Teaching the Boy to Improve His Allotment — Avery, Ratliff, 919\nPractical Methods of Indian Education — McfSwan,\n920\nThe Future of the Pueblo Indian — Miss Dissetle,\n921\nThe Necessity for a Large Agricultural School — Goodman, - 921\nCompulsory Education of Indian Children — Peairs, Nellis, 922\n\n"}
{"page": 12, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nMISCELLANEOUS\n\nReport of Committee on Necrology — Crosby,\nList of Corresponding Members, ---------List of Active Members,\nIndex to Active Membership List,\n----..-..\nStatistical Table of Membership for 1 90 1,Statistical Table of Membership since 1884,\nInventory and Price List of Publications,\n-------General Index,\n-\n\n925\n933\n935\n1009\n-102 1\n1022\n1023\n1024\n\n"}
{"page": 13, "printed_page": null, "text": "CONSTITUTION\nOF\n\nNATIONAL\n\nTHE\n\nEDUCATIONAL\n\nASSOCIATION\n\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\nCONSTITUTION\nARTICLE\n\nI — NAME\n\nThis association shall be styled the National Educational\nARTICLE\n\nAssociation.\n\nII — DEPARTMENTS\n\nSection i. It shall consist of eighteen departments : first, of Superintendence ;\nsecond, of Normal Schools ; third, of Elementary Education ; fourth, of Higher Education ;fifth, of Manual Training ; sixth, of Art Education ; seventh, of Kindergarten\nEducation ; eighth, of Music Education; ninth, of Secondary Education ; tenth, of Business Education ; eleventh, of Child Study; twelfth, of Physical Education ; thirteenth, of\nNatural Science Instruction ; fourteenth, of School Administration ; fifteenth, the Library\nDepartment ; sixteenth, for the Education of the Deaf, Blind, and Feeble-Minded ; seventeenth, of Indian Education ; and eighteenth, the National Council of Education.\nSec 2. Other departments may be organized in the manner prescribed in this constitution.\nARTICLE III — MEMBERSHIP\nSection i. There shall be three classes of members, namely, active, associate,\nand corresponding.\nSec. 2. Teachers and all who 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 members.\nEminent educators not residing in America may be elected by the Directory to be\ncorresponding members. The number of corresponding members shall at no time exceed\nfifty.\nSec. 3. Any person eligible may become an active member upon application\nindorsed by two active members, and the payment of an enrollment fee of two dollars\nand the annual dues for the current year.\n/v\nActive members only have the right to vote and to hold office in the general association or in the several departments.\nAll active members must pay annual dues of two dollars, and will be entitled to the\nvolume of proceedings without \" coupon \" or other conditions.\n\nThe annual membership\n\n"}
{"page": 14, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nfee 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\nonly on payment of the enrollment fee of two dollars and the annual dues for the current\nyear.\n\nAll life members and life directors shall be denominated active members, and shall\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\n\nusual \" coupon \" conditions, as printed on the membership certificate.\nCorresponding members will be entitled to 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.\nARTICLE\n\nIV — OFFICERS\n\nSection t. The officers of this association shall consist of a President, twelve VicePresidents, a Secretary, a Treasurer, a Board of Directors, a Board of Trustees, and an\nExecutive Committee, as hereinafter provided.\nSec. 2. The Board of Directors shall consist of the President of the National\nEducational Association, First Vice-President, Secretary, Treasurer, chairman of the\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,\nand of all life directors elected previous to July 10, 1895.\nAll past presidents of the association now living (July 10, 1895), and all future\npresidents at the close of their respective terms of office, and the United States Commis ioner ofEducation shall be life directors of the association.\nThe President of the National Educational Association, First Vice-President, Treasurer, chairman of the Board of Trustees, and a member of the association to be chosen\nannually by the Board of Directors, which member shall hold office for one year, shall\nconstitute the Executive Committee.\nSec. 3. The elective officers of the association, with the exception of the Secretary,\nshall be chosen by the active members of the association by ballot, unless otherwise\nordered, on the third day of each annual session, a majority of the votes cast being\nnecessary for a choice. They shall continue in office until the close of the annual session\nsubsequent to their election, and until their successors are chosen, except as hereinafter\nprovided.\nSec. 4. Each department shall be administered by a president, vice-president, secretary, and such other officers as it shall deem 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\nofficer. In his absence, the first vice-president in order, who is present, shall preside ;\nand in the absence of all vice-presidents, a pro-tempore chairman shall be appointed on\nnomination, the Secretary putting the question.\n,\nSec. 6. The Secretary shall keep a full and accurate report of the proceedings of\nthe general meetings of the association and all meetings of the Board of Directors, and\nshall conduct such correspondence as the directors may assign, and shall have his\nrecords present at all meetings of the association and of the Board of Directors. The\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. 7. The Treasurer shall receive, and under the direction of the Board of\nTrustees hold in safe-keeping, all moneys paid to the association ; shall expend the same\nonly upon the order of said board ; shall keep an exact account of his receipts and\nexpenditures, with vouchers for the latter, which accounts, ending the 1st day of July each\nyear, he shall render to the Board of Trustees, and, when approved by said board, he shall\nreport the same to the Board of Directors. The Treasurer shall give such bond for the\nfaithful discharge of his duties as may be required by the Board of Trustees ; and he\nshall continue in office until the first meeting of the Board of Directors held prior to the\nannual meeting of the association next succeeding that for which he is elected.\nSec. 8. The Board of Directors shall have power -to fill all vacancies in their own\nbody ; shall have in charge the general interests of the association, excepting those herein\nintrusted to the Board of Trustees ; shall make all necessary arrangements for its meetings, and shall do all in its power to make it a useful and honorable institution. Upon\nthe written application of twenty active members of the association for permission to\nestablish a new department, it may grant such permission. Such new department shall\nin all respects be entitled to the same rights and privileges as the others. The formation\nof such department shall in effect be a sufficient amendment to this constitution for the\ninsertion 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 office. At the election of the trustees in 1886,\none trustee shall be elected for one year, one for two years, one for three years, and one\nfor four years ; and annually thereafter, at the first meeting of the Board of Directors\nheld prior to the annual meeting of the association, one trustee shall be elected for the\nterm of four years. All vacancies occurring in said Board of Trustees, whether by resignation 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. The Board of Trustees thus elected shall constitute the body\ncorporate of the association, as provided in the certificate of incorporation under the provisions of the Act of General Incorporation, Class Third, of the Revised Statutes of the\nDistrict of Columbia, dated the 24th day of February, 1886, at Washington, D. C, and\nrecorded in Liber No. 4, \" Acts of Incorporation for the District of Columbia.\"\nSec. 10. It shall be the duty of the Board of Trustees to provide for safe-keeping\nand investment of all funds which the association may receive from 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 Secretary of the association acting under the authority of the Board of Directors ; and, when\npracticable, the trustees shall invest all surplus funds exceeding one hundred dollars that\nshall remain in the hands of the Treasurer after paying the expenses of the association\nfor the previous year.\nSec. 11. The Board of Trustees shall elect the Secretary of the association, who\nshall also be secretary of the Executive Committee, and shall fix the compensation\nand the term of office for a period not to exceed four years.\nARTICLE\n\nV — MEETINGS\n\n^\n\nSection I. The annual meeting of the association shall be held at such time and\nplace as shall be determined by the Board of Directors.\nSec. 2. Special meetings may be called by. the President at the request of five\ndirectors.\nSec. 3. Any department of the association may hold a special meeting at such time\nand place as by its own regulations it shall appoint.\n\n"}
{"page": 16, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nSec. 4. The Board of Directors shall hold its regular meetings at the place and\nnot less than two hours before the assembling of the association.\nSec. 5. Special meetings may be held at such other times and places as the board\nor the President shall determine.\nSec. 6. Each new board shall organize at the session of its election. At its first\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.\nARTICLE VI — BY-LAWS\nBy-laws not inconsistent with this constitution may be adopted by a two-thirds vote\nof the association.\nARTICLE VII — AMENDMENTS\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\nthai the alteration or amendment has been substantially proposed in writing at a previous\nmeeting.\n\nBY-LAWS\n\n1. At the first session of each annual meeting of the association there shall be\nappointed by the President a committee on resolutions ; and 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\nstate or territory shall fail to make a nomination.\nThe meetings of active members to nominate members of the nominating committee\nshall be held at 5 : 30 P. M. on the first day of the annual meeting of the association, at\nsuch places as shall be announced in the general program.\n2. The President and Secretary shall certify to the Board of Trustees all bills\napproved by the Board of Directors.\n3. Each paying member of the association shall be entitled to a copy of its proceedings.\n4. No paper, lecture, or address shall . be read before the association or any of its\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\napproval of the Executive Committee.\n5. It shall be the duty of the President, Secretary, and Treasurer of the association\nto appoint annually some competent person to examine the securities of the Permanent\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\n\nOF INCORPORATION\n\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 :\nResolved, That a committee of three be appointed to secure articles of incorporation for the National Educational Association, under United States or state laws, as\nspeedily as may be.\n\n"}
{"page": 17, "printed_page": null, "text": "ACT\n\nOF INCORPORATION\n\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\nobtained a\nCERTIFICATE\n\nOF INCORPORATION\n\nWe, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens\nof the United States, and two of them citizens of the District of Columbia, do hereby\nassociate ourselves together, pursuant to the provisions of the Act of General Incorporation, Class Third, of the Revised Statutes of the District of Columbia, under the name\nof the \"National Educational Association,\" for the full period of twenty years, the purpose 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\nTo secure the full benefit of said act we do here execute this our certificate\nof incorporation as said act provides.\nIn witness whereof, we severally set our hands and seals this 24th day of February,\n1886, at Washington, D. C.\nNorman A. Calkins,\n[l. s.]\nJohn Eaton.\n[l. s.]\nZalmon Richards.\n[l. s.]\nDuly acknowledged before Michael P. Callan, Notary Public in and for the District\nof Columbia, and recorded in Liber No. 4, Acts of Incorporation for the District of\nColumbia.\n\n"}
{"page": 18, "printed_page": null, "text": "CALENDAR\nNATIONAL\n\nOF\n\nMEETINGS\n\nTEACHERS'\n\n1857.— PHILADELPHIA, PA.\n(Organized.)\nJames L. Enos, Chairman.\nW. E. Sheldon, Secretary.\n1858.— CINCINNATI, O.\nZ. Richards, President.\nJ. W. Bulkley, Secretary.\nA. J. Rickoff, Treasurer.\n\nASSOCIATION\n1864.— OGDENSBURG, N. Y.\nW. H. Wells, President.\nDavid N. Camp, Secretary.\nZ. Richards, Treasurer.\n1865.— HARRISBURG, PA.\nS. S. Greene, President.\nW. E Sheldon, Secretary.\nZ. Richards, Treasurer.\n\n1859.— WASHINGTON, D. C.\nA. J. Rickoff, President.\nJ. W. Bulkley, Secretary.\nC. S. Pennell, Treasurer.\n\n1866.— INDIANAPOLIS, IND.\nJ. P. Wickersham, President.\nS. H. White, Secretary.\nS. P. Bates, Treasurer.\n\ni860.— BUFFALO, N. Y.\nJ. W. Bulkley, President,\nZ. Richards, Secretary.\nO. C. Wight, Treasurer.\n\n1867. — No session.\n1868.-NASHVILLE, TENN.\nJ. M. Gregory, President.\nL. Van Bokkelen, Secretary.\n\n1861, 1862. — No session.\n\nJames Cruikshank, Treasurer.\n1869.-TRENTON, N. J.\nL. Van Bokkelen, President.\nW. E. Crosby, Secretary.\nA. L. Barber, Treasurer.\n\n1863.— CHICAGO, ILL.\nJohn D. Philbrick, President.\nJames Cruikshank, Secretary.\nO. C Wight, Treasurer.\n\n1870.— CLEVELAND, O.\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\nW, E. Crosby, Treasurer.\n\nNAME\n\nNATIONAL\n\nCHANGED\n\nTO\n\nEDUCATIONAL\n\nASSOCIATION\n\n1871.— ST. LOUIS, MO.\nJ. L. Pickard, President.\nW. E. Crosby, Secretary.\nJohn Hancock, Treasurer.\n\n1876.— BALTIMORE, MD.\nW. F. Phelps, President.\nW. D. Henkle, Secretary.\nA. P. Marble, Treasurer.\n\n1872— BOSTON,\nMASS.\nE. E. White, President.\nS. H. White, Secretary.\nJohn Hancock, Treasurer.\n\n1877.— LOUISVILLE, KY.\nM. A. Newell, President.\nW. D. Henkle, Secretary.\n\n1873.— ELMIRA, N. Y.\nB. G. Northrop, President.\nS. H. White, Secretary.\nJohn Hancock, Treasurer.\n\n1878. — No session.\n\n1874.— DETROIT, MICH.\nS. H. White, President.\nA. P. Marble, Secretary.\nJohn Hancock, Treasurer.\n\n1879. -PHILADELPHIA, PA.\nJohn Hancock, President.\nW. D. Henkle, Secretary.\n\n187s.— MINNEAPOLIS, MINN.\nW. T. Harris, President.\nW. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\n\n1880.— CHAUTAUQUA, N. Y.\nJ. Ormond Wilson, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n\nJ. Ormond\n\nJ. Ormond\n\nWilson, Treasurer.\n\nWilson, Treasurer.\n\n"}
{"page": 19, "printed_page": null, "text": "CALENDAR\n\nOF MEETINGS\n\n1881.— ATLANTA, GA.\nJames H. Smart, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n\n1891.— TORONTO, ONTARIO.\nW. R. Garrett, President.\nE. H. Cook, Secretary.\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.\nJ. M. Greenwood, Treasurer.\n\n1883.— SARATOGA SPRINGS, N. Y.\nE. T. Tappan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\n1893.— CHICAGO, ILL.\n(International Congress of Education.)\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\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.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n1886.— TOPEKA, KAN.\nN. A. Calkins, President.\nW. E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n1887.— CHICAGO, ILL.\nW. E. Sheldon, President.\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n1888.— SAN FRANCISCO, CAL.\nAaron Gove, President.\nJ. H. Canfield, Secretary.\nE. C Hewett, Treasurer.\n\nJ. M. Greenwood,\n\nJ. M. Greenwood,\n\nJ. M. Greenwood,\n\nTreasurer.\n\nTreasurer.\n\nTreasurer.\n\n1895.— DENVER, COLO.\nNicholas Murray Butler, President.\nIrwin Shejard, Secretary.\nI. C. McNeill, Treasurer.\n1896.— BUFFALO, N. Y.\nNewton C. Dougherty, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n1897.— MILWAUKEE, WIS.\nCharles R. Skinner, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n1898.— WASHINGTON, D. C.\nJ. M. Greenwood. President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1889.— NASHVILLE, TENN.\nAlbert P. Marble, President.\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\n1899.— LOS ANGELES, CAL.\nE. Oram Lyte, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1890.— ST. PAUL, MINN.\nJ. H. Canfield. President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\n1900— CHARLESTON, S. C.\nOscar T. Corson, President.\nIrwin Shepard, Secretary.\nCarroll G. Pearse, Treasurer.\n\n1901.— DETROIT, MICH.\nJames M. Green, President.\nIrwin Shepard, Secretary.\nL. C. Greenlee, Treasurer.\n\n"}
{"page": 20, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\nOF THE\n\nUNITED\n\nOFFICERS\n\nFOR\n\nGENERAL\nJAMES\nIRWIN\nLEWIS\n\nM.GREEN\nSHEPARD\nC. GREENLEE\n\nASSOCIATION\n\nSTATES\n\n1 900-1 901\n\nASSOCIATION\n\nPresident\nSecretary\nTreasurer\n\nTrenton, N. J.\nWinona, Minn.\nDenver, Colo.\n\nVICE-PRESIDENTS\nOscar T. Corson, Columbus, O.\nJ. A. Foshav, Los Angeles, Cal.\nH. P. Archer, Charleston, S. C.\nH. B. Brown, Valparaiso, Ind.\nFrancis W. Parker, Chicago, 111.\nL. W. Buchholz, Tampa, Fla.\nBOARD\n\nAlbert G. Lane\nNicholas Murray\n\nButler\n\nF. Louis Soldan\nNicholas Murray Butler\nAlbert G. Lane\nNewton C. Dougherty\nTames M. Green\n\nW. H. Bartholomew, Louisville, Ky.\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.\nOF TRUSTEES\n\n(See Art. IV, sec. Q, of the constitution.')\nChairman\nSecretary\nSt. Louis, Mo\nNew York, N. Y\nChicago, 111\nPeoria, 111\nTrenton, N. J\nEXECUTIVE\n\nJames M. Green\nOscar T. Corson\nLewis C. Greenlee\nAlbert G. Lane\nWm. T. Harris\nIrwin Shepard\n\nChicago, 111.\nNew York, N. Y.\nTerm expires July, iooi\nTerm expires July, 1002\nTerm expires July, 1903\nTerm expires July, 1904\nEx officio\n\nCOMMITTEE\n\n(See Art. IV, sees. 2 and 11, of the constitution.')\nPresident\nTrenton, N. J.\nFirst Vice-President\nColumbus, O.\nTreasurer\nDenver, Colo.\nChairman Board of Trustees\nChicago, 111.\nMember by election\nWashington, D. C.\nSecretary\nBOARD\n\nWinona, Minn.\nOF DIRECTORS\n\nDirectors ex officio\n(See Art. IV, sec. 2, of the constitution.)\nJames M. Green, Trenton, N. J.\nLewis C. Greenlee, Denver, Colo.\nOscar T. Corson, Columbus, O.\nAlbert G. Lane, Chicago, 111.\nIrwin Shepard, Winona, Minn.\n\nLife Directors\n(See Art. IV, sec. 2, of the constitution.)\nBicknell, Thomas W., Providence, R. I.\nBoard of Education, Nashville, Tenn.\nButler, Nicholas Murray, New York, N. Y.\n\nCanfield, James H„ New York, N. Y.\nCook, E. H., Yonkers, N. Y.\nCorson, Oscar T., Columbus, O.\n\n8\n\n"}
{"page": 21, "printed_page": null, "text": "DIRECTORS\nLife Directors\nDougherty, Newton C, Peoria, 111.\n*Fairchild, George T., Berea, Ky.\nGarrett, W. R., Nashville, Tenn.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Grayling, Mich.\nGreenwood, J. M., Kansas City, Mo.\n♦Hall, 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.\nLyte, E. Oram, Millersville, Pa.\nMarble, Albert P., New York, N. Y.\n\n— continued\nMarshall, T. Marcellus, Glenville, W. Va.\nParker, Charles I., South Chicago, 111.\nPhelps, W. F., Duluth, Minn.\nPickard, Josiah L., Brunswick, Me.\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\nDirectors by Election\nNorth Atlantic Division\nMaine\nNew Hampshire\nVermont\nMassachusetts\nRhode Island\nConnecticut\nNew York\n\nJohn S. Locke\nJames E. Klock\nJohn L. Alger\nFrank A. Fitzpatrick\nGeorge E. Church\nCharles H. Keyes\nA. S. Downing\n\nSaco\nPlymouth\nJohnson\nBoston\nProvidence\nHartford\nNew York\n\nNew Jersey\nPennsylvania\n\nH. Brewster Willis\nH. W. Fisher\n\nNew Brunswick\nPittsburg\n\nSouth Atlantic Division\nDelaware\nMaryland\nDistrict of Columbia\nVirginia\nWest Virginia\nNorth Carolina\nSouth Carolina\nFlorida\n\nA. H. Berlin\nM. Bates Stephens\nW. B. Powell\nGeorge J. Ramsey\nJ. Walter Barnes\nW. T. Whitsett\nW. K. Tate\nMiss Clem Hampton\n\nWilmington\nBaltimore\nWashington\nRichmond\nFairmont\nWhitsett\nCharleston\nLive Oak\n\nSouth Central Division\nKentucky\n\nMcHenry\n\nTennessee\nGeorgia\nAlabama\nMississippi..\nLouisiana\nTexas\n\nM. M. Ross\n.\"^.\nW. M. Slaton\nJohn W. Abercrombie\nH.L.Whitfield\nWarren Easton\nJ. M. Fendley\n\nOklahoma\nArkansas\n\nDavid R. Boyd\nJ. R. Rightsell\nNorth\n\nRhoads\n\n,\n\nOwensboro\nNashville\nAtlanta\nMontgomery\nJackson\nNew Orleans\nGalveston\n'.\n\nNorman\nLittle Rock\n\nCentral Division\n\nOhio\nIndiana\n\nN. H. Chaney\nT. A. Mott\n\nChillicothe\nRichmond\n\nIllinois\nMichigan\nWisconsin\nIowa\n\nJ. H. Collins\nD. W. Springer\nL. D. Harvey\nW. M. Beardshear\n\nSpringfield\nAnn Arbor\nMadison\nAmes\n\nMinnesota\nMissouri\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\nC.M.Jordan\nW. T. Carrington\nW. E. Hoover\nE. E. Collins\nC. G. Pearse\nFrank R. Dyer\n\nMinneapolis\nJefferson City\nPark River\nVermillion\nOmaha\nWichita\n\nMontana\n\nE. A. Carlkton\n\nHelena\n\nWyoming\nColorado\n\nMiss Estelle Reel\nH. S. Philips\n\nWashington, D. C.\nDenver\n\nWestern\n\n♦Deceased.\n\nDivision\n\n"}
{"page": 22, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDirectors by Election — continued\nWestern Division — continued\nNew Mexico\nArizona\nUtah\nNevada\nIdaho\nWashington\n\nMrs. E. R. Jackson\nMilton J. Needham\nF. B. Cooper\nJ. E. Stubbs\nJ. C. Black\nO. C. Whitney\n\nOregon\nCalifornia\n\n*E. B. McElroy\nJ. A. Foshay\n\nSilver City\nAlgert\nSalt Lake City\nReno\nAlbion\nTacoma\ni\n\nEugene\nLos Angeles\n\nDEPARTMENT OFFICERS\nNational Council\nPresident\n\nMinneapolis, Minn.\n\n'Miss BETTIE A. DUTTON\nJ. H. PHILLIPS\nELMERE. BROWN\nNICHOLAS MURRAY BUTLER\nJOSEPH SWAIN\n\nCHARLES\n\nM.JORDAN\n\nVice-President\nSecretary\nExecutive Committee\nExecutive Committee\nExecutive Committee\n\nCleveland, O.\nBirmingham, Ala.\nBerkeley, Cal.\nNew York, N. Y.\nBloomington, Ind.\n\nMiss EVELYN\n\nPresident\n\nCharleston, S. C.\n\nMiss CAROLINE HART\nMiss ANNIE LAWS\n\nVice-President\nSecretary\n\nBaltimore, Md.\nCincinnati, O.\n\nJ. W. CARR\nJ.C.HARRIS\nMrs. SARA D. JENKINS\n\nPresident\nVice-President\nSecretary\n\nW.J. S.BRYAN\nMiss NETTIE FILLMORE\nC. A. GRAESER\n\nPresident\nVice-President\nSecretary\n\nCHARLES\n\nF. THWING\n\nPresident\n\nCleveland, O.\n\nWILLIAM\nWILLIAM\n\nM. BEARDSHEAR\nH. BLACK\n\nVice-President\nSecretary\n\nAmes, la.\nMarshall, Mo.\n\nCHARLES\n\nD. McIVER\n\nPresident\n\nGreensboro, N. C.\n\nVice-President\nSecretary\n\nGreeley, Colo.\nNew Paltz, N. Y.\n\nKindergarten\nHOLMES\n\nElementary\nAnderson, Ind.\nRome, G a.\nIthaca, N. Y.\n\nSecondary\nSt. Louis, Mo.\nCincinnati, O.\nCharleston, S. C.\n\nHigher\n\nNormal\nZ. X. SNYDER\nMYRONT. SCUDDER\n\nSuperintendence\nL.D.HARVEY\nA. K. WHITCOMB\nW. F. SLATON\nF. B. COOPER\nCHARLES\n\n'.\n\nA. BENNETT\n\nPresident\nFirst Vice-President\nSecond Vice-President\n\nMadison, Wis.\nLowell, Mass.\nAtlanta, Ga.\n\nSecretary\n\nSalt Lake City, Utah\n\nManual\n\nPresident\n\nPeoria, 111.\n\nB. A. LENFEST\nL. A. BUCHANAN\n\nVice-President\nSecretary\n\nWaltham, Mass.\nStockton, Cal.\n\nMiss BONNIE\n\nE. SNOW\n\nArt\n\nPresident\n\nMinneapolis, Minn.\n\nMiss MYRA JONES\nFRED J. ORR\n\nVice-President\nSecretary\n\nDetroit, Mich.\nAthens, Ga.\n\nA. J. GANTVOORT\nMrs. EMMA A. THOMAS\nH.W. GRAY\n\nPresident\nVice-President\nSecretary\n\nMusic\n\n♦Deceased.\n\nCincinnati.O.\nDetroit, Mich.\nNew York, N. Y.\n\n"}
{"page": 23, "printed_page": null, "text": "DEPARTMENT\n\nOFFICERS\n\nBusiness\nWILLIAM\nWILLARD\nEDWARD\n\nE. DOGGETT\nJ. WHEELER\nW. STITT\n\nPresident\nVice-President\nSecretary\n\nTHOMAS P. BAILEY, Jr\nMissMARION BROWN\nMANFRED J. HOLMES\n\nPresident\nVice-President\nSecretary..\n\nChild\n\nBrooklyn, N. Y.\nBirmingham, Ala.\nNew York, N. Y.\n\nStudy\nChicago, 111.\nNew Orleans, La.\nNormal, 111.\n\nPhysical Training\nW. O. KROHN\n\nPresident\n\nChicago, 111.\n\nMiss REBECCA STONEROAD\nMiss MABEL PRAY\n\nVice-President\nSecretary\n\nWashington, D. C.\nToledo, O.\n\nN. A. HARVEY\nCHARLES B. WILSON\nCHARLES N. COBB\n\nPresident\nVice-President\nSecretary\n\nScience\nChicago, 111.\nWestfield, Mass.\nAlbany, N. Y.\n\nSchool Administration\nW. S. ELLIS\nISRAEL H. PERES\nJOHN OGREN\nW. A. HUNT\nWILLIAM GEORGE\n\nROBERT\n\nBRUCE\n\nC. M ETCALF\n\nJ EROME H. RAYMOND\nMiss MARY EILEEN AHERN\n\nPresident\nFirst Vice-President\nSecond Vice-President\nThird Vice-President\nSecretary.\nLibrary\n\nAnderson, Ind.\nMemphis, Tenn.\nCharleston, S. C.\nNorthfield, Minn.\nMilwaukee, Wis.\n\nPresident\n\nBoston, Mass.\n\nVice-President\nSecretary\n\nMorgantown, W. Va.\nChicago, 111.\n\nDeaf, Blind, etc.\nMiss MARY McCOWEN\nE. R. JOHNSTONE\nE. A. GRUVER\nEDWARD E. ALLEN\n\nPresident\nVice-President\nSecretary\nChairman of Executive Committee. . . .\n\nIndian Education\nH. B. FRISSELL\nMiss ESTELLE REEL\nF. F. AVERY\n\nPresident\nVice-President\nSecretary\n\nChicago, 111.\nVineland, N. J.\nNew York, N. Y.\nOverbrook, Pa.\n\nHampton, Va.\nWashington, D. C.\nMiles, Wash.\n\n"}
{"page": 24, "printed_page": null, "text": "NATIONAL EDUCATIONAL\nOF THE\n\nUNITED\n\nOFFICERS\n\nFOR\n\nGENERAL\nW. M. BEARDSHEAR\nIRWIN SHEPARD\nCHARLES H. KEYES\n\nASSOCIATION\n\nSTATES\n\n1901-1902\n\nASSOCIATION\n\nPresident\nSecretary\nTreasurer\n\nAmes, la.\nWinona, Minn.\nHartford, Conn.\n\nVICE-PRESIDENTS\nJames M. Green, Trenton, N. J.\nW. C. Martindale, Detroit, Mich.\nR. S. Bingham, Tacoma, Wash.\nW. W. Chalmers, Toledo, O.\nA. W. Norton, Sioux Falls, S. D.\nJ. L. Hollowav, Fort Smith, Ark.\nBOARD\n\nMcHenrv Rhoads, Owensboro, Ky.\nEdmund Stanley, Wichita, Kan.\nH. S. Tarbell, Providence, R. I.\nS. D. Largbnt, Great Falls, Mont.\nW. M. Slaton, Atlanta, Ga.\nC M. Woodward, St. Louis, Mo.\nOF TRUSTEES\n\n(See Art. IV, sec. o, of the constitution.)\nAlbert G. Lane\nNicholas Murray\n\nButler\n\nNicholas Murray Butler\nAlbert G. Lane\nNewton C. Dougherty\nF. Louis Soldan\nW. M. Beardshear\n\nChairman\nSecretary\n\nChicago, 111.\nNew York, N. Y.\n\nNew York, N. Y\nChicago, 111\nPeoria, 111\nSt. Louis, Mo\nAmes, la\n\nTerm expires July, 1902\nTerm expires July, 1903\nTerm expires July, 1904\nTerm expires July, 1905\nEjc officio\n\nEXECUTIVE\n\nCOMMITTEE\n\n(See A rt. IV, sees. 2 and 11, of the constitution.)\nW. M. Beardshear\n\nPresident\n\nAmes, la.\n\nJames M. Green\nCharles H. Keyes\nAlbert G. Lane\nWm, T. Harris\n\nFirst Vice-President\nTreasurer\nChairman Board of Trustees\nMember by election\n\nTrenton, N. J.\nHartford, Conn.\nChicago, 111.\nWashington, D. C.\n\nSecretary\n\nWinona, Minn.\n\nIrwin Shepard\n\nBOARD\n\nOF DIRECTORS\n\nDirectors ex officio\n(See Art. IV, sec. 2, of the constitution.)\nW. M. Beardshear, Ames, la.\nCharles H. Keyes, Hartford, Conn.\nJames M. Green, Trenton, N. J,\nAlbert G. Lane, Chicago, 111.\nIrwin Shbpard, Winona, Minn.\n\nLife Directors\n(See Art. IV, sec. 2, of the constitution.)\nBicknell, Thomas W., Providence, R. I.\nBoard of Education, Nashville, Tenn.\nButler, Nicholas Murray, New York, N. Y.\n\nCanfield, James H., New York, N. Y.\nCook, E. H., Yonkers, N. Y.\nCorson, Oscar T., Columbus, O.\n12\n\n"}
{"page": 25, "printed_page": null, "text": "OFFICERS\n\nOF\n\nTHE\n\nASSOCIATION\n\nLife Directors\nDougherty, Newton C, Peoria, 111.\nGarrett, W. R., Nashville, Tenn.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Grayling, Mich.\nGreen, J. M., Trenton, N. J.\nGreenwood, J. M., Kansas City. Mo.\nHarris, Wm. T., Washington, D. C.\nHunt, Mary H., Boston, Mass.\nJewett, A. V., Abilene, Kan.\n\n— continued\nMarshall, T. Marcellus, Glenville, W. Va.\nParker, Charles I., South Chicago, 111.\nPhelps, W. F., Duluth, Minn.\nPickard, Josiah L., Brunswick, Me.\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., Decatur, 111.\n\nLane, Albert G., Chicago, 111.\nLyte, E. Oram, Millersville, Pa.\nMarble, Albert P., New York, N. Y.\nWilson, J. Ormond,\n\nTeachers* Institute, Philadelphia, Pa.\nWhite, Charles G., Lake Linden, Mich.\nWhite, E. E., Columbus, O.\nWashington, D. C.\n\nDirectors by Election\nNorth\n\nAtlantic Division\n\nMaine\nNew Hampshire\nVermont\nMassachusetts\n\nJohn S. Locke\nJ. E, Klock\nJohn L. Alger\nFrank A. Fitzpatrick\n\nSaco\nPlymouth\nJohnson\nBoston\n\nRhode Island\nConnecticut\nNew York\n\nWalter Ballou Jacobs\nWilbur F. Gordy\nA. S. Downing\n\nProvidence\nHartford\nNew York\n\nNew Jersey\nPennsylvania. .. :\n\nH. Brewster Willis\nWatson Cornell\n\nNew Brunswick\nPhiladelphia\n\nSouth Atlantic Division\nDelaware\nMaryland\nDistrict of Columbia\nVirginia\nWest Virginia\nNorth Carolina\n\nGeorge W. Twitmyer\nM. Bates Stephens\nHosmer M. Johnson\nGeorge J. Ramsey\nW. H. Anderson\n.... Charles D. McIver\n\nSouth Carolina\n\nD.B.Johnson\n\nFlorida\n\nVV. N. Shkats\n\nWilmington\nBaltimore\nAnacostia\nRichmond\nWheeling\nGreensboro\n...\n^\n\nRock Hill\nTallahassee\n\nSouth Central Division\nKentucky\nTennessee\nGeorgia\nAlabama\nMississippi\nLouisiana\n\nW. H. Bartholomew\nM. M. Ross\nM. L. Brittain\nJohn W. Abercrombie\nJ. R. Preston\nWarren Easton\n\nLouisville\nNashville\nAtlanta\nMontgomery\nNatchez\nNew Orleans\n\nTexas\nOklahoma\nArkansas\n\nJ. M. Fendley\nDavid R. Boyd\nGeorge B. Cook\n\nGalveston\nNorman\nHot Springs\n\nNorth\n\nCentral Division\n\nOhio\nIndiana\nIllinois\nMichigan\nWisconsin\nIowa\nMinnesota\nMissouri\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\nJ. M. H. Frederick\nT. A. Mott\nAlfred Bayliss\nD. W. Springer\nL. D. Harvey\nH. E. Kratz\nC.M.Jordan\nW. T. Carrington\nW. E. Hoover\nE. E. Collins\nC. G. Pharsb\nFrank R.Dyer\n\nMontana\n\nW. W. Welch\n\nWestern\n\nWyoming\nColorado\n\n.\"\n\nLakewood\nRichmond\nSpringfield\nAnn Arbor\nMadison\nSioux City\nMinneapolis\nJefferson City\nPark River\nVermillion\nOmaha\nWichita\n\nDivision\n\nMiss Estelle\nH. S. Philips\n\nHelena\nReel\n\nWashington, D. C.\nDenver\n\n13\n\n"}
{"page": 26, "printed_page": null, "text": "14\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDirectors by Election — continued\nWestern\nNew Mexico\nArizona\nUtah\nNevada\nIdaho\nWashington\nOregon\nCalifornia\n\nDivision — continued\n\nHiram Hadlev\nF. Yale Adams\nW. J. Kerr\nJ. E. Stubbs\nMiss Permeal French\nCharles M. Sherman\nE. D. Ressler\nJames A. Foshay\n\n,.\n\nDEPARTMENT\n\nLas Cruces\nTucson\nLogan\nReno\nBoise\nSnohomish\nEugene\nLos Angeles\n\nOFFICERS\n\nNational Council\nJ.H.PHILLIPS\nMiss MARY E. NICHOLSON\nJESSE F. MILLSPAUGH\nNICHOLAS MURRAY BUTLER\nJOSEPH SWAIN\nRICHARD G. BOONE\n\n...\n\nPresident\nVice-President\nSecretary\nExecutive Committee\nExecutive Committee\nExecutive Committee\n\nBirmingham, Ala.\nIndianapolis, Ind.\nWinona, Minn.\nNew York, N. Y.\nBloomington, Ind.\nCincinnati,©.\n\nKindergarten\nMiss C. GERALDINE O'GRADY\nMiss CLARA W. MINGINS\nMiss MARY C. MAY\n\nPresident\nVice-President\nSecretary\n\nR. A. OGG\nJ.J.DOYNE\nMiss ADDA P. WERTZ\n\nPresident\nVice-President\nSecretary\n\nJ. REMSEN BISHOP\nW. F. WEBSTER\nVacant\n\nPresident\nVice-President\nSecretary\n\nNew York, N. Y.\nDetroit, Mich.\nSalt Lake City, Utah\n\nElementary\n\nSecondary\n\nKokomo, Ind.\nLittle Rock, A.rk.\nCarbondale, 111.\n\n'\n\n.\n\nCincinnati, O.\nMinneapolis. Minn.\n\nHigher\nPresident\n\nProvidence. R. I.\n\nC. W. DABNEY\nJOHNW.PERRIN\n\nVice-President\nSecretary\n\nKnoxville, Tenn.\nCleveland, O.\n\nJESSE F. MILLSPAUGH\nMYRON TRACY SCUDDER\nJOHN R. KIRK\n\nPresident\nVice-President\nSecretary\n\nW.H.P.\n\nFAUNCE\n\n...\n\nNormal\nWinona, Minn.\nNew Paltz, N. Y.\nKirksville, Mo.\n\nSuperintendence\nG. R. GLENN\nH.P.EMERSON\nF. W. COOLEY\n\nPresident\nFirst Vice-President\nSecond Vice-President\n\nAtlanta, Ga.\nBuffalo, N. Y.\nCalumet, Mich.\n\nJOHN\n\nSecretary\n\nColorado Sp'gs, Colo.\n\nW. DIETRICH\n\nManual\nCHARLES R. RICHARDS\nCHARLES F. WARNER\nJ. H.TRYBOM\n\nPresident\nVice-President\nSecretary\n\nNew York, N. Y.\nSpringfield, Mass.\nDetroit, Mich.\n\nMiss MYRA JONES\nMiss RODA SELLECK\nMiss EMILY H. MILES\n\nPresident\nVice-President.\nSecretary\n\nDetroit, Mich.\nIndianapolis, Ind.\nDenver, Colo.\n\nA. J. GANTVOORT\nSTERRIE A. WEAVER\nMrs. GASTON BOYD\n\nPresident\nVice-President\nSecretary\n\nArt\n\nMusic\nCincinnati, O.\nWestfield, Mass.\nNewton, Kan.\n\n"}
{"page": 27, "printed_page": null, "text": "DEPARTMENT\n\nOFFICERS\n\n15\n\nBusiness\nI. O. CRISSY\nJ.H.FRANCIS\nTEMPLETON P. TWIGGS\nH. E. KRATZ\nMiss JENNIE WARREN PRENTISS\nMiss KATE HOPPER .. .\n\n..\n\nPresident\nVice-President\nSecretary\nChild Study\n\nAlbany, N. Y.\nLos Angeles, Cal.\nDetroit, Mich.\n\nPresident\nVice-President\nSecretary\n\nSioux City, la.\nCleveland, O.\nDetroit, Mich.\n\nPhysical Training\nW. O. KROHN\nTHEODORE TOEPEL\nMiss M. AUGUSTA REQUA\nMiss MABEL L. PRAY\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary\n\nFRANKLIN W. BARROWS\nW.H.NORTON\nVacant\n\nPresident\nVice-President\nSecretary\n\nChicago, 111.\nAtlanta, Ga.\nNew York, N. Y.\nToledo, O.\n\nScience\nBuffalo, N. Y.\nMt. Vernon. la.\n\nSchool Administration\nISRAEL H. PERES\nMrs. JOSEPHINE A. GOSS\nL. D. BONEBRAKE\nGEORGE FENTON\nWILLIAM GEORGE BRUCE\n\nPresident\nFirst Vice-President\nSecond Vice-President\nThird Vice- President\nSecretary\nLibrary\n\nMemphis, Tenn.\nGrand Rapids, Mich.\nColumbus, O.\nBroadalbin, N. Y.\nMilwaukee, Wis.\n\nJAMES H. CANFIELD\nREUBEN POST HALLECK\nMiss MARY EILEEN AHERN\n\nPresident\nVice-President\nSecretary\n\nNew York, N. Y.\nLouisvilltf, Ky.\nChicago, 111.\n\nDeaf, Blind, etc.\nALEXANDER GRAHAM\nE. E. ALLEN\nE. A. GRUVER\n\nBELL\n\nPresident\nVice-President\nSecretary\n\nWashington, D. C.\nOverbrook, Pa.\nNew York, N.Y.\n\nIndian Education\nSAMUEL M. McCOWAN\nH. B. FRISSELL\nMiss ESTELLE REEL\n\nPresident\nVice-President\nSecretary\n\nPhoenix, N. M.\nHampton, Va.\nWashington, D. C.\n\n"}
{"page": 28, "printed_page": null, "text": "TREASURER'S\nTO\n\nNATIONAL\n\nREPORT\n\nTHE\n\nEDUCATIONAL\n\nASSOCIATION\n\nJuly i, 1900, to July i, 1901\nMEETING\n\nAT\n\nCHARLESTON,\n\nL. C. Greenlee, Treasurer, in Account\n\nS. C, 1900\n\nwith the National Educational\n\nBALANCE\n\nAssociation\n\nON HAND\n\nIn Bank of Charleston, S. C\nDraft from C. G. Pearse, Treasurer\nCash\nIn Union Bank, Denver (unavailable)\n\n$2,500.00\n1,180.48\n50.00\n66.19\n\n$ 3.796.67\n\nRECEIPTS\nRailroad company receipts, Los Angeles meeting\nRailroad company receipts, Washington meeting\n\n,\n\n$\n\n779.00\n72.00\n\nMemberships and enrollments, Charleston meeting\nRailroad company receipts, Charleston meeting\n\n$1,300 00\n4,658.00\n\n851.00\n\nReceipts of Secretary's office during the year:\nMemberships, enrollments, etc\nSale of back volumes\nCommittee reports, etc\n\n$3t 757.85\n852.65\n478.69\n\n5,958.00\n5,089.19\n\n•\n\n736.00\n3,883.03\n\nRoyalty on sales, Committee of Ten and Fifteen\n\n82.45\n\nReceipts from superintendents' meeting, Chicago\nReceived from Board of Trustees, interest on Permanent Fund\nTotal receipts for the year\nDepartment\n\n$20,396.34\n\nEXPENDITURES\n\nMeetings:\n\nCouncil of Education (30,1 33)\nSchool Administration (14)\nLibrary (14)\nDeaf, Dumb, etc. (14)\nSecondary Education (14)\nMusic (14)\nScience (14)\nState Directors and Managers\nNew Mexico (13)\nWest Virginia (13)\nWyoming (13)\nCalifornia (13)\nGeorgia (13)\nFlorida (13)\nMontana (13)\nKansas (13)\nOklahoma (13)\nWisconsin (13)\n\n$\n\n11.70\n25.00\n15-77\n8.50\n5.00\n22.20\n6.50\n\nElementary Education (14) ... $ 12.65\nManual Training (14) .. .\n24.74\nArt Instruction (14)\n24.43\nBusiness Education (14)\n17.00\nPhysical Education (1)\n8.54\nKindergarten (6)\n19-35\nSuperintendence (53, 74,75,77) 591.59\n\n$\n\n15.00\n20.00\n20.00\n8.81\n20.00\n20.00\n10.00\n20.00\n10.30\n20.00\n\nRhode Island (13)\nNew Jersey (13)\nVirginia (13)\nKentucky (13)\nMississippi (13)\nIndiana (13)\nMissouri (13)\nDistrict of Columbia (13)\nMinnesota (13)\nVermont (13)\n\n$\n\n:\n$\n\n1 Figures in parentheses denote number of trustees'16 order on which payment was made.\n\n8.00\n20.00\n20.00\n15.00\n15.50\n20.00\n20.00\n1.50\n19.25\n3.00\n\n792-97\n\n"}
{"page": 29, "printed_page": null, "text": "TREASURER'S\n\nREPORT\n\n17\n\nState Directors and Managers — continued:\nDelaware (13)\nColorado (13)\nWashington (13)\nOhio (13)\nMichigan (13)\nIllinois (13)\nSouth Carolina (13)\nAlabama (13)\nTexas (13)\n\n$\n\n2.00\n17.60\n20.00\n20.00\n18.50\n20.00\n20.00\n5.00\n18.25\n\nNebraska (13)\nIowa (13)\nPennsylvania (13)\nMaine (13)\nNew York (13)\nIdaho (3)\nOregon (5)\nMaryland (72)\n\n$\n\n:....\n\n17.75\n3.80\n20.00\n8.25\n20.00\n10.50\n17.00\n20.00\n$565.01\n\nExecutive Committee:\nJ. M. Green, President :\nTraveling (37, 57. 81)\nO. T. Corson, member of Executive Committee :\n\n$\n\n139-39\n\nTraveling (4, 43, 78)\nC. G. Pearse, Treasurer, 1899-1900:\nTraveling (19)\nStenographer (19)\nMiscellaneous (19)\n\n73-38\n$79-45\n50.00\n12.65\n\n142.10\n\nL. C. Greenlee, Treasurer :\nTraveling (45, 82)\nMiscellaneous (95)\n\n$82.85\n75-21\n\n158.06\n\nA. G. Lane, chairman Board of Trustees :\nTraveling (10, 54)\nWm. T. Harris, member of Executive Committee :\nTraveling (58, 80)\n\n64.40\n37.55\n\n614.88\n\n2.50\n2.69\n10.00\n264.55\n522.00\n\n801.74\n\nTrustees' Account:\nExchange\nExpress\nRent box, Safety Deposit Co\nAccrued interest on purchase of bonds\nPremium on bonds\nSecretary's\n\n$\n\nOffice:\n\nSalary (9, 41, 64, 92)\nStenographer and clerks (8, 12, 34, 38, 47, 56, 63, 79, 88, 91, 94)\nPostage (7, 8, 12, 34, 38, 47, 56, 63, 79, 88, 91, 94)\nTelegraph (7, 8, 38, 47, 56. 63, 79, 88, 91, 94)\nFreight and express (7, 8, 34, 38, 47, 56, 63, 88, 94)\nTravel (7, 38, 47, 56, 88, 91)\nMiscellaneous office expenses (7, 8, 12, 34, 91, 38, 47, 56,63, 79, 88, 94)\n\n$ 4,000.00\n563.70\n749-65\n53.42\n21.18\ni39-i5\n169.02\n\nPrinting and Stationery:\n4,000 volumes of proceedings (sr, 65)\n1,500 reprints, Department of Superintendence (17)\nReports, Committee of Twelve (89)\nBulletins (96)\nMiscellaneous (10, 15, 21, 22, 33, 39, 52, 55, 61, 66, 68, 76, 85, 90)\n\n$ 3,036.13\n344.76\n136.60\n435.25\n690.94\n\nExpress and Freight: (2, n, 29, 31, 36, 40, 42, 48, 50, 60, 62, 67, 69, 70, 71, 86, 97,\n98, 99, 100)\nMiscellaneous\n\n1,201.90\n4,643.68\n\n:\n\nRent, depository at Washington (31, 60, 86)\nJ. Ormond Wilson, services custodian (35)\nTelegrams (27)\n\n$\n\n• Reports, Committee of Ten and Fifteen (46, 59, 87)\nClerks' pay-roll at Charleston (24)\nTypewriter supplies, stenographer service (25, 28, 84)\nRefunded memberships (26)\nRecord cards (83)\nPress clippings (9)\nAuditor's expenses (18)\nBadges (16, 73)\n\n5,696.12\n\n100.00\n50.00\n6.15\n32.40\n429.60\n93-5°\n130.00\n\n-. . .\n\n7.15\n22.98\n10.00\n382.10\n\n"}
{"page": 30, "printed_page": null, "text": "18\n\nNATIONAL\n\nMiscellaneous\n\nEDUCATIONAL\n\nASSOCIATION\n\n— continued:\n\nSecretary's furniture (32)\nJoint Agency, Washington (44)\n\n$\n\n17.95\nS34-S2\n\nPremium on Treasurer's bond (49)\nPostage on reports, Department of Superintendence (93)\nMiscellaneous supplies, Charleston (66)\nConde B. Pallen (traveling expenses) (20)\n\n25.00\n47-9°\n3°.25\n47-5°\n\nTotal expenditures\nExcess of receipts over expenditures — balance on hand\nNet receipts for the year\nExpenses for the year\n\n$16,283.30\n4,113.04\n$16,599.67\n16,283.30\n\nExcess of net receipts over expenditures\n\n$1,967.00\n\n$\n\n$20,396.34\n\n316.37\nDetroit, Mich., July 8, 1901.\n\nThe undersigned trustees of the National Educational Association have this day examined and approved\nthe foregoing accounts of Mr. L. C. Greenlee, Treasurer, with all statements of receipts and vouchers for\nexpenditures.\n\n(S.g\n.„. ned) „\n\n\\\n\nFIFTEENTH\n\n( A. G. Lane.\n\njJ ;N.C.Dougherty.\nM Green\n( Nicholas\n\nANNUAL REPORT OF THE\nOF TRUSTEES\n\nTo the Board of Directors of the National Educational\n\nMurray\n\nButler.\n\nBOARD\n\nAssociation:\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, 1901 :\nPermanent Fund, July i, 1900:\nMortgages on real estate\nKansas school and municipal bonds\nIllinois, Indiana, and Missouri school bonds\nCash on hand for investment\n\n$45,500.00\n18,890.00\n18,500.00\n5, 1 10,00\n\n$88,000.00\n\nPermanent Fund, July 1, 1901 :\nIn the following items :\nMortgages on real estate\nKansas school and municipal bonds\nIllinois, Indiana, and Missouri school bonds\nTotal\nCash on hand for investment\n\n. . $37,500.00\n15,100.00\n31,500.00\n$84,100.00\n3,900.00\n\n$88,000.00\n\nINVESTMENTS\nInvestment, July 1,1900\nPaid during the year:\nFirst mortgage, 428 W. Adams street, Chicago\nLemont, 111., Bonds 4 and 6\nBarton county, Kan., S. D. 66\nCowley county, Kan., S. D. 143\nEudora City, Kan., Bond No. 9\nDe Kalb, 111., Bond No. 2\nCity of Concordia, Kan\n\nInvestments, during the year:\nChicago improvement bonds, 6 per cent., yielding 4j£ per cent\nTotal investment, July 1, 1901\n\n$82,890.00\n$ 8,000.00\n1,000.00\n330.00\n360.00\n100.00\n1,000.00\n3,000.00\n\n13,790.00\n\n$69,100.00\n15,000.00\n$84,100.00\n\n"}
{"page": 31, "printed_page": null, "text": "REPORT\n\nOF THE\n\nBOARD\n\nINCOME\n\nOF TRUSTEES\n\nSTATEMENT\n\nReceipts from interest :\nBarton county, Kan., S. D. 66\nCowley county, Kan., S. D. 143\nNess county, Kan., S. D. 41\nNess county, Kan., S. D. 70\nNorton county, Kan., S. D. 95\nReno county, Kan., S. D. 51\nReno county, Kan. , S. D. 129\nCity of Concordia, Kan\nCity of Eudora, Kan\nHodgeman county, Kan\n\n10.80\n\n12.00\n9.90\n12.00\n60.00\n\n18.00\n30.00\n180.00\n60.00\n60.00\n\nMcPherson county, Kan., Sharp's Creek township\nMontgomery county, Kan., Caney township\nKansas City, Mo\nNoblesville, Ind\nDe Kalb.Ill\nMorgan Park, 111\nLemont, 111\nFirst mortgage, Providence, R.I\nFirst mortgage, 1919 Wabash avenue, Chicago\nFirst mortgage, 5136 Hibbard avenue, Chicago\nFirst mortgage, 428 W. Adams street, Chicago\nFirst mortgage, 5603 Madison avenue, Chicago\nFirst mortgage, First Universalist Church, Englewood\nFirst mortgage, 4762 Lake avenue, Chicago\nFirst mortgage, 4802 Lake avenue, Chicago\nInterest on certificate of deposit\n\n60.00\n100.00\n54.00\n100.00\n250.00\n289.96\n175-00\n125.30\n270.00\n\n480.00\n250.00\n225.00\n500.00\n250.00\n51.07\n\"\n250.00\n$3,883.03\n\nDisbursements :\nTransferred to L. C. Greenlee, Treasurer .\n\n$3,883.03\nSTATEMENT\n\nOF SECURITIES AND BONDS BELONGING TO THE PERMANENT\nTHE NATIONAL EDUCATIONAL\nASSOCIATION, JULY 1, 1901\n24\nKANSAS\n\nSCHOOL\n\nNumber\nschool\ndistrict\n\nCounty\n\nFUND\n\nOF\n\nBONDS\n\nRate of\ninterest\n\nAmount\n\nInterest payable\n\nBond due\n\nper cent.\n\n129\n\n6\n6\n6\n6\n6\n6\n\n200\n$ 200\n800\n\n95\n\n1,000\n\nJan. and July\nJuly, 1905\nJuly, 1903\nii\nJuly, 1902\nJuly, 1902\nJan., 1902\n\n500\nKANSAS\n\nCOUNTY\n\n4i\nCounty\n\nKind of bond\n\nAND $3,000\nMUNICIPAL\n\nBond\n51Nos.\n\n70300\nAmount\n\nBONDS\n\nInterest\n\nInterest payable\n\nBond due\n\nMarch\nJan. and July\nJan. and July\nJan. and July\nMar. and Sept.\nJan. and July\n\nOne due each\nFebruary, 1920\nyear March 1\n\nper cent.\n\nGrant*\n\nReno*\n\nEudora City\nCounty\nCounty\nCounty\nCity of Marion\nSharp's Creek Tp.\nCaney township\nCity South Hutchinson\nWith Bentley & Hatfield, Wichita, Kan.\n\n6\n\nto to 20\n11 Ito 13\n\n$1,100\n2,000\n\n47,48\nI\nI\n\n1,000\n1,000\n1,000\n1,000\n3>°°o\n\nI, 2-\n\nApril\nand Aug.\nOct.\nFeb. and\n\nJuly 1, 1918\nMarch1, 1,\n1900\nJuly\n1918\nSept. 1, 1916\nOct. i, 1916\nApril 1, 1908\n\n1,000\n1,000\n$12,100\n\n* Interest or principal in default.\n\n6\n6\n6\nS%\n6\n6\n7\n\nJudgm't obtain'd\n\n"}
{"page": 32, "printed_page": null, "text": "20\n\nNATIONAL\n\nEDUCATIONAL\n\nILLINOIS, INDIANA,\n\nCounty\n\nJackson, Kansas City, Mo\nNoblesville, Ind\nDe Kalb, 111\nCook, village of Morgan Park, 111\nLemont, III., School Nos. 8, 12, 14, 16, 18, 20,\n22, 24, 30, 32\nChicago improvement bonds\n\nREAL\n\nESTATE\n\nProvidence real estate, first mortgage\nFirst mortgage, 1919 Wabash ave., Chicago.\nFirst mortgage, 5136 Hibbard ave., Chicago\nFirst mortgage, 5603 Madison ave., Chicago\nFirst mortgage, First Universalist Church,\nChicago\nFirst mortgage, 4762 Lake ave., Chicago . ..\nFirst mortgage, 4802 Lake ave., Chicago . ..\n\nAND\n\nAmount\n\n$ 2,000\n1,000\n5,000\n15,000\n3i5°°\n5,000\n$31,500\n\n$ 3,000\n5,000\n10,000\n5,000\n\nMISSOURI\n\nASSOCIATION\nSCHOOL\n\nRate of\ninterest\n\nBONDS\n\nBond due\n\nInterest payable\n\nJan. and July\nJan. and July\nMar. and Sept.\nApril 1\nJune and Dec.\nDecember\n\nMay and Nov. 1\nMay and Nov. 1\nJuly and Jan.\nOct. and April\nMar. and Sept.\nMar. and Sept.\n\nJuly 1, 1901\nJuly\n1912\nSept.,1,1,\n1905\nApril\n1902\n$1,000 yearly Dec. 1\nDec, 1901-2-3 and 4\n\nMay\nNov. 1,t, 1903\n1903\nJuly\n1905\n1905 1,1905\nOct.,\nMar., 1905\n\n5,000\n4.5°o\n$37.5oo\nRespectfully submitted,\nAlbert G. Lane, Chairman,\nNicholas Murray Butler,\nJ. M. Green,\nF. Louis Soldan,\nN. C. Dougherty,\nBoard\n\nof Trustees.\n\nThe foregoing 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 of\nthe National Educational Association in the custody of A. G. Lane, chairman of the Board of Trustees.\nBloomington, Ind.,\nSeptember 16, 1901.\n\n(Signed)\n\nJoseph Swain, Examiner.\n\n"}
{"page": 33, "printed_page": null, "text": "JOURNAL\n\nOF\n\nPROCEEDINGS\nOF\n\nFORTIETH\n\nTHE\n\nANNUAL\nOF\n\nMEETING\n\nTHE\n\nNATIONAL EDUCATIONAL\nDETROIT,\n\nFIRST\nOPENING\n\nASSOCIATION\n\nMICH., JULY 9-12, 1901\n\nDAY'S\n\nPROCEEDINGS\n\nSESSION. — Tuesday, July 9,2:30 p.m.\n\nThe association met in the Light Guard Armory at 2 : 30 o'clock, and was called to\norder by Professor O. G. Frederick, chairman of the Local Executive Committee of\nDetroit.\nMusic — song, \"Morning Invitation,\" Veazie; chorus of five hundred children; Mrs.\nEmma A. Thomas, director.\nThe audience was led in an invocation by Rev. A. H. Barr, pastor of the Jefferson\nAvenue Baptist Church of Detroit.\nAddresses of welcome were made by his excellency, Hon. A. T- Bliss, governor of\nMichigan ; Hon. Delos Fall, state superintendent of public instruction ; Hon. W. C.\nMaybury, mayor of Detroit ; President James B. Angell, University of Michigan ; Wales\nC. Martindale, superintendent of city schools of Detroit.\nMusic — song, \"Lend Me Thine Aid!\" Gounod; Mr. Harold Jarvis; song, (a)\n\"Anchored,\" (0) \"Floating,\" Veazie; Mr. Jarvis and chorus.\nThe conduct of the meeting was then transferred to Dr. James M. Green, President\nof the National Educational Association, who was introduced by Chairman Frederick.\nPresident Green introduced Dr. Richard G. Boone, superintendent of city schools,\nCincinnati, O., who responded to the addresses of welcome.\nThe President announced the Committee\" on Resolutions, as follows:\nE. Oram Lyte, of Pennsylvania, chairman,\nLivingston C. Lord, of Illinois.\nWilliam F. King, of Iowa.\nL. E. Wolfe, of Kansas.\nJoseph Swain, of Indiana.\nW. T. Carrington, of Missouri.\nW. K. Tate, of South Carolina.\nJ. V. Calhoun, of Louisiana.\nJames B. Angell, of Michigan.\n\nThe Secretary read several announcements concerning the annual meeting of the\nactive members from each state for the selection of nominees to the President as members of the general nominating committee, in accordance with By-Law No. I.\nThe meeting then adjourned.\nSECOND\n\nSESSION. — Tuesday, July 9, 8 p. m.\n\nThe meeting was called to order by Vice-President Oscar T. Corson.\nMusic — double quartet, \" Bridal Chorus,\" Cowen.\nPresident Green delivered the annual presidential address, on \" The Duty of the\nNational Educational Association in Shaping Public Educational Opinion.\"\n21\n\n"}
{"page": 34, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nMusic — song, \"The Two Grenadiers,\" Schumann; Mr. Oscar Garissen.\nRt. Rev. John Lancaster Spalding, bishop of Peoria, 111., addressed the convention\non the subject \" Progress in Education.\"\n\nSECOND\nTHIRD\n\nDAY'S\n\nPROCEEDINGS\n\nSESSION. — Wednesday, July io, 9:30 A.M.\n\nThe meeting was called to order by President Green.\nMusic — trio, (a) \"Meditation,\" Richardson; {b) \"Intermezzo,\" Mascagni; violin,\nMiss Carlotte McDonald ; cello, Miss Emma McDonald ; piano, Miss Kate McDonald.\nPrayer was offered by Rt. Rev. John S. Foley, bishop of Detroit.\nThe subject for the morning's discussion was \" Elementary Education.\"\nThe first paper was presented by Superintendent F. Louis Soldan, city schools, St.\nLouis, Mo. ; subject, \" What is a Fad ? \"\nA paper on the subject, \"Is the Curriculum Overcrowded ?\" was read by Superintendent J.H. Van Sickle, city schools, Baltimore, Md.\nCharles R. Richards, director of the manual training department of Teachers College,\nColumbia University, New York city, read a paper on the subject, \" How Early May\nHandwork be Made a Part of School Work ?,\"\nThe paper of Dr. Soldan was discussed by William K. Fowler, state superintendent\nof public instruction, Lincoln, Neb., and William M. Davidson, superintendent of city\nschools, Topeka, Kan.\nThe Committee on Nominations appointed by President Green in accordance with\nsec. I of the By-Laws was announced by the Secretary as follows :\nCOMMITTEE\n\nON\n\nNOMINATIONS\n\nAaron Gove, of Colorado, chairman.\nJ. H. Phillips\nA. Z. Peacher\nA. J. Matthews\nJ.H.Francis\nAaron Gove\nWillis I. Twitchell\nA. H. Berlin\nDavid Williams\nG.R.Glenn\nMiss Perineal French\nMiss Catharine Goggin\nJoseph Swain\nR. C. Barrett\nW. M. Davidson\nS. L. Frogge\nJohn S. Locke\nJ. H. Van Sickle\nA. E. Winship\nO. G. Frederick\nD. H. Painter\nE. E. Bass\nBen Blewett\nJ. W. Crabtree\n\nAlabama\nArkansas\nArizona\nCalifornia\nColorado\nConnecticut\nDelaware\nFlorida\nGeorgia\nIdahoIllinois\n\nC. J. Baxter\nS. D. Largent\nHiram Hadley\nHoward J. Rogers\nCharles D. Mclver\nGeorge A. McFarland\nH. C. Muckley\n. A. H. Ackerman\nJ. P. Welsh\nWalter B. Jacobs\n\nNew Jersey\nMontana\nNew Mexico\nNew York\nNorth Carolina\nNorth Dakota\nOhio\nOregon\nOklahoma\nPennsylvania\nRhode Island\n\nIndiana\nIowa\nW. D. Anderson\nKansas\nH. C. Weber\n\nSouth Carolina\nSouth Dakota\nTennessee\n\nKentucky\nLouisiana\nMaine\nMaryland\nMassachusetts\nMichigan\nMinnesota\nMississippi\nMissouri\n\nJ. M. Fendley\nWilliam J. Kerr\nF. A. Bagnall\nGeorge J. Ramsey\nCharles S. Tilton\nH. B. Work\nR. H. Halsey\nMiss Estelle Reel\n\nNebraska\nNevada\nNew Hampshire\n\nAfter announcements by the Secretary, the meeting adjourned.\n\nTexas\nUtah\nVermont\nVirginia\nWashington\nWest Virginia\nWisconsin\nWyoming\nAlaska\nHawaii\nPorto Rico\n\n"}
{"page": 35, "printed_page": null, "text": "JOURNAL\nFOURTH\n\nOF PROCEEDINGS\n\n23\n\nSESSION.— Wednesday, July 10, 8 p. m.\n\nThe association was called to order by President Green.\nMusic — ladies' trio, chorus from Tennyson's \" Lady of Shalott,\" Wildred Bendal.\nAn address on \"The School and the Library: the Value of Literature in Early\nEducation \" was delivered by Frederick M. Crunden, librarian of the Public Library of\nSt. Louis, Mo.\nMusic — ladies' trio, \"Dance Song,\" Max von Weinziel.\nA paper on \" Some of Our Mistakes \" was presented by Principal George M. Grant,\nQueens University, Kingston, Ontario, Canada.\nThe meeting then adjourned.\nFIFTH\n\nSESSION.— Thursday, July 11,9:30 A.M.\n\nThe meeting was called to order by President Green.\nMusic — cornet solo, \"The Palms,\" Faure; Mr. Harold Todd.\nPrayer was offered by Rev. W. D. Maxon, D.D., rector of Christ Episcopal Church.\nThe subject for the morning's discussion was \"Economics and Education.\"\nAddresses were delivered as follows :\n\" Social Science and the Curriculum,\" by Professor George E. Vincent, University of\nChicago, Chicago, 111.\n\"Economics in Public Schools,\" by President George Gunton, Institute of Social\nEconomics, Union Squarej New York city.\n\" Ideals and Methods of Economic Teaching,\" by Professor Frederick W. Speirs,\nNortheast Manual Training School, Philadelphia, Pa.\n\"The Teacher as a Social-Economic Power,\" by Dr. Reuben PostHalleck, principal\nof the Boys' High School, Louisville, Ky.\nThe report of the Committee on Necrology was presented by W. E. Crosby, of New\nYork city, chairman, as follows :\nPRELIMINARY\nMembers\n\nREPORT\n\nof the National Educational\n\nOF THE\n\nCOMMITTEE\n\nON\n\nNECROLOGY\n\nAssociation:\n\nIt falls to my lot, under peculiar circumstances, to make a report — a preliminary report — of the Committee on Necrology of the active and life members of the association who have died during the past year. A\nlist of these members was handed to me today, as follows :\nGeorge T. Fairchild, Berea, Ky.\nJ. M. Mehan, Des Moines, la.\nCaleb G. Hall, New Berlin, N. Y.\nR. V. K. Montfort, Newburgh, N. Y.\nBurke Aaron Hinsdale, Ann Arbor, Mich.\nHenry Raab, Belleville, 111.\nS. H. Kellogg, Los Angeles, Cal.\nJohn C. Ridge, Cincinnati, O.\nE. B. McElroy, Eugene, Ore.\nJacob T. Merrill, Cedar Rapids, la.\nS. DeWitt Beals, Omaha, Neb.\nFor those who mourn it is impossible to make an adequate report.\nI can only remind the association of\nits loss. Three of the deceased members appealed to me personally : George T. Fairchild, whose name was\nassociated with that institution which prepared me for the work of teaching ; Dr. Hinsdale ; and John C.\nRidge, of Cincinnati.\nDr. Fairchild was a life member and a life director. Caleb G. Hall was a life director. Henry Raab\nand S. DeWitt Beals were life members.\nThere is something peculiarly interesting to me in the name of John C. Ridge in that it is associated\nwith other names prominent in the history of this association — Mason Parker, John Hancock, Andrew J.\nRickoff.\nThey were all recognized in the city of Cincinnati as Clermonters.\nThe members whose names I have read were soldiers in the warfare of truth against error. I will read\ntheir names again. They have fallen, and I call upon you to assist me by your memories to accord to them\na just meed of recognition of their virtues, that they may be properly recorded in history. I ask those of you\nwho knew them to aid me personally in making up this record.\nRespectfully submitted,\nW. E. Crosby, Chairman.\n\nAfter announcement by the Secretary, the meeting adjourned.\n\n"}
{"page": 36, "printed_page": null, "text": "24\nMINUTES\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nOF THE ANNUAL BUSINESS MEETING OF THE ACTIVE\nBERS OF THE NATIONAL EDUCATIONAL ASSOCIATION\nLIGHT\n\nGUARD\n\nMEM-\n\nARMORY\n\nThe meeting was called to order at 12 o'clock M., by President J. M. Green.\nAs the first order of business the report of the Treasurer was presented by L. C.\nGreenlee, Denver, Colo., Treasurer of the National Educational Association.\nMr. A. S. Downing, of New York, moved that the reading of the report be dispensed\nwith, since printed copies had been distributed to the members present.\nPresident Green asked if any member desired further information regarding the\nreport of the Treasurer.\nTreasurer Greenlee called attention to the fact that the receipts from the Charleston\nmeeting had fully met all of the expenses of the year, leaving a small balance to the\ncredit of that meeting ; in addition, quite a large sum had been expended in paying the\naccrued interest and premium on bonds purchased for investment by the Board of\nTrustees. Attention was called to this result as particularly gratifying, since many members had not anticipated that the association could pay its annual expenses from the\nreceipts of so small a meeting as the one at Charleston.\nPresident Green called for the report of the Board of Trustees.\nChairman of Trustees A. G. Lane, of Chicago, reported that a detailed report had\nbeen made to the Board of Directors, and accepted and approved. No essential change\nhad been made during the year in the permanent fund, excepting the payment of certain bonds and the reinvestment of the amount. He said, further, that certain conditions have so improved in the state of Kansas that it is now believed that ultimately the\nKansas bonds owned by the association will be paid in full. The report in full will be\nprinted in the annual volume.\nIt was moved and seconded that the reports of the Treasurer and of the Board of\nTrustees be accepted and placed on file. Carried.\nPresident Green announced the report of the Committee on Nominations of officers\nfor the general association as the next order of business.\nMr. Aaron Gove, chairman of the committee, introduced his report by expressing\nregrets that some features of the report had been published in the local papers in advance\nof its presentation to the association. He wished to say that the responsibility for this\napparent discourtesy to the association should not be charged to either the chairman or\nthe secretary of the committee. He believed that it was due to a lack of thoughtfulness\nof some members of the committee who must have given information to the reporters of\nthe press.\nREPORT\n\nOF COMMITTEE\n\nON NOMINATIONS\nDetroit, Mich., July n, 1901.\n\nTo the Active Members\n\nof the National Educational\n\nAssociation:\n\nOn behalf of the Committee on Nominations, I beg to present the following report :\nPresident.\nTreasurer\n\nWilliam\nCharles\n\nM. Beardshear\nH. Kbves\n\nFirst Vice-President\nSecond Vice-President\nThird Vice-President\nFourth Vice-President\nFifth Vice-President\nSixth Vice-President\nSeventh Vice-President\nEighth Vice-President\nNinth Vice-President\nTenth Vice-President\nEleventh Vice-President\nTwelfth Vice-President\n\nJ. M. Green\nWales C. Martindale\nR. S. Bingham\nW. W. Chalmers\nA.W.Norton\nJ. L. Hollow ay\nMcHenrv Rhoads\nEdmund Stanley\nHorace S. Tarbell\nS. D. Largent\nWilliam M. Slaton\nCalvin M.Woodward\n\nIowa\nConnecticut\nNew Jersey\nMichigan\nWashington\nOhio\nSouth Dakota\nArkansas\nKentucky\nKansas\nRhode Island\nMontana\nGeorgia\nMissouri\n\n"}
{"page": 37, "printed_page": null, "text": "JOURNAL\nBOARD\n\nOF PROCEEDINGS\nOF\n\nDIRECTORS\n\nAlabama\nArkansas\nArizona\nCalifornia\nColorado.\n...\nConnecticut\nDelaware\nDistrict of Columbia\nFlorida\nGeorgia\nIdaho\nIllinois.\nIndiana\nIowa\n\nJohn W. Abercrombie\nGeorge B. Cook\nF. Yale Adams\nJames A. Foshay\nyH. S. Philips\nWilbur F. Gordy\nGeorge W. Twitmyer\nH. M. Johnson\nW. N. Sheats\n. . M. L. Brittain\nMiss Perineal French\nAlfred L. Bayliss\nT. A. Mott\nH. E. Kratz\n\nNew Hampshire\nNew Jersey\nNew Mexico\nNew York\nNorth Carolina\nNorth Dakota\nOhio\nOregon\nOklahoma\nPennsylvania\nRhode Island ....\nSouth Carolina\nSouth Dakota\nTennessee\n\nKansas\nKentucky\nLouisiana\nMaine\nMaryland\nMassachusetts\nMichigan\nMinnesota\nMississippi\nMontana\nMissouri\n....\nNebraska....\nNevada\n\nFrank R. Dyer\nW.H.Bartholomew\nWarren Easton\nJohn S. Locke\nM. Bates Stephens\nFrank A. Fitzpatrick\nD. W. Springer\nCharles M. Jordan\n„ . James R. Preston\nWilliam R. Welch\nW. T. Carrington\nCarroll G. Pearse\nJ. E. Stubbs\n\nTexas\nUtah\nVermont\nVirginia\nWashington\nWest Virginia\nWisconsin\nWyoming\nAlaska\nHawaii\nPorto Rico\nPhilippines\n\n.\n\n25\n\nJ. E. Klock\nH. Brewster Willis\n...Hiram Hadley\nAugustus S. Downing\nCharles D. Mclver\nWilliam E. Hoover\nJ. M. H. Frederick\nE. D. Ressler\nDavid R. Boyd\nWatson Cornell\nW.B.Jacobs\nD.B.Johnson\nE.E.Collins\nM. M. Ross\nJ. M. Fendley\n. W. J. Kerr\nJohn L. Alger\nGeorge J. Ramsey\nC.M.Sherman\n\\V. H. Anderson\nLorenzo D. Harvey\nMiss Estelle Reel\nNo nomination\nNo nomination\n. .No nomination\nNo nomination\n\nRespectfully submitted for the committee.\nJ. H. Phillips, Secretary.\n\nAaron\n\nGove, Chairman.\n\nA motion was made that the Secretary be instructed to cast the ballot of the convention for the nominees named in the report.\nSeconded and carried without dissent.\nSecretary Shepard. — The ballot is so cast.\nPresident Green. — The ballot being cast in favor of those put in nomination by\nyour committee, I hereby declare the nominees named in the report of the committee duly\nelected as officers for the ensuing year.\nI will appoint ex-President Corson and ex-President Lyte to escort President-elect\nBeardshear to the platform.\nMr. Beardshear, being introduced, spoke as follows :\nMr. Chairman and Friends: I like that passage of Scripture where God Almighty\nsaid : \" Son of man, stand upon thy feet, and I will speak unto thee.\" I feel that you, as\nan association, have bidden me stand upon my feet, look you in the face, and hear your\nvoice. Upon my feet I look you straight in the eyes and say, not in part, but with all of\nme, I thank you. If any of you ever heard Salvini say, \" One for all and all for one,\"\nyou have been wishing with me ever afterward that you could say it as did he. If the\nall of you are for the all of me as the all of me is for the all of you, we shall not have\nany trouble in making the next National Educational Association a happy issue of what\nyou and these worthy officers have brought to this hour. With a Salvinian greeting,\n\" One for all and all for one,\" I am yours for hard work and service ; and that is all you\nwant to hear from me today.\nUnder the order of miscellaneous business the following resolution was offered by\nR. H. Jesse, of Missouri :\n\nwork.\n\nResolved, That this association does, hereby, reaffirm its former declaration in favor of the establishment by the general government of a national university devoted, not to collegiate, but to true university\n\nW. J. S. Bryan, of Missouri, moved that the resolution be adopted.\n\nSeconded.\n\n"}
{"page": 38, "printed_page": null, "text": "26\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDr. Nicholas Murray Butler, of New York. — Speaking as an old member of\nthe association, solicitous, as we all must be, that its declarations on matters of educational concern be marked by dignity and care, and be made only after the fullest consideration of the subject on which a declaration is sought or proposed, I suggest that\nthere is in existence an important document bearing upon this matter of a governmental\nuniversity that very few of our members have yet seen. It is a report to the National\nCouncil of Education made by a committee of fifteen of our own members after three\nyears' study of the whole subject. This report, dated May 24, 1901, has only recently\nbeen printed in a small edition for the use of the Council and the committee. Very few\nmembers, even of the Council, have yet had time to acquaint themselves with this report.\nIn a larger sense this report is made to our whole association, and in a few weeks it\nwill be in the hands of each of us in our printed volume of proceedings. Inasmuch as\nour members, who are asked to vote upon this resolution offered by my friend, President\nJesse, have not seen or received this report, and inasmuch as the gentlemen whose signatures are attached to it deservedly carry great weight with this association and with the\ncountry, I feel confident that any declaration we may make concerning a governmental\nuniversity will be more worthy of our best traditions and more influential with the Congress of this country, if it is made after a study of the special report upon the subject by\na committee of our own members, instead of before such study.\nI should, therefore, regard present action upon President Jesse's resolution as unfortunate, and move that it be laid upon the table.\nSeconded.\nDr. A. E. Winship, of Massachusetts. — I should like to ask if the purpose of the\nmotion of Dr. Butler is to prevent discussion on the part of this body.\nDr. Butler. — The purpose of my motion is to postpone both consideration and\naction until those who are asked to vote upon this important question can have an\nopportunity to acquaint themselves with the latest contribution to the literature of the\nsubject, a report by a committee of our own members.\nDr. W. O. Thompson, of Ohio. — I wish to ask if the report referred to by Dr.\nButler will ever come before this association ? Has not the report been submitted to the\nCouncil, acted upon, and the committee discharged?\nDr. Butler. — I will gladly answer President Thompson's question. In a parliamentary sense the report of this special committee, created by the Council in 1898, on\na national university, has not been and will not be made to this association. The report\nwas made to the Council, accepted by the Council, and the committee discharged. The\nreport is, as President Thompson implies, out of parliamentary existence. My point,\nhowever, is not a parliamentary, but an educational one. It is that, knowing this report\nto be in existence, we should, in all fairness, give our entire voting membership a chance\nto study it before asking them to vote on President Jesse's resolution.\nDr. Thompson raised the point of order that, the question before the house being a\nmotion to \" lay on the table,\" discussion of the same was out of order.\nThe motion to lay on the table, being put to vote, was lost — ayes 40, nays 1 16.\nThe resolution of President Jesse was then adopted.\nThe following resolution was offered by Superintendent Alfred Bayliss, of Illinois,\nand seconded by Hiram Hadley, of New Mexico :\nResolved, That a committee of five be appointed by the chair to consider the recommendations contained in the presidential address, especially those relating to the organization of the departments of this\nassociation, and to report what changes, if any, may tend to increase the efficiency of this association, as well\nas any amendments to the by-laws now in force necessary to make such recommendations effective.\n\nThe resolution was adopted without dissent, and the chair appointed as the committee:\nAlfred Bayliss, of Illinois.\nW. M. Beardshear, of Iowa.\nNicholas Murray Butler, of New York.\nW. E. Chancellor, of New Jersey.\nF. Louis Soldan, of Missouri.\n\nThere being no further business, the meeting adjourned.\nIrwin Shepard, Secretary.\n\n"}
{"page": 39, "printed_page": null, "text": "JOURNAL\nSIXTH\n\nOF PROCEEDINGS\n\n27\n\nSESSION.— Thursday, July ii, 8 p. m.\n\nThe meeting was called to order in Light Guard Armory by President Green.\nMusic — song, \" Gipsy John,\" Clay; Mr. Whittier Peabody.\nMiss Edna Dean Proctor, of South Framingham, Mass., addressed the convention\non '' Our National Floral Emblem.\"\nMusic — song, \"Danny Deever,\" Damrosch; Mr. Peabody.\nHon. Cloudesley S. H. Brereton, of Melton Constable, England, delivered an\naddress on \" The Problems of Education in England.\"\nAdjourned.\n\nFOURTH\nSEVENTH\n\nDAY'S PROCEEDINGS\n\nSESSION.— Friday, July 12, 9:30 a. m.\n\nThe association met in Light Guard Armory, and was called to order by President\nGreen.\nMusic — song, \"Gipsy Maiden I,\" Parker; Miss Ruby Brownell.\nPrayer was offered by Rev. D. D. McLaurin, pastor of Woodward\nChurch.\n\nAvenue Baptist\n\nThe topic of the morning was \" Higher Education.\"\nAddresses were delivered as follows :\n\" The Functions of a University in a Prosperous Democracy,\" Charles F. Thwing,\npresident of Western Reserve University, Cleveland, O.\n\" Federal and State Interest in Higher Education,\" Robert B. Fulton, chancellor of\nthe University of Mississippi, University, Miss.\n\" Recent Growth of Public High Schools in the United States as Affecting the\nAttendance of Colleges,\" Hon. William T. Harris, Commissioner of Education of the\nUnited States.\nDiscussion by James Russell Parsons, Jr., secretary of the University of the State of\nNew York, Albany, N. Y.\nEIGHTH\n\nSESSION.— Friday, July 12, 8 p. m.\n\nThe closing session of the Fortieth Annual Convention was called to order in Light\nGuard Armory by President Green.\nThe following address was presented, \" The Relation of Music to Life,\" by Thomas\nWhitney Surette, staff lecturer on music for the American University Extension Society,\nlecturer for the University of the State of New York. Assistants in illustration were\nMiss Anna Otten, violinist, New York city, and Mr. Frederick L. Andries, violoncellist,\nDetroit, Mich.\nIllustrative program :\nAdagio from Trio for violin, violoncello, and piano, in G major — Haydn.\nAllegro Moderato from Trio in B flat, Op. 97 — Beethoven.\nScherzo from Trio in B flat, Op. 97 — Beethoven.\nAdagio from Sonata for violin and piano, Op. 78 — Brahms.\n\nFollowing the above exercises, the chairman of the Committee on Resolutions, Dr.\nE. Oram Lyte, of Pennsylvania, read the report of that committee, as follows :\nREPORT\n\nOF THE COMMITTEE\nDECLARATION\n\nOF\n\nON RESOLUTIONS\n\nPRINCIPLES\n\nThe National Educational Association, now holding its fortieth annual meeting in\nthe city of Detroit, and representing the teachers and friends of education thruout the\ncountry, makes the following statement of principles :\n\n"}
{"page": 40, "printed_page": null, "text": "28\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nI. The problem of elementary education is the most important problem with which\nthe state must deal. The progress and happiness of a people are in direct ratio to the\nuniversality of education. A free people must be developed by free schools. History\nrecords that the stability of a nation depends upon the virtue and intelligence of the individuals composing the nation. To provide for the universal education of youth is the\nduty of every state in the union. All the residents of the territory under the direct control of the general government, including the Indian Territory, Alaska, and our new possessions, must receive the benefits of free education at the hands of the government. We\nnote with satisfaction the steps that have been taken by the present administration to\nplace the blessings of American free schools within the reach of all the children of all\nthe peoples under our flag.\n-2. The Bureau of Education, under the direction of William T. Harris, Commissioner of Education, has rendered invaluable service to the cause of education thruout\nthe United States. It is the judgment of this association that the powers of this bureau\nshould be greatly enlarged, and that the general direction of public education in all the\nterritory of the United States not under state control, including our new possessions,\nshould be part of the duties of the bureau. In no other way can the general government\nso quickly, economically, intelligently, and safely carry the benefits of popular education\nto the peoples for whose education it is immediately responsible.\n3. We reiterate the statement that the public school should be the center of the\neducational life of the community in which it is located. Especially should this be true\nin rural districts. Here should be found the public library for the use of all ; here the\neducational extension courses should draw the old and the young ; here may literary and\nsocial meetings be held which will tend to uplift the mental, social, and spiritual life of\nthe people. Freed from the ravenous influence of partisan politics, untouched by the\nnarrowness of rigid sectarianism, the public school should become the real center of the\nbroader intellectual life, the educator of men and women beyond the school age, as well\nas the guide of childhood and youth.\n4. The subjects that may properly be taught in elementary schools include those that\nbear upon the ethical, physical, and aesthetic nature of the child, as well as his purely\nintellectual nature. Sober, industrious, intelligent, honest, cultured citizenship should be\nthe result of public-school training in the United States.\n5. Our system of education will not be wholly free until every grade of school, from\nthe kindergarten to and including the university, shall be open to every boy and girl of\nour country.\n6. The liberality of men of wealth in making large donations to institutions of learning is to be strongly commended and encouraged. At the same time it should be borne\nin mind that popular education rests upon the people and should look to them for its\nchief support and control. The relation between state and local support should be so\nadjusted that communities will maintain a deep and abiding interest in their schools.\n7. The public school system of a state should be a unit from the kindergarten to\nand including the university, and all private institutions should endeavor to work in\nharmony with the ideals of public education so far as their special purpose will permit\nthem. In order that public and private institutions of learning may more fully co-operate\nin the general work of education, the relation between these institutions should be more\nclearly defined than it is at the present time.\n8. Legislation with respect to public education must not wait for public sentiment.\nIt should lead public sentiment when necessary. Experience teaches that what people\nare compelled by law to do with respect to schools they readily learn to do without compulsion, but that they usually are slow to demand reforms which involve increased taxation. School legislation should, therefore, be under the general direction of educational\nexperts.\n9. The National Educational Association recognizes the principle that the child has\n\n"}
{"page": 41, "printed_page": null, "text": "JOURNAL\n\nOF PROCEEDINGS\n\n2y\n\nthe same right to be protected by law from ignorance as from abuse, neglect, and\nhunger ; and it therefore records with approval that many of the leading states of the\nunion have compulsory-education laws upon their statute books.\n10. While many cities have at least partly solved the problem of school supervision,\nin most rural communities the problem is almost wholly unsolved. Close, constant,\nexpert supervision of schools in both city and country is imperatively demanded, not only\non account of the large financial interests involved, but also on account of the supreme\nimportance of the teacher's work and the lack of well-rounded preparation on the part\nof many teachers.\nn. The National Educational Association watches with deep interest the solution of\nthe problem of consolidating rural schools and transporting pupils at public expense,\nnow attempted in many of our states. We believe that this movement will lead to the\nestablishment of township and county high schools, and thus bring more advanced education to rural communities. We also believe that supplementary state support of rural\nhigh schools is in the highest interest of the entire state.\n12. The state should support and control institutions whose object is the preparation\nof teachers for the public schools. Normal schools free to persons preparing to teach\nare an absolute necessity in a perfected system of education.\n13. No one should be placed in charge of a school who has not been previously\ntrained for the work of teaching. The plan of issuing teachers' certificates of low grade\nyear after year is at best a makeshift and should be discontinued whenever the state is\nsufficiently advanced in education to warrant its discontinuance. There should be a\nlimit to the length of time a person can serve as an apprentice in the vocation of\nteaching.\n14. We believe that the standards for school architecture, including the proper\nseating, heating, lighting, ventilation, and ornamentation of school buildings, should be\nas definite as the standards for teaching. The law should fix the dimensions and all\nother requirements of school buildings, as well as the size and character of school\ngrounds.\n15. The National Educational Association declares in the preamble to its constitution that its objects are \" to elevate the character and advance the interests of the profession of teaching, and to promote the cause of popular education in the United States,\"\nand we again promise that the best efforts of this association and its members shall be\ngiven to the furtherance of these objects, in the firm conviction that in no place can we\nserve our country better than in her schools.\nE. Oram Lyte, of Pennsylvania, Chairman;\nJoseph Swain, of Indiana;\nWm, O. Thompson, of Ohio ;\nL. E. Wolfe, of Kansas ;\nW. T. Carrington, of Missouri ;\nWm. F. King, of Iowa ;\nRobert B. Fulton, of_Mississippi ;\nLivingston C. Lord, of Illinois ;\nCommittee.\nChairman Lyte. — I am instructed by the committee to offer the following:\nResolved, That the thanks of the National Educational Association are due, and are\nhereby most cordially tendered, to the residents of this beautiful city, whose openhearted, refined hospitality will long be remembered ; to the newspapers, that have fully\nrecorded the proceedings of the association from day to day ; to the railroads and other\ntransportation companies, whose hearty and well-directed co-operation in bringing the\nlarge membership to this city was essential to the success of this meeting ; to the proprietors of the Remington Standard Typewriter, and their skilled representative, Miss\n\n"}
{"page": 42, "printed_page": null, "text": "3°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nOrr, whose expert service was at the command of the officers of the association ; and to\nthe educators of the city and state, who have so successfully borne the burden of preparing for the great body of teachers and friends of education that have assembled here\nthis week. The association desires to refer particularly to the services of Hon. James\nE. Scripps, chairman of the General Local Committee, and his associates ; to Professor\nOliver G. Frederick, chairman of the Executive Committee, and his associates ; to the\nvarious department committees ; to Professor W. C. Martindale, superintendent of\nschools of Detroit ; to the teachers and members of the board of education ; and to all\nothers who have co-operated with them in making arrangements for this meeting and in\ncarrying their carefully prepared plans to successful completion.\nOn motion, the resolution was adopted by a unanimous vote.\nChairman Lyte then, on behalf of the Committee on Resolutions, offered the following resolution, which was, upon motion put by the Secretary, unanimously adopted :\nResolved, That we hereby convey to the retiring President, Dr. J. M. Green, of New\nJersey, and to the retiring Treasurer, Professor L. M. Greenlee, of Colorado, our cordial\nthanks for the eminent ability and unswerving devotion with which they have served the\nassociation.\nChairman Lyte then offered the following, which was adopted by the association,\nwithout dissent :\nThe National Educational Association notes with satisfaction that an international\nexposition is to be held in St. Louis, in 1903, commemorating the purchase of the great\ntract of land known as the Territory of Louisiana.\nIt is a matter of general information that the Congress of the United States has\nappropriated five millions of dollars in aid of this exposition, and has set aside an\nadditional two hundred and fifty thousand dollars for a government building and exhibit.\nThe people of Missouri have amended their constitution and have appropriated one\nmillion of dollars for the state's exhibit. The citizens and municipality of St. Louis have\nraised ten millions of dollars for the exposition. Preparations are now being rapidly\npushed forward in all directions, and the success of the enterprise is fully assured.\nResolved, That the National Educational Association is in favor of uniting with the\ncitizens of St. Louis and of the Louisiana Purchase in making an educational exhibit that\nwill fitly commemorate the progress of the nation for the past hundred years.\nPresident Green then spoke as follows :\nWhen, one year ago, at Charleston, I accepted the presidency, I stated that the\nsuccess of my administration would depend upon the support given me by the membership, and asked that the association do what it could in the interests of this meeting.\nTo this request you have responded most heartily, and whatever has been our success\nhas been due largely to that response.\nThe people of Detroit have proven themselves a hospitable people, and we have\nbeen made to feel at home among them. The local committees have been so well\norganized and so efficient that the machinery of managing our great numbers has moved\nwithout a jar. We all greatly appreciate the local contributions to our program, especially in the line of music.\nI wish to acknowledge the valuable support of the Executive Committee of the\nassociation, and of the heads of the different departments, in developing the programs, x\nas well as to express my thanks to the individuals who have taken part in these programs.\nIt now becomes my pleasant duty to present to you the President-elect.\nDr. W. M. Beardshear, did I not know your personal qualifications as I do, the fact\nthat this association has unanimously chosen you to preside over it would be to me a\nsufficient voucher of your ability. But my acquaintance with your qualities leads me to\nbelieve that you are the right man in the right place. May God prosper you, and make\nyou an instrument, thru the National Educational Association, of greatly promoting the\neducation of the children of our beloved land.\n\n"}
{"page": 43, "printed_page": null, "text": "JOURNAL\n\nOF PROCEEDINGS\n\n31\n\nIn response, President-elect Beardshear said :\nMr. President and Members of the National Educational Association :\nThe lateness of the hour forbids words from me at this time. My deep appreciation\nof the great honor you have bestowed upon me has already been expressed. In any\nevent, it is not a time for words, but for action. I bespeak the united effort of you all\nfor a great convention in 1902.\nAfter the benediction, President Green declared the Fortieth Annual Convention of\nthe National Educational Association adjourned.\nIrwin Shepard, Secretary.\n\n"}
{"page": 44, "printed_page": null, "text": "MINUTES\n\nOF THE MEETING OF THE BOARD-OF\nDIRECTORS FOR 1 900-1 901\nDETROIT,\n\nMICH.— Tuesday, July 9, 1901\n\nThe annual meeting of the Board of Directors was called to order in Temple Beth\nEl at 12 M. by President James M. Green.\nThe following directors responded to roll-call :\nJames M. Green, New Jersey; Lewis C. Greenlee, Colorado; Albert G. Lane, Illinois; William T.\nHarris, District of Columbia; Board of Education, Nashville, Tenn. ; Nicholas Murray Butler, New York;\nNewton C. Dougherty, Illinois; Aaron Gove, Colorado; J. M. Greenwood, Missouri; E. Oram Lyte,\nPennsylvania; F.Louis Soldan, Missouri; Teachers' Institute, Pennsylvania; John S. Locke, Maine;\nFrank A. Fitzpatrick, Massachusetts; Charles H. Keyes, Connecticut; A. S. Downing, New York; M. B.\nStephens, Maryland; George J. Ramsey, Virginia; Miss Clem Hampton, Florida; McHenry Rhoads,\nKentucky; M. M. Ross, Tennessee; William M, Slaton, Georgia; John W. Abercrombie, Alabama; J. M.\nFendley, Texas; N. H. Chancy, Ohio; T. A. Mott, Indiana; J. H. Collins, Illinois; D. W. Springer,\nMichigan; L. D. Harvey, Wisconsin; W. M. Beardshear, Iowa; C. M. Jordan, Minnesota; W. T. Carrington, Missouri; E. E. Collins, South Dakota; C. G. Pearse, Nebraska; Frank R. Dyer, Kansas; Miss\nEstelle Reel, Wyoming; H. S. Philips, Colorado; Mrs. E. R. Jackson, New Mexico; E. D. Ressler, Oregon; Irwin Shepard, Minnesota.\nNumber of directors present, forty.\n\nOn motion, the reading of the minutes of the previous meeting, held at Charleston,\nS. C, July 12, 1900, was omitted, and the minutes were approved as printed in the\nannual volume of proceedings of the Charleston meeting.\nThe annual report of the Treasurer was presented by L. C. Greenlee, of Colorado, in\nprinted form, and copies were distributed to the directors present.\nOn motion, the reading of the full report was omitted, with the suggestion that\nquestions be asked by the directors as they might desire.\nIn response to a question by Director Lyte, of Pennsylvania, the Treasurer explained\nthe entries, showing that, contrary to the general expectation, the proceeds of the\nCharleston meeting had paid all the expenses of the year, leaving a net balance of\n$316.37, which, added to the balance of $3,796.67 received from the Los Angeles meeting, made a total balance in the treasury of $4,113.04.\nSecretary Shepard called attention to the further fact that, in addition to meeting\nall the usual expenses of the year, an unusual expense of nearly $800 for accrued interest\nand premium on bonds purchased by the Board of Trustees had been met. While this\nwas properly chargeable as an expense, it was in one sense an investment which would\nbe returned to the Treasury. Were this taken into account, the real balance of receipts\nfrom the Charleston meeting over the actual expenses of the year (excluding the items\nreferred to) was over $1,000.\nOn motion of Director Greenwood, of Missouri, the Treasurer's report was received\nand approved, and ordered printed in the proceedings.\nDirector A. G. Lane, chairman of the Board of Trustees, presented the financial\nreport of that body.\nPrinted copies of the report were distributed to the directors.\nIn explanation of the report Chairman Lane said : You will note that the report\nindicates the amount of the permanent fund July I, 1900, as $88,000. There have been no\nadditions to the permanent fund during the year. The investments, however, have\nchanged somewhat. The investments in Kansas bonds have been reduced $3,790 by the\npayment of matured bonds.\nThose that are indicated as delinquent became so, with one\n\n"}
{"page": 45, "printed_page": null, "text": "PROCEEDINGS\n\nOF THE\n\nBOARD\n\nOF DIRECTORS\n\n33\n\nexception, in January and July of 1897, immediately after those years of serious crop failures in Kansas. During the past two or three years there has been such an improvement\nin conditions in Kansas that we have hopes that all of these bonds will ultimately be paid.\nThere have been offers made to purchase coupons that are past due, to be used in paying\ntaxes — offers that vary from 30 per cent, to 50 per cent, of the face value of the indebtedness. From information that I have obtained I learn that lands which were regarded\nas unsalable a few years ago are being sold, and have advanced in value very greatly\nduring the past three years. There have been several offers to compromise on the payment of these bonds, which have been considered by the trustees, but, in view of the\ninformation that we have obtained from friends in Kansas and from those who know the\nsituation there, it is deemed best for usnot to compromise on any of these bonds as yet.\nYou will notice that we have secured judgment in the case of the Seward county bonds.\nI do not know that there is anything more to say, Mr. Chairman, except that it has\nbeen customary for the President to appoint someone to examine the securities that\nare in the hands of the chairman of the Board of Trustees and to attach his certificate to\nthis report. I am ready to answer any questions that any of you may wish to ask concerning the report submitted.\nDirector Dyer, of Kansas. — Are there any suits for the collection of delinquent\nbonds in progress ?\nDirector Lane. — We have not thought it wise to enter into any of the various\ncombinations that have been formed for collection of delinquent Kansas bonds. There\nare suits that have been instituted by some financial institutions to get judgment on other\nbonds of the same issues as our own, and we shall profit by their success, if they are\nsuccessful.\nA director inquired when and by whom these Kansas bonds were purchased.\nMr. Lane. — All those Kansas bonds were purchased a number of years ago, immediately after the Chicago meeting and the years following, when the trustees had quite\na sum of money to invest. These bonds were, at that time, regarded as very safe and\ndesirable investments.\nI would say, with reference to the investments which we are making at the present\ntime, that it has been very difficult to purchase good bonds except at a very low rate of\ninterest — on a basis of about 3% per cent, to 4 per cent. We have been able to secure\ngood 5 per cent, mortgages in which the property values are double the amount of the\nloans. The parties who borrow the money have to pay the expense of negotiating the\nloan, the attorney's fee for passing upon the title, the recording, and all other expenses ;\nhence no expense is incurred by the association in negotiating these loans.\nDirector Gove. — I notice that in all these transactions involving a large amount\nof legal advice I find no charge for expense.\nWho pays those bills ?\nDirector Lane. — The parties making the loans.\nMr. Gove. — I refer to expense for legal advice.\nMr. Lane. — We haven't had any such expense.\nMr. Gove. — You stated just now that the trustees thought it wise to allow some\nothers to take their cases into court, and that we should profit by their action. Now, that\nis doubtless based on legal advice.\nWhere do you get it ?\nMr. Lane. — Well, you know that under the state laws the superintendents of public\ninstruction are legal advisers of school officers. We have secured advice from some of\nthese people in Kansas who are interested in the association and who are very anxious\nthat no loss should come to the association thru these transactions.\nPresident Green. — You have heard the report of the Board of Trustees. What\nis your pleasure ?\nDirector Jordan, of Minneapolis, moved that the report be received and approved\nand printed in the volume of proceedings.\nIt was so ordered.\nThe President announced the appointment of President Joseph Swain of the State\n\n"}
{"page": 46, "printed_page": null, "text": "34\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nUniversity of Indiana to examine the bonds and securities in the possession of the chairman of the Board of Trustees, with authority to attach to this report of the Board of\nTrustees the usual certificate.\nUnder the call of the chairman for communications, the Secretary read the following\nletter :\nTo the Directors of the National Educational Association:\nGentlemen: The undersigned, active members of the National Educational Association, hereby\nrespectfully request that you will by resolution recognize and approve as an affiliated body the American\nSociety of Religious Education. We beg to represent to you that this society is non-sectarian ; that it is incorporated under the laws of the United States, with headquarters at Washington, D. C. ; that it is governed by\na board of twenty-one regents, with Justice Harlan, of the United States Supreme Court, as president. It is\nthe purpose of this society to pursue advanced investigations in a scholarly way with the view to improve the\nmethods of religious education. It desires to hold annual conferences at the same time and place with the\nconventions of the National Educational Association.\nBelieving that both bodies will be helped by an affiliated relation, the undersigned have made this\nrequest.\nRespectfully,\nNewton C. Dougherty, of Illinois.\nO. T. Corson, of Ohio.\nL. E. Wolfe, of Kansas.\nJ. W. Carr, of Indiana.\nJames E. Russell, of New York.\nFrank R. Dyer, of Kansas.\nR. I. Hamilton, of Indiana.\nJoseph Swain, of Indiana.\nLangdon S. Thompson, of New Jersey.\nL. H. Jones, of Ohio.\n\nE. O. Lyte, of Pennsylvania.\nF. B. Palmer, of New York.\nR. G. Boone, of Ohio.\nJ. H. Van Sickle, of Maryland.\nAaron Gove, of Colorado.\nJames H. Baker, of Colorado.\nJ. M. Greenwood, of Missouri.\nZ. X. Snyder, of Colorado.\nN. C. Schaeffer, of Pennsylvania.\n\nDirector Lyte, of Pennsylvania, offered the following resolution and moved its\nadoption :\nResolved, That the directors of the National Educational Association recognize the American Society\nof Religious Education as an affiliated body in the cause of education, and that we will gladly co-operate with\nthe regents of said society whenever their sessions are held in the same city and at the same time as ours, and\nthat the Secretary of the National Educational Association be authorized to extend courtesies to the secretary\nof said society, that the sessions may be mutually profitable.\n\nDirector Greenwood seconded the motion of Director Lyte.\nSecretary Shepard stated that Rev. James E. Gilbert, the secretary and chief executive officer of the Society of Religious Education, was present and would be pleased to\nanswer any question bearing on the communication presented.\nThe chairman announced that, in the absence of objection, Dr. Gilbert would be\naccorded the privilege of answering questions and stating the purpose of the communication.\nDirector Gove, of Colorado. — I should like to know if Jews, Roman Catholics,\nChristian Scientists, Mormons, etc., are represented in this society ?\nMr. Gilbert. — I thank you for the courtesy of permission to speak on this question.\nDr. Harris and Mr. Lane know considerable of me, and they know more of the men who\nare associated with me. The society is composed of scholars of all denominations, but,\n\"as a matter of fact, as you would expect, the great religious bodies of the country control\nthe society or organization. They control it, not because they wish to exclude anyone, but\nsimply because the preponderating influence is of that character which sweeps on thruout\nthe nation in all the religions. We have Catholics and Jews as well as members of other\nreligious denominations. They do not, however, try to put forth their peculiar views.\nThere has been perfect harmony from the beginning. The society is thirteen years old.\nGeneral John Eaton was formerly the president, but after his return from Porto Rico his\nhealth would not permit his carrying on the work, and Justice Harlan, of the United States\nSupreme Court, took his place. There are nine different departments. The department\nwhich we wish to bring into alliance with the National Educational Association is that\nof Investigation.\nWe believe that we may be helpful to you and that you may be greatly\n\n"}
{"page": 47, "printed_page": null, "text": "PROCEEDINGS\n\nOF THE\n\nBOARD\n\nOF DIRECTORS\n\n35\n\nhelpful to us ; how much more help you can be to us than we to you it is not now necessary to state. We believe that the education of this country needs the stimulus that will\ncome from this source, and we believe our society needs the infusion of the new ideas\nthat will come from the educators of the country. That is the reason we are seeking this\nalliance. I am positive that anything we may do will not in any way compromise you — we\nsimply seek to advance those great principles that underlie the spiritual nature and are\ncommon to all religious bodies, no matter what they may be — Methodist, Presbyterian,\nCongregational, Episcopalian, etc. You can see at once that a great work may be done,\nthat the discussion of these principles will have a very decided influence upon the cause\nof public education thruout the United States. I shall be very happy to answer any\nquestions, but I feel some diffidence in prolonging my remarks.\nDirector Jordan. — I wish to ask whether among those who are enrolled as members\nof this organization are those who are known as representatives of the liberal churches —\nUnitarian, etc. Does not your circular — one of them at least — which you sent out,\nspeak of the membership as coming from the so-called Evangelical churches ?\nMr. Gilbert. — Yes, sir, it does. But in so speaking we did not in any wise limit membership inthis department, which is the Department of Investigation. Roman Catholics\nand Jews have co-operated with us in Washington and presented papers at our meetings,\nbut there was no attack upon anybody at all. The society is entirely free from anything\nof that kind. I think that in our constitution, which I have in my hands, there is nothing\nthat in any wise limits the membership, altho, as a matter of fact, as stated before, the\ngreat body is composed of Evangelical scholars ; and yet in the thirteen years of its\nexistence I am confident that there has been nothing uttered that would give any offense\nto anyone. Dr. Harris has been present at some of our meetings. He has spoken in\nWashington. I am confident he will bear testimony to the fact that we have never had\nany controversies.\nWe are in another realm entirely.\nDirector Jordan. — I think this is too important a matter to be decided in a\nmoment, and I move that the resolution be laid on the table for one year. That will give\nthe members of this Board of Directors and of the association an opportunity to study the\nmatter carefully. I think nothing can be lost, and a great deal may be gained, by postponing the consideration of this question until we all know more about it. Seconded.\nDirector Greenwood. — What is included in the meaning of \"investigation\" as\nunderstood by this society ?\nMr. Gilbert. — By \"investigation \" we mean an inquiry into all the facts, phenomena,\nand principles of the religious life wherever exhibited, among the Mormons, Jews, Catholics,\nBuddhists, etc., in every part of the world. It is the religious side of man that we investigate, and we do that without any bias whatever. We are studying the nature of man.\nWe are applying the principles which we thus discover in an effort to cultivate the religious man. The rabbi of a synagogue in Washington is one of my most intimate friends\nand a very earnest worker in this society. I am not anxious to press this matter now, but,\nas I am on my feet, I will say that on Thursday afternoon at 3 o'clock we are to hold a\nconference on this whole subject, to see if it is possible for us to come into closer affiliation with this association.\nDirector Locke. — Allow me to ask if the word \"Evangelical\" is used in your\nconstitution.\nMr. Gilbert. — No, sir. There are some persons in our organization who are not\nmembers of any church at all.\nThe reading of the resolution was called for by Director Soldan.\nDirector Gove. — Most, if not everyone, are in accord with the sentiments expressed\nby Mr. Gilbert, and yet, after hearing the objection of Director Jordan, I am in favor of\npostponing action for a year. We shall be prepared a year from now to act intelligently,\nwhile now the subject is quite new and only a hurried consideration can be given.\nThe motion of Director Jordan was then put to vote and carried.\n\n"}
{"page": 48, "printed_page": null, "text": "36\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDirector J. H. Collins, of Illinois, presented the following petition for the creation of\na new department :\nTo the Directors of the National Educational\n\nAssociation:\n\nGentlemen: We, the undersigned, active members of this association, earnestly believing that the\nsimplifying of our spelling is an educational question, and that it would greatly tend to promote the cause of\npopular education, respectfully request you to authorize us to organize a Simplified Spelling Department of\nthis association.\n(Signed)\nDavid Felmlev, president State Normal School, Normal, 111.\nJohn W. Cook, president State Normal School, De Kalb, III.\nO. T. Bright, county superintendent of Cook county, Chicago, 111.\nA. R. Robinson, principal High and Manual Training School, Chicago, 111.\nE. C. Delano, assistant superintendent of schools, Chicago, 111.\nLeslie Lewis, assistant superintendent of schools, Chicago, 111.\nAlfred Kirk, assistant superintendent of schools, Chicago, III.\nWm. C. Payne, assistant superintendent of schools, Chicago, 111.\nW. C. Dodge, assistant superintendent of schools, Chicago, 111.\nMiss Ella C. Sullivan, Chicago, 111.\nHenry C. Cox, principal Garfield School, Chicago, 111.\nE. C. Rossiter, principal Medill High School, Chicago, 111.\nWm. J. Bartholf, principal Von Humboldt School, Chicago, 111.\nDudley Grant Hays, principal Arnold School, Chicago, 111.\nA. H. Yoder, editor Adolescence, Chicago, 111.\nE. O. Vaile, editor Intelligence, Oak Park, 111.\nA. V. Greenman, superintendent of schools, Aurora, 111.\nW. L. Steele, superintendent of schools, Galesburg, 111.\nJohn Richeson, superintendent of schools, East St. Louis, 111.\nF. T. Oldt, superintendent of schools, Dubuque, la.\nJ. A. Collins, superintendent of schools, Springfield, 111.\nJoseph Carter, superintendent of schools, Champaign, 111.\nLincoln P. Goodhue, assistant superintendent of schools, Chicago, 111.\nFrancis W. Parker, director School of Education, University of Chicago.\nOssian H. Lang, editor School Journal, New York city.\nJ. H. Van Sickle, superintendent of schools, Baltimore, Md.\nC. B. Gilbert, superintendent of schools, Rochester, N. Y.\nC. C. Rounds, institute instructor, New York city.\nE. B. Cox, superintendent of schools, Xenia, O.\n\nDirector Collins, after reading the application, moved that it be granted, and the\nDepartment of Simplified Spelling be established. Seconded by Director Mott, of\nIndiana.\nAfter brief discussion, a motion to lay the motion of Director Collins on the table for\na year was carried by a vote of thirteen in. favor and eight against.\nThe Secretary reported a communication from Hon. Alfred Bayliss asking to be\nallowed to present personally a communication from the Round Table of State and\nCounty Superintendents of the Department of Superintendence. Permission being\ngranted, Mr. Bayliss stated briefly that the widespread interest in the question of the\nconsolidation of school districts in rural communities and the transportation of pupils had\nled to the appointment at the Chicago meeting of a committee to ask the Board of\nDirectors of the National Educational Association to appropriate a suitable sum of\nmoney to be used by a committee appointed by the association to secure full and exact\ninformation with regard to what has been done in this direction in several states, and to\npublish this information for general circulation among the rural communities.\nDirector Carrington offered the following resolution and moved its adoption :\nResolved, That the sum of two thousand dollars, or so much thereof as may be necessary, be, and hereby\nis, appropriated to defray the expense of collecting information regarding the progress, means, and results of\nconsolidating rural schools wherever the experiment has been made, and for the preparation and printing of\nsuch a report to the National Educational Association as may be useful as a bulletin of information and\nrecommendation for general circulation among the people.\nProvided, That the association shall appoint a committee for that purpose, and, provided further, that\nno member of such committee shall receive compensation for services in any form.\n\n"}
{"page": 49, "printed_page": null, "text": "PROCEEDINGS\n\nOF THE\n\nBOARD\n\nOF DIRECTORS\n\n37\n\nAfter brief discussion, the resolution of Director Carrington was, under the rules of\nthe board, referred to the National Council for consideration and recommendation.\nSecretary Shepard. — A communication has been received from the National\nAssociation of Elocutionists in session at Buffalo, N. Y., June 24, ultimo, stating that a\ncommittee had been appointed to attend the Detroit convention of the National Educational Association and to present in person a request from that body. Miss Marie L.\nBruot, teacher of elocution and oratory in the Central High School, Cleveland, C, a member of that committee and an active member of the National Educational Association, is\npresent and wishes to be heard.\nPresident Green then invited Miss Bruot to address the board.\nMiss Bruot. — Mr. President and Members of the Board of Directors : At the convention of the National Association of Elocutionists, held in Buffalo the last week in June,\nProfessor Robert 1. Fulton, dean of the School of Oratory of the Western University of\nOhio, Professor Thomas Trueblood, of the University of Michigan, and myself were\nappointed a committee to appear before this body to ask that some time be given to the\nsubject of the \"spoken word\" upon the programs of the National Educational Association. regret\nI\nexceedingly that the chairman and the other member of this committee\nare not present, but I realize and believe that there is no one ot your number who does\nnot fully appreciate the value of this subject — the \"spoken word\" — and we trust that\nthis honorable body will give this subject a place on your program, that the methods of\nteaching reading and expression may be presented and discussed. Sincerely believing\nthat it is for the best interests of education that some time be given in the conventions of\nthe National Educational Association to the subject of the \" spoken word,\" 1 present this\nrequest, on behalf of the committee, for your consideration.\nOn motion of Director Gove, the Secretary was instructed to present this request of\nthe committee of the National Association of Elocutionists to the President of the association in 1902, and to the presidents of such departments as may appropriately include\nthe subject in their annual program.\nThe Secretary read the following communication from the chairman of the committee\non education of the Louisiana Purchase Exposition Co., as follows :\nLouisiana Purchase Exposition Company,\nSt. Louis, U. S. A., July 7,1*901.\n/. M. Green, Esq., President, National Educational\nDear\n\nAssociation, Detroit, Mich.:\n\nSir: Recognizing the fact that the educational exhibits will form one of the most important\n\nfeatures of the world's fair to be held in St. Louis in 1003, the Committee on Education, of which I have the\nhonor to be chairman, considers it its duty to ask the National Educational Association at its annual meeting\nin Detroit for its full co-operation in making the educational department of the Louisiana Purchase Exposition a complete success from every aspect. Therefore the undersigned begs to suggest that the National Educational Association appoint a committee to act as an advisory board to the committee having in charge the\neducational exhibits at the world's fair in St. Louis, and that the state and city educational authorities act as\nagents of their representative states and cities in the preparation of the representation of the systems, institutions, and instrumentalities within the sphere and range of their official connection or authority.\nTrusting that your body will act favorably upon these suggestions, we beg to remain,\nVery truly yours,\n(Signed)\n,\n\nfile.\n\nCommittee on Education.\nJohn Schroers, Chairman.\n\nDirector Harris. — I move that this communication be received and placed on\nSeconded and carried.\nDr. Harris. — I now offer the following resolution :\n\nWhereas, The authorities of the world's fair to be held in St. Louis in 1903 in commemoration of the\nLouisiana Purchase have tendered an invitation to the National Educational Association to co-operate with\ntheir Committee on Education, be it\nResolved, That the President of the National Educational Association appoint a committee of twentyone, whose duty it shall be to act as an advisory board whenever the education committee of the Louisiana\nPurchase Exposition submits specific questions or asks their co-operation. This advisory board shall have\npower to fill vacancies, and also to add further members to their number.\n\n"}
{"page": 50, "printed_page": null, "text": "38\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDirector Soldan. — I rise to second the motion of Director Harris, and wish to say\na few words in explanation. The chairman of the committee on education of the board\nof directors of the Louisiana Purchase Exposition Co. called on me in St. Louis on Friday, before I left, and submitted in brief the following plan or intention on the part of\nthe educational committee : They wish to conduct the educational department at the\nworld's fair largely according to the ideas and wishes of the teaching profession in the\ncountry. They wish to be guided in the plans and in the collections of exhibits by the\nbest advice that can be obtained from educators. Mr. Schroers, in discussing this idea,\nsaid that he wished the advisory board, if it should be the pleasure of the Board of Directors of the National Educational Association to appoint such a board, to aid in planning\nthe lines according to which the educational exhibits should be selected and arranged in\nevery detail ; that, while the committee on education of the directory in St. Louis would\nassume all responsibility, they wish to keep in touch with this proposed committee of the\nNational Educational Association and be guided in the general outline, as well as in the\ndetails, by their advice. The scope of the duties of the committee on education which\nsends this letter is indicated by the following extract from the by-law creating the committee on education :\nThe Committee on Education and Educational Congresses shall consist of seven members, and shall have\ncharge of all matters pertaining to elementary and higher education in schools and other institutions of learning, whether devoted to science, literature, or art, and also of all educational congresses and conventions, and\nall subjects directly connected therewith.\n\nThe motion of Director Harris was then put to vote and adopted unanimously.\nPresident Green. — This motion, as I understand it, carries with it directions that\nthe chairman appoint a committee of twenty-one. I will, with the permission of the\nboard, announce the committee later.\nUnder the call of miscellaneous business, Director Springer, of Michigan, reported\nthat in securing advance memberships and in advancing the interests of the association in other ways he had spent #113, altho he was aware that but $20 was allowed\neach state director under' the rules and customs established. He thought that this\namount was quite insufficient for the director of the state in which the annual convention is held, and moved that hereafter the sum of $100 be allowed for the expenses of the\ndirector of the state in which the annual meeting is held. Seconded by Director Ross, of\nTennessee.\nAfter brief discussion, the motion of Director Springer was put to vote and lost.\nDirector Nicholas Murray Butler, of New York. — The members of the board\nwill doubtless remember that in the amendments to our constitution in 1895 provision was\nmade for the election of foreign educators as corresponding members. This action was\nintended to be an honorable recognition of men and women in foreign countries who had\ngained distinction in educational work. We have only once taken advantage of our\nauthority by the election at the Washington meeting of ten persons as corresponding members. In connection with the exposition at Paris last year a number of persons gained\nwhat seems to be very considerable distinction, partly thru their service at the exposition and partly thru the various valuable reports made to their respective governments on\neducational methods and progress. I submit herewith a list of such persons, and move\nthat they be chosen as corresponding members :\nLeon Bourgeois, formerly minister of public instruction, member\nPalatine, Paris, France.\n\nof the Chamber of Deputies ; 5 rue\n\nCharles Bayet, director of primary instruction in the ministry of public instruction; 27 rue Gay-Lussac,\nParis, France.\nElie Rabier, director of secondary education in the ministry of public instruction ; 27 rue de Fleury,\nParis, France.\nCamille See, counselor of state ; 65 avenue des Champs- Elysees, Paris, France.\nE. P. Kovalevski, officer of the imperial ministry of public instruction, St. Petersburg, Russia.\nFabian Ware, inspector of secondary schools for the board of education, London, England; 54 Goldhurst\nTerrace, Hampstead, N. W., London, England.\n\n"}
{"page": 51, "printed_page": null, "text": "PROCEEDINGS\n\nOF THE\n\nBOARD\n\nOF DIRECTORS\n\n39\n\nCloudesley S. H. Brereton, vice-president, international jury of awards for elementary education, Paris\nexposition; Briningham House, Norfolk county, England.\nBela de Tormay, chief of bureau in the royal ministry of agriculture, Budapest, Hungary.\n\nSeconded and carried without dissent.\nAt this point the President announced the following members of the advisory board\ncreated by the resolution of Director Harris, as follows : •\nWilliam T. Harris, Commissioner of Education of the United States, Washington, D. C.\nEdwin A. Alderman, president of Tulane University, New Orleans, La.\nNewton C. Dougherty, superintendent of schools, Peoria, 111.\nNicholas Murray Butler, professor of philosophy and education, Columbia University, New York city.\nWilliam H. Maxwell, superintendent of schools, New York, N. Y.\nJames MacAlister, president of Drexel Institute, Philadelphia, Pa.\nCalvin M. Woodward, director of manual training, Washington University, St. Louis, Mo.\nHalsey C. Ives, director, Museum of Fine Arts, St. Louis, Mo.\nAaron Gove, superintendent of schools, District No. 1, Denver, Colo.\nAndrew S. Draper, president of University of Illinois, Champaign, 111.\nWilliam R. Harper, president of University of Chicago, Chicago, 111.\nArthur T. Hadley, president of Yale University, New Haven, Conn.\nDavid Starr Jordan, president of Leland Stanford Junior University, Stanford University, Cal.\nJ. G. Schurman, president of Cornell University, Ithaca, N. Y.\nDaniel C. Gilman, president of Johns Hopkins University, Baltimore, Md.\nJames M. Greenwood, superintendent of schools, Kansas City, Mo.\nCharles M. Jordan, superintendent of schools, Minneapolis, Minn.\nLewis H. Jones, superintendent of schools, Cleveland, O.\nWilliam T. Carrington, state superintendent of public instruction, Jefferson, Mo.\nF. Louis Soldan, superintendent of schools, St. Louis, Mo.\nCarroll G. Pearse, superintendent of schools, Omaha, Neb.\n\nThere being no further business, after announcements by the Secretary, the board\nadjourned.\nIrwin Shepard, Secretary.\n\n"}
{"page": 52, "printed_page": null, "text": "MINUTES\nBOARD\n\nOF THE\n\nMEETING\n\nOF DIRECTORS\n\nDETROIT,\n\nOF THE\n\nFOR\n\nNEW\n\n1901-1902\n\nMICH.— Thursday, July 12, 4:30 p. m.\n\nThe newly elected Board of Directors was called to order in Temple Beth El at 4 : 30\np. M., July 12, by President-elect William M. Beardshear. The following directors\nresponded to the roll-call :\nNicholas Murray Butler, New York ; Oscar T. Corson, Ohio ; Albert G. Lane, Illinois ; Aaron Gove,\nColorado; F. Louis Soldan, Missouri; J. M. Greenwood, Missouri; William T. Harris, District of Columbia; Mary H. Hunt, Massachusetts; E. Oram Lyte, Pennsylvania ; Teachers' Institute, Pennsylvania; William M. Beardshear, Iowa; F. Yale Adams, Arizona; Wilbur F. Gordy, Connecticut; W. N. Sheats,\nFlorida; Miss Permeal French, Idaho; Alfred Bayliss, Illinois; H. E. Kratz, Iowa; Frank R. Dyer,\nKansas; W, H. Bartholomew, Kentucky; John S. Locke, Maine; D. W. Springer, Michigan; Charles M.\nJordan, Minnesota; W. T. Carrington, Missouri; Carroll G. Pearse, Nebraska; H. Brewster Willis, New\nJersey; Hiram Hadley, New Mexico; Augustus S. Downing, New York; J. M. H. Frederick, Ohio; E. D.\nRessler, Oregon; Watson Cornell, Pennsylvania; W. B. Jacobs, Rhode Island; George J. Ramsey, Virginia; C. M. Sherman, Washington; L. D. Harvey, Wisconsin; Miss Estelle Reel, Wyoming; Charles H.\nKeyes, Connecticut; Irwin Shepard, Minnesota,\nPresent, thirty-seven members.\n\nThe minutes of the meeting of the Board of Directors held on July 9 were read and\napproved.\nOn motion of Director Greenwood, the chair appointed the following committee to\nnominate members for the National Council : Directors F. Louis Soldan, of Missouri ;\nCharles M. Jordan, of Minnesota ; and Nicholas Murray Butler, of New York.\nMr. J. H. Francis, of California, by permission of the President, stated to the board\nthat Superintendent J. A. Foshay, director-elect for California, was not present, and, as\nthat state desired to be represented in the meeting of the Board of Directors, he requested\nthat permission be granted to him to represent Mr. Foshay as a proxy.\nDirector Greenwood moved that Mr. Francis be permitted to represent Mr. Foshay\nby proxy in this meeting, stating that he considered it only fair that California be\nallowed the privilege of voting representation in the Board of Directors.\nSeconded.\nDirector Gove, of Colorado, questioned the advisability of this motion as being an\ninnovation on the custom and precedents of the board.\nDirector Pearse, of Nebraska, called attention to the impropriety of any action by\nwhich the Board of Directors should change the action of the electors of the National\nEducational Association in transferring the right to vote from the duly elected director\nto a proxy, and especially to a proxy not appointed by the director himself, thus arbitrarily changing the membership of the board.\nIn response to an inquiry, the Secretary stated that this question had frequently\nbeen before the board for action, and that the board had always refused to allow proxies,\neven when designated by the absent members.\nThe motion of Director Greenwood was then rejected by a decisive vote.\nPresident Beardshear announced as the next order of business the election of a member of the Board of Trustees to succeed F. Louis Soldan, of Missouri, whose term of\noffice expires with this meeting.\nA motion was made and seconded that Mr. Soldan be nominated to succeed himself\nas a member of the Board of Trustees.\n\n"}
{"page": 53, "printed_page": null, "text": "PROCEEDINGS\n\nOF THE\n\nNEW\n\nBOARD\n\nOF DIRECTORS\n\n41\n\nDirector Soldan stated that, while he was willing in all things to follow the directions of the board, he much preferred that some other member from among the large\nnumber so competent for this service should be elected to the vacancy.\nDirector Pearse, of Nebraska, moved that the Secretary be instructed to cast the ballot of the board for the election of Director F. Louis Soldan, of Missouri, as member of\nthe Board of Trustees for four years, to succeed himself. The motion was seconded and\ncarried without dissent.\nThe Secretary having reported that the ballot had been cast in accordance with\ninstructions, President Beardshear declared Director Soldan elected as a member of the\nBoard of Trustees.\nOn motion of Director Ramsey, of Virginia, Director William T. Harris was elected\nto succeed himself as a member of the Executive Committee for the term of one year.\nPresident Beardshear announced as the next order of business the receiving of invitations for the next annual convention.\nDirector E. D. Ressler, assistant professor of education in the University of Oregon,\npresented an invitation from the cities of the north Pacific coast, stating that these cities\nhad united in an invitation and an earnest request that the next convention be held at that\none of the cities of the north Pacific coast which the Executive Committee should select\nas the best suited for entertaining the association.\nThis invitation was seconded and supported in a brief address by Director C. M.\nSherman, president of the Puget Sound Schoolmasters' Club.\nDirector Charles M. Jordan, superintendent of schools of Minneapolis, presented an\ninvitation from the city of Minneapolis for the next meeting, calling attention to the fact\nthat the Board of Directors, at the Buffalo meeting, had voted in favor of holding the\nconvention in 1897 in Minneapolis, but, owing to the fact that another convention had\npreviously been located in that city on the same dates chosen by the National Educational Association, the Executive Committee deemed it advisable to hold the convention\nin the city of Milwaukee instead. He now wished to renew the invitation of the city of\nMinneapolis for the year 1902, with assurances that all the usual facilities for holding the\nconvention would be supplied.\nDirector Springer, of Michigan, moved that the matter of the location of the next\nannual convention be referred without vote by the directors to the Executive Committee\nwith power to act. This motion was seconded and passed without dissent.\nDirector Greenwood, chairman of the Committee on Investigations and Appropriations of the National Council, presented the following resolution :\nResolved, That the sum of two hundred dollars, or so much thereof as may be necessary, be, and hereby\nis, appropriated to defray the necessary clerical expenses of the committee named by a round table of the\nDepartment of Superintendence to collect information regarding the progress, means, and results of consolidating rural schools ; provided, that all bills against this appropriation shall be certified as correct by the\nchairman of the committee aforesaid.\nNicholas Murray Butler.\nustus\nChairman.\nS. Dow\nAugM.\n, g.\noodnin\nGreenw\n!J.\nL. D. Harvey.\n\nDirector- Greenwood stated that the resolution had been handed to his committee,\nand had met with its approval and concurrence, tho it had not yet been acted upon by\nthe National Council, and could not be acted upon by that body before its next meeting,\non Friday afternoon, July 12. He further explained that, unless action was taken by the\nBoard of Directors at this meeting, in advance of recommendation by the Council, the\nresult would be that the matter would lie over for an entire year before it could be formally acted upon by this body. This would be a disappointment to the committee of\nstate superintendents who desired to proceed at once with the formulation of the proposed\nreport.\n\n"}
{"page": 54, "printed_page": null, "text": "42\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nOn motion, the resolution was approved, subject to concurrent action of the National\nCouncil.*\nThe Committee on Nomination of members of the National Council presented the\nfollowing report :\nMembers\n\nof the Board of Directors of the National Educational Association:\n\nYour committee finds the following vacancies in the National Council, viz. : By reason of expiration of\nterm: James M. Green, Trenton, N. J. ; Augustus S. Downing, New York, N. Y. ; A. R. Taylor, Decatur,\n111. ; Charles D. Mclver, Greensboro, N. C. ; R. B. Fulton, University, Miss.\nBy reason of absence from two consecutive meetings : Frank Rigler, Portland, Ore., whose term\nexpires in 1904.\nYour committee, deeming it a wise precedent to continue those members of the Council whose services\nhave been especially valuable, nominate for reappointment for the term of six years the five members whose\nterms expire as noted above.\nTo succeed Frank Rigler, of Oregon, they nominate R. H. Halsey, of Wisconsin, for the term ending\n1904.\n\nOn motion, the report of the committee was received and adopted, and the nominees\ndeclared duly elected as members of the Council.\nUpon motion, after brief discussion, an appropriation of #700, or so much thereof as\nmay be necessary, was made to meet the expenses of the meeting of the Department of\nSuperintendence in 1902 at Chicago, 111.\nOn motion of Dr. Harris, the following-named educators from South America and\nCentral America, several of whom were in attendance on the sessions of the present convention, were elected corresponding members of the association :\nFrom\nFrom\nFrom\nFrom\nFrom\nFrom\n\nArgentine Republic — Dr. J. B. Zubiaur.\nUnited States of Brazil — A. Fontoura Xavier, Professor Alcides Medrado.\nRepublic of Chile — Julio Peres Canto, Carlos Silva Cruz, Guillermo Freudenburg.\nRepublic of Costa Rica — Senor Don Joaquin Bernando Calve.\nRepublic of Guatemala — Dr. Joaquin Yela.\nRepublic of Nicaragua — Don Alejandro Bermudez, Don Ramiro Gamez.\n\nOn motion of Director Butler, of New York, the following resolution was passed with\ndissent :\nResolved, That the sum of one hundred dollars, or so much thereof as may be necessary, be appropriated\nto pay the expenses for printing, clerical services, etc., incurred by the Committee of Fifteen appointed under\nauthority of the resolution of the National Council of Education passed July n, 1898, to inquire into the whole\nquestion of a national university ; provided that all bills against this appropriation shall be certified as correct by the chairman of the committee aforesaid.\n\nThere being no further business before the board, the meeting adjourned.\nIrwin Shepard, Secretary.\n1 The National Council at its meeting July 12 failed to recommend the granting of the appropriation\nprovided for in the resolution ; hence the actiorrof the Board of Directors on this resolution is void. — Editor.\n\n"}
{"page": 55, "printed_page": null, "text": "FIRST\n\nREPORT\n\nOF\n\nANNUAL\n\nTHE\n\nPERMANENT\n\nTO THE\n\nBOARD\n\nSECRETARY\n\nOF TRUSTEES\n\nSecretary's Office, Winona, Minn., October i, iooi.\nTo the Board of Trustees of the National Educational Association :\nGentlemen\n\n: In accordance with your recent action requesting a report of the busi-\n\nness of the Secretary's office, I beg leave to submit the following :\nThe inference is that this report is expected to cover, especially, the time since I was\nelected Secretary by your honorable body. The work since 1893, when I was first elected\nSecretary by the association, is so interwoven with the work since election as permanent\nSecretary in 1897 that I have deemed it advisable to extend the report, in some details,\nover both periods.\nNo directions having been given as to the matter to be included in this report, I have\nchosen such data as seem to me most interesting and valuable as information to your\nboard and to the active members of the association.\nWhen I came into the office of Secretary, in 1893, no records or documents of any\nkind were on file, excepting a few letters of recent date and a book of minutes of the\nmeetings of the Executive Committee.\nFrom 1893 to 1895 the most important work was editing and distributing the annual\nvolume of proceedings. A plan of distribution was established, and since continued, by\nwhich every volume sent out can, if necessary, be traced and delivery shown, or, if not\ndelivered, returned to this office. Special attention was given in 1893 ar>d 1894, with considerable success, to the sale of volumes of proceedings of the International Congresses of\nEducation and former publications.\nTHE\n\nACTIVE\n\nMEMBERSHIP\n\nIn 1895, by amendment to the constitution at the Denver meeting, the class of active\nmembers was created. From that time an annual salary of #1,500 was allowed the Secretary as compensation for a part of his time, with provisions for the employment of a\nstenographer and clerk for the Secretary's office; a salary of #750 was also allowed the\nTreasurer as compensation for the performance of the duties of his office and for clerical\nassistance. The conduct of the registration department at the time of the annual meeting\nand the collection of membership revenue from the various railroad companies were\nincluded in the duties of the Treasurer until the time of the election of a permanent\nSecretary, when these duties were transferred to the Secretary, and the Treasurer's salary\nwas discontinued.\nThe records of over fifty thousand annual memberships, printed in the volume of proceedings extending from the Madison meeting in 1884 to the Denver meeting in 1895,\nwere, in the year following the Denver meeting, analyzed and classified, and every person\nwho was eligible and who had been a member more than one year was invited to join the\nactive class under the provisions of the amended constitution.\nFor two years following the Denver meeting no enrollment fee was charged. At the\nMilwaukee meeting the constitution was amended, requiring an enrollment fee of $2 in\naddition to annual dues, making the first payment of an active member #4. It has been\nthe policy to date active membership from the earliest year of continuous annual membership, and to allow lapses in annual membership to be recovered by payment of the\nomitted dues. The following table shows the growth of the active membership from 1895\nto date :\n43\n\n"}
{"page": 56, "printed_page": null, "text": "NATIONAL\n\n44\n\nEDUCATIONAL\n\nASSOCIATION\nship\n\nTABLE\n\nSHOWING\n\nACTIVE\n\nMEMBERSHIP\n\nENROLLMENT\n\nLoss by\nYear\n\nBuffalo\n\ndeath\n\n1,464\n467\n290\n\n20\n\n195\n\n117\nNet\n\nTotal\nloss\n\ndrawal\n159\nby with95\n\n18\n26\n\n399\n\nTotal\n1,857\nmember1,464\n\n393\n12\n\n1897-981\n1898-99\n\ntions\nAddi-\n\n15\nLoss\n\n1895\n\n5\n17\n\n1895-96\n\nMeeting\n\nSINCE\n\n1\n\n58s\n\n252\ngain\n499\n\nM7\n191\n86\n74\n\n2»321\n\nThe number of active members present at the Los Angeles meeting in 1899 was 530,\n308\nor 24 per cent, of the active membership;\nat the Charleston meeting in 1900, 546, or 23.5\nper cent, of the active membership; at Detroit in 1901, 1,173, or 41.6 per cent, of the\nactive membership.\nAt the Los Angeles meeting the active membership\nconstituted less than 5 per cent,\n32\nof the total membership enrolled, both active and associate ; at the Charleston meeting,\nabout 19 per cent.; and at Detroit, about 20 per cent, of the total enrollment. Under\n7i\nthese circumstances it will be seen that the collection of the dues of active members not\nin attendance at the annual convention is an important feature of the work of the Secretary's office.\nThe annual withdrawals from membership, shown by the above table to be considerable, are mainly confined to the less permanent element in the profession and to those\nwho were enrolled before an enrollment fee was charged. It rarely occurs that a member\nin a permanent position, or in high professional standing, discontinues his membership.\nFor this reason the active membership is annually growing stronger and more representative, as well as larger.\nA noteworthy feature of the active membership is the number and character of the\neducational institutions which have enrolled — nearly all within the past three years.\nMost of these institutions have purchased sets of the published proceedings and reports,\nand have enrolled for the purpose of securing future reports as they are published.\nThe\nenrollment of institutions at this date includes the following:\nUniversities and colleges\nNormal schools\nPublic libraries\nBoards of education\nOther educational institutions\n\n79\n43\n49\n12\n16\n\nTotal\n\n199\n\nIt is interesting to note that recently the following libraries enrolled as active members and purchased certain back volumes of the proceedings :\nCardiff Free Public Libraries, Cardiff, Wales.\nImperial Library of Japan, Tokyo, Japan.\nLibrary of Congress of Chile, Santiago, Chile.\n\nEven among individuals the idea is gaining ground that it is profitable for those\nteachers who cannot attend the annual meeting regularly to become active members, that\nthey may secure the published proceedings. The value of the active membership list as\na reliable educational directory influences many to seek representation in it, but, without\ndoubt, the leading motive is the desire to be permanently and actively identified with the\nassociation and its work.\nSPECIAL\n\nCOMMITTEE\n\nREPORTS\n\nWith the Saratoga meeting in 1892 a new movement was inaugurated by the association in the appointment of the special Committee of Ten to investigate and report on\ncourses of study for secondary schools.\nThis report was made in 1893, the year in which\n' From this date the enrollment fee of $2 was required.\n» The record for this year is to date. Some changes will occur before the record is closed. See statistical\ntable at the end of the volume,\n\n"}
{"page": 57, "printed_page": null, "text": "45\nREPORT\n\nOF THE\n\nPERMANENT\n\nSECRETARY\n\nno session of the association was held. The report was published and distributed extensively bythe United States Bureau of Education, but unfortunately was never included in\nany published volume of proceedings.\nIn 1893 the Committee of Fifteen on Elementary Education was appointed. The\nreport was made to the Department of Superintendence in 1895, and published in the\nvolume of proceedings of that year.\nIn 1895 the Committee of Twelve on Rural Schools was appointed by the Council.\nTheir report was made to the Council in 1897, and published in the volume of proceedings of the Milwaukee meeting. The Committee on College-Entrance Requirements was\nappointed in 1895 ', on Normal Schools, in 1895; and on the Relations of Public Libraries to Public Schools, in 1898. These three committees reported at the Los Angeles\nmeeting in 1899, and the reports are all included in the Los Angeles volume.\nThe following is a table showing approximately the distribution to date of the\nreprints of the several special committee reports :\ntary\nGratuitous\n\ndistribution by\n\nSold by\nTotal\n\nU.S.\n\nReport of\n\nBureau\n\nmittee\n\nofcation\nEdu-\n\nState\ntions\n\ntional\nEducaers\n\nbution\nSecre-\n\nComunknown\n\npublish10,538\nedi-\n\nCommittee on College-Entrance Requirements\n\n30,000\n\n1,000\n2,500\n1.\n000\n1,200\n\ndistri -\n\n40,538\n18,816\n\n18,816\n\n60,000\n2,500\n1,200\n2,100\n\n65»5°°\n2.400\n\nThe plates of the report of the Committee of Twelve have been loaned without\n4,5°° charge\nto several state superintendents for use in publishing state editions for free distribution,\n5,000\n3,100\nwhich have aggregated sixty thousand copies. In addition to the above table, the reports\nhave received the circulation of the volumes of proceedings in which they were published ;parts of each report have appeared in the reports of the United States Commissioner of Education and of several state superintendents of public instruction; and\nextensive reprint editions have been made by various publishing houses of several of the\nreports which were not copyrighted.\nThe reports of the Committee of Ten and of the Committee of Fifteen were copyrighted and a contract made with the American Book Co. for their publication and sale\nat 30 cents per copy, the company to pay the association a royalty of 5 cents per copy on\nall copies sold. These sales have been as follows :\nREPORT\n\nOF ROYALTY\n\nSALES OF REPORTS OF COMMITTEE OF TEN AND\nFIFTEEN BY AMERICAN BOOK CO.\n\nCOMMITTEE\n\nOF\n\nCopies sold\nAmount of royalty\n\nYear\n\n1804\n1895\n1896\n1897\n1898\n\nReport of Committee\nof Ten\n\nReport of Committee\nof Fifteen\n823\n\n2,125\n\ni,i33\n677\n\n3.i°7\ni»332\n1,116\n954\n872\nTotals\n\n1,822\n534\n527\n\nTotal\n2,i25\ni,939\n2,465\ni,399\n4,989\n1,649\n\n82.45\n\n16,054\n1,488\n\ni°,538\n$802.70\n972\n5,5i6\n\n"}
{"page": 58, "printed_page": null, "text": "NA 77 ON A L ED UCA 7 ION A l. ASSOC J A 77 ON\n\n46\nIt is not probable that the same number of copies could have been sold within the\nsame time from the Secretary's office, even at actual cost of publication. The facilities\nfor advertising and selling these reports possessed by an educational publishing company raises the question whether it would not be advisable to make, for all reports,\narrangements similar to that which has proved so successful in the case of the two committee reports referred to in the above table.\nOMISSIONS\n\nFROM\n\nTHE\n\nVOLUMES\n\nOF\n\nPROCEEDINGS\n\nIt should be a matter of record that the volumes of proceedings of the association do\nnot contain all of the proceedings of the Department of Superintendence since that\norganization became a department of the association in 1870. In the early years the\nUnited States Bureau of Education usually published and distributed the proceedings of\nthat department. When this was done, they were not, for several years, reprinted or\nincluded in the annual volume.\n1- 77\nThe following is a list of the proceedings so published not included in any publication of the association :\n\nYear\n\n1874\n1875\n1886\n1887\n1888\n1889\n\nWhere published\n\nTime and place of meeting\n\n'.\n\nBureau\nBureau\nBureau\nBureau\nBureau\nBureau\nBureau\nBureau\n\nJanuary, Washington\nJanuary, Washington\nDecember, Washington\nFebruary, Washington\nFebruary, Washington\nMarch, Washington\nFebruary. Washington\nMarch, Washington\n\nof Education,\nof Education.\nof Education,\nof Education,\nof Education,\nof Education,\nof Education.\nof Education,\n\nCircular No. 1, 1874\nCircular No. 1, 1875\nCircular No. 2, 1879\nCircular No. 2, 1879\nCircular No. 2, 1886\nCircular No. 3, 1887\nCircular No. 6, 1888\nCircular No. 2, 1889\n\nPages\n1-169\n1- 1 63\n\n1-200\n\nAppendix\n1-300\n\nFrom 1880 to 1884, inclusive, the proceedings were printed by the Bureau of Education, and reprinted in the annual volume of proceedings.\nIn the years 1876 and 1877, also from 1879 to 1889, inclusive, a second meeting was\nheld at the time and place of the annual convention. These meetings were usually business\nmeetings — tho occasionally papers were presented — and the minutes and papers were\npublished in the annual volume.\nSince 1889 but one meeting has been held each year, and the proceedings have\nbeen printed only in the volume of proceedings.\nThe omissions referred to above had not been discovered at the time the Subject 7ndex\nwas compiled and published. Consequently the subjects of the reports of the Department\nof Superintendence published only by the United States Bureau of Education are not\nincluded in the index volume. This has quite seriously disappointed many whose files of\nproceedings include the omitted reports.\nSALES\n\nOF\n\nBACK\n\nVOLUMES\n\nAND\n\nREPORTS\n\nIn view of the constant demand for full sets of volumes of proceedings, it is a matter\nof regret that many volumes are out of print and cannot be supplied, as follows : all\nvolumes from 1857 to 1872, inclusive, excepting 1865, of which there are but fifteen\ncopies, and 1866, of which there are but seventeen copies in stock. The supply of volumes\nfor 1883 and 1885 is also exhausted, and for 1882 there are but eighteen volumes remaining.\nCASH\n\nRECEIPTS\n\nThe receipts from sales of volumes and reports from the Secretary's office since 1895.\nas well as the receipts for active membership dues not paid at the time of the annual\nmeeting, have been as follows :\n\n"}
{"page": 59, "printed_page": null, "text": "47\nREPORT\n\nTABLE\n\nYear\n\n1897-98\n\nOF\n\nCASH\n\nOF THE\n\nRECEIPTS\n\nActive membership\ndues not paid at\nannual meeting\n\nPERMANENT\n\nAT\n\nTHE\n\nSECRETARY'S\n\nSales of back\nvolumes\n\n1.066.25\n37-25\n1,604.23\ni,37S-63\n2,398.07\n406.70\n3.436.26\n1,141.50\n$4,007.63\n\n$i3.525-°i\n\nSECRETARY\n\nOFFICE\n\nSINCE\n\nSales of committee\nreports, etc.\n\n$\n\n1 895\n\nTotal\n\n453-70\n119.89\n\n3.433-62\n2,924.66\n\n478.69\n\n5,089.19\n$19,262.33\n\n$1,729.69\n\nRevenue from these sources was practically unknown before the organization of the\nactive membership, which furnishes annually a large paying constituency of those who\ndo not attend the annual meeting, and who under the former arrangements paid no dues.\nTHE\n\nANNUAL\n\nVOLUME\n\nThe annual volume of proceedings embodies the results of the work of the association from year to year, and is therefore its most important concern. It has been the aim\nof the successive publication committees to confine it to a single volume of 1,000 pages.\nThis limit has, in recent years, been exceeded, in order to include the reports of special\ncommittees, and to provide for the eight new departments which have been added since\n1892.\nEvery effort has been made in editing the volume to exclude useless material, to\nsecure the abridgment of papers and discussions of excessive length, and to limit the\nmatter as far as consistent with a fair representation of the valuable papers and discussions presented in the general sessions and the eighteen departments now organized.\nThe largest volume yet issued is the Los Angeles volume, of 1,258 pages, which contains,\nin addition to the usual matter, three special committee reports covering 277 pages.\nExcluding these special reports, the Los Angeles volume numbers 981 pages, while the\nSt. Paul volume in 1890, with eight departments less to provide for, contains 929 pages.\nThe Charleston volume of 1900 numbers 809 pages, which is the smallest volume since\nthe Nashville meeting in 1889.\nThe most effective measure in restricting the size of the volume has been the editing\nof the programs in advance of the annual convention, and securing desirable limitations\nas to number and length of the individual papers. There is still room for improvement\nin this direction, as was so forcibly pointed out by President Green in his presidential\naddress at Detroit. The departments which have been added from time to time overlap\neach other, because some of them represent horizontal and others vertical sections of educational work.\nIt is the theory that the President of the association shall have general oversight of\nthe department programs, but there is no definite legislation which gives the President\nauthority in this matter. Since the President of the general association and the presidents\nof the several departments change each year, there has not been uniformity of administration in this respect. I would respectfully suggest that more definite legislation on this\nsubject be enacted ; that provision be made for a meeting of the President-elect with the\nnewly elected department officers, to be held before the close of the convention at which\nthey are elected, for conference and for determining the general policy of administration ;that a subsequent meeting of the President with the department presidents be held\nat some central point about January 1 , at which time the department presidents should\nbe expected to present tentative outlines of proposed programs for mutual criticism and\nsuggestion, in order that the field and the topics to be covered by each should be determined and understood by all, and that subsequent departures from the respective lines\n\n"}
{"page": 60, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n48\nagreed upon should be made only on the approval of the President of the association.\nAn examination of any convention program will readily disclose the importance of such\nadvance regulation of department plans.\nThe association should, doubtless, pay the expenses of such a meeting, but, I believe,\nno more profitable expenditure could be made, since the results would certainly tend to\nthe improvement of the programs, the elimination of conflicts and repetitions, and the\nprobable restriction of the matter to be printed.\nThe cost of printing the volume has been steadily decreased, notwithstanding the\noccasional increase in size and the use to a larger extent of smaller type, with the consequent increased cost of composition. The recent increase in the number of volumes\nprinted has helped to decrease the average cost per volume.\nFor several years previous to 1894 trie volume was printed in New York city, by J.\nB. Little & Co. ; the volumes for 1894 and 1895 were printed by the Pioneer Press Co.\nof St. Paul, Minn.; the volumes for 1896, 1897, 1898, 1899, and 1900, by the University\ncopy\nof Chicago Press.\n•93\n\nTABLE\n\nSHOWING\n\nCOST\n\nOF\n\nPUBLICATION\n\nYear\n\nNumber\n\n1893\n\ncopies\n\n1894\n1895\n\n2,72s\n\n1897\n1896\n1899\n1898\n\nof\n\n5,300\nS.S00\n5,200\n5,5oo\n7.5O0\n4,000\n\nANALYSIS\n\nNumber\n\nOF\n\nPROCEEDINGS\n\nSINCE\n\n1893\n\n'\n\nCost per\n\nof\n\n• 75\n\n1,007\npages\n1,0743\n809\n\n3,000\n\n1900\n\nOF VOLUME\n\n$4,616,751\n\n$1.69\n1. 3i\n\n1,139\n1,102 4\n1,088\n1,132 5\n\n4,120.74\n4,947-44\n3,920.00\n\n• 74\n•78\n\n4,079.63\n4,268.41\n\n.78\n\n1,2586\n\n5,514- 98\n3,036.15 a\n\nOF TREASURER'S\n\n.76\n\nREPORTS\n\nA recent tabulation and analysis of the receipts and expenditures shows that the\nDenver meeting in 1895 introduced a new era in the financial history of the association,\nand that the receipts and additions to the permanent fund for the five years from 1895 to\n1899, inclusive, were almost identical with the eleven years from 1884 to 1894, inclusive,\nas follows :\nCOMPARATIVE\n\nSUMMARY\n\nOF FINANCIAL\n\nSTATISTICS\nREPORTS\n\nTotal number of members\nAverage annual membership\n\nCOMPILED\n\nTHE\n\nTREASURER'S\n\nFor eleven years,\n\n' 51.669\nFor five years,\n\n1884-94, inclusive\n\n10,334\n1895-1899, inclusive\n\n45,669\n\nTotal receipts\nAverage annual receipts\n\n$119,132.87\n10,830.26\n4,i52\n\nTotal expenses\nAverage annual expenses\n\n6,756.75\n$74,324.27\n\nRelation of expenses to receipts\n\n62.4 per cent.\n\nTotal additions to permanent fund\nAverage annual addition to permanent fund\n\nFROM\n\n26,307.49\n$i3i,537.49\n\n$84,783.01\n16,956.60\n64.4 per cent.\n\n$45,000.00\n4,090.91\n\n8,600.00\n$43,000.00\n1 Proceedings of International Congresses of Education; cost of plates for volume included.\n2 Owing to the advance in cost of paper and labor, the contract price was advanced 12 per cent, over that\nof the four previous years.\n3 Includes proceedings of Department of Superintendence for years 1893 and 1894.\n4 Includes report of Committee of Fifteen, no pages.\n5 Includes report of Committee of Twelve, 198 pages.\n6 Includes reports of Committee on College-Entrance Requirements, Committee on Normal Schools, and\nCommittee on Public Libraries, 277 pages.\n\n"}
{"page": 61, "printed_page": null, "text": "REPORT\n\nOF THE\n\nPERMANENT\n\nSECRETARY\n\n49\n\nIt is worthy of note that during the latter five years certain salaries have been paid ;\nthe expenses of state managers and department officers have been more liberally provided\nfor; several committees of investigation have received appropriations for expenses ; their\nreports have been published and distributed ; and in many ways the work of the association has been enlarged and its total annual expenses largely increased, tho it appears that,\nowing to restriction of expenses in other directions, the proportion of expenses to receipts\nhas increased only 2 per cent.\nIn the above recapitulation the receipts and expenses for the year of the Charleston\nmeeting have not been included, on account of the exceptional circumstances, which are\nnot likely to recur. It is gratifying to note that even in the year of the Charleston meeting the net revenue exceeded the expenses by several hundred dollars. This was made\npossible by the #3,883.03 revenue from the invested fund, with the #5,089.19 cash collections of the Secretary's office, which together constitute a practically fixed revenue of\nnearly #9,000 not dependent upon receipts from the annual meeting.\nRELATIONS\n\nWITH\n\nTRANSPORTATION\n\nCOMPANIES\n\nAmong the most important responsibilities of the office are the negotiations with\ntransportation companies for rates and ticket conditions for the annual conventions, and\nthe settlement with these companies for the membership revenue collected by them.\nThe plan of incorporating the membership coupon in the railroad ticket, and the\nmembership fee in the purchase price of the ticket, with an agreement to report the same\nto the Treasurer of the association, has obtained since adopted at the Chicago meeting in\n1887. This plan was for a time strenuously opposed by certain lines, especially in the\nEast, and has never been officially approved by the New England Passenger Association.\nOpposition has now quite generally ceased, and since 1896 the roads have, with unimportant exceptions, gone farther and settled with the association on the \" basis of sales,\"\nrather than on the former \" basis of collections.\" This secures to the association the\nmembership revenue on all tickets sold, whether the coupons are collected at the convention registration desks or not.\nThe friendliness and confidence of the transportation lines have been won by an\nestablished and consistent policy of fair dealing and the recognition of the rights of the\nroads to protection against ticket scalping and other convention abuses, such as \" official\nroutes,\" which are designed to divert business from the lines to which it belongs to certain routes chosen by convention officials.\nThe work of the association in its public service to education appeals strongly to\nrailroad officials to the extent that they now, almost without exception, willingly grant\nthe usual concessions of rates and ticket conditions, and join in protecting the interests\nof the association by collecting and reporting, thru the terminal lines, to the Treasurer of\nthe association the membership revenue by the same methods and forms which they use\nin reporting the divisions of ticket revenue to connecting lines. These reports are in\ndetail, giving place of sale with form and number of each ticket. They are checked out\nat the Secretary's office from month to month, as received, and claim for revenue made on\nall coupons not included in the final reports. No line has, at least within recent years,\nrefused to honor any rightful claim for membership revenue ; nor has any disposition\nbeen shown, except in rare instances, to withhold revenue until claim is made.\nTHE\n\nOFFICE\n\nThe office of the Secretary has been provided for since 1895, without charge to the\nassociation, in rooms of my residence at Winona. The necessary desks, filing cases, and\nother appliances have so far overrun the available space that the question of larger and\nbetter-equipped rooms will soon. claim attention.\nThe work of the office has increased very rapidly during the past three or four years.\nThe correspondence has reached a magnitude difficult to be^handled with the'aid of a\n\n"}
{"page": 62, "printed_page": null, "text": "SO\n\nXATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nsingle clerk. In this connection it may be appropriate to call attention to the tact that\nthe postage account of the office last year was $749.65, while the expense for all clerical\nservices was but $563.70 — a proportion which, I believe, does not usually obtain in correspondence offices.\nThe outgoing mail last year amounted approximately to 10,000 pieces of letter mail\nand 50,000 pieces of third-class matter — bulletins, pamphlets, and reports. Letter mail\nreceived approximated 10,000 pieces, of which 2,500 contained money remittances.\nTHE\n\nEXECUTIVE\n\nCOMMITTEE\n\nBULLETIN\n\nSince the discontinuance, in 1896, of the Official Bulletin as a publication of the city\ninviting the association, the work of issuing the bulletins of the Executive Committee, containing all information as to railroad rates, ticket conditions, programs, and other details of\narrangements for the annual convention, has devolved upon the Secretary. At first these\nbulletins were issued only to the educational press and the active members ; but the\ndemand has so increased that last year 20,000 copies of Bulletin No. 1 and 30,000 copies\nof Bulletin No. 2 were issued. About two-thirds of these were sent to individual\naddresses, and the balance to state directors and managers, and to school superintendents\nwho requested them for personal distribution.\nTHE\n\nEDUCATIONAL\n\nPRESS\n\nThe educational journals have continued and extended their support of the association in all its various lines of work. Special circulars of information are sent to them\nmonthly, and are quite generally quoted from or reprinted entire. Several journals issue\nannually an association number, in which, in addition to illustrated articles on the place\nof meeting, the Executive Committee Bulletin, containing convention arrangements and\nprograms, is printed entire from plates furnished from this office. In this manner the\ncirculation of the most important bulletin is extended by forty or fifty thousand copies\nwithout cost to the association, except for the plates. The value of this gratuitous\nsupport of the educational press cannot be overestimated, and is highly appreciated by\nall members, and especially by the executive officers of the association.\nThis report has already overrun the limits intended. There are other phases of the\nwork of the office that might be mentioned ; but, as reports are to be made annually hereafter, Itrust that the statements included in the foregoing will appear reasonably full and\nsatisfactory for the initial report.\nRespectfully submitted,\n(Signed)\nIrwin Shepard, Secretary.\n\n"}
{"page": 63, "printed_page": null, "text": "GENERAL\n\nSESSIONS OE THE ASSOCIATION\nADDRESSES\nHON.\n\nA.\n\nT.\n\nBLISS,\n\nOF\nGOVERNOR\n\nWELCOME\nOF\n\nMICHIGAN\n\nMr. President and Members of the National Educational Association, Ladies\nand Gentlemen :\nIt is with both pleasure and pride that I welcome to the metropolis of\nMichigan today this great association, and congratulate you upon the\nauspicious opening of this conference so important to the cause of education.\nMichigan today throws open the doors of her very best front parlor,\nthe beautiful city of Detroit, with just as complete satisfaction as is possible on the part of any New England housewife.\nI am ready to believe you will all agree with me that your association\nhas never met with a warmer welcome anywhere in this union of ours\nthan in Detroit, and if you are not convinced of it by this time, you will\nbe when you have heard all the welcoming speeches.\nThere is no language spoken on earth wherein the word \" welcome \" has\na more pleasant sound than in English, and in the truest and best sense\nof the word, speaking as the chief executive of this grand old peninsular\nstate, I greet you with a welcome to this city and to the commonwealth.\nIt is a fact that wherever this association has met, large benefits have\nbeen reaped thru increased interest in and for the teaching profession, to\nthe great good of the vast army of children who year by year seek the\nschoolroom. Here in Michigan, where the schools are closer to the\nhearts of the people than almost anything else in the world, something\nmore than passing attention will be given to the doings and sayings of\nthe cultured men and women who will speak on educational themes from\nthe platforms of the general sessions and the eighteen departments into\nwhich the association is divided.\nThe people of Michigan are very proud of the work along educational\nlines carried on in their state, annually expending in its support a sum\nestimated at from eight to ten millions of dollars. The \" little red schoolhouse,\" intrenched behind a wisely devised primary-school fund, is as\nsacred to the people as the glorious star-spangled banner waving over it.\nI have no desire to weary you with figures showing the vastness of the\neffort put forth in this state in behalf of education. Instead I call to the\nminds of those of you who have journeved over the commonwealth how\n\n"}
{"page": 64, "printed_page": null, "text": "52\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nfrom the bustling city to the quiet village the schoolhouse has always been\nthe most conspicuous structure. Everywhere the school tax is paid without grumbling, and it is not the lightest of our burdens. The people are\nproud of the rank of their state, of her material progress and her prosperity, her wonderful natural resources — proud of the past and gloriously\nconfident of the future; but above all are they proud of her educational\nsystem, from the foundations of the district and graded schools to her\nworld-renowned university.\nThe demand of the age is for a practical education, and I am glad to\nnote that Michigan educators are bending all their energies in that direction. The trained men and women who are coming annually into the\nworking world are potent factors in the increased progress we are making.\nThis is the best age in all the world's history for young men and women\nwith a practical education. The disciplined mind rules the world today,\nand it is your proud distinction, men and women of this association, that\ninto your hands is committed the training of this mighty force.\nYou come among us with blessings to bestow, and we are grateful for\nyour presence. Our hands are extended in welcome, and as a patriotic\npeople greet their armed defenders, so do we offer you our greeting.\nFully realizing the honor of entertaining this vast assembly of the\nteachers of this country for the second time in her history, Michigan bids\nme again to welcome you.\n\nHON.\n\nDELOS\n\nFALL,\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nINSTRUCTION\n\nMr. President, Fellow- Teachers, Ladies and Gentlemen :\nThe state has been ably and eloquently represented by her chief\nmagistrate, the governor, and you have been told of the glories of our\ncommonwealth from the standpoint of its material wealth, its business\nlife, and its commercial prosperity. All these are of great significance,\nand entirely worthy and prope-r to be mentioned in this presence, but at\nthe same time all who are thoughtful concerning the highest and best\ninterests of the state will admit that it is my happy privilege to represent\nthat which constitutes the real pride and hope, the glory and perpetuity,\nof the nation, namely, the people themselves, their intelligence, morality,\nand virtue. Still more significant is the fact that I am to voice a welcome\nfrom a class whose life-work is not simply to estimate and utilize the forces\nof society as they now exist, but rather, in the light of the many apparent\nexisting imperfections in the world at large, theirs is the duty to mold\nthe rising generation so that, when these who are now pupils come upon\nthe stage of action, the general level of society, the character and stability\nof its citizens, will be raised.\nI therefore bring to you greetings and extend a welcome from 16,000\nteachers and 720,000\npupils who have been going in and out from\n\n"}
{"page": 65, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n53\n\nMichigan schools during the days of the past year. Over eight thousand\nof the rural schools, \"the people's universities,\" are closed this week, for\nno Michigan teacher is thinking of anything at this time but that of assembling in this beautiful \" City of the Straits\" to welcome his professional\nbrothers and sisters from the other sections of our union. They are here\ntoday, wearing the blue and white ribbons of this great association, in\nglad expectation of the inspiration and help they will gain by a contact,\nif only a brief one, with the great teachers of our nation. They feel that,\nif only they can assimilate into their lives the purpose and spirit, the\nmethod and the personality, of our great educational leaders ; if they can\neven learn clearly and intelligently to pronounce their names and associate\nthose names with faces and places, with the labor and achievements of\nthose who lead, this in itself will be an inspiration which will cause them\nto return to their work with greater enthusiasm and more wisely directed\nefforts.\nTwenty-seven years have been woven into history since last this association met within the borders of our peninsular state, and I have been\ncurious to know whether that earlier visit to us has borne visible fruit or\nnot. A comparison of the program of that meeting with that of the\npresent one demonstrates the wondrous growth in membership, and\nespecially in the breadth and scope of its work, which this our National\nEducational Association has passed thru. From four working sections at\nthat time it has expanded into eighteen, and from a membership of less\nthan four hundred in 1874 it has grown to nearly or quite ten thousand.\nA moment's comparison will show the growth in our own state, and this\nwill be a just and adequate measure of the increased interest which our\npeople have taken and are taking in the cause of popular education.\nThe following table illustrates the growth in sentiment and interest in\neducational matters in Michigan, so far as mere figures may indicate\ngrowth, during the interval since the last Detroit meeting :\nChildren\nChildren\nTeachers\nTeachers\n\nin school, census of\nin school, census of 18741900\n....\n1874...\n-\n\nTotal wages Total wages\nNumber of volumes in libraries\nNumber of volumes in libraries\nNumber of schoolhouses\nNumber of schoolhouses\nValue of schoolhouses\nValue of schoolhouses\n\n436,694\n12,276\n721,698\n15,924\n\n1900\n\n- #1,917,011.10\n170,449\n#4,503,549-39\n\n18741900\n\n969,767\n\n18741900\n18741900\n18741900\n\n-\n\n8,035\n- #8,912,698.00\n#19,338,173-00\n5,702\n\nTime will not permit a comparison in other directions, but from a\ncareful study of the questions considered at the 1874 meeting of this\nassociation it is safe to say that all lines of progress suggested at that\n\n"}
{"page": 66, "printed_page": null, "text": "54\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ntime have been enthusiastically entered upon, and several features have\nfound permanent places in our educational system.\nSixteen thousand teachers, thirty thousand school officers, seven hundred and twenty thousand pupils, with 25 per cent, of our population in\ndaily attendance in our schools, nearly five million dollars expended\nannually for teachers' wages, a million volumes in our township and\ndistrict libraries, and nearly twenty millions invested in schoolhouses for\nour common schools — all these are eloquent facts attesting the large\ninterest our people take in their public schools.\nI may also be pardoned if I refer to the fact that in the organization\nof our schools the various grades are so closely linked to each other that\nit is practically possible — indeed, it finds an exemplification every year —\nfor any boy or girl of our commonwealth to proceed steadily and without\nembarrassment from the lowest grade to and thru the undergraduate\nand postgraduate courses of our great state university. By proper\nenergy any ambitious and high-spirited youth in Michigan, tho he\nmay be the son of the humblest home, may mount to the topmost\nround of the educational ladder, aided and encouraged at every step by\nthe large and generous provisions of the state.\nThis leads me to suggest to our visitors from the East, the South, and\nthe West that you have now come within the boundaries of the great\nNorthwest Territory, which by the terms of the ordinance of 1787 was\nthereafter to be sacredly devoted to the fulfillment of the principle that,\n\"religion, morality, and knowledge being necessary to good government\nand the happiness of mankind, schools and the means of education shall\nforever be encouraged.\" It is not alone we who dwell in the immediate territory covered by this ordinance who have been the beneficiaries\nof the principles of that immortal instrument, but you especially who\nhave come from the West are also in a very emphatic sense the inheritors\nof the idea of setting aside a certain fixed proportion of the public\ndomain for the support of educational institutions. Thus are we grandly\nfulfilling the proposition laid down by Horace Mann fifty-four years ago\n— applied to Massachusetts, but equally true of Michigan — that \"the\nproperty of this commonwealth is pledged for the education of all its\nyouth up to such a point as will save them from poverty and vice and\nprepare them for the adequate performance of their social and civil\nduties.\"\nIt is more than a mere sentiment that would attach unusual importance to this first meeting of our National Educational Association in the\ntwentieth century. We are on the eve of great and important changes\nin our educational methods, especially those which apply to the education of the pupils in our rural communities. The farmer's boy is awaking to the thought that, unless he takes advantage of at least a good\nhigh-school education, he will be sadly handicapped in the race of life.\n\n"}
{"page": 67, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n55\n\nAs a worthy contribution to this idea the farmers of Michigan last year\nsent 17,772 of their sons and daughters as non-resident pupils to neighboring high schools. For the privilege of crossing the boundary line\nbetween their own district and that of the high school they paid in nonresident tuition fees $87,849. Besides this amount they paid at least on\nan average of fifty dollars for each pupil to cover the cost of transportation, books, and extra clothing, thus making an extra expenditure aggregating nearly a million dollars, and this after these farmers had paid their\nregular and ordinary school taxes.\nThe character of our education must change with the oncoming of the\nyears of this highly practical age. We have educated the mind to think\nand trained the vocal organs to express the thought, and we have forgotten or overlooked the fact that in about four times out of five the\npractical man expresses his thought by the hand rather than by mere\nwords. It is a question worthy of most serious consideration as to which\nof two men exerts the more potent influence on our twentieth-century\ncivilization — the one who invents and portrays his thought by the cartoon\nwhich adorns the front page of our modern daily newspaper, or the one\nwho seeks to exert his influence by his written editorial; or, to use\nanother illustration, the man who by the skill of his fingers expresses his\nthought in the form of a structure over which the true American can write\nthat most blessed word, expressive of the one divinely established organization, the home ; this in contrast with that other man who by his\nexpressed thought seeks, it may be, to warp the judgment of twelve of\nhis countrymen who constitute a jury. It is time that the calling and\nlabor of the carpenter and the architect were raised to the dignity of\nthat of the lawyer, and this ou/ modern school must do. In other words,\nmanual training must occupy a larger place in our search for better\neducational methods with which to meet the demands of this new age.\nI have suggested only two of a large number of important questions\nwhich must find solution at the hands of the schoolmaster. But my\nwords must be very brief. We feel ourselves highly honored by your\npresence here ; we are glad to be a part of so great an army, not illustrative of the arts of war, but intent upon the high and sacred duty of training that most important factor of our modern civilization, the twentiethcentury boy, into a forceful and influential citizen of the world.\nTwo years ago we as an association were welcomed to the \" City of the\nAngels,\" on the borders of the western sea, by the state superintendent of\npublic instruction of the commonwealth of California. In closing his\neloquent address he used a word borrowed from our dusky brothers of the\nHawaiian Islands, and by its threefold repetition sought to emphasize his\nwelcome. The word was aloha, and he closed by saying \"Aloha, aloha,\naloha\" accompanying the words with the suggestion that this was to be\ninterpreted \"Welcome, welcome, welcome.\"\nI have since learned that\n\n"}
{"page": 68, "printed_page": null, "text": "56\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthis word admits of a warmer and more emphatic interpretation. Those\nare a simple folk, the Hawaiians, who live on the islands bathed by the\nwaters of the great Pacific, but the language used by them in salutation is\nbeautifully and forcefully expressive. \"Aloha\" may be interpreted as \"I\nlove you,\" and is the common salutation when friend meets friend or\nassociate. If the meeting is between two persons from slightly varying\nconditions in life, the inferior greets the other \"Aloha nui\" which is, being\ninterpreted, \" I love you more.\" If again the greeting is to one much the\nsuperior, and it is desired to show great respect, the salutation is \"Aloha\nnui loa\" \"I love you more and more.\" Therefore, because we regard you\nall as in every way our peers, we greet you with \"Aloha\" \"We love you.\"\nBecause very many of you have been longer on the way, because you are\nmore experienced in the high and responsible calling of the teacher, we\ngreet you \"Aloha nui\" \" We love you more.\" Because here are assembled\nthe truly great of our profession and of our nation, those respected and\nbeloved here and abroad, our hearts go out in the cry, \"We\nmore and more,\" \"Aloha nui loa.\"\nPRESIDENT\n\nJAMES\n\nB.\n\nANGELL,\n\nUNIVERSITY\n\nOF\n\nlove you\n\nMICHIGAN\n\nMembers of the National Educational Association :\nIn behalf of the good state of Michigan, I join with my colleagues in\nbidding you welcome to our soil. We greet many of you as old personal\nfriends, whom it is a great delight to meet again. We greet yet more in\nthis vast assembly whose names and whose writings are familiar to us,\nbut on whose faces we now for the first time have the pleasure to look.\nWe greet with heartiest hospitality this whole company of men and\nwomen gathered from all parts of this broad land, co-workers with us in\na common cause.\nWe welcome you to a city and a state which have long been deeply\ninterested in education and .always hospitable to new and broad ideas\nupon that subject. In 1804, when there was but a small frontier village\nhere, Gabriel Richard, the Catholic apostolical vicar, established a\nschool here, and in 18 16 John Monteith, a Presbyterian minister, established another, and they worked together in Christian harmony. In 181 7\nJudge Woodward, who was virtually the lawmaker here, familiar with the\nideals of the University of France, conceived of an organization which\nshould provide a complete system of education from the primary school\nto a great university, and fixed a tax of 15 per cent, for its support.\nRichard and Monteith, the Catholic and the Presbyterian, were the first\nprofessors appointed, and wrought together in an unsectarian spirit,\nprophetic of the future catholicity of the administration of education in\nthe state. A most romantic and pathetic fact is that the Indians in this\nvicinity made a large gift of lands to be divided between the Roman\n\n"}
{"page": 69, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n57\n\nCatholic church of St. Ann's in Detroit and the infant college, for which\ntheir names deserve to be classed with those of John Harvard and Elihu\nYale.\nThe founders of this state had large and generous ideas on education.\nThey embodied them in our first constitution, drafted in 1835. That\ninstrument provided for the encouragement of all kinds of education,\nauthorized the establishment of common schools and the appointment of\na superintendent of public instruction, the first instance in American history, and, in effect, as the courts have decided, made the trustees of the\nstate university a branch of the state government co-ordinate with the\nlegislature and independent of legislative control in the use of their\nendowments.\nAs they in their prescient vision swept over the whole range of schools\nfrom the lowest to the highest, so fortunately the people of the state have\nlong cherished all their schools as parts of one system. So, especially of\nlate years, the university, the normal college, and the agricultural college\nhave kept in so close and helpful relations to the common schools and to\neach other that the boy in the log schoolhouse in the northern woods\ncan see his way clear, straight away before him, up thru the secondary\nschools, to the close of his career in college or university. Such is\nthe Michigan idea of public education.\nSo you may well believe that a state which has reared two generations\nunder such educational ideas and institutions is uttering no hollow or\ninsincere words when it gives its most heartfelt welcome to an assembly\nlike this. We come to thank you in advance for bringing to us your\nbest thoughts and the rich fruit of your experience. We shall delight to\nsit at your feet and learn what you have to teach us. We trust you will\ncarry with you none but pleasant memories of your visit to Detroit.\n\nWALES\n\nC. MARTINDALE,\n\nSUPERINTENDENT\n\nOF\n\nCITY\n\nSCHOOLS,\n\nDETROIT\n\nWith the words of greeting already extended, my friends, you must\nfeel that Michigan and Detroit, and the educational forces thereof, most\nheartily welcome you to our state, our city, and our homes. In behalf\nof parents, teachers, and children, your coming is welcomed as bringing\nforce and inspiration to the Detroit schools.\nYou bring with you to this fortieth annual meeting of the National\nEducational Association the knowledge and wisdom of accumulating\nyears, the sense of discrimination and ripe judgment so necessary to the\nfuture guidance of our schools. That we should look to your body for\nguidance is right and proper, as the people of the country look to its\nleaders in education for a progressive, tho conservative, policy in school\nadministration.\nA school hobby may have the jewel of life for its central thought,\n\n"}
{"page": 70, "printed_page": null, "text": "58\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nbut should be suppressed until a complete idea is brought forth to form\nwith others the basis of our work. These ideas are at the same time\nthe result and the cause of our civilization. In introducing new ideas\ninto the schools we must discriminate between those things which are\nspeculative and those for which the public should be taxed as necessities.\nThe public school, while containing the latest and best thought of\nacknowledged leaders, should not become the prey to a supposed idea\nuntil test of fitness for survival has demonstrated its right to a permanent\nplace.\nThe preamble of your constitution states that your organization is\nformed \" to elevate the character and advance the interests of the profession of teaching, and to promote the cause of popular education in the\nUnited States.\" My friends, I welcome you here because your association stands for all that is best in education, for all that is helpful to those\nwho attend your meetings. We hope your coming may give the words\n\"culture\" and \" training,\" as commonly\ncance.\n\nused, a more sterling signifi-\n\nThe test of life in any calling is intelligence, efficiency, and moral\nstamina. These qualities should be the test of the school. Help us to\ncourses of study which produce these attributes. Give us more truehearted men and women, and less method. Let us continue to build\ncharacter, the foundation of which is duty. Our schools should maintain and produce the rugged independence of thought and action of\nAmerica's forefathers, and eliminate time-serving diplomacy which places,\nindividual security and prosperity before permanent liberty and personal\nindependence. The solution of the problems of education both at home\nand in our new possessions depends largely upon the advice and counsel\nof your body. Your members have been called to places of trust and\nresponsibility in the new dependencies of this country. The future of\nPorto Rico, Cuba, and the Philippines depends more upon their teachers\nthan upon the sword. Much has already been done ; the future problem\nis not to be solved by the army or the navy, or both forces combined.\nThe teacher and the home will solve the future problem of government\nin this country and in any new lands coming under its flag. Former\nmistakes of reconstruction in our home country should bring forth\nmethods of education in our new possessions which will make our wards\nself-supporting thru manual pursuits, and prepare them for their future\nplaces in social and political reconstruction. By a united effort, the\nforce which is to assist in solving this and other problems of government\nshould be organized as a separate department, with its separate head,\nsubject to no political exigency.\nAmong those who have forever ceased to meet and act with you is\none who for years was Michigan's most active representative in your\ncounsels.\nI cannot close without alluding to the work of this illustrious\n\n"}
{"page": 71, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n59\n\nmember of your association.\nTho Burke A. Hinsdale has passed from\nus, his influence and work will forever survive.\nMembers of the National Educational Association, we rejoice that in\nfollowing the star which has brought you to us you bring us, not worldly\ngifts, but gifts which will help us to assist others to live more profitable\nand godly lives.\n\nRESPONSE\nRICHARD\n\nG.\n\nBOONE,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCINCINNATI,\n\nO.\n\nI have listened with pleasure, and I think excusable pride, to the kind\nwords of welcome just spoken by these representatives of the great state\nof Michigan, and of her metropolis, whose hospitality we are here to\nshare. For myself it seems almost more fitting that I should join in welcoming these hosts to Michigan than that I, from among the incoming\nthousands, should share your hospitality, and be, in any small part even,\nthe object of your thoughtfulness.\nSix years' residence in Michigan, in the suburbs of this city, sufficed\nto discover a wholesome activity in matters of personal and public\nimprovement, many noble men and women, and scores of friends whose\ninterests are ours. I take it the spirit of welcome is mutual ; and the\nimpulse to respond is mutual. We are here, because here center our professional and personal concerns. A year ago you gave us a cordial invitation, and now you extend a no less warm, tho comfortable, reception.\nThis should be a glad week for many thousands of teachers and their\nfriends. We appreciate the painstaking forethought for our comfort, fo\nour amusement, and for our instruction. Speaking not for myself alone,\nbut for all of this concourse whom I have the honor to represent, I am\nquite assured that you gentlemen and friends will be able to make good\nall your generous offers in these various respects. We shall enjoy your\nriver, your parks, and your homes. I bespeak for these thousands before\nyou, and other thousands to come, that they may come to know you as I\nknow you, and appreciate your great work and the good things for which\nyou and your state stand.\nAs representing many millions of people, and the interests of other\nmillions of children, these gentlemen and ladies bring you, we are assured,\na rich feast of good things for the mind, clean and genial companionships, and hearts to enjoy, equal, if possible, to your care for our comfort.\nAnd as I stand here before you all, seeing among you hundreds of\nfamiliar faces, I am reminded that the real good of a series of meetings\nsuch as these lies not in the papers read and the formal discussions and\nthe parliamentary procedure and the fine organization, important as\n\n"}
{"page": 72, "printed_page": null, "text": "60\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthese are. A richer harvest may come to you from a personal touch\nwith the friend or stranger at your side, a quiet conference with a fellowworker, the give-and-take of social companionship, and the uplift that\nalways comes from acquaintanceship with the people of your profession\nwhom you have not before known.\nLet it be a part of your business this summer, and every summer, and\nalways as opportunity offers, to make yourself familiar with the best that\nis being thought and said and done in other places, not in our own land\nalone, by members of your profession. Waste no time in useless experiment. Use the results of others' experience. That is what you are here\nfor. Identify yourself with whatever educational movements exist for the\nimprovement of the schools. Become possessed with the spirit of the\ntimes and of our country. Here you will find a fair representation from\nmost of the states, and from our English sister, Canada. It is a great and\nrare opportunity for a live teacher to make much of a short week. We\nhave been assured that whatever is here is for our delectation and enjoyment— make the most of it.\nIn conclusion, gentlemen, we thank you for your words of confidence\nand hospitality, for your comfortable accommodations and fair weather ;\nand we trust that our behavior and appreciation may be such as to justify\nall this care in our behalf. Permit me to assure you of our joy at being\nin Detroit, among friends, our confidence in the wisdom of the Executive\nCommittee in selecting this place for the meeting of 1901, and our determination to take counsel of your zeal, and bear our share in the efforts to\nmake this the greatest meeting in the history of the great National Educational Association.\n\n"}
{"page": 73, "printed_page": null, "text": "Sessions]\n\nPRESIDENTS\n\nADDRESS\n\n61\n\nADDRESSES\nPRESIDENT'S\n\nTHE\n\nADDRESS\n\nDUTY OF THE NATIONAL EDUCATIONAL\nASSOCIATION IN SHAPING PUBLIC EDUCATIONAL OPINION\nJAMES\n\nM. GREEN, TRENTON,\n\nN. J.\n\nMr. Chairman, Members of the National Educational Association, Ladies\nand Gentlemen :\nWe are assembled in our first meeting of the twentieth century. As we\ncross this boundary line between two cycles, the one characterized by the\ngreatest accomplishments of the world's history, the other by the expectation of things greater than have yet been achieved, it is quite natural that\nwe should give attention for a moment to the particular part in the activities of men that seems to be ours.\nOur association was formed in 1857. It sprang, Minerva-like, from\nthe head of education. Its childhood may be said to have lasted till\n1884; its youth, from that time to the present, when it may be said to be\nentering into the full strength of manhood.\nAs men destined to great usefulness often manifest superiority early\nin life, so the National Educational Association early began to make its\ninfluence felt. While in the beginning of its history its numbers were\nsmall, they were composed of vigorous, earnest, thoughtful persons —\npersons who gave their attention, not only to the most fundamental\npropositions of local and state education, but also to matters of national\nconcern.\nA glance at the programs of the different meetings will show that\nthere is scarcely a question of school organization and government, or\nof selection of subject-matter, or of method in treatment, from the kindergarten to the university, or from the independent rural district to the\nnation as a whole, including its dependencies, that has escaped consideration either in some one of the departments or on the general program.\nRural schools, graded schools, elementary, secondary, and higher education, the kindergarten, manual training, art, music, the metric system,\nHerbartianism, morals, school architecture, the relation of superintendent\nto teacher, to school board, systems of raising money, of selecting school\nofficers, permanency of appointment, training and certificating teachers,\ninterstate comity, etc., are types of the many questions that have been\nconsidered frequently and carefully.\n\n"}
{"page": 74, "printed_page": null, "text": "62\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nrGenera\n\nThe work of the association has resulted in some definite institutions,\nsuch as the National Bureau of Education, but by far the greatest good\nhas been thru the modified and enlightened opinions its members have\ncarried from the annual conventions to their local fields of labor. It is\nsafe to say that to this influence is due the fact that, while we have no\nstrictly national educational system, the education of our nation is more\nnearly uniform and has produced more uniformly good schools than that\nof any other country in the world.\nWhile this association has been a brain center for countless thoughttracks, a storage battery thru which have passed many lines of intelligence,\nyet its growth has had the characteristics usual to an institution in a new\ncountry. It has had many crudities. If we are to form our opinion from the\nstatements of the older members, there have been times when it has been\nambitious in personal diplomacy, and indeed times when even a more\ngerminal state of politics has prevailed.\nBut our association has now reached a stage of responsibility such\nthat, if we are still to lay claim to the adjective \"national,\" we must put\naside our crudities, take our place in line with the conventions of other\ngreat nations, and assume a general role of seriousness in the problems\nwe undertake. It is proper that we should try ourselves and find wherein\nwe are wanting. We are indebted to one of our journals of education for a\nsymposium of criticisms, favorable and unfavorable, concerning ourselves.\nOne who read these criticisms carefully must have reached the conclusion\nthat in the main they were favorable to our organization. There were,\nhowever, two or three that may receive attention here :\nFirst, concerning the size of our annual volume. There are those who\nthink the volume too bulky; there are those who think it too small. In\nall candor, this does not appear to be a very serious question. It would\nseem that much more depends upon the quality of matter in the volume\nthan upon the number of pages it contains. If the Executive Committee\nand the heads of departments continue to exercise the care they have\nhitherto taken in the selection'of persons to appear before the meetings,\nthey will find it very embarrassing to say to such persons as they invite to\nprepare papers for the conventions that they will presume to pass upon\ntheir manuscript and edit it with a view to publication. No one should\nbe invited to appear before the National Educational Association whose\nviews are not sufficiently authoritative to be worthy of publication, so\nlong as he keeps within time limits. Certainly, worthy men who give us\ntheir time and thought are entitled to this consideration.\nSecond, concerning the manner of choosing the Executive Committee.\nThe author of this paper is not today as much concerned in the manner\nof choosing a president as he might have been had he been a candidate\none year ago ; hence he may be credited with speaking without personal\nmotives.\n\n"}
{"page": 75, "printed_page": null, "text": "Sessions]\n\nPRESIDENT'S\n\nADDRESS\n\n63\n\nFor one, I have never been able to appreciate the objections urged to\nhaving a nominating committee appointed by the President. There may\nbe criticisms on the appointments to this committee by some particular\npresident, but the plan itself was in keeping with the general tendency\nof our country to fix responsibility by intrusting the powers of the many\nto the hands of the few, always with the reserve right to withdraw this\ntrust. Note the appointive power of the president of the United States,\nof the governors of the different states, of the mayors of the different\ncities, extending to boards of education, of the trustees of the different\ninstitutions of learning, of the presiding officers of the different institutions, etc.\nEducation, if it is genuine, is always in advance of the masses ; hence\nthe growing tendency of our people to fix responsibility in men whom\nthey can trust and in whom they believe. But our association has\nchosen to change this system, and with the change there is no conflict.\nEach state may now name its representative on the nominating board;\nhence each state has a voice. I do not see how anything more democratic\ncould be asked. Whatever may now be the wisdom of the acts of the\nnominating committee, each state must fully share the responsibility for\nthese acts. No representatives of a state can now charge the responsibility of action to the representatives of another state without acknowledging, tacitly at least, their own incompetency to take their part in\ndealing with their fellow-men.\nThe plans proposed, viz., to put men in nomination for the Executive\nCommittee a year in advance of election, and then conduct a campaign,\nwould certainly prove exceedingly distasteful to the men the country\nwould like to see in these offices. It would be a fatal mistake for the\nNational Educational Association ever to resolve itself into an election\norganization. No one who presumed to be a candidate has ever yet been\nelected to its highest office, and no such one ever should be. A deliberative body of the character of this association is much more capable of selecting its Executive Committee than would be the individuals\nwho would constitute that committee. I can think of some men who, it\nseems to me, would greatly honor the presidential chair. I cannot imagine\nthem in the r6le of seekers for that office. If our association is to be\ntruly dignified, it must rise above even the appearance of gratifying personal ambitions. Whatever may be the records of the executive committees\nof the past — and they need no eulogist — we must have men in the future\nwho know the educational problems of the country and the persons who\nare capable of throwing light on those problems, rather than men skilled\nin the art of vote-getting.\nThe organization of our association needs reviewing, and certainly\nsome revision. The general program should always be an important and\npopular part of our meetings, but it is to the departments that we must\n\n"}
{"page": 76, "printed_page": null, "text": "64\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nlook for the conservation of that class of thought most applicable to our\nschoolroom work. It is the relation of the general program to the\ndepartments, and of the departments to each other, that most needs\nrevision.\nUnder our present rules it is quite possible for all of the departments\nto be working on the same subject and seeking the same men. Each\ndepartment is practically independent of every other, and independent as\nwell of the general program.\nWe have the Departments, for instance, of Kindergarten Education\nand Child Study; the 'Department of Elementary Education, the Department of Secondary Education, the Department of Higher Education ;\nthen the special Departments of Manual Training, Music, Business,\nPhysical Education, Science, etc. Will anyone try to imagine elementary, secondary, and higher education with these special departments left\nout of consideration ? Such an arrangement, if not the play of Hamlet\nwith Hamlet left out, would certainly be the play of Hamlet with that\ndistinguished character badly \"drawn and quartered.\" Our departments\nremind us of lean-to's built to a house simply to get more room, and\nwithout regard to symmetry or convenience. We are in the position of\ntrying to suit our subjects to our names, instead of our names to our\nsubjects.\nWhat does kindergarten mean other than simply the way we begin\nour schoolroom instruction ? What does elementary education mean\nother than how much instruction in each of the branches should be given\na child ? What does secondary education mean other than how much\ninstruction in manual training, physical training, art, music, etc., we\nshould give in the high school ? Perhaps elementary education is sufficiently unclassified as to subjects to constitute a department, but beyond\nelementary education it would seem far wiser to name the departments\nafter the subject than after the .grade of school. For instance, the\nDepartments of Natural Sciences, Classics, Modern Languages, Art,\nMusic, Physical Training, Manual Training, etc., would be much better\nguides to the line of work that might be expected in these different departments than some of the present titles.\nThe present Executive Committee has enjoyed the most cordial relations with the heads of departments, and believes that an examination of\nthe program for this meeting will show that the different sections of the\ncountry, as well as the different topics of interest, are as fully represented\nas at any previous meeting. Hence I cannot be considered personal\nwhen I say that the program of every department should be submitted to the general Executive Committee before final adoption, and\nthat in reviewing said programs and plans of meeting the general\ncommittee should be governed by fuller by-laws than are at present in\nexistence.\n\n"}
{"page": 77, "printed_page": null, "text": "Sessions]\n\nPRESIDENTS\n\nADDRESS\n\n65\n\nIt is now quite possible for a department to violate the general sentiment and policy of the association, even to the extent of holding a series\nof meetings when the meetings of the general association are in session.\nIt is quite possible for a department to make of itself an advertising\nmedium for the sale of books, shoes, patent medicine, Pears' soap, etc.\nThis may be a worthy enterprise, but if we enter upon it, the association\nas a whole should share in the profits. The Executive Committee in\nreviewing department programs should have no desire to go farther\nthan to prevent crossing subjects and trespassing upon the general\nrules.\nWere the departments named after their specialties, it would be much\neasier to secure able specialists for the programs. It would seem that\nthis is one of the points to which we must look for our greatest usefulness in the future. What of chemistry should I teach to my class, and\nhow should I most effectively teach it ? are two questions the correct\nanswers to which would save the country untold sums of money and years\nof time. Answer the same two questions for each of the subjects of the\ncurriculum, and the schoolmaster will be the greatest benefactor of all\nages. It is safe to say that at least one-half of all the time spent\nin the schools is wasted by reason of its being spent on unprofitable\nsubjects.\nTo the answering of these two questions our association should apply\nitself. Already we have made a beginning. The report of the Committee\nof Ten was, in the judgment of all, one of the greatest contributions of\nlearning that have ever been made, and this report, so far as it went, was\nin this line. Everywhere in our land this report was read, and the school\ncurriculum modified accordingly.\nWe are frequently asked to make appropriations for reports — sometimes for reports on subjects that possibly might wait; but reports and\npublications such as that of the Committee of Ten cannot be too frequent,\nprovided they cover new ground and show definite progress.\nLet me emphasize : If the National Educational Association is to\nshape wisely public educational opinion, it can do so only by establishing\nthe most important and best-adapted subject-matter for schoolroom work,\nand this can be done only by securing the very ablest talent in the land\nthru the departments.\nFinally, we need to spread abroad a stronger feeling of obligation to\nour association. We are fortunate in being able to secure some of the\nvery ablest scholars and thinkers of our country for oar programs, but\nthere are yet many from whom the country is anxious to hear, persons who\nhave been placed in responsible positions, and who owe it to the country\nto make their views known, who may not suffer interruption of a vacation\nto serve us. We should in some way inaugurate a systematic campaign\nto impress upon our great institutions of learning, and upon our men of\n\n"}
{"page": 78, "printed_page": null, "text": "66\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ngreat accomplishments, the patriotic debt they owe to the education of\ntheir time.\nThe work of our association in administrative lines cannot be too\nhighly commended. The efforts to establish a national university, to\nrelate the collections in the Smithsonian to the different educational\ninstitutions of the land, to strengthen and develop the Bureau of Education, to establish and maintain proper ideals for education in our dependencies— in the islands and Alaska, as well as among the feebler races\nwithin our states — cannot be too highly commended or too strongly\nencouraged.\nOur legislative bodies, whether national or state, are naturally concerned with many interests, and as naturally should welcome the results\nof the deliberations of a body single in purpose. If we are ambitious\nthat our work should be only the best, we may be equally ambitious\nthat it shall appeal with executive force to the minds of the lawmakers.\nWe enter upon the new century under the most favorable auspices.\nOur treasury is now in a condition practically to warrant the expenditure\nof the income of each year in promoting in the most efficient manner the\ncauses that concern us. We have reached a position that commands the\nrespect, not only of our nation, but of other nations. We may with\ncourage undertake the most serious educational problems that present\nthemselves to the minds of men. May our successes of the past be but\nfeeble prophecies of the successes that await us !\n\nRT.\n\nREV.\n\nPROGRESS\n\nIN EDUCATION\n\nJ.\n\nSPALDING,\n\nLANCASTER\n\nD.D.,\n\nPEORIA,\n\nILL.\n\nOur belief is that the Word shall prevail over the entire rational creation, and change every soul into\nHis own perfection ; in which state everyone, by the mere exercise of his own power, will choose what he\ndesires and obtain what he chooses. For although in the diseases and wounds of the body there are some which\nno medical skill can cure, yet we hold that in the mind there is no evil so strong that it may not be overcome\nby the Supreme Word and God. — Origen,--\n\nProgress is increase of power and quality of life. It is this even when\nit seems to be but greater control of the forces of nature ; for they are\nthus made serviceable to life. Education is the unfolding and upbuilding\nof life, and it is therefore essentially progress. All progress is educational,\nand all right education is progress.\nThe nineteenth century will be known as the century of progress —\nthe century in which mankind grew in knowledge and freedom more than\nin all preceding ages ; in which the energies, not of a few only, but of\nwhole peoples, were aroused as never before. We have been brought into\nconscious contact with new worlds, infinitely great and infinitesimally\nsmall ; we have formed hypotheses which explain the development of suns\nand planets ; we have traced the course of life from the protoplasmic cell\n\n"}
{"page": 79, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN\n\nEDUCATION\n\n67\n\nthru all its endless varieties ; we have followed the transformations of the\nearth, from its appearance as a crust on which nothing could live, thru\nincalculable lapses of time, down to the birth of man and the dawn of\nhistory ; we have resolved all composite substances into their primal\nelements, and made new and useful combinations ; we have discovered\nthe causes of nearly all the worst diseases, and the means whereby they\nmay be cured or prevented ; we have learned how the many languages\nand dialects, with their wealth of vocabulary, have been evolved from a\nfew families and a few thousand roots ; we have traced the growth of\ncustoms, laws, and institutions, from their most simple to their most complex forms. What control of natural forces have we not gained ! We\nhave invented a thousand cunning machines, with which we compel steam\nand electricity to warm and light our cities, to carry us with great speed\nover earth and sea, to write or repeat our words from continent to continent, to spin and weave and forge for us. The face of the earth has been\nrenewed, and we live in worlds of which our fathers did not dream. Filled\nwith confidence and enthusiasm by this wonderful success, we hurry on\nto new conquests ; and as the struggle becomes more intense, still greater\ndemands are made upon us to put forth all our strength. Our fathers\nbelieved that matter was inert; but we know that all things are in motion, in\nprocess of transformation. The earth is whirling with incredible speed both\non its own axis and around the sun. A drop of water that lies quietly in\nthe palm, if it could be sufficiently magnified, would present a scene of\namazing activity. We should see that it consists of millions of molecules,\ndarting hither and thither, colliding and rebounding millions of times in\na second. The universe is athrill with energy. There is everywhere\nattraction and repulsion, an endless coming and going, combining and\ndissolving, in the midst of which all things are changing, even those\nwhich appear to be immutable. The sun is losing its light, the mountains\nare wearing away. The consciousness to which we have attained that the\nuniverse is alive with energy has awakened in the modern man a feverish\ndesire to exert himself, to be active in a world in which nothing can\nremain passive and survive; and as greater and greater numbers are\nmobilized and set thinking, it becomes more and more difficult for the\nindividual to stand upright and make his way, unless he be awakened and\ninvigorated in mind and body. The ideal, doubtless, is the co-operation\nof all for the good of each ; but the fact is the effort of each to assert\nhimself in the face of all, and, if needs be, at their cost. Nations, like\nindividuals, are drawn into the world-wide conflict. The old cry of vae\nvictis still applies, under conditions indeed seemingly less brutal, but more\ninexorably fixed.\nIn such a state of things whoever is not alert, intelligent, brave, and\nvigorous falls, as the ancient civilizations fell, before advancing armies\nfilled with courage and the confidence of irresistible might.\nHence, not\n\n"}
{"page": 80, "printed_page": null, "text": "68\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nindividuals alone, but nations, are driven to educate themselves, that they\nmay be prepared for the competitive struggle which is found everywhere\nas never before in the history of mankind. Hence, too, in such a society\nthere is necessarily progress in education ; for education is vastly more\nthan the knowledge and discipline acquired in schools.\nThe institutions into which men are gathered by common needs and\nsympathies, and by which they are lifted out of savagery and barbarism\ninto intelligence and freedom, are the family, the state, civil society, and\nthe church. By them the life of individuals and of peoples is evolved\nand molded more fundamentally and thoroly than it can be by any\npossible scholastic training and teaching. They not only provide and\ndefend the things that are necessary to man's physical well-being, but\nthey make possible the cultivation of his intellectual faculties. Schools\nare fatally impeded in their work when they receive their pupils from\nvulgar or impure homes, or when they are born in a tyrannical or lawless\nstate, or in a corrupt civil society, or belong to a church which lacks\nfaith and authority ; and much of the adverse criticism of schools is due\nto misconceptions which lead to the demand that they shall do what it is\nnot in their province or their power to do. Indeed, where the cardinal\ninstitutions are at fault, what is needed is not so much schools as reform\nschools ; and a reform school cannot possibly be a normal home of education. The rationalistic philosophy of the eighteenth century had as\none of its results an exaggerated belief in what schools can accomplish.\nKant, who in his views on this subject is chiefly influenced by Rousseau,\nholds that man is merely what education makes him ; and for him to\neducate means little more than to enlighten the mind concerning the\nright use of human endowments. In his opinion, if all are made sufficiently intelligent, all will be just, helpful, and good. It is the idea of\nSocrates that wrong-doing is only the result of ignorance. Tho we\nhave largely outgrown this optimistic faith, it gave a mighty impulse to\nindividual and national efforts to establish schools for the whole people,\nof which the national systems of the present day are, in great part, the\noutcome. The world-view, however, which has resulted from science and\nscientific theories of the universe has led numbers of thinkers to attach\ncomparatively little importance to enlightenment or mental culture, and\nto lay stress chiefly on heredity and environment. The opinion tends to\nprevail that the mind and character of man, like his body, like the whole\norganic world, are the product of evolution, working thru fatal laws, wherewith human purpose and free will, the possibility of which is denied, cannot interfere in any real way.\nNo one who is occupied with education can accept this theory without\nlosing faith in the efficacy of his efforts and enthusiasm for his work.\nFortunately, one may admit the general prevalence of the law of evolution without ceasing to believe in God, in the soul, and in freedom.\n\n"}
{"page": 81, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN EDUCATION\n\n69\n\nThis is the position of Kant, and it is that which nearly all. of us take.\nWithout a thought of denying the power of heredity and environment in\nshaping man's life, we are certain that his free and purposive action is able\nto modify and, to a large extent, control their influence. It is, indeed,\nthe tendency of right education to enable man to create his world, to\nteach him to live, not merely in his material surroundings, but in the\nspiritual realms of thought and love, of hope and aspiration, of beauty\nand goodness, until these become his proper and abiding home, for which\nclimate and soil furnish merely the settings and foundations. And when\nwe speak of progress in education, we think primarily, not of a fatal evolution, but of the forces and institutions which the human spirit with free\nself-determination and deliberate aim makes use of for the uplifting of\nthe race. Here too, of course, we have growth rather than creation —\ngrowth of which certain races and peoples, especially favored by environment and heredity, we may suppose, have shown themselves more capable\nthan others ; and with our present knowledge of history we are able to\nassign, with some degree of accuracy, to each the part it has played in\nthe education of mankind. The contributions of Israel, of Greece, and\nof Rome are known to all. We are less familiar with what geology and\narchaeology have done to throw light, not merely on the structure and\ndevelopment of the globe, but on the course of human life in epochs of\nwhich we possess no written account. Wherever man has lived he has\nleft traces of himself, which tell his story to the trained eye of the scientific student ; and we are consequently able to investigate the earliest\nefforts of savages, in some remote stone age, to bend their rude minds to\nthe conquest of nature. The darkness which overshadowed Egypt has\nbeen dispelled, and the rise and decay of the arts of civilization in the\nvalley of the Nile are no longer a mystery. Archaeological research has\ndone less for the valley of the Euphrates ; but much, nevertheless, has\nbeen accomplished there also. We have learned to read the cuneiform\ncharacters, which for thousands of years were the only literary script of\nthe world. Babylon, we have reason to believe, was the source of the\ncivilization of China, the oldest now existing.\n\" Egypt and Babylon,\" says Rawlinson, \" led the way and acted as the\npioneers of mankind in the various untrodden fields of art, literature, and\nscience. Alphabetic writing, astronomy, history, chronology, architecture,\nplastic art, sculpture, navigation, agriculture, textile industry, seem all\nto have had their origin in one or other of these two countries.\" The\nTuranian or Mongol tribes of the valley of the Euphrates were probably\nthe first to invent written signs and to establish schools. Tho we owe\nthem the original impulses which have led to civilization, they themselves\nnever rose above the stage of barbarian culture, an ascent which only the\nSemitic and Aryan races have been able to make ; and among them, in\nthe pre-Christian ages, the Jews, who are Semites, and the Greeks and the\n\n"}
{"page": 82, "printed_page": null, "text": "70\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nRomans, who are Aryans, have been the chief creators and bearers of the\nspiritual treasures which constitute the essential wealth of humanity. To\nthe first we owe the mighty educational force which lies in a living faith\nin one supreme God, creator of all things, who demands of men that they\nlove and serve him with righteous hearts. In their schools they emphasized the necessity of religion and morality, which are indeed the permanent foundations whereon all genuine human culture must forever rest.\nFrom the Greeks we derive the vital elements of our intellectual life, our\nphilosophy and science, our literature and art ; and their educational\nideals are the most potent, mental stimulus in the modern world. The\nschool, we may say, is not only a Greek word, but a Greek institution.\nThe Romans excelled all other peoples in genius for law and the\nscience and art of government; and hence they believed in discipline\nrather than in culture ; and in their schools, until they were brought\nunder the influence of Greek philosophy and literature, their chief concern was to make men courageous, dignified, obedient, enduring, and\nreverent.\nWhen the civilizations of the Jew, the Greek, and the Roman\n\ndeclined\n\nand fell to ruin, when the empire was broken to fragments by the barbarous hordes that century after century laid waste its fairest provinces, the\nworld seemed destined to sink into the darkness and confusion out of\nwhich it had been struggling with infinite pains for thousands of years ;\nand if a wider, juster, and more enduring social state has been built on\nthe ruins of pagan culture and religion, this has been accomplished\nchiefly with the aid of the principles and ideals of Christianity. We\npossess a faith and insight, a depth and breadth of intellectual view, a\ngrasp of the elements of human character, a largeness of sympathy and\nappreciativeness, to which no pre-Christian people or age ever attained;\nand after the most patient and conscientious investigation into the causes\nwhich have made the modern world. what it is, the impartial and enlightened mind is driven to confess that, as the civilized nations date their\nhistory from the birth of Christ, so he is the primary and vital impulse\nin all the most excellent things they have achieved. We are, beyond\ndoubt, the heirs of all the past, and have become conscious of the debt\nwe owe to Jew and gentile, to barbarian and Greek; but the ideals\nwhich determine our views of God, of man, of the family, of the state, of\nthe aim and end of all progress, are Christian ideals ; and if this light\nshould go out in darkness, it is not conceivable that our civilization\nshould survive. The genius of Hellas, as it is manifested in her greatest\nphilosophers, poets, artists, orators, and statesmen, we have not surpassed ;\nin our own day some of the noblest minds are not consciously Christian.\nIn the long conflicts with the barbarism which overwhelmed the Roman\nempire, individuals and peoples who had been baptized into faith in\nChrist have not always, in the midst of the confusion and ignorance, of\n\n"}
{"page": 83, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN\n\nEDUCATION\n\n71\n\nthe lawlessness and violence, had a clear view of the divine truth, goodness, tolerance, and love which are revealed in Him ; have even at times\nbeen the foes of the godward march of humanity. Yet, when all is said,\nthe supreme fact remains that with Him the new life of the race begins ;\nthat in Him its divinest hopes and aspirations are enrooted ; and thru\nHim its highest and most beneficent conquests have been made. It is to\nChristianity, not to science, that we are indebted for our faith in the\nfatherhood of God and the brotherhood of mankind ; in the immortal\nand godlike nature of the soul ; in the freedom of the will ; in the paramount worth of character; in the duty of universal benevolence, having\nas its implication equality of laws and opportunities for all ; in the progress which is marked by an ever-increasing domination of the spirit over\nmatter and the gradual spreading of the kingdom of heaven over earth.\nWith Christ a new and immense hope was born in the heart of man —\na hope of everlasting life and endless progress] a conception of a gradually developing divine purpose in history; of a return thru labyrinthine\nand devious ways of the whole creation to God, from whom it springs.\nThis hope and this conception are not found in the religions of paganism, nor can science inspire or justify them. In the individual and in\nthe race, as in nature, growth and decay are simultaneous. When the\none predominates there is progress; when the other, regress and final\nextinction. And as it would be absurd to imagine that a human being,\nin this present existence at least, might continue to grow forever, it would\nnot be less extravagant to believe that a people or the race itself might\ncontinue indefinitely to make progress. Nations, like individuals, are\nborn, grow, and perish; and mankind, to whatever heights it may rise,\nmust rise but to fall. The monuments of the most glorious achievements\nare destined to become fragments of a globe on which no living thing\ncan longer be found. As endless time preceded the appearance of man\non earth, so endless time shall follow his disappearance from the visible\nuniverse. All that is possessed must be lost, since possession is a thing\nof time, and what time gives it takes again.\nIf it were possible to embrace in one view the entire history of our\nlittle planet, we should neither be disturbed by the failures nor made\ngreatly glad by the successes of men, so inevitable and transitory it would\nall appear to be. This is the standpoint, this the conclusion, of science,\nwhen it is accepted as the sole and. sufficient test of reality. But we cannot take delight or find repose in such wisdom. Our thoughts wander\nthru eternity; our hopes reach forth to infinity; we are akin to atoms\nand stars, to the worm and to the Eternal Spirit. The whole past has\nhelped to make us what we are, and we in turn shall help to make the\nwhole future. In the midst of a perishable universe, the soul dwells with\nthe indestructible ; in the midst of a world of shadows, it seeks repose\nwith the all-real and abiding One.\n\nIn all faith in progress, in all efforts\n\n"}
{"page": 84, "printed_page": null, "text": "72\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nto advance, we follow the light of an ideal, which, if we look closely, is\nfound to be that of perfect truth, beauty, and goodness, wedded to absolute\npower. Whatever the means taken to approach it, this is the end which\nnoble minds forever hold in view — the ultimate goal of all our yearning\nand striving, which the laws of reason and the necessities of thought\ncompel us to identify with the Supreme Being from whom and to whom\nall things move. Our way leads, not from nothingness to nothingness,\nfrom death to death, but from life to more and higher life ; from spirit\nto the Infinite Spirit, who is perfect truth, beauty, and love, wedded to\nabsolute power. It is possible, even when there is question of things the\nmost vital and indispensable to human welfare, to take opposite views\nand to defend with plausible arguments whatever opinion. One may or\nmay not set store by money or pleasure or position or friendship or\nculture. He may hold that civilization awakens more wants than it can\nsatisfy, creates more ills than it can cure ; that art, like the tint and\nperfume of the flower, is but a symptom of decay ; that all monuments\nare funeral monuments. One may deny free will ; or, accepting it, may\nthink that license is the inevitable result of liberty, and that the best\nfortune for individuals and societies is to be governed by able tyrants.\nOur estimates depend so largely on what we ourselves are that agreement\nis hardly to be looked for. The light which visits young eyes is not that\nwhich falls on those who have been sobered by the contemplation of\nman's mortality. Serious minds have maintained that life, together with\nthe means whereby it is propagated, preserved, and increased, is the sum\nof all evil ; that the love of life is the supreme delusion in a universe\nwhere whoever feels and thinks necessarily suffers irremediable pain.\nHence they believe, not in progress, but in regress ; holding that, as all\nlife has sprung from the unconscious, the sooner it sinks back into it,\nthe more speedily shall all things be reduced into eternal order.\nThis is not merely a speculative view of a few exceptional individuals :it has been and still is the religion of millions in eastern Asia,\nwhose dream is everlasting repose in nothingness ; who neither desire\nnor make progress. The ultimate standard of value is helpfulness to\nlife ; for except for the living nothing can have nor be known to have\nworth. But our belief in the goodness of life is the result of a primal\nfeeling, not of philosophic or scientific demonstration. It is essentially\na faith which arguments can neither create nor destroy — a faith which\ndraws its nourishment from the conviction that life is the first cause and\nlast end of all that exists, the most real of things and therefore the most\nexcellent ; and this conviction has been begotten in the mind and heart\nof man by the Christian religion with a power which has created a new\nworld, and given to civilization an enduring vitality and an all-embracing\nscope of which the most divinely inspired minds of antiquity could have\nbut visionary conceptions.\n\n"}
{"page": 85, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN EDUCATION\n\n73\n\nOur Christian faith in God means belief in increase of life, in\nprogress, which is his appeal and insistence bidding us win his kingdom\nand himself. It is the ever-widening and deepening prevalence of his\nwill, which is good-will to men ; that they may grow in power of mind,\nheart, and conscience ; that they may be made stronger and purer and\nmore healthful in body and in soul. Thus progress, whether it be considered as inner development and purification or as enlarging mastery\nover the external world, becomes the most legitimate, the most fruitful,\nthe most invigorating aspiration of our nature ; becomes part of all our\nhoping, thinking, and striving. It lies at the heart of the divine discontent which makes it impossible for us to rest self-satisfied in any achievement ;which turns us from whatever is won or accomplished to the\nbetter things and nobler men that are yet to be. It is a resistless\nurgency to growth springing from an innermost need of freedom and\nlight. It dispels ignorance, abolishes abuses, overthrows tyrannies, and\nbears us upward and onward along widening ways. It sweetens toil and\ngives the courage to bear bravely the worst that may befall.\nFaith in the goodness of life, issuing in ceaseless efforts to develop\nit to higher and higher potencies, has determined our world-view and\nbrought us to understand that the universe is a system of forces whose\nend is the education of souls ; that the drama enacted thruout the whole\nearth and all the ages has for its central idea and guiding motive the\nprogressive spiritual culture of mankind, which is the will of God as\nrevealed in the conduct and teaching of Christ.\nTo sketch the history of the progress of education from the fall of\nthe Roman empire and the decay of pagan learning down to the present\ntime would require a much larger canvas than is offered to one who\nmakes an address. As a result of the ruin wrought by the barbarians,\nwhose inroads and depredations continued thru centuries, what had\nbeen the civilized world sank into deep ignorance and confusion. For a\nlong period learning, banished from the continent of Europe, found an\nasylum chiefly in Ireland, in the schools of the monks, whence it slowly\nspread to Scotland and northern England. When on the continent of\nEurope, at the end of the eighth century, Charles the Great began to\nfoster education, he was forced to appeal for assistance to the religious\nteachers of the British isles. In fact, the first revival of learning in\nmediaeval Europe may be said to have been due to the influence of Irish\nmonks. They carried their knowledge and discipline even to Iceland.\nLater on they were followed by their Anglo-Saxon brethren, under the\nlead of men like Egbert, Wilfrid, Willibrod, and Boniface. In 782\nAlcuin, an Anglo-Saxon, who finally became bishop of Tours, was placed\nby Charles at the head of the \"Palace School\" at Aix-la-Chapelle, the\nprincipal residence of the emperor ; and he and his pupils became the\nfirst teachers of Germany.\nIt was a true revival of education ; tho, on\n\n"}
{"page": 86, "printed_page": null, "text": "74\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\naccount of the difficulties of the times and the lack of books, little\nprogress was made. The impulse thus given continued to be felt all\nthru the disorders which followed the dismemberment of the empire of\nCharles and the fierce conflicts with the invading Norsemen and the\nfanatical Mahometans. In the eleventh and twelfth centuries St. Anselm\nand St. Bernard, Roscellin and Abelard, Peter the Lombard, Arnold of\nBrescia, and John of Salisbury rendered important service to the cause\nof enlightenment. The Muslims founded universities at Cordova,\nToledo, and Seville about the beginning of the twelfth century, but they\ndid not flourish more than a hundred years ; while the Christian schools\nwhich had grown up around the cathedrals and monasteries in various\nparts of Europe began to develop new life and to enlarge the scope of\ntheir teaching, so as to embrace theology, law, arts, and medicine.\nThey also admitted to their classes and lecture halls students from every\npart of the world.\nFrom 1 200 to 1400 the number of these universities increased to\nabout forty, and their students were counted by the thousand. \" Thus,\"\nsays Davidson, \"in the thirteenth and fourteenth centuries education\nrose in many European states to a height which it had not attained since\nthe days of Seneca and Quintilian. This showed itself in many ways,\nbut above all in a sudden outburst of philosophy, art, and literature. To\nthese centuries belong Albertus Magnus and Roger Bacon, Thomas\nAquinas and Bonaventura, Cimabue, Giotto, and the cathedral builders,\nDante and Petrarch, Chaucer and Gower, the minnesanger of Germany,\nand the trouveres and troubadours of France.\" Scholasticism, he continues, saved Europe from moral suicide, ignorance, and fleshliness.\n\"In modern Europe,\" says Emerson, \"the Middle Ages were called\nthe Dark Ages. Who dares to call them so now ? They are seen to be\nthe feet on which we walk, the eyes with which we see. It is one of our\ntriumphs to have reinstated them. Their Dante and Alfred and Wickliffe\nand Abelard and Bacon ; their Magna Charta, decimal numbers, mariner's compass, gunpowder, glass, paper, and clocks ; chemistry, algebra,\nastronomy ; their Gothic architecture, their painting — are the delight\nand tuition of ours.\"\nThe Renaissance of the fourteenth and fifteenth centuries marks a\nnew advance in the educational history of mankind. The treasures of\nthe classical literatures were revealed, America was discovered, the\nCopernican astronomy was divined, the printing press was invented,\ngunpowder and the compass were applied to the arts of warfare and\nnavigation, and voyages and enterprises of many kinds were undertaken.\n\"All the light which we enjoy,\" says von Miiller, \"and which the\nactive and eager genius of the European shall cause every part of the\nworld to enjoy, is due to the fact that at the fall of the empire of the\nCaesars there was a hierarchy which stood firm, and, with the help of the\n\n"}
{"page": 87, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN EDUCATION\n\n75\n\nChristian religion, communicated to the mind of Europe, that hitherto\nhad moved within a narrow circle, an electric thrill which has endowed it\nwith an energy and power of expansion whose results are the triumphs\nof which we are the spectators and beneficiaries.\"\nIn the sixteenth century Rabelais, Erasmus, and Montaigne take\nspecial interest in questions of education and propose important\nimprovements in method and matter. Luther and Knox labored strenuously to found popular schools in Germany and in Scotland.\nThe Jesuits devoted themselves with much success to education, establishing in various parts of the world grammar schools, colleges, and\nuniversities, in which they taught the classical learning and trained many\nof the greatest minds of the seventeenth century ; among others Descartes, who is the true father of modern philosophy and science.\nIn the seventeenth century, also, Comenius, the Moravian bishop,\npropounded and arranged a course of instruction, extending from infancy\nto manhood — from the home school to the university; and his views\nhave exercised a lasting influence on the development of educational\ntheory and practice.\nIn the eighteenth century Rousseau awakened a widespread interest\nin questions of education, tho his own views on the subject are generally false. He stimulated Kant and Goethe, Basedow and Pestalozzi,\nto occupy themselves with pedagogical problems; and they in turn compelled the attention of many others. Thus at the opening of the nineteenth century an enthusiasm for education such as had never before\nexisted had been aroused. Hitherto the purpose of the school had been\nto teach the privileged classes and to prepare for the learned professions :\nhenceforth the whole people are to receive instruction ; for as the ideals\nof democracy impress themselves more distinctly on the general mind, it\nbecomes more and more obvious that, as all have the same rights, all\nshould have the same opportunities, the chief and most important of\nwhich is that of education. The state in consequence is led to establish\nfree schools wherein all may be taught. Where there is a general political\nliberty, there must be a general enlightenment. To do this work an\narmy of teachers is required ; and as the principles on which all theories\nand methods of education rest are brought more fully into consciousness,\ngreater and greater demands are made upon those to whom the office of\nteaching is intrusted. Education being a process of conscious evolution,\nthey who assist and guide it must themselves continue to grow. The\nteacher's culture must broaden and deepen as knowledge increases. The\nmore progress is made, the more difficult his task becomes. It is easier\nto train to obedience than to educate for freedom. This, however, is the\nonly true education ; for authority rests on liberty, and its chief end is\nto secure and enlarge the rights and opportunities which none but beings\nendowed with freedom can possess.\nTo educate to the freedom which is\n\n"}
{"page": 88, "printed_page": null, "text": "76\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ntruth, it is not enough to strengthen and fill the memory, to discipline the\npractical understanding, or to accustom to observances : one must quicken\nthe whole man, must raise and purify the imagination, the heart, and the\nconscience. When the purpose is to inspire piety, reverence, admiration,\nawe, enthusiasm, love, and devotion, it can be accomplished by those\nalone in whom these high and holy sentiments are a living power, whose\nthought and conduct create an atmosphere in which the soul breathes a\ncelestial air and is made aware of God's presence. They who have no\nreligious faith or feeling can no more teach religion than one who has\nno literary taste or knowledge can teach literature, than one who has no\nmusical ear can teach music.\nIf in considering educational progress we limit our view to our own\ncountry, we cannot but recognize the advances which we have made.\nFrom the planting of the colonies, indeed, down to the war of independence there was a gradual decline of popular interest in schools; and\nduring the revolutionary period there was so much else to occupy public\nattention that little was done to promote education. But in the early\npart of the nineteenth century there was a general revival of intellectual\nactivity, and a new enthusiasm /or whatever might diffuse enlightenment ;\nand it has come to pass that now there is an almost universal belief\namong us that the greater the intelligence and virtue of the people, the\nsafer will be our political and civil institutions, which we hold to be\nfounded on permanent principles of reason and justice.\nThe work which has been accomplished in the last fifty years in\norganizing a great system of schools in which free elementary instruction\nis offered to all ; in establishing in cities and towns free high schools in\nwhich secondary education is given to those who desire it ; in creating\nfor men and women universities, which are rapidly widening their scope\nand increasing their effectiveness, has never been equaled in the history\nof any other people. We have founded also free training schools for\nteachers all over the union ; and in nearly all the states there are schools\nfor defectives and delinquents. In our white native population illiteracy\nhas almost ceased to exist. All are readers of the newspapers at the\nleast, and are thus impelled to some kind of mental self-activity concerning questions which are of interest to the whole world as well as to\nAmericans. In this way the people of the different parts of the country\nare brought into intelligent communion ; and in learning to understand\none another they find that it is possible to adjust conflicts, whether of\ninterest or opinion, by rational methods, without violence or bloodshed.\nNowhere else is there such popular faith in education, such willingness\nto be taxed for the building and maintenance of schools. While the\nstate provides elementary instruction for all, it has no thought of claiming an exclusive right to teach. The liberty of teaching is, in fact, as\nessentially part of our political and social constitution as the liberty of\n\n"}
{"page": 89, "printed_page": null, "text": "Sessions!\n\nPROGRESS\n\nIN\n\nEDUCATION\n\n77\n\nthe press or the liberty of worship ; and hence the state protects and\nencourages all educational institutions ; altho, on account of the\nspecial religious conditions of America, it has not been deemed wise to\ndevote any portion of the public educational fund to the support of\nchurch schools.\nOur progress in the higher education has been even greater and more\nrapid. The number of colleges and of students has doubled in little\nmore than a quarter of a century ; while the standard of admission has\nbeen raised in nearly all these institutions. The number of those who\nare doing post-graduate work has risen in the last thirty years from fewer\nthan two hundred to five thousand. Original investigation in the various\ndepartments of physical, historical, archaeological, and political science\nhas been introduced and developed. Stress is laid on the comparative\nmethod of study, and serious attempts are made in the best of our universities to make philosophy serve as a unifying principle for all the\nsciences, that the scholar may come to perceive that all the branches of\nknowledge form a whole, in which the parts combine as in an organism ;\nand that, having attained this insight and comprehensive grasp of mind,\nhe may be prepared to take up whatever specialty his talent may point\nout to him, without risk of becoming narrow, partial, and whimsical, of\nlosing mental balance, breadth, and accuracy of view. In this way, it\nmay be hoped, we shall create an aristocracy of culture, enlightened,\nreasonable, and benevolent, which shall help to counteract the baneful\ninfluence of an aristocracy founded merely upon wealth.\nAs a result of the diffusion of this more serious education, there is a\nwidespread and increasing tendency to exact a higher degree of culture\nof candidates for the learned professions. In 1800 there were in the\nUnited States but three schools of theology, three of law, and three of\nmedicine; in 1900 the*re were 165 schools of theology, 87 of law,\nand 156 of medicine, with about eight thousand teachers and fortyfour thousand students. When there is question of education, however,\nas of anything that is spiritual, numbers have but a minor significance.\nWhat is decisive is quality, not quantity. As one mind may outweigh a\nmillion, so one school may have higher worth than many. We have had\nand have eminent men in the several professions, but the average is low,\n— lower than that found in the progressive nations of Europe; and the\nstandard of professional attainment is no mean evidence of a people's\ncivilization. One who has had no serious preparatory mental training\ncannot acquire a proper knowledge of theology or law or medicine ;\nand the study of these sciences does not give the intellectual discipline\nwhich is needed for their comprehension. A profession is, after all, a\nspecialty ; and the inevitable tendency of specialties is to narrow and\nconfine. Hence, whatever profession one may take up, he should first\npursue with seriousness the studies which enlarge the mind, which make\n\n"}
{"page": 90, "printed_page": null, "text": "78\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nit supple, open, strong, and many-sided. A professional man should be\na gentleman, and a merely professional education cannot give the culture or develop the qualities which this ideal demands. These truths are\ngradually making their way among the observant and thoughtful, especially in the professions themselves. We have, of course, no national\nauthority which has power to fix standards for degrees, and these standards vary from state to state. There is a general tendency, however, to\ndemand more thoro preparation of those who seek admission or graduation in the professional schools ; and in the last twenty-five years much\nhas been done to increase the science and efficiency of practitioners and\nto protect the public from the incompetent and unscrupulous. But in\nmany of the states the requirements are still wholly insufficient ; and it\nis greatly to be desired that the professors of theology, law, and medicine\nshould find some way of uniting with the National Educational Association, that the professional schools may be brought into more vital contact\nwith the educational movement of the country. It is altogether probable\nthat the worst teaching is found, not in our elementary schools, but in the\ninstitutions of higher education and professional learning, where there is\nbut mechanical repetition of what might be better learned from books —\nwhere the methods are those of a factory rather than of a school of life.\nIn scientific and technical education, in commercial, agricultural, and\nindustrial education, we are making genuine and rapid progress. We\nare, above all, a practical people, and have the genius and the will to\nexcel in matters of this kind ; and the triumphs we have won incite us to\nmore strenuous efforts to surpass, not the rest of the world — for this we\nhave done — but to surpass ourselves.\nThe aims and ends of practical education appeal to us with irresistible\nforce ; they have created our ideals. \" We regard education,\" says Daniel\nWebster, \"as a wise and liberal system of police', by which property and\nlife and the peace of society are secured.\" Here is the paramount fact :\nboth the school and the church are, in our eyes, chiefly a superior kind\nof police by which property a\"hd the peace of society are secured. The\nhighest good, therefore, is property and the peace of society. They are\nends, and whatever else is valuable is so but as a means to acquire and\npreserve property and the peace of society.\nNow, property and the peace of society are desirable, indispensable\neven, and must be kept in view in every right system of education ; but\nthose alone who look above property and the peace of society, and strive\nin all earnestness to live in the infinite and permanent world of truth,\nbeauty, and goodness, can hope to rise to the full height of a noble manhood.\nThere is no inspiration in the ideals of plenty and stability. He who\nwould rouse men to the noblest and most fruitful efforts must not make\nappeal to their love of money and love of ease, but must speak to their\n\n"}
{"page": 91, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN EDUCATION\n\n79\n\nsouls — must urge them to labor for enlargement and elevation of mind ;\nto live for religion and culture, which alone have power to create free\nand godlike personalities. He must make them know and feel that the\nwhole social organism has worth but in so far as it is a means to fashion\nindividual men into the divine image. This is the ideal of progress, the\nlight which invites, with irresistible fascination, the best to toil for\nincrease, not of riches, but of life ; for the inner freedom, which is life's\nfinest flower and fruit ; and not comfort nor luxury nor art nor science.\nThis is the ideal of religion, which is infinite yearning and striving for\nGod. This is the ideal of culture, which develops endowment into\nfaculty, which gives the mind possession of its powers, making it a self in\na world it upbuilds and keeps symmetrical and fair.\nWhere man has nor opportunity nor freedom to educate himself we\nhave social conditions such as those of India, with its castes ; where education ismerely formal and practical we have a world of arrested spiritual growth, as in China.\nThe fabric of the life of the individual is woven for him by society;\nand as he is a creature of society, he is drawn almost irresistibly to what\nhas the greatest social influence and prestige — to power, wealth, and\nfame. And since only the very few can hope for fame or great power,\nthe multitude are driven to the pursuit of riches, in which there is an element of real power and of fictitious fame, as well as the means of procuring much else that all men hold to be valuable.\nThus ideals are largely determined by environment. What circumstances appear to make most desirable we hold to be the best. Things\ncarry their commands with them, and necessity knows no law.\nIn America our environment, our fortune, our success, have combined\nto make us practical, to urge us to the conquest of matter, to mechanical\ninventiveness, and to the accumulation of wealth ; and hence we believe\nwe may look on religion and culture as valuable chiefly for what they do\nfor the protection of property and the peace of society. But the reverse\nof this is the true view. Property and the peace of society have as their\nend the fostering of religion and culture. To live for material things is\nto live to eat and drink, and not to eat and drink that we may live in the\nsoul, may think and love and do righteously. Food, clothing, and shelter\nare necessities of our animal nature ; and since they cannot be possessed\nand at the same time communicated, the labor by which they are acquired\ntends to beget a selfish disposition — to become a struggle for existence,\nin which heartlessness and greed take the name of legality, and are\nsought to be justified by the plea of the force of circumstances, of the\nnature of things; and the final result is oppression, hatred, and general\ndisorder, which bring about the loss of property and the destruction of\nthe peace of society. Truth, goodness, and beauty are necessities of\nman's spiritual nature ; and they are not exclusive, but increase when\n\n"}
{"page": 92, "printed_page": null, "text": "8o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthey are shared. It is possible to attain them only by genuine and\nsympathetic communion, by loving God and the whole human brotherhood ;and hence the striving for them produces an unselfish temper, a\nspirit of good-will and helpfulness, the final outcome of which should be\na society whose constitutive principle is the co-operation of all with each\nand of each with all ; and which shall lift the race above the conflicts of\ninterests, whether those of individuals or those of nations, into the realms\nof eternal truth, goodness, and beauty; and thus become a kingdom of\nheaven on earth, where the aim and end of authority shall be to make\nmen intelligent, virtuous, and free, capable of self-guidance and selfcontrol ; where whatever is true shall be also popular ; where all shall\nlead a fair and holy life with God and in the company of their fellows.\nLet those who will believe that this can never be more than a dream.\nIt is, at least, the ideal of the noblest souls, and should be that of all\neducators. But if they are to walk in its light, they must have definite\nconceptions of the beings whom they seek to develop and fashion. What\nis man ? What is his destiny? What, consequently, should those who\ndeliberately influence him strive to make of him ? These are the previous\nquestions to which some definite answer must be found before teachers\ncan know whether what they do be right or wrong. Without such knowledge they can hope at the best to build in the child's consciousness but a\nfragmentary, incoherent world, not a cosmic whole.\nNow, if we are to take a deep and abiding interest in ourselves or in\nthe race to which we belong, we must see ourselves and mankind in God,\nand not in matter merely. We cannot believe that this life is infinitely\ngood and sacred, possibly we cannot believe it to be a good at all, unless\nwe believe in immortal life. But the teacher derives his inspiration and\nenthusiasm from faith in the worth of life; and therefore from faith in\nGod, as eternal essential life.\n\"Education,\" says Davidson, \"should encourage true religion, but it\nshould be free from sectarian bias.\" A religion free from sectarian bias\ncan mean, I suppose, only a religion without a creed, without intellectual\nor moral principles; a religion, therefore, which can neither be taught\nnor loved nor lived.\nThe phrase \"to encourage religion\" shows the weakness of the\nposition. If religion is anything, it is the deepest, holiest, and highest ;\nand should be, not encouraged, but striven for and cherished infinitely.\nDr. Nicholas Murray Butler affirms the necessity of religious education; and holds also that a religion without dogma, without intellectual\nand moral principles, is a meaningless religion. But, having a clear view\nof the obstacles to a denominational system of state schools in a country\nlike ours, he throws the whole burden of religious instruction on the\nfamily and the church. In America, however, a very large number of\nfamilies have no positive religious belief or feeling.\nAgain, it is the\n\n"}
{"page": 93, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN\n\nEDUCATION\n\n81\n\ntendency of free schools to diminish the sense of parental responsibility.\nWhen the state or the church assumes the labor and the expense of\ninstructing children, fathers and mothers easily persuade themselves that\nin sending them to schools thus provided they are quit of further obligation, so far as their mental and moral instruction is concerned ; and\nhence in our country the homes in which no serious religious education\nis given are increasingly numerous.\nThere are grave reasons for thinking that the churches are unable\neffectively to perform this all-importarjt work. But a small part of the\nchildren attend Sunday school ; and if all attended, a lesson of an hour\nor two once in seven days can produce no deep or lasting impressions.\nThe result, then, of our present educational methods and means can\nhardly be other than a general religious atrophy; and should this take\nplace, we shall be driven to confront the problem whether our ideals of\nmanhood and womanhood, of the worth and sacredness of human life,\nwhether our freedom, culture, and morality can survive. Religion and\nvirtue are the most essential elements of humanity, and they can be\ntaught ; but they are the most difficult of things to teach, because those\nalone in whom they are a life-principle, bodying itself in a character\nwhich irresistibly inspires reverence, mildness, love, and devotion, can\nteach them.\nThis, indeed, is a truth of universal application ; for whenever there\nis question of educational efficiency and progress, the primary and paramount consideration is not methods nor buildings nor mechanical\nagencies of whatever kind, but the teacher. \"The proof that one has\nknowledge,\" says Aristotle, \" is ability to teach.\" Whatever is a vital\nelement of one's being, whether it be religion, or virtue, or aesthetic or\nscientific proficiency, he can teach ; and, in the proper sense, he can\nteach nothing else. We can teach what we know and love to those who\nknow and love us. The rest is drill. They have done most for progress\nin education who have done most to enlighten and inspire teachers. It\nis work of this kind that has given Horace Mann his pre-eminence among\nAmerican educators. Much of his success was due doubtless to his\ninsistence on the practical value of education, on its influence upon \"the\nworldly fortune and estates of men,\" on its economic worth, its power to\nimprove the pecuniary condition of the commonwealth.\nHalf a century ago such an ideal had even greater attractiveness for\nAmericans than at present. But Horace Mann made use of his reputation to inspire and enforce better things. He pleaded for the establishment of normal schools, holding that in every system of education the\nprincipal need is competent teachers.\nThe normal schools which have been founded all over the country\nhave rendered important service ; but we have passed the point of view of\ntheir early advocates, and see clearly that the training which even the best\n\n"}
{"page": 94, "printed_page": null, "text": "82\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nrGeneral\n\nof them can give is insufficient. The teacher's profession, like every\nother, is a specialty; and if he have merely a professional knowledge and\nskill, he is necessarily narrow, partial, and unappreciative of the best.\nHe lacks the philosophic mind, the comprehensive grasp of truth, which,\nwhatever his subject, will enable him to keep in view the wide fields of\nlife and knowledge, and so to guide his pupils to live with greater consciousness and power in their whole being. Hence we shall more and\nmore demand of those who apply for admission into the normal schools\nthat they come with minds seriously cultivated. We have begun to\nestablish teachers' colleges and to affiliate them with our universities,\nmaking education a faculty like law or medicine or theology. This university faculty will help us to form a race of professional teachers who\nshall possess the requisite literary, scientific, and pedagogical knowledge\nand skill; who shall walk in the light of the ideals of human perfection,\nand be sustained in their labors by the love of human excellence ; who\nshall understand and practice the art of stimulating thought, awakening\ninterest, steadying attention, and cultivating appreciativeness. \" It would\nbe a great step in advance,\" says Quick, \" if teachers in general were as\ndissatisfied with themselves as they usually are with their pupils.\"\nThe divine discontent is that of great toilers who feel that to strive\nfaithfully in a worthy cause is reward enough.\nThe best school fails in the case of many of its students : great men\nmake themselves great, while the inferior remain what they are in spite of\npersistent efforts to raise them to higher planes. But such considerations\ndo not discourage the teacher who has faith in the power of education to\ntransform human life ; and, if hope deceive him, he cherishes at least a\nnoble illusion, which is a source of joy and strength.\nThe mother's high thoughts of the future of her child may never be\nrealized, but how much worse for her and for him would it not be if she\nhad none of the heavenly dreams which the love-inspired imagination\nevokes to make life fair and fragrant ! The wise take an exalted view of\nthe teacher's office, and they know the difficulties by which he is beset.\nHe is made to bear the sins of parents and the corruptions of society.\nHis merit is little recognized, and his work is poorly paid. The ignorant\ntake the liberty to instruct him, and they who care nothing for education\nbecome interested when he is to be found fault with. The results of his\nlabors are uncertain and remote, and those he has most helped rarely\nthink it necessary to be thankful. But if he know how to do his work\nand love it, he cannot be discouraged.\nAnd, after all, both he and his work are appreciated now as never before.\nTeaching has become a profession ; and the body of teachers, conscious\nof the general approval, are impelled to more serious efforts to acquire\nknowledge and skill ; and, in consequence, they exercise an increasing\ninfluence in molding public opinion and in shaping the destiny of the\n\n"}
{"page": 95, "printed_page": null, "text": "Sessions]\n\nPROGRESS\n\nIN\n\nEDUCATION\n\n83\n\nnation. Holding aloof from religious controversy and political strife,\nthey are drawn more and more to give all their thought and energy to\ncreate schools which shall best develop, illumine, and purify man's whole\nbeing. To accomplish this, two things above all others are necessary :\nto enlighten and strengthen faith in the surpassing worth of education,\nnot merely as a means to common success, but as an end in itself; and\nthen to induce the wisest and noblest men and women to become teachers. We must help greater and greater numbers to understand and love\nthe ideal of human perfection, and to believe in education for the transformation itis capable of working in man and in society. It doubtless\nequips for the struggle for existence, for the race for wealth and place ;\nbut it does better things also. It gives to human beings capacity for\nhigher life, for purer pleasures, for more perfect freedom. It is the key\nwhich unlocks the secrets of nature ; it is the password to the delightful\nworld of best human thought and achievement, making the wisest and\nnoblest who have lived or are now living the familiar acquaintances of all\nrightly cultivated minds. It makes us able to gain a livelihood ; and,\nwhat is infinitely more precious, it inspires the wisdom which shows us\nhow to live.\nThe more comprehensive our grasp of the meaning and power of education becomes, the easier shall it be to persuade the best men and\nwomen to devote themselves to teaching ; for we shall make them feel\nthat the teacher does not take up a trade, but the highest of arts — the\nart of fashioning immortal souls in the light of the ideals of truth, goodness, and beauty. \"A teacher,\" says Thring, \"is one who has liberty and\ntime, and heart enough and head enough, to be a master in the kingdom\nof life.\"\nEducation is furtherance of life; and instruction is educative only\nwhen the knowledge acquired gives truer ideas of the worth of life, and\nsupplies motives for right living. The teacher's business — his sole business, one might say — is to awaken and confirm interest in the things\nwhich make for purer and richer life; for interest compels and holds\nattention ; and interest and attention result in observation and accuracy,\nwhich are the characteristics of cultivated minds. If our interests were\nas manifold as the thoughts and labors of all men, we should all find it\npossible to approach to completeness of living ; for it is easy to live in\nthe things which interest us. He who is shut in the circle of his family\nor his business or his profession is necessarily a partial and mechanical\nman, whose relations with God and men cannot be full and vital. The\nworld of his consciousness is fragmentary and hard, not whole and fluid.\nHe is alive but at points. When the flame of his existence is extinguished, itgoes out in utter darkness ; for he has kindled no celestial fire\nin other minds and hearts. Such a one cannot be a teacher, for he cannot illumine the mind or speak to the heart; and it is with minds and\n\n"}
{"page": 96, "printed_page": null, "text": "84\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nhearts that he must forever occupy himself. What is knowledge but a\nmind knowing? What is love but a heart loving? In books there are\nsymbols of knowledge, but knowledge itself exists in minds alone. Hence,\nwhatever his matter, the teacher looks always to training of mind and\nbuilding of character, and to the information he imparts chiefly in its\nbearing on this end of all education. From his point of view, a yearning for knowledge, faith in its worth, in the ability and delight it gives,\nis more important than knowledge itself. A taste for study, a passion for\nmental exercise, compels to self-education ; whereas one who knows many\nthings, but is indifferent and indolent, forgets what he knows.\nInformation is, of course, indispensable, and the methods by which it\nmay be best imparted must be known and employed by the teacher ; but\nthe end is a cultivated mind, opening to the light as flowers to the morning rays, athirst for knowledge as the growing corn for rain and sunshine.\nIn a rightly educated mind intellectual culture is inseparable from moral\nculture. They spring from the same root and are nourished by like elements. They are but different determinations of the one original feeling,\nwhich, so far as man may know, is the ultimate essence of life. Moral\ncharacter is the only foundation on which the temple of life can stand\nsymmetrical and secure ; and hence there is a general agreement among\nserious thinkers that the primary aim and end of education is to form\ncharacter.\nAs moral culture is the most indispensable, it is the most completely\nwithin the power of those who know how to educate. It is possible to\nmake saints of sinners, heroes of cowards, truth-lovers of liars; to give\nmagnanimity to the envious and nobility to the mean and miserly; but\nit is possible only when we touch man's deepest nature and awaken within\nhim a consciousness of God's presence in his soul ; for it is only when he\nfeels that he lives in the Eternal Father that he is made capable of boundless devotion, that his will lays hold on permanent principles and is\ndetermined by them to freedom and right.\nWhen men lose the firm grasp of the eternal verities, character tends\nto disappear, for at such a time it becomes difficult to believe that any\nhigh or spiritual thing is true or worth while. Faith in the goodness of\nlife is undermined, and the multitude are left to drift at the mercy of passions and whims, having lost the power to believe in the soul or to love\naught with all their hearts. At such a time there is more urgent need that\nthose who have influence and authority should consecrate themselves to\nthe strengthening of the foundations of life ; that the young especially\nmay be made to feel that virtue is power and courage, wisdom and joy,\nsympathy and blessedness ; that they may learn reverence and obedience,\nrespect for others, without which self-respect is not possible ; that they\nmay come to understand that all genuine progress is progress of spirit ;\nthat in all relations, human and divine, piety is the indispensable thing,\n\n"}
{"page": 97, "printed_page": null, "text": "Sessions]\n\nWHAT\n\nIS A FAD\n\n?\n\n85\n\nuseful alike for the life which now is and for that which is to be. Such a\nfortune as ours has not been given to any other people. Our life sprang\nfrom the love of religion and liberty, and, if it is to endure, it must be\npreserved by the principles from which it sprang ; and, if these principles\nare to remain with us as the vital force of all our hoping and striving,\nthey must be implanted from generation to generation in the minds and\nhearts of the young.\n\nSUPERINTENDENT\n\nF.\n\nWHA\n\nT IS A FAD\n\n?\n\nLOUIS\n\nSOLDAN,\n\nSCHOOLS,\n\nCITY\n\nST. LOUIS, MO.\n\nThere has been a widespread discussion in regard to what has been\ncalled \"fads in education.\" The charge is made that public schools\nundertake to teach too much of what is not necessary, and thereby\nneglect the essentials. While all agree that fads should have no place in\npublic education, there is the widest possible difference in regard to the\nquestion, \"What is a fad ?\" A school fad might be defined as a persistent departure from educational common-sense. Single errors constitute\nno fad. A. fad is a defect which is systematized. It is error masking as\nachievement or progress.\nTHE\n\nFAD\n\nOF\n\n\"SUPERFLUITY\"\n\nSome well-meaning and intelligent critics of the public schools charge\nthat education has run mad by including many superfluities into its\ncourse. The so-called \"newer studies\" — namely, drawing, music, nature\nstudy, and art — have to bear the brunt of these attacks. The writer of\nthis paper sent a letter of inquiry to many people. The answers have\nbeen used to some extent in this paper. The president of an association\nof parents and patrons of public schools writes : \" In my opinion, the\nfirst school superintendent who rises to the occasion and has these 'fads '\ndiscontinued in the public schools will win for himself fame beyond any\nother measure he can advocate.\" He explains that he refers to drawing\nand singing.\nThese studies are not fads in any sense of the word. It is tacitly\nassumed in such criticisms that it is the sole function of education to\nprepare for some special business of life. Since only a few children will\nbecome artists or musicians, for the great majority who are not to become\nartists or musicians it is supposed that training in drawing and music is\nthrown away. This would be an insuperable objection, if these studies\ndid not impart training of human importance and general educational\napplication. Education does not prepare for any special business or\nvocation, but for life. The cultivation of eye and hand and taste is of\nimportance in all callings. The educational universality of these studies\nis their defense.\nIn this age even an elementary education\nshould\n\n"}
{"page": 98, "printed_page": null, "text": "86\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ninclude some of the elements of science, or the child remains in brutal\nignorance of the world in which he lives. Music, in the sense of classsinging, is an element of public instruction that is underestimated by the\nthoughtless only. Drawing has some features of universal educational\nvalue in every school, and in industrial centers it ranks among the\nimportant studies. Manual training and lessons in cooking have both\nsocial and general educational value ; their aim never has been to train\ncarpenters or cooks. While these studies find strong advocates among\nthe thoughtful in the community, and among the teachers, it is proper to\nremember that they may suffer by being unduly magnified in a course of\ninstruction. They occupy a position essentially different from that of\nreading, writing, arithmetic, history, and geography. They have neither\nfound such universal adoption, nor have they been given as great a share\nof time, nor have they rooted as deeply in the approval of public conscience, as the older studies. Moreover, they have not become fully\ningrafted or correlated with the rest of the schoolroom work. As a rule,\ntheir conduct lies in the hands of supervisors who make this specialty\ntheir whole work. In such case their adjustment to the claim of the\nother educational work is apt, at times, to be neglected, and an undue\namount of time and attention may be exacted from teachers and pupils.\nThese studies are of the highest educational value ; they may become fads\nif they step beyond the limit of their general educational usefulness.\nFADS\n\nOF\n\nECCENTRICITY\n\nThis class of fads may be made clearer by an illustration : A few years\nago some person suggested that the daily rotation of the various studies\nin the program was objectionable, and that, instead of an hour in arithmetic, followed by an hour in geography, and perhaps an hour in history,\na different division of time was preferable. Consequently, he undertook\nto teach all the arithmetic of the school term by taking five weeks' solid\nwork in arithmetic at the rate of five hours a day. Even this idea had\nsome followers.\nThe words \"fad,\" \"frill,\" \"fringe,\" which are used frequently as\nsynonyms, apply to this class with particular force. The idea underlying\nthem seems to be that of fashionable ornament in contrast with plain\ndress. The idea of fad often carries with it the suggestion of personal\nvanity, a manifest desire to attract attention by appearance rather than\nby merit. There is a \"sport\" with new things which takes possession of\nits votaries and makes them lie in wait for things novel and strange.\nIt is characteristic of this kind of fads, as well as of others, that they\nare launched into the world with liberal promises of the important results\nwhich they will accomplish. The fad's reason for existence lies in the\npromised achievement of the future rather than in the experience of the\npast or the needs of the present.\n\n"}
{"page": 99, "printed_page": null, "text": "Sessions]\n\nWHAT\n\nIS A\n\nFADS\n\nOF\n\nFAD ?\n\n87\n\nTHEORY\n\nThe existence of fads in modern education is by no means discouraging. Zeal and enthusiasm are in evidence in all of them. Not a few of\nthem arise from the very wealth of educational thought, and from an\nabundance of ingenious theory. Fads are at times evidences of great\ninterest in new educational theories which, while not always expressed in\nterms clear and conclusive, are, for that very reason, for some, fascinating\nand attractive. One should imagine that the hopeless entanglement\nwhich stares us in the face in the discussion of new and old education,\nof the new studies and the three R's, of prescribed courses of study or\nindividual plans, should be in itself enough to make the teacher withdraw from the path leading into quagmire, and keep to the broader road\nof conservative teaching.\nBut mysticism never lacks disciples.\nMuch error has arisen from a mistaken idea of the function of the\nschool, which I take to be the development of power thru instruction in\nthe conventional studies. Public opinion would probably classify as a\nfad the attempt to \" develop power\" to the exclusion of reading, writing,\nand arithmetic. School education is an unfolding process. But it is\nmore than the unfolding of what is in the child. Knowledge from without, and experience and life from without, must be carried into the\nchild-soul.\nThe child is not the self-contained aim and orbit of education. Education comprises a larger world. It is not correct to say that the child\nis educated for himself; he is educated for manhood. He is trained, not\nfor what he is, but for what he shall be. There are in him childish ways\nwhich must be cast off and rejected in the process of education. Childish\nlife and thoughts are scaffoldings which are discarded as he advances.\nEducation has to bear constantly in mind the idea that the requirements\nand duties of adult life, the ideals of true manhood and womanhood,\nform the aims of child education. On the other hand, the ways and\nmeans, and the processes, of education are fixed by the natural conditions\nof child-life. The aim lies in the future ; the means are determined by\npresent conditions. Childhood is naturally the happiest time of life,\nbut the incidental aim that education should make the child happy\nwould be but a poor substitute for the greater aim, namely, the happiness and strength of the adult. The educator should not, cannot, without educational hazard, step down and lose his own identity in his\notherwise proper endeavor to adjust himself to the child's life and ways.\nHe must stand erect and kindly lead the child to walk with him toward\nhis future. He adjusts himself to the child so far only as it is necessary\nto introduce him to the serious purposes of education. School education\nshould be childlike in its simplicity and clearness; to make it childish in\ntone or subject-matter would be a fad.\nWhenever\n\nschool' education\n\nseparates\n\nitself from\n\ninstruction, and\n\n"}
{"page": 100, "printed_page": null, "text": "88\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\n\" development of faculties \" is divorced from the pursuit of serious study,\nthen the fad makes its appearance. Among many of the great sayings\nof Herbart, none is more important than his remark : \" I confess that I\ncan not realize education apart from instruction.\"\nWhile the older methods of education had to be reminded constantly\nthat \"all work and no play makes a dull boy,\" there are some wellmeaning, progressive, and vigorous teachers who must be told constantly\nthat \"all play and no work will not make a man.\"\nA reliable eyewitness gives the following account of a visit she paid\nto a room in a large school : The morning began with what is called an\n\"observation lesson.\" The children were encouraged to relate what they\nthought noteworthy of their experience of the previous evening. One\nof the children related that they had an evening party at home, that\nthey lived upstairs, and that they had carried up two kegs of beer ; that\nwhen they were thru with this they had carried up a keg of whisky.\nThey had a very good time. The teacher, very wisely, said at this stage :\n\"Now let us hear from some of the other children.\" (I beg to remind\nmy audience that this is a report of an actually observed morning.) The\nsecond series of exercises consisted in games fashioned somewhat after\nthe kindergarten games. The next was the naming of classic pictures.\nPictures pasted on cards (Perry pictures, if I am not mistaken) were held\nup in rapid succession, and the class supplied the name : \"The Pharisee,\"\n\"Correggio's Madonna,\" \"Thorwaldsen's Evening,\" etc. The next exercise was one in posing, the children imitating, by the way they stood, certain pictures which they had seen. Thus one boy stepped forward, looked\nabout for some object, took hold of a feather duster, and, leaning on it,\none end of it on the floor, he looked up with a set expression in his face.\nThe class shouted, \" The man with the hoe ! \" The next exercise was\ncalled \"rhythmic movement.\" Ten children danced the Virginia reel\nand eight children the lancers. The next exercise, finally, was one in\npractical reading. A sentence was exhibited quickly, and the children\nthen gave the words of the sentence. I have no doubt that the rest of\nthe day, after the visitor had left, was given to the various traditional\nwork of the schools.\nFADS\n\nOF\n\nEXAGGERATION\n\nAristotle defined virtue as a means between two extremes. Thus he\nthought that wise economy was a virtue, while those who practiced too\nmuch or too little economy, the miser and the spendthrift, represented\nthe extremes of vice. In a similar way the correct educational practice or\nidea is capable of abuse and exaggeration, and the result is a fad. A fad,\nin this sense of the word, is a practice which carries some valuable idea\nbeyond reasonable limits and proper proportion. Thus, Pestalozzi's idea\nof objective teaching was a great step in the progress of educational\n\n"}
{"page": 101, "printed_page": null, "text": "Sessions]\n\nWHAT\n\nIS A FAD\n\n?\n\n89\n\nscience and practice. No lesson is more easily learned than when it\ncan be taught thru the eye. But the correct and beneficial principle of\nobjective teaching may be carried to such an extent that it becomes a\nharmful practice. In arithmetic, for instance, the real value of the study\nlies in the power of mathematical inference and deduction. While all\narithmetic work begins with the use of objects, and while many of the\nnew steps, even in advanced work, will gain by objective illustration, these\nmust be discarded as soon as they have answered their purpose, and\nmathematical reasoning must take their place. Objective teaching,\nwhether it be called by Pestalozzi's old name or by the more modern\nnames of visualizing and aurizing, if carried to the extreme, may become\na harmful practice. Children are thinking beings, and it is proper for\nthe teacher to take it for granted that not everything must be objectified\nand \"visualized\" and \"aurized.\" It was the mistake of the instructor\nin a room visited by one of our teachers to try to visualize the perfectly\nplain story of the two goats who tried to cross from opposite directions a\nplank bridging a creek, and began to butt against each other. The\nteacher \"visualized\" the story by selecting two children to act the part\nof the goats.\nThe great aim in all instruction in reading, from the primary grade\nto the highest, is that the child should see thru the words and the forms\nof the printed page, and have his mind steadily fixed on the ideas\nto be conveyed. The application of the idea, however, at present in use\nin some school in one of the large cities is by no means free from objection :in order to be quite sure that the children read words instead of\nideas, all reading aloud has been abandoned. The children read silently,\nand show that they understand what they have read thru oral and written\nrecitation.\nNo more legitimate demand can be made on the school than that of\nconcentration, in the sense that there should be, as much as possible, a\nconnection established between the various branches of instruction — that\nthey should mutually supplement each other. But even this valuable\nidea may become an error if carried beyond the limit of common-sense.\nA lady reported to me the following incident : A teacher who prided\nherself on correlating all subjects in the school curriculum began her\nday's work with an observation lesson on apples. This was followed by\na reading lesson on apples, after which the children took their seats and\nwrote about apples. Next, songs about apples were sung. Apples were\nthen divided and used to teach fractional parts. As it was now time for\ndrawing, the children were sent to the board to draw apples. Soon the\nboard was filled with all kinds of apples, known and unknown to the\nhorticulturist. One boy, however, instead of drawing an apple, drew a\nhorse. This breach of discipline, or violation of correlation, could not\nbe passed over, so he was asked why he had drawn a horse instead of an\n\n"}
{"page": 102, "printed_page": null, "text": "9°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\napple.\nThe boy replied: \"Oh, I'm tired of apples, and so I drew a\nhorse to eat all the apples up.\"\nThere is some merit in the co-ordination of studies, as well as in concentration. Each study is, in a measure, a complement and corrective of\nthe other. Each must stand related and subordinate to the rest. Each\nanswers an educational and an objective purpose. Each cultivates a\nspecial kind of activity. If any one study is raised to inordinate importance, or if it is deprived of the corrective influence of the other, harmonious education is endangered. Language ranks easily first in the\ncommon-school course, yet, if literary studies were exaggerated without\nbeing corrected thru the touch with life, with nature, or thru the exactness and precision of mathematics, mental development would tend\ntoward the verbal, the fanciful, the imaginative, and the dreamy. Literary studies, with their wide horizon, their possible tendency toward the\nimaginative, the diffused, and the indefinite, need the counterbalancing\ninfluence of the precise terseness and close deduction of mathematical\nstudies. Equipoise and balance in the studies of the curriculum are\nneeded as much as concentration.\nORIGIN\n\nOF\n\nFADS\n\nFads have presumably existed under some name or other since the\nbeginning of education, but their growth has perhaps been more marked\nin our own days than in former times A person fond of paradoxes\nmight say that fifty years ago the art of teaching consisted of matter\nalone, without much method. The learning of the data of information\nproceeded without the use of much pedagogical art. On the other hand,\nit might be said of the present time that in some places the art of\ninstruction is all method and little matter. The data of information are\novershadowed by the skill of the teacher and by illustrative and explanatory devices. The machinery receives more attention than the output.\nThe rigid course of study of the old school, as it existed thirty years ago,\nthe regular examination of classes by principals and superintendents on\nthe subject-matter of the lessons, allowed very little latitude for growth\nof education weeds or fads.\nWhere a certain kind of school work, defined in quantity, is prescribed\nand must be accomplished within a reasonable limit of time, instruction\nis not likely to lose its concentration and force. While there are grave\nobjections to a hard and fast course of study extending to every detail, it\nmay, nevertheless, be said in favor of the old course of study that it was a\nsafeguard against fads and whims.\nFADS\n\nOF\n\nROUTINE\n\nAND\n\nTRADITION\n\nThe teacher of the present day is not wholly responsible for the superfluities in modern instruction. Some of them have been bequeathed to\nhim by the past.\nSome of the studies of the curriculum are burdened\n\n"}
{"page": 103, "printed_page": null, "text": "Sessions]\n\nWHAT\n\nIS A FAD\n\n?\n\n91\n\nwith topics and subdivided subjects which answer neither any specific\neducational purpose nor any demand of life. In one of the best monographs published during the current year on the essentials of mathematical\nteaching the author shows how the peculiar mercantile conditions of the\nMiddle Ages, when the study of arithmetic first came into use, and when\nthe earliest text-books were written, led to the insertion of certain topics\nin arithmetic which were then useful, but for which, with the changes in\nmodern life, every necessity has passed away. These topics have survived\nin text-books for the sole reason that they were part and parcel of former\nbooks in arithmetic.\nPUBLIC-OPINION\n\nFADS\n\nPublic opinion has not infrequently abused the term \"fad\" and\nbranded with it almost every progressive movement in education. When\nI asked a prominent teacher, \"What is a fad?\" he answered promptly:\n\"Anything is called a fad which is done in a way different from that in\nwhich somebody was taught when he was a child.\"\nPerhaps the most dangerous fads are not of the teachers' .creation, but\noriginate in the community itself. The many fads which must be put to\nthe account of teacher and superintendent are sad enough, but they do\nnot begin to be as pernicious and long-lasting as the harm that may be\ndone when a strong and masterful man with a hobby gets into a leading\nposition on a school board, and drives his fellow-members before him in\nthe narrow path of his special fad.\nThe people are collectively honest, and their verdict is wise. Opinions\nof classes and individuals, however, no matter how loudly or emphatically\nexpressed, are at times unwise. The history of past decades has seen the\nrise of many, and the decline of some, of the fads of this origin. There\nis, for instance, the faddish idea that a laborer needs no education, that\nworkmen are spoiled by too much schooling ; there is the \"three R \" fad ;\nthere is the \"education makes criminals\" fad.\nThe claim that spelling should receive a proper amount of attention,\nand is an important part of public-school training, is valid. If the demand\nis made, however, that to this study an undue amount of time and attention be given, even spelling may become a fad. Drill in spelling is a\nmechanical device, and in the poorest imaginable school mechanical drill\nis always most prominent.\nThe \"quick promotion \" fad has done immeasurable harm. Children,\nagainst the wish and view of their teacher, have, in places, been forced\ninto higher grades than the one for which they were fit, and their educational progress has been impaired and ruined thereby. The teacher and\nprincipal who in such cases quietly and pleasantly, but at the same time\nfirmly, stands his ground is a blessing to the child and to the parent.\nOne cannot help thinking in this connection more leniently of Rousseau's\nparadox:\n\"The aim of education is not to gain time, but to lose it.\"\n\n"}
{"page": 104, "printed_page": null, "text": "§2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nOne of the worst fads of our day is the ''extreme indulgence\" fad.\nThe practice is bad which lets the child have his way when he is\nunreasonable, and lets him regulate his relations to school and home in\naccordance with his pleasure instead of in accordance with clear duties.\n\"I wish you would make him come to time,\" said a kind mother to a\nteacher who had sent for her on account of the frequent tardiness of the\nchild; \"but the fact is, I cannot make him get up in the morning, and\nhe will not go to bed when it is time.\" If the parent abdicates the\neducational control of his child, he makes a pernicious error and indulges\nin a common, but objectionable, fad. The child must be taught to be\nfaithful to his little duties as soon as his power in any direction is adequate to this educational demand.\nCONCLUSION\n\nMany of the idiosyncrasies and petty errors may be avoided by dwelling on the universal principles of education and by subjecting all innovations to the test of universality. The schools are common schools. No\npractice or study which is serviceable for specific walks of life alone can\nfind, legitimately, a place in public education.\nThe good sense of the American people, and of American teachers,\nhas thrown enough safeguards around the public schools to prevent fads\nand petty errors from becoming universal. The task of the school is to\nconcentrate its efforts on the recognized subjects of instruction. Growth\nmust proceed thru the acquisition of information. Progress does not\nlie in the increase of studies, not in the excess of data, but in the definiteness of ideas, the logical grouping of facts, the clearness of insight, and\nthe gradual strengthening of judgment. When new studies or practices\nare introduced for educational reasons, the teacher must be ready to\naccount for the same to public opinion. The aim of education is not\nmerely to prepare for life, nor is it merely to develop power. Each of\nthese aims, taken separately, leads to error and fad. Their joint and\nuniversal consideration constitutes harmonious education.\n\nDISCUSSION\nWilliam K. Fowler, state superintendent of public instruction, Lincoln, Neb. — A\nschool fad is a part or a line of school work with which one is not in full accord or sympathy, thru ignorance of its purport or on account of an honest difference of opinion. With\nmany, a fad is a moving from the letter r up or down the alphabet. It is a schoolroom\ninnovation in the experimental stage. It is an advance breeze from the progressive educators of the Windy City. It is a perennial topic for a Chicago newspaper editorial. It\nmay be a good thing, spoiled in the house of its friends. It may be the result of misinformed, misdirected, or misapplied energy.\nA fad or innovation may be harmless in the\n\n"}
{"page": 105, "printed_page": null, "text": "Sessions]\n\nWHAT\n\nIS A FAD\n\n?\n\n93\n\nhands of its originator, but very harmful with some base imitator. It is a layman's\nexterior view of a part of the school curriculum, viewed disconnectedly, and not only thru\na glass, darkly, but ofttimes thru a stone or brick wall.\nFads vary in degree, in the elements of time and locality. They vary in continuity\nand in regularity. They are different things in different times at different places. They\nhave their exits and their entrances. They come and go, as do the measles. They may\nbe in the full glare of the footlights or behind the scenes. Time alone proves their value\nor their worthlessness, and that which is righteously dubbed a fad will fade as a fashion\nof the hour.\nA fad's advocate is called a faddist. Faddists are of two kinds — zealots and advertisers. The former require protection, caution, sound counsel, a \"blend,\" and \" discreemination.\" The latter require exposure — longtime! A faddist may be a crank or an\nenthusiast.\nFads are of two kinds, ephemeral and eternal, and mortal man, be he editor or educator, cannot always classify them. A fancy today may be a fad tomorrow, a foible the\nnext day, and, in the hands of some unbalanced enthusiast, a fool-thing thereafter. A\nfad is sometimes dubbed a frill, a fringe, a flowery or a floury thing ; but others, who do\nnot feel bound by the alliterative f, deem it a weedy thing or a bit of pastry. The fad\nwe are to discuss, however, is now in the schoolroom, and either has no place there or,\nwhat is more likely, is exaggerated temporarily beyond its relative value.\nWe do not now consider geography a fad, but the courtiers of Isabella of Spain said\nthat subject was a fad with one Christopher Columbus. Some 150 years later free education for all the people was a fad in New England.\nA half-century ago the Spencerian system of penmanship was hailed as a fad ; it was\nopposed because it was said to destroy individuality and character in penmanship. Today\nthe vertical system is termed a fad and opposed for precisely the same reasons ; but the\none had and the other has a mission to perform ; each was a distinct step in advance ;\neach received or will receive modification, but each systematized the work and called\nattention anew to a most important subject.\nUnited States history can hardly be classed as one of the older, highly approved,\ndeeply rooted subjects. The Northern Indiana Normal School dates its inception from\nthe introduction of United States history into the public schools of Indiana. Ten days\nago only it became a requirement for the lowest grade of teacher's certificate in my own\nstate.\nMusic is sometimes and in some places termed a fad. But the fifteen minutes daily\nof instruction in vocal music in the schoolroom has a distinct temporary and a permanent\nvalue — we may say it has a temporal and spiritual value. Condemn sooner the two or\nthree hours' daily instrumental practice in the home.\nIn many central states the consolidation of small rural schools and the transportation\nof pupils by public conveyance maybe considered, and is sometimes termed, a fad, but it\nis a fad that will grow in favor as its advantages are better understood by the publicWhatever tends to improve the rural schools and to keep the boys on the farm should\nreceive universal approbation, be it fad, fact, or fancy. Sanitary and hygienic and attractive schoolrooms are fads in some quarters, and this is a fad that should be universal.\nIn Nebraska at present the elements of agriculture, including a fair knowledge of\nthe habits and structure of the common plants, birds, insects, and quadrupeds, are a fad,\nperhaps, but that great agricultural state will instruct its youth thoroly in the causes and\ndependencies of its commonwealth. Last winter the legislature of Nebraska, in its\nwisdom, adopted a knowledge of the elements of agriculture as a requirement for a\nteacher's second-grade county certificate, and rejected a knowledge of the rudiments of\nvocal music for the same purpose.\nWhich was faddism ?\nI regret that I cannot agree entirely with Dr. Soldan's statement that \" no practice\nor study which is serviceable for specific walks of life alone can find, legitimately, a place\n\n"}
{"page": 106, "printed_page": null, "text": "94\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nin public education.\" I would not teach agriculture in the schools of New York city,\nbut I like better President Charles F. Thwing's statement: \"What the world needs is\nnot narrow specialists, but broad men sharpened to a point.\"\nDr. Soldan says that in a certain school loud reading has been abandoned altogether, and silent reading has taken its place. On the other hand, in certain schools\nelocution has been adopted in the grades, and in others oratory forms a part of the highschool course. Of the two evils, or fads, give us the latter. Fifteen county superintendents in my own state, whose institutes I visited last month, were unanimous in\nthe opinion that reading was more poorly taught in the rural schools than any other subject. Give us back the good old-fashioned oral reading, \"The Boy and His Burning\nDeck,\" \"Marco Bozzaris\" and \"The Advantages of Adversity,\" Hamlet's soliloquy\nand \" Lochiel's Warning,\" John Adams' supposed speech and Emmet's \" Vindication.\"\nSend to the high school pupils who can read easily, pleasantly, expressively ; pupils who\nhave mastered the mechanics of reading, even tho they may not have read all the\ngreat mass of English literature or all the myths of ancient Greece.\nBroadening is all right, if the depth is not affected. Floating idly on the surface\nmay be pleasant, but the floaters should know how to handle their oars, with a long,\nstrong, deep, even pull, as well as how to feather-spray.\nDrawing and elementary science are not fads, and they have a distinct economic\nvalue in industrial centers. Manual training in its various phases, domestic science, etc.,\nmay or may not be fads, according to local conditions.\nExtending the department-store plan of the great universities and colleges down\nthru the high schools into the grammar grades is, I fear, a dangerous fad, with the prospect of waiting for our change indefinitely increasing and the change itself growing less\nthan two-bits.\nThe experimenting in the schoolrooms of a city may not be the general practice there,\nand the general practice in a city may not be followed or copied elsewhere. In the public\nmind and eye fads are unduly emphasized. Where fads exist, however, may be found\ngreat educational thought and activity. Fads do not thrive in slimy pools or under moss.\nI believe the great rank and file of teachers should not ape faddists. They can be progressive and studious in their profession, and yet conservative. Let others experiment\nwhile teachers teach.\nLess than one hour in eight is passed by the child in the schoolroom when he attends\nregularly thruout the school year. The average attendance would not equal one hour\nin twelve. Perhaps there are fads in the home, on the street, in society, that influence\nthe child, for good or for ill. Society may claim our youth for social functions, pink\nteas, and midnight revels, while the school is endeavoring to train for better citizenship. And in which is the average home more interested, the social function or the\nschoolroom ?\nOur schools for delinquents and defectives are now striving to give each individual\ntherein that equipment which will enable him to live an independent life in the world,\nand the public schools should do no less — they should do more ; that which they do in\nthe direction of developing and strengthening an earnest desire for better living, for\nhonest labor, for higher citizenship, for independence, for self-reliance, is not faddism.\n\" God give us men ! A time like this demands\nStrong minds, great hearts, true faith, and ready hands.\n\n*****\n\n*\n\nMen who possess opinions and a will ;\nMen who have honor and who will not lie.\"\n\nStrengthen the will, develop purpose, build up character — these are not fads. The\nresults will be a true measure of the success or failure of the public-school system and its\nlegal guardians.\n\n"}
{"page": 107, "printed_page": null, "text": "Sessions]\n\nIS\n\nTHE\n\nIS THE\nJAMES\n\nH.\n\nVAN\n\nSICKLE,\n\nCURRICULUM\n\nCURRICULUM\n\nOVERCROWDED?\n\nOVERCROWDED?\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\n95\n\nBALTIMORE,\n\nMD.\n\nIn spite of the varying opinions of teachers and others upon the scope\nof the curriculum, upon the relative importance of interest and duty,\nmethodical drill and incidental use, thoroness and superficiality, there\nis a striking similarity in published courses of study. In them all\nwe find practically the same subjects. There is no duly constituted\nauthority to regulate this matter, as in some other countries. Each\nschool district and each city may do as it chooses, yet all choose alike.\nIt must be that they do so in response to a well-defined demand of\nsome sort, and the demand must be general, since the response is general.\nThe curriculum of two decades ago will not now satisfy the public.\nThe studies then called special, and not by any means generally taught,\nas music, drawing, gymnastics, manual training, and elementary science,\nhave ceased to be special and have become universal. They have become\ninterwoven with the general fabric of school work, and are to a large\nextent taught by the regular teacher.\nIs the curriculum overcrowded ? The answer which anyone makes to\nthis question will depend upon his conception of what the school is for,\nand how its curriculum is to be interpreted. If every child is to master\neverything mentioned in the course, if he is \"to eat straight thru the\nbill of fare,\" then school life is all too brief for its accomplishment.\nJust as in dining, if we would be comfortable we must select something\nthat we can \"eat and forget,\" so in study it is futile to attempt to remember everything that contributes to mental growth and health.\nIn New Jersey, in 1826, it would seem that a far different idea prevailed. Looking over some accumulated family treasures, recently, I saw\nthe original certificate of which a copy is here given. It is a testimonial\nseventy-five years old, the paper yellow with age, but the writing still\nlegible. -As a souvenir of old-time ideas it is interesting :\nCERTIFICATE\n\nElizabeth Crane has been engaged during her attendance at this school in storing\nher memory, that strong and capacious storehouse of mankind, with useful ideas — lessons and information generally.\nPursuant to this end, she has deposited in her memory for future use the multiplication and other arithmetical tables.\nShe has repeated the principal divisions — oceans, islands, etc. — and answered one\nhundred and nine questions on the map of the world.\nShe has recited the principal divisions — lakes, rivers, bays, gulfs, etc. — and answered\nforty-one questions on the map of North America. She has defined the boundaries of\ntwelve of the United States, and repeated ninety-five of the chief towns and thirty-three\nof the principal rivers belonging to those twelve states, and answered eighty-six questions corresponding to the geography of that fine country.\n\n"}
{"page": 108, "printed_page": null, "text": "96\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nOn the map of South America she has committed to memory the different countries belonging to that great peninsula, and repeated fifty-eight chief towns and thirtythree of the principal rivers, and answered thirty-nine questions corresponding with, its\ngeography.\nLet no one say hereafter that females cannot learn, for that is an assertion without\nfoundation.\nElizabeth is a living proof to the contrary, and she merits the approbation and\nencouragement of her parents and friends.\n(Signed)\nP. Warden.\nMorristown, N. J., March 8th, 1826.\n\nElizabeth Crane's curriculum evidently included geography and arithmetic, and certainly reading. This is no long array of subjects, yet I\nsubmit that Elizabeth's curriculum was crowded with too many tables and\nboundaries, peninsulas and capes. We are comforted, however, by the\nthought that Elizabeth demonstrated a fact of value to her sex in the discovery that \"females can learn.\"\nThe old idea that memory is the only faculty to be trained, that the\nmind is to be stored with facts solely for future use and without reference\nto present significance to the child, has not yet wholly disappeared.\nMuch of the present criticism of the curriculum is based upon the memory idea. But the accumulated wealth of civilization has become too\ngreat for the memory alone. The children are heirs to a very large estate.\nWe can show them the entrance, and for a little while we can serve as\nguides, but the main thing is to inspire them with a desire to continue its\nexploration and give them power to use its resources. One of the recent\nutterances upon this subject is as follows :\n\"I am fully convinced that the most urgent need of our public-school system today is\nmore thorough work in elementary subjects, such as language, arithmetic, history, and\ngeography.\nThe truth must be faced,\" says the writer, \" that these subjects are neglected\nin the everlasting, never-ceasing pushing of a child into the higher grades\nThe\ncraze for enriched curriculum is indulged in at the expense of essential drill in the\nso-called common branches.\"\n\nThere is, no doubt, much, truth in the statement that faulty syntax,\nbad spelling, inaccurate work in arithmetic abound. It has always been\nthus. School children have always made mistakes, and they always will.\nEducation is a life-work, and we hope, also, a work for the life to come.\nEven in 1826 the memory, \"that capacious storehouse of mankind,\" had\nits limits. Elizabeth Crane, it will be observed, \" defined the boundaries\nof twelve of the United States.\" There were at that time twenty-four in\nall ; therefore, in boundaries we shall mark Elizabeth but 50 per cent.\nWe are unable to determine P. Warden's standard in the matter of tables\nand rivers, cities, lakes, bays and gulfs, peninsulas and capes, as it is not\nquite certain how many had been discovered and explored at that time.\nBut I think we may be satisfied that Elizabeth's attainments in these\nother highly important items were at least commendable.\nIt is safe to\n\n"}
{"page": 109, "printed_page": null, "text": "Sessions]\n\nIS THE\n\nCURRICULUM\n\nOVERCROWDED?\n\n97\n\nassume that every bay and peninsula of any respectability engaged the\nattention of this industrious New Jersey maiden.\nIn these days we have found it sufficient to know where to find some\nof these important items of information. Memory is only a good beast\nof burden. What we want is strength of mind and character, good judgment, power to do and disposition to do. The good school will train its\npupils to remember, because without your facts you cannot carry on your\ntrain of thought. You must have facts, but the great work is to train to\nuse facts in effective thinking and expression. The school of today does\nnot seek so much to get set answers to questions as to get questions\nasked. It aims to secure vigorous, interested effort, to make the mind\nstrong rather than full. To that end it places before teacher and pupil a\ncurriculum which is quite extensive, since varied needs must be met.\nThe school must do much more for some children than for others, because\nthe home does less. The school must furnish the fund of useful information which the home fails to give. It must restrain selfishness and develop\nself-control. It must erect barriers against unwholesome influences. It\nmust do these things, or they will remain undone. In many instances\nthe school has to stand for so many of these things that the sum of education which the children receive is much less than that possessed by the\nnormal child of the same age or grade who comes from a good home.\nWithin certain limits the teacher decides what typical portions of the\nwork outlined are most needed by the pupils under her care. No one\nelse can tell so well. Individuality must be known as well as present\nattainment in the particular work. The curriculum is a guide to the\nselection and sequence of material, rather than a prescribed amount to be\ndone. No matter what mechanical devices we may employ as schemes of\nclassification and promotion and short intervals between classes, as in\nthe present highly developed graded system, our pupils pass along, some\nfaster, some slower, but no two getting exactly the same benefit. Each\ntakes what he is capable of assimilating, and no more, and he cannot\ntake it before he is at the proper stage of mental growth. By trying to\nget him to do so we waste time that might be more profitably spent. It\nis right here that the crowding occurs.\nThe trouble is, not that the newer studies have been added, but that\nsome of the older ones have not sufficiently given way. We have been\npruning away at arithmetic for the last ten years and have dropped out\nsome of its useless applications, but we still devote too much time to it\nin the early years, and accomplish in the eight years what might be easily\ndone in the last four. This is partly the fault of the makers of the course\nof study, and partly the fault of the compulsion practiced by public\nopinion, which still regards a knowledge of arithmetic as a necessary\npreparation for earning a livelihood, and therefore insists upon our teaching long division to infants and cube root to those who will never use it.\n\n"}
{"page": 110, "printed_page": null, "text": "98\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nArithmetic is of value chiefly for its logical elements. Training for mere\nfacility is a waste of time. There is no advantage in the limited facility\nacquired in school. The small Italian fruit vender, thru street practice\nalone, can do much better than our well-drilled schoolboy. He gains\nhis facility in purposeful practice in a very short time. Our grammargrade boys cannot work with the rapidity and accuracy required in a bank.\nYou cannot. I cannot. But once actually have it to do, and how quickly\nthe mechanical skill is acquired !\nI would say, then, that the curriculum is overcrowded by whatever it\ncontains that lacks wholly the element of present use to the child. The\ntime to learn the table of linear measure is when it is needed in constructive work of present value from the child's standpoint. Then he\nremembers it without endless drill. There is no virtue certainly in needless drill. The time can be far better occupied.\nWe read that in 1826 Elizabeth Crane \"deposited in her memory for\nfuture use the multiplication and other arithmetical tables.\" There is\nmuch of this work going on today, not only in arithmetic, but in other\nsubjects, and just to the extent that such purposeless work is done, or\nwork with a purpose so far in the future as to be out of touch with the\nchild's life, just to that extent is the curriculum overcrowded.\nThe demand for thoroness in elementary subjects is reasonable and\nought to be heeded, but the demand must be interpreted with due regard\nto the maturity of the student. The graduate student in the university\ndevotes his attention to a very few things, sometimes to a single branch\nof one subject. Here thoroness is a reasonable expectation. But, in the\nlower primary grades of the public schools, we shall not secure thoroness\nby limiting the child to a narrow curriculum, nor in any other way, and\nsimply because his brain has not arrived at that state that makes thoroness possible. Thoroness in the child's early school years is a physical\nimpossibility. His interests are varied, but not deep ; therefore, in the\nearly years the curriculum may properly be quite comprehensive as to\ntopics. As we go up in the-grades, however, and have minds more and\nmore mature to deal with, there is a constant approach to thoroness\naccompanied by a narrowing of the curriculum. The child in the upper\ngrammar grades studies fewer subjects than the child in the grades below,\nbut he goes deeper. In the high school he is restricted to three or four\nsubjects, but he has by this time gained sufficient power of concentration\nto be able to hold himself to the work. Later, when he has reached the\nuniversity, his brain has become so good a physical instrument that his\nwork can be narrowed still further. He is then prepared to select some\none thing for a life-work.\nThe curriculum, from the kindergarten to the university, may be compared to a pyramid, with the kindergarten at the base and the graduate\nschool of the university at the apex.\nFrom the base upward there is a\n\n"}
{"page": 111, "printed_page": null, "text": "Sessions]\n\nIS THE\n\nCURRICULUM\n\nOVERCROWDED?\n\n99\n\ngradual narrowing in subject-matter with increase of thoroness till the\napex is reached, at which point only can absolute thoroness be expected.\nA curriculum thus arranged may seem crowded ; but, if so, the fault lies\nwith those who administer it.\nBecause children, tho classed together, come to the school with such\nvarying amounts of general information ; because they represent such\nextremes in their mental furniture, a closely prescriptive curriculum, just\nextensive enough for classes in one portion of a city, might be quite\nunsuited to classes of the same grade in another portion of the same city.\nThere must be as many courses of study as there are essential differences\nin population, or else there must be one course extensive enough to meet\nvarying needs. The tendency has been toward the second of these plans.\nSelection of material must be based, not only upon a full knowledge of\npresent attainment of the class to be taught, but also upon facilities at\nhand for teaching one topic rather than another.\nThis selective work presupposes a skillful teacher, but often the novice\nor the unskillful teacher is our only resource. This will continue to be\nso until our teaching force is recruited from the ranks of pupils now in\nschools receiving instruction from skilled teachers, for, in spite of training\nschools, we teach as we have been taught. The evolution of the teacher\nis a slow process. We shall not hasten it by narrowing the curriculum,\nor making it more prescriptive. The teaching force will increase in\nefficiency only as responsibility is imposed and accepted. The true\nkindergarten is the effective educational instrument that we find it today\nbecause of the thought put into the program daily by the teacher.\nThe work is planned daily to meet the demand of the season and of the\nclass. So it must be in the school, if satisfactory results are to be expected.\nThe curriculum must afford ample material. The teacher must make\nappropriate selection.\nThe attempt to impose a uniform scholastic standard of promotion\nfrom grade to grade is responsible for much of the current feeling about\nthe curriculum. Some children get less than other children from the\nsame studies. Some people get less out of life than other people do, yet\nall are equally entitled to live the life and to make it as full as individual\ncapacity permits. The standard for promotion must not be rigid. Each\nchild must go thru the school, taking given subjects at the time when they\nare suited to his age and brain development, and therefore in harmony with\nhis interests. He must not, if very old for the grade, be required to wait\ntill he has attained a high degree of success in every part of the work just\npreceding. If we hold such a child back, we very greatly diminish his\nprospects for an education, and he probably drops out of school altogether.\nA teacher who insists upon the same attainments for all pupils in a class,\nirrespective of the home environment, causes an innocent and unoffending curriculum to seem much crowded, and he should have his attention\ncalled to the fact.\n\n"}
{"page": 112, "printed_page": null, "text": "IOO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nIn our high schools the time has long since passed when pupils, without regard to their powers and purposes, are held to a single course of\nstudy. Two plans are quite common. One offers choice of courses ;\nthe other, choice of subjects. The one allows substitutions; the other\nestablishes constants. The two plans, therefore, are very much alike.\nThey differ in this particular: one tolerates selection of studies; the\nother makes selection of studies the rule. In neither case can the charge\nthat the curriculum is overcrowded hold, where, as is often the case, graduation requirements are stated in units of work instead of in years spent\nin school ; since, under such a plan, the student can regulate the number\nof studies that he will carry at any one time by his mental and physical\npower. There is no good reason why all pupils, without regard to ability\nor health, should spend just exactly four years in completing a highschool course. Some may need more time, some less. Each should find\nit worth while to put forth his best efforts, yet no one should be obliged\nto take more studies than he can pursue with success.\nBy way of summary, it may be said that the curriculum is what it is\nby reason of public demand. A curriculum is not necessarily crowded\nbecause it contains many subjects. The old narrow curriculum was overcrowded with things not worth remembering. Skillful teaching renders\nthe old and the new mutually helpful, each serving the other. The\ncurriculum is none too broad to meet varying needs ; therefore, rightly\ninterpreted and used, it is not overcrowded.\n\nHOW\n\nEARLY\n\nMAY\n\nHANDWORK BE MADE\nSCHOOL\nWORK?\n\nA PART\n\nOF\n\nCHARLES\n\nR. RICHARDS,\nDIRECTOR,\nMANUAL-TRAINING\nDEPARTMENT,\nTEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK\n\nIf the title of this paper, suggested by our honorable President, were\na little different, it would, in Some ways, be easier to answer. If the question were, How early should handwork be made a part of school work ?\nI should answer most emphatically: \" At the beginning.\"\nIf there can be any question as to the place of handwork in the\nschool, it seems to me that it must be as to its extension upward, but\nsurely not as to how early it should begin. Every consideration of child\nnature points to this answer. How can we raise such a question when\nwe look at the natural child and see what an enormously important influence handwork plays in his mental development ; when we see how, in\nthe very early years, his knowledge of the material world is largely built\nup by muscular contact ; and when we see, a little later, how the chief\nexpression of his crude, but vivid imagination finds vent in constant\nmaterial and pictured creations ?\n\n"}
{"page": 113, "printed_page": null, "text": "Sessions]\n\nHANDWORK\n\nIN\n\nTHE\n\nPRIMARY\n\nSCHOOL\n\ntof\n\nHow can we ask such a question when we recognize the important\nplace of handwork in the kindergarten and acknowledge the significance\nof such work at this stage ? Does child nature utterly change at the\nentrance to the primary school, or is the school instruction at this point\nto separate itself from natural education and to recognize only one side\nof child nature ? Surely both of these questions can have but one answer.\nWe know that a large part of the mental life of the boy and girl of the\nprimary school is still concerned with the gathering of impressions of the\nmaterial world, and that it is the reflection of these impressions that fills\nthe imagination and fixes the ideas of this period. We know also that\nthese ideas and images tend to flow out in objective, tangible, and concrete creations; that this giving out is but a phase of the coming in —\na natural and inevitable reaction that is part of the life-current ; and,\nfurther, if we put these facts together, and if we have come into any sympathetic knowledge of young boy and girl life, we realize that all this\nmeans that such creations are absolutely essential to the full expression\nof the mental life of the boys and girls of the primary-school age ; and,\nif we leave these out of the schoolroom, we are leaving out, at the same\ntime, a large part of the life natural and essential to such children.\nThe problem of the elementary school today is, I conceive, to make\nthe life of the school more real ; more an epitome of the kind of thinking,\nfeeling, and doing that obtains in real life; more a reflection of the\nactual life outside of the school walls. If this be so, then all the natural\nelements of that life must be represented in the activities of the school.\nTo attempt to reproduce real life for boys and girls of the primary school\nwithout the element of handwork would be like the play of Hamlet\nwith Hamlet left out ; it would be like the attempt to teach a boy to\nswim without letting him go into the water.\nBut handwork will not be a life-element in the school, unless it is used\nin a natural way. It will do comparatively little to make the school life\nmore real, if it is conceived of as mere manipulation and used as a mere\ndrill. Handwork, whether drawing, painting, modeling, or construction,\nas a natural feature in school work can never be a thing in itself. It is a\npart of a whole. Its different forms are simply means of putting thought\nand feeling into form and action. More than that, if the handwork is to\nbe wholly worth while, the thought and feeling back of it must be genuine\nand worth while.\nAs the expression of natural motive and real thinking, on the part of\nthe worker, handwork represents, with the pupil of the elementary school,\none of the most natural and intense forms of living. In this relation it\nis one of the most effective agencies for developing both knowledge and\ncapacities. In any other relation, its value as an element of school work\nmust necessarily weaken and diminish. Work of this character evidently\ncannot be a matter of blind copying of something placed before the\n\n"}
{"page": 114, "printed_page": null, "text": "102\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\npupil. If it is to be in any sense true self-expression, it must deal with\nundertakings, on the one hand, that represent real interests to the particular workers involved, and, on the other, it must be prosecuted in\nsuch a way that the worker's own thought enters in some part into the\nresult. Handwork of this kind by no means implies lack of care or faithfulness in its execution. On the contrary, it means the maximum of care\nand faithfulness, because it means the maximum of motive.\nTo bring the element of self-expression into handwork does not mean\nthat we are to turn the pupil loose to exercise whim and fancy unrestrained.\nIn handwork, no more than in any other form of school work, should the\npupil be free from suggestion and guidance by the teacher. And, on the\nother hand, self-expression does not mean that the pupil is expected to\ndevelop the entire plan and design for each thing done. This would be\ntoo much to expect from the unformed standards of judgment of young\nchildren, and could only result in crude projects and unsatisfactory work.\nBut recognition of this element may mean that the general plan to attain\nan end will be developed from the pupils. It may mean the adjusting\nand modifying of details within this general plan by the individual\npupil ; and it may mean the working out of ways and means to achieve\nthis plan. It may mean these or many other things,, but it should always\nmean that the worker's own thought and feeling are contributing in a\nreal fashion to the end for which he is working.\nWhen we take up the problem of handwork in this spirit, we are\ngoing to recognize that a nice sequence of difficulties in the work may be\nof less importance than the question of motive or the significance of a\nproject to the real interests of the particular moment. Accuracy and\nprecision have commonly been referred to as the essential qualities of all\neducative handwork, but accuracy is natural only when its necessity is\nappreciated by the worker, and this will be the case only to the degree\nthat the need for accuracy is perceived to be an inherent condition of\nsuccess in the task, and not as a quality imposed from without.\nSuch natural expression \"thru handwork cannot take the form of set\ncourses. It must be a matter of adaptation and relation to the life of\neach particular school. Both the in-school and out-of-school interests of\nthe particular children dealt with must form the basis for such work.\nThis means infinite variety and flexibility. Handwork of such a kind\nwill take as many forms as there are classes to be taught and teachers to\nteach them.\nIn relation to the school interests, or, more specifically, to the course\nof study, handwork represents emphatically a method rather than subjectmatter of instruction ; and it is in this sense that such work finds its\nmost natural place in the lower grades.\nNo catalog of the possibilities, in this direction, need be given ; painting, drawing, modeling, and construction, singly or in combination, all\n\n"}
{"page": 115, "printed_page": null, "text": "Sessions]\n\nHANDWORK\n\nIN\n\nTHE\n\nPRIMARY\n\nSCHOOL\n\n103\n\ncontribute their special assistance to enlarge and vivify the conceptions\nbrought out in the various subjects of the curriculum. Where the imaginative and personal quality is predominant, as in the story form, painting, drawing, and clay work have their special value ; where material facts\nand conditions of life are dealt with, as in the study of primitive life and\nthe beginnings of history, opportunities are found in the reproduction of\ntypical forms of shelter, implements, and inventions ; where the relations\nof human life to the physical environment are the theme, as in nature\nstudy and geography, abundant opportunities for the study of occupation\nare possible both thru pictorial and constructive representation and the\npractice of typical operations.\nWith the young child, the tendency to reproduce the actual or the\nimaged environment assumes different forms at different stages of growth.\nTwo phases seem to be always present, but in varying degree. With\nthe very young child this instinctive tendency is largely satisfied with\nmere representation, either pictorial or constructive; but, as the experience enlarges and the powers of perception develop, the interest in and\nthe desire for reality increase, and this can be satisfied only by the\nachievement of things of practical service and use. Both of these tendencies are present thruout the school period; they are, indeed, but two\nphases of the same tendency, and the one blends insensibly into the other.\nIt is true, however, that the representative phase is particularly strong\nwith the pupil of the early grades, and that thru this channel occur many\nof the most natural opportunities for relating handwork to the activities\nof the school. Such representation on the part of pupils of the primary\ngrades may sometimes seem too crude and fanciful to have a disciplinary\nvalue, but we should remember that such concrete suggestions serve as\nnecessary centers for the .play of the childish imagination, and that\nthru them life finds real expression and fulfillment. It would be, of\ncourse, most unnatural to expect great perfection in the natural expressions of seven- and eight-year-old pupils. Truth of expression is the\nimportant thing, and great accuracy of result is not truth of expression\nwith the pupil of the early grades.\nIt is on this side of representation that drawing, painting, and claymodeling have their natural opportunities. Representation thru these\nmedia may be either a record of fact, as the picture of a flower, tree, or\nanimal form, or it may be an expression of an imaginative picture\nbrought up by the reading of story or history. Constructive representation, which approaches nearest to reality, has also an important place\nhere, and constructions ranging from a simple miniature house in paper\nto elaborate scenes with numerous details illustrating some phase of life\nor industry, all suggest the varied possibilities in this field. This last\ntype of work, in which the whole or part of a class unites upon a common\nproject, represents an important possibility in this direction.\nThe value\n\n"}
{"page": 116, "printed_page": null, "text": "104\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nof such work is twofold — on the one hand, it introduces the healthiest\nand most practical kind of co-operation into the school, and, on the\nother, it allows of larger and more important undertakings than are\npossible in individual projects.\nIn the early grades such work may very often take the form of something like the sand-table work of the kindergarten, but with more realistic\ndetails, and setting forth some phase of life touched upon in the other\nstudies. With large classes such work presents some severe problems,\nand it cannot, perhaps, be carried very far in public-school conditions,\nbut the great vividness of such representations to children and the fine\nexperience involved in their making are certainly worth going far to attain,\nand it would seem as if a small amount of such work might be attempted\nunder even the most restricted conditions.\nIn these first years this phase of constructive representation goes far\ntoward satisfying the pupil's instinct for concrete expression, and indeed\npersists as a natural form of expression for a long time, but from the\nfirst, interest in and demand for reality are increasing, and, as the pupil\ngrows older, the things made must approach nearer and nearer to the\nactual fact. Thus the making of paper furniture for a small house means\nmuch to the pupil of the first grade, but is no longer satisfying to the\nboy of the fourth grade.\nRepresentation thru construction continues to have its place, however, in the upper grades of the school, but its possibilities become\nmore and more limited to things that possess large meaning and imaginative significance, such as the log or block house of the early settlers in\nconnection with the study of colonial history, or a model of a classic\ntemple at the time of the study of Greek history. All thru such work\nthe important point to be scrutinized is whether the particular project is\nworth while to the young worker. Is it something adequate and satisfying to his desire for concrete expression ? Is it a thing that enlists\ntrue motive to its fulfillment ? As the power of visual imagination\nincreases, concrete expression ..plays a less and less necessary part, and\nits value is confined more and more to special interests. Constructive\nrepresentation remains natural only as long as it serves to express a\nsignificant fact more satisfactorily than other media. When this ceases to\nbe the case, other channels of expression become more natural and more\nworth the attention of the school.\nSuch work as has been suggested means flexibility. There can be\nno course or so-called \"system\" for such work. It means simply the\nbringing in of another expression element into the work of the school,\na giving-out side added to the taking-in side.\nBut the school interests, as represented by the curriculum of today,\nare not all. Handwork expression touches all the interests of young\nlife, and the out-of-school interests should find a place in any generous\n\n"}
{"page": 117, "printed_page": null, "text": "Sessions]\n\nHANDWORK\n\nscheme of such work.\n\nIN\n\nTHE\n\nPRIMARY\n\nSCHOOL\n\n1 05\n\nThe school interests, to an extent, deal with\n\ngeneral ideas, but the out-of-school interests mean the personal and the\nimmediate. Where representation may be largely relied on to express\nthe school interests, the directly useful is necessary to meet the other.\nAnd, on this side, the demand for reality and practical achievement that\nexists from the first finds its opportunity and fulfillment.\nAnd here there should be infinite variety. If we are to deal at all\nwith these out-of-school interests, and not delude ourselves as to the\nquestion of motive in the work, we must find what are the true interests\nof the particular children we are dealing with. No single scheme of\nwork can apply to all conditions. There must be some kinds of work\nfor the city and others for the country ; some for the school in the\ntenement districts and some for those in the precincts of the wealthy;\nsome kinds for the towns of the seacoast and others for those of the\ninterior.\nWe must put by the delusion that any one course of work can reach\nthe real interests and stimulate the energies of all classes of children.\nWith the pupil of the primary school, as, indeed, with the pupil of the\ngrammar school, if we are to appeal to the idea of use and expect to find\nin this idea a real motive, a real incentive, it must be a real use that we\noffer, not one pictured simply in the teacher's mind. It must be a use\nthat has a real meaning to the individual worker, and one that builds\nupon the actual conditions of his life.\nAnother quality that demands consideration in this work, as a whole,\nis the need of variety in our materials and processes. If we consider all\nour work but as the expression of some real interest of the worker, this\nmatter will take care of itself, for we shall soon see, if we study the range\nof a child's interests, that they cannot be confined within the possibility\nof any one material or one process, but that they touch the whole field\nof his surroundings.\nConstruction in paper and cardboard is extremely practical and valuable, but work in this medium is only of one kind. Accuracy, symmetry,\nand regularity are its characteristics, but freedom of expression is wanting. Other kinds of work that represent other elements, such as freedom,\ngrace, and flexibility, are just as valuable, and should be a part of the\nhandwork experience. Such elements are found, first of all, in claymodeling, and then in raffia and basketry, simple weaving, sewing, and\nin bent-iron work. On the other hand, no one kind of work or material\nis broad enough in its possibilities to express adequately, even in a\nmeager way, the varied interests of school and out-of-school life, of boy\nand of girl nature.\nAll the practicable and typical constructive processes contribute a\nshare, but only when we draw freely upon the different elements and use\none thing and another alone or in combination, as is most suitable for\n\n"}
{"page": 118, "printed_page": null, "text": "106\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nour special purpose, shall we reach the natural use of handwork in the\nschool. It is not here a matter of training in any special process; it is a\nquestion of using the resources of handwork in the service of the school.\nReference has thus far been made solely to the relation of handwork\nto the nature of the child, but there is another side that the school has\nto consider, viz., its relation to social life. On the side of the pupil,\nhandwork is a medium of expression in terms of form, color, and material ;in its relation to social life it is essentially a means of interpreting\nart and industry. It is the active agent by which the pupil is brought\ninto contact with typical phenomena of these great fields of human\nactivity. The full interpretation of these factors of social life by the school\nis a task, indeed, that cannot be borne solely by handwork. That, I take\nit, is to be fully comprehended only thru the gradual readjustment of the\ncurriculum, as a whole, in response to the needs of modern life. The\nmain burden of this task, however, must fall upon actual work with the\nhands, and this fact should naturally have a bearing upon the selection\nand organization of material.\nIn the lower grades, or for that matter in any place in the school, the\ndifferentiation of either art or industry cannot be carried very far. Only\nthe fundamental activities that concern the very structure of social life\ncan be studied, and these only in their elements. The essential problem\nin this direction, I conceive, is to trace the evolution of food, clothing,\nand shelter from their simplest beginnings to some understanding of\ntheir meaning in relation to the civilization of today.\nThis meaning of handwork is by no means opposed to its use as an\nexpression medium ; for it is precisely along these channels of social\nactivity, these large interests of the actual world, that the deep instincts\nof the child issue, and in which he finds his natural desire for power and\ncapacity. These two relations of handwork are, indeed, but two phases of\nthe same problem. One of them sheds light upon the method of instruction ;the other points to the general character of subject-matter.\nThe problems of practicability and expense are, of course, vastly important ones in regard to this work. All of the above kinds of work entail\npractical difficulties of one kind or another in the handling of material\nand in the operation in the regular class-room. And yet the difficulties\ninvolved are only material ones — the child stands ready and eager to\nseize upon these activities and reap incalculable benefit from them when\nthe way is opened. Can we conceive that the way will not be opened\nand that the practical resourcefulness of the American teacher, when\nshe is convinced of the necessity of these agencies, will not find ways\nand means to master this problem and bring to bear all these natural\nresources upon the life of the schoolroom ?\nThe real problem, indeed, at the bottom of this whole question is\npresented by the grade teacher, for all considerations, economic and\n\n"}
{"page": 119, "printed_page": null, "text": "Sessions]\n\nHANDWORK\n\nIN\n\nTHE\n\nPRIMARY\n\nSCHOOL\n\n107\n\npedagogic, emphasize the necessity that whatever of handwork is done in\nthe primary school must be done by the regular teacher. Even if it\nwere economically possible to consider any other arrangement, it would\nbe pedagogically out of the question. Only the regular teacher can bring\nthe handwork into harmonious relations to the school life and use it as a\ntrue medium of expression of the other school work. Herein are at once\nboth the difficulty and the hope of the situation. Difficulty because the\ngrade teacher has commonly had no special training in handwork, and,\neven when convinced of its value, is apt to regard the whole proposition\nwith diffidence and even dismay. This feeling, I firmly believe, is really a\nlack of confidence rather than any lack of capacity to deal with the simple\nprocesses that are needed. It is because such work has not been a natural element in the experience of teachers, and not because of any inherent difficulty in its requirements. The diffidence at undertaking work\nof this character will, I feel sure, largely disappear when we do away\nwith our set courses that appear so formidable and seem to need so much\nof technical training, and take up the work in the spirit of natural use ;\nwhen we substitute for the idea of teaching handwork the idea of teaching thru handwork. When handwork is taken up in this spirit, it ceases\nto be a thing apart. It is no longer simply so much more work added\nto an already crowded curriculum, but a helpmeet and assistance in dealing with the constant problems of the school.\nOn the other hand, it will be only when the work is approached^ in\nthis spirit, and the regular teacher comes to use handwork expression in\nthe same way that she now uses speech and writing, that handwork will\nreach its full possibilities in the primary school, or, for that matter, in\nany other stage of school work. For the primary school is in a sense\nthe strategic center of the whole manual-training movement. When this\nwork is assimilated in the primary school and there brought into organic\nrelations with the school life, it will not be long before its proper function will be understood by all teachers, and the day will have passed by\nwhen manual training is thought of as a little work with tools in a room\napart from and divorced from all the other interests of the school.\nWhen this time comes and manual training shall be reaching out to\nserve all the natural and varied interests of school life, then, and then\nonly, will handwork come into its full educational inheritance, and\nthen, and then only, will it find its full possibilities as one of the most\npowerful, because one of the most natural, expressions of child life. I\nbelieve that this time will come. It will come, of course, but gradually\nand perhaps slowly; but, as it comes, we shall find ourselves, I believe,\ncoming into a new era for manual training ; an era when this work will\nbe brought out from its isolation and made an organic instrument of all\nschool work, understood and respected by all teachers as an essential element in the education of children.\n\n"}
{"page": 120, "printed_page": null, "text": "108\n\nTHE\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nSCHOOL AND THE LIBRARY— THE\nVALUE\nLITERATURE IN EARLY EDUCATION\n\nFREDERICK\n\nM.\n\nCRUNDEN,\n\nLIBRARIAN,\n\nPUBLIC\n\nLIBRARY,\n\n[General\n\nOF\n\nST. LOUIS, MO.\n\nI have some hesitancy in presenting to a gathering made up of progressive educators a thesis on the value of literature in education and the\nbenefits to be derived from- the co-operation of school and library. I\nfeel that I may be regarded by some with the amused compassion that an\nEast Indian or Chinese audience would bestow on a speaker who should\ncome forward with an elaborate argument to prove the value of rice as an\narticle of diet. It was not so, however, twenty-five years ago, when I\nbegan to talk on the subject. Most teachers then regarded story-books —\nany books but text-books — as a distraction — a hindrance to class progress and an interference with school discipline. I fear there are some\nwho still hold the same view ; but the number, I am glad to believe, is\nnot large, and is rapidly diminishing. I know how hard pressed teachers\nare to keep their classes up with the schedule ; and if they decline the\nco-operation of the library, it is because they look upon this as another\nweight added to their overburdened shoulders. But this is like the\nmechanic who works away with blunt tools because he hasn't time to\nsharpen them.\nAt the present day, to say that the library can be made helpful to the\nschool is to state what seems to us an axiom. But \" axiomatic\" is, after\nall, a relative term. What is axiomatic to one person may not be to\nanother of different experience. I remember that it once took me several\nweeks to impart to a student in geometry a comprehension of and a realizing belief in the axiom, \"Two things that are equal to the same thing are\nequal to each other.\" Now, my experience as pupil and teacher long ago\nmade the value — the necessity — of literature in early education a selfevident proposition. Long before I read the statement in Sully's Psychology, Iknew \" that the habitual narration of stories, description of\nplaces, and so on, is an essential ingredient in the rudimentary stages of\neducation. The child that has been well drilled at home in following\nstories will, other things being equal, be the better learner at school.\nThe early nurture of the imagination by means of good, wholesome food\nhas much to do with determining the degree of imaginative power, and,\nthrough this, of the range of intellectual activity ultimately reached.\"\nIn his last novel, That Fortune, Charles Dudley Warner criticises an\nexclusively text-book training in a dialogue between two young men in\ncollege. One had come up thru all the regular grades and had entered\ncollege from a first-class fitting school ; the other, thruout an unsystematic\ncourse of instruction, had enjoyed the run of a good library. The variety\nand extent of the latter's information is a subject of constant admiration\nto his better- schooled classmate, who closes the particular conversation\n\n"}
{"page": 121, "printed_page": null, "text": "Sessions J\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\n1 09\n\nreferred to by exclaiming in a tone of vexation : \"Well, I might have\nknown something too, if I had not been kept at school all my life.\"\nYes, we have changed, not all that, but much of it. For a new agency\nhas, within a very few years, extended its influence all over the land.\nThe agency I refer to is the co-operation of the public school and the\npublic library. I believe that a majority of teachers now realize what\nforty years ago was understood only by the most advanced — that the free\nand joyous activity of the child which is called forth by literature lightens\nthe task of the teacher and is of incalculable benefit to the pupil. To\nsuch a teacher of forty years ago I owe the honor of standing before this\ndistinguished audience. To such a teacher of more than three hundred\nyears ago Queen Elizabeth owed her scholarship and her love of learning.\nRoger Ascham agreed with his friend Wotton that \"school should be a\nplace of play and pleasure, and not of fear and bondage.\" I know such\nschools today. Their pupils do not make any less creditable showing in\nschedule work because they enjoy their hours in school — because they\nat times go, by the teacher's invitation, to visit fairy land, and are allowed\nto wander at will in the flowery fields of literature.\nIt is early in the evening, and I don't see anybody sleeping ; but I am\ngoing to adopt the plan of the preacher who, along about \"ninthly,\"\nperceived a number of his congregation quietly slumbering in their pews.\nChoosing a passage from Scripture containing a repetition of the word\n\"fire,\" he shouted out that word so loudly that all the sleepers awoke, and\none or two started for the door. I am going to shock some of you by a\nstrong statement relating to the power of literature to expand the mind\nand to develop mental muscle. I took it from the lips of a prominent\neducator — a teacher whom many of you know personally, and probably\nnearly all know by reputation. Speaking of the relative value of literature\nand arithmetic, that bete noir of the American school (in wrestling with\nwhich, you remember, President Eliot says we waste so much time), my\nfriend gave his views in about the following words : He said he would\ntake a boy of fourteen, of average intellect, whose mind had been\ndeveloped from earliest childhood by reading the best books, but who had\nnever opened an arithmetic or had an hour's set instruction — who, in\nshort, knew nothing of numbers except what he would inevitably pick\nup — he \"would take such a boy and would guarantee to teach him in\nsix weeks all the arithmetic he need ever know, and as much as he would\nlearn in six years of school instruction.\"\nIf you think this too strong, remember that the words are not those\nof a librarian, but of a teacher. If you all admit that it is largely true, it\nwould seem unnecessary to say more. But there is no blinking the fact\nthat there still are teachers who stick to the \"three R's]\" and the schedule\nwith the same unswerving loyalty that the Honorable Bardwell Slote\nshowed for \"the old flag and an appropriation.\"\n\nTo these, and to others\n\n"}
{"page": 122, "printed_page": null, "text": "HO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nwho are half-persuaded, I direct my argument, hoping that, thru publication, my remarks may reach a larger audience and one more in need of\nenlightenment than are teachers who show by their attendance at this\nconvention that they are among the progressive forces of education.\nAs \" an ounce of Vinland is better than a pound of cosmography,\"\nlet me tell, briefly, what has been done in St. Louis in this line of work,\npremising, first, that we have had a free library only the last seven years,\nand that we have been greatly hampered by lack of funds, so that our\nplans were hardly in fair operation till this last season.\nWe have now two hundred and sixty-nine sets of books for circulation\nin the schools. Each set consists of thirty copies of a book carefully\nchosen for a certain grade. It is better to send thirty copies of the same\nbook than thirty different books, for two reasons : first, because it enables\nthe teacher to have class exercises ; second, because the interest of each\npupil is greatly intensified when all his classmates are reading the same\nbook. It gives them all a common subject of conversation, an edifying\ntopic to supplant the vulgarities of boys and the inanities of girls. And\nthis is one of the incidental benefits of literature in the school, which is\nof no small importance.\nThese sets of thirty are sent to schools on request of their respective\nprincipals, to be kept two weeks, with privilege of renewal for two weeks\nmore. At first we sent the boxes on a regular round thru the schools,\nbut changed the plan when we found that in some schools the books were\nnever unpacked. The books may be used in any way the teacher prefers —\neither in school or at home. We began with the youngest children, supplying to the first grade Caldecott Picture Books, illustrated Mother Goose\nrhymes, Little Red Riding Hood, Jack and the Bean Stalk, etc. These were\nfollowed by Scudder's Fables and Folk Stories, Hiawatha Primer,\nMcMurry's Classic Stories, and similar books, going gradually upward thru\nthese stages : first, nursery rhyme, and picture-book (which could be,\nand by at least one principal were, used in the kindergarten); second,\nthe fairy tale ; third, the myth\"; fourth, the mediaeval legend ; and so on\nto biography, history, and drama, culminating in Shakespeare's plays for\nthe eighth grade, with striking biographical and historical episodes and\nnature studies and stories inserted all along the line where they were\nlikely to be understood and enjoyed. I wish to emphasize \"enjoyed.\"\nThat should be kept in view as the immediate object of this reading. Let it\nbe ignored, and the ultimate end is made more difficult, if not impossible,\nof attainment. There was a very natural preference on the part of many\nof our teachers for \"collateral\" reading, that is, reading that has a direct\nbearing on school studies. There was a disproportionate call for such\nbooks as Coe's Modern Europe and Carpenter's Asia. To meet this call\nfully would, I fear, cut out many books of sheer delight — such books as\nwill inculcate a love of the best reading and lead to the gathering of vastly\n\n"}
{"page": 123, "printed_page": null, "text": "Sessions]\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\nIII\n\ngreater information than can possibly be obtained during the few years\nof a grammar-school course. Don't try too often to palm off semidisguised text-books on the children. Don't frighten your fish with a\nbare hook. Library books should, as far as possible, be dissociated from\nlessons and task work. Let them be as informing as may be, but they\nshould stand primarily for pleasure and inspiration. The sets that have\nfound least favor are those on science and that excellent series, the\nHeart of Oak books — the latter presumably because they lack illustrations. The favorites during the past year were The Prince and the Pauper ;\nHans Brinker ; Stories from Homer and Virgil; Old Greek Stories; Old Stories of the East; Adventures of a Brownie; Little Lame Prince; The Lang\nFairy Books; Ln Mythland; Stories of the Red Children; Scudder's Book of\nLegends; Lobo, Rag and Vixen; and Swiss Family Robinson. Ninety per\ncent, of the work thus far has been done in the lowest grades.\nOf our grammar schools thirty-three made constant use of these sets,\ntwenty used them occasionally,, and thirty-three made no use of them.\nMost of these -last are outlying schools, to which the library was unable to\nsend the traveling sets, while some reported that they had a sufficient\nsupply in the books furnished by the board of education. Fourteen\nschools — among those mentioned above as too far distant to be supplied\nwith the traveling boxes — were made depositories, or branch libraries,\nwith as many as fifty volumes to each room. Six night schools, also, were\nsupplied with sets of books. Thru these agencies a total of 119,708\nvolumes was issued during the school year — nearly double the number of\nthe previous year. If the library can provide the books, I believe the\nissue will show an equal ratio of increase next year.\n\"Well,\" the skeptic may say, \"what of it? Suppose the children did\nread so many story-books?\nWhat does it .signify?\"\nI have already quoted Sully as to the value of this reading. Let me\ngive a few extracts from reports made by our teachers. These reports\ncontain answers to three specific questions :\nx. What value do you attach to literature and supplementary reading in connection\nwith the school curriculum ?\n2. What effect has the general reading done by the pupils of your school had on\ntheir progress in their studies ?\n3. Do you find the books supplied by the library an aid to discipline ?\n\nA few replies must serve to illustrate the general tenor of all.\nI.\n1. The cultivation of a taste for good literature should be, it seems to me, one of the\nchief aims of the school curriculum. The development of a higher morality and a truer\nculture and refinement — which, after all, is the final aim of education — can best, and\nperhaps only, be accomplished by the encouragement of a closer and closer acquaintance\nwith our best literature. I attach to well-directed general reading as high a value as to\nany subject taught in the schools.\n2. Its effect upon the progress of the children has been daily more apparent.\nIt has\n\n"}
{"page": 124, "printed_page": null, "text": "H2\n\nNA\n\nTIONAL\n\nED\n\nUCA\n\nTIONAL\n\nASSOCIA\n\nTION\n\n[General\n\ngiven information which has been helpful in all of the studies, especially geography and\nhistory ; and the language of the children has been greatly improved.\n3. I consider supplementary reading as good in itself, and, therefore, cannot regard\nwith favor the conscious use of it as a means for maintaining discipline. Nevertheless,\nlike any subject which thoroly interests the children, it leads them into voluntary application, and so assists in cultivating that spirit which, in the end, eliminates the problem\nof discipline.\nII.\n1. The literature furnished by the public library has been of incalculable value.\nIt has supplied us with the larger part of our material for oral reading. It has been the\nbasis of most of our oral language work. It has been both the inspiration and the basis\nfor most of our composition work. The books taken into the homes from the school\nhave been helpful to the entire community.\n2. Much of our reading has been very helpful to the language work, geography, and\nhistory.\n3. It is a very great aid in discipline, both directly and indirectly. Indirectly, thru\neffect upon character.\nDirectly, by giving pupils something they love to do.\nIII.\n1. Of immense value to all our pupils, but especially to the poor child that can\nattend school but a very few years.\n2. Assists their progress in their studies, awakens and deepens their interest in the\nsubject, adds to thought and information, and changes dry studies into the exchange of\nideas, the answering of aroused curiosity, and fixes facts more permanently in the memory.\n3. The books supplied by the library are an aid to discipline. They change the\ncurrent of pupils' thoughts, and put them in a better and happier state of mind — more\nconducive to study and improvement.\nIV.\n1. The literature furnished by the library has put a life into the reading exercise\nthat it didn't have before.\nIt has made reading the principal study in the course.\n2. It has been of great advantage to pupils, has made them enjoy the exercises, has\nincreased their fluency, has brought them to know books and to want to find out about\nothers.\n3. Yes, an aid to discipline, decidedly.V. Pupils are interested in the exercise ; consequently they are attentive and orderly.\n1. Great value.\n2. Broadens the pupil and gives him greater interest in his regular work.\n3. Anything that awakens a child's interest aids in disciplining him. When the\nchild becomes sufficiently awakened to realize his own interest, the necessity for discipline\nis largely removed. This supplementary reading has had that effect. I consider it a\ngreat aid.\nVI.\nI consider the literature in the supplementary readers of great value in obtaining\nfluency, a working command of good language, and cultivation of the imagination, not\nsupplied by any subject in the course of study.\nIt is very helpful in discipline — lessening, indeed, the need for discipline.\nVII.\n\nHere is a brief extract from another letter :\nThere can be no doubt of the helpfulness of the public library reading sets in the\nschool. It is the universal experience with us that pupils who do most and best supplementary reading succeed best in all of their work.\nMost of the difficulty experienced by\n\n"}
{"page": 125, "printed_page": null, "text": "Sessions]\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\n113\n\nthe children in the study of arithmetic and geography, for instance, is due to their\ninability to read the subject-matter correctly. This defect is largely removed by the aid\nof supplementary reading.\nVIII.\nI prize very highly the supplementary reading in connection with the school curriculum.\nThe general reading has caused their minds to grow and broaden and deepen,\nenabling them to comprehend more readily the ideas conveyed by the printed page.\nIX.\n\nA principal of many years' experience writes :\n\nOne of the greatest blessings conferred on children is providing them with abundance\nof judiciously selected supplementary reading. The enlargement of the horizon around\nthe child, the increasing of his vocabulary, the encouragement to go to the fountain-head\nand there drink more deeply at the great source of supply — the public library — all\nfollow in natural order.\nI believe discipline grows easier from year to year. The abundant supply of reading\nmatter to be taken up as soon as lessons are learned has contributed largely to this result.\nI asked some of my most competent assistants their opinion of the value of books\nfrom the library. The reply was : \" Look at the faces of the pupils as they are using the\nbooks. See how absorbed they are in following the story. The book is new to them.\nAll the charms of novelty gather around the subject.\"\nX.\n\nThe head assistant in the Columbia School sums up by saying :\nSupplementary reading, especially in the lower grades, is worth all the rest of the\nschool work.\n\nThe St. Louis school in which most reading is done is the Columbia.\nIt goes without saying that it is one of the best schools in the city. At my\nrequest, the principal, Mr. Charles L. Howard, furnished me with a general\nstatement of his views on the educational value of. literature, and the\nmethods by which it is made the chief feature in his school. I should\nlike to quote the whole of his report ; but, not to overrun my time limit,\nI must content myself with a few extracts :\nWe make no parade of \"literature work\" or of supplementary reading. The latter\nterm is a misnomer ; it is misleading ; what others term supplementary reading in my\nschool is the whole thing. We have two forms of reading at the Columbia School. First,\na form of class work, in which the material for use has come to be selected on a basis of\ninterest, and what appears to be a natural appreciation of the Herbartian theory of the\nculture epochs. After the second grade or year there is no teaching of reading lessons,\nin the ordinary use of that term. There is no preparation of reading lessons for recitation. Generally each class in a given grade reads the list of books given as available\nfor its grade — sometimes less, oftener more. Sometimes a third- or fourth-grade class\nreads Evangeline, Miles Standish, The Merchant of Venice, or Julius Ccesar, with exquisite\nsatisfaction. I have seen a second-year class enthusiastic over the Pied Piper and\nHoratius at the Bridge. [Let me interject here that I have seen children not yet in the\nfirst grade enjoying these same poems.] Things are read as wholes. For no one ever\nreads Cassius' plea with Brutus, then runs off to find the whole play ; but generally one\nwho reads The Merchant of Venice first turns again and again to the court scene. These\nbooks have generally the characteristics of the classics ; and so we know that from pure\n\n"}
{"page": 126, "printed_page": null, "text": "114\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ninterest our pupils do a vast amount of valuable reading, from which they get facility in\nreading, a vast store of useful information, broad views, independent notions, and an\nacquaintance with the material which, molded in the master-mind, gives beauty, grace,\nvigor, and endurance to the best literature.\nThe second form of reading in the school relates to the use of miscellaneous books\nindependent of the school work. In this connection reading is encouraged, but no\nsupervision of it is assumed.\nAbout six hundred pupils in the school have tickets in the public library. They\nappear to be in constant use.\nIn 1898-99 we collected reports of \"outside readings.\" In eight months seven\nhundred pupils reported something over ten thousand books read. They were mostly\nwhat I should call for myself \" good books.\" .... The most pernicious books come into\nthe hands of children thru the suggestion of well-meaning people who are ignorant or\nthoughtless of their influence — such books as set up false ideals, inflame feeling, discolor\nfancy, and distort judgment ; the kind of books that used to abound in Sunday-school\nlibraries. The real value of this work cannot be told. The influence is mainly realized\nin conduct and character.\nOur friends are sometimes disturbed over the freedom in our work ; but it is observed\nthat the freedom allowed naturally secures a basis of interest which tends to make the\nreading thoughtful ; that those who read most widely accomplish most in other forms of\nschool work ; that the effect upon conduct is most salutary, showing in no case a bad\nresult from the reading habit ; that the ordinary nature-study books do not appeal to\nchildren strongly enough to secure voluntary reading as wholes ; that the \" classics \" tend\nto supplant everything sensational or weak ; that natural children make as few errors in\nselecting for themselves as their elders make in selecting for them ; that the \" bad \"\nbooks generally appear but once ; that a book is on the whole good or bad as determined\nby the attitude of the mind toward it.\n\nAn interesting experiment in the teaching of literature was tried in the\nSt. Louis High School the past season. A full account of methods and\nresults will be given before the Library Department by Mr. P. M. Buck,\nwho had charge of the work. I will merely say that the public library\nsupplied to the high school about five hundred volumes, in multiple copies,\nof the best American and English authors of the century, seven hundred\ncards were issued to the pupils, and more than twelve thousand volumes\nwere drawn by them.\nWe see, then, that a consensus of the St. Louis teachers who have\nwelcomed the aid of the library is that general reading is \" helpful in all\nthe studies;\" that it possesses \"as high a value as anything taught in the\nschools,\" while two teachers consider it \"worth all the rest of the school\nwork;\" that it is \"of immeasurable value to all pupils, but especially to\nthe poor child;\" that \"pupils who do most and best supplementary\nreading succeed best in all their work ; \" that it is \" a great aid to discipline\ndirectly and thru effect on character ; \" that \" it puts children in a better\nand happier frame of mind — more conducive to study;\" that \"its\ninfluence is mainly realized in conduct and character ; \" and finally\nthat \"the books taken into the homes have been helpful to the entire\ncommunity.\" Could we ask for anything more? Promotes progress in\nall studies ! Aids discipline ! Improves conduct and forms character !\n\n"}
{"page": 127, "printed_page": null, "text": "Sessions]\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\n115\n\nAnd, lastly, reaches out into the homes and educates parents and older\nbrothers and sisters.\nAnd, now, as a climax and summary to this testimony from teachers,\nI must quote, tho it be for the »th time, these words of President Eliot :\nFrom the total training during childhood there should result in the child a taste for\ninteresting and improving reading, which should direct and inspire its subsequent intellectual life. That schooling which results in this taste for good reading, however unsystematic and eccentric the schooling may have been, has achieved a main end of\nelementary education ; and that schooling which does not result in implanting this\npermanent taste has failed.\n\nIn that thoughtful and stimulating essay, Culture without College,\nDr. Gannett gives as the three great agencies of education, \"the three\nchief teachers — work, society, and books.\" This cannot be disputed ; but\nas to the order of the instrumentalities named — while they are to such great\nextent reciprocal and interactive — I am inclined to think that, for the\ngreat mass of children, books, if brought into their lives early enough and\nconstantly enough, may easily be made the controlling influence; for the\nstandards and ideals obtained from good books will largely determine both\ncompanionship and kind and quality of work. Ignoring the other two\nfactors creates, as Dr. Gannett says, a dwarf ; and if the bookish education\nis \"mere text-book education,\" the result is a \"dwarf of a dwarf.\" The\ninfluences of our active life tend to reduce to a very small number the\nfirst tribe of pygmies ; and the recent development of co-operation\nbetween school and library promises, in a short time, the extinction of the\nlatter minified manikin.\nTo determine the value of the library, or of any other educational\nagency or adjunct, we must agree upon what is education — we must\ndecide what it is we seek to do for the child in giving him \" an education.\" Do we — can we — send out educated boys and girls from the\ngrammar school at fourteen, or from the high school at eighteen? Can\nwe do more for them than teach them how to read and make reading\ninteresting to them ? It is for these, the oof per cent., I speak. As to\nthe £ per cent, of college graduates, if they have been started right, they\nneed give us no concern.\nWhat, then, is the purpose of education ? One purpose is to enable\nthe boy to make a living. Yes, but very little suffices for that. I have\nknown men scarcely able to read who had much larger incomes than\nany of us. To make good citizens. Unquestionably that is what most\nconcerns society. It includes, of course, ability to make a living and\nmuch more. But how is the ordinary school curriculum to fit the child\nfor the duties of citizenship ? How is he to grow morally strong on an\nexclusive diet of text-books ? How can a knowledge of the capes and\nrivers of Asia, of the tables of Troy and apothecaries' weight, and of other\nuseless and unentertaining facts give the child any idea of his rights and\nduties as a social being?\nWhat nurture for the imagination — which is\n\n"}
{"page": 128, "printed_page": null, "text": "I 16\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nso necessary a first step in mental awakening — what nurture for the\nimagination does the child get from hours spent in finding the greatest\ncommon divisor and least common multiple ? I speak feelingly of this\nparticular grind, for I recall many tedious hours wasted on it. My little\nboy of five and a half got more mental development from having Stanley\nWaterloo's Story of Ab read to him three or four times than I did at twice\nhis age out of many weeks of tiresome work over the greatest common\ndivisor and the least common multiple. And to this must be added the\nintense enjoyment the story afforded — and, above all, the desire for more\nknowledge which it awakened.\nIt is not necessary to discuss the question whether pleasure is the\nchief end of life, but we must agree that a life which has known no\npleasure is a blighted nubbin, a stunted tree, a sorry spectacle. In every\nhuman soul there is an insistent demand for pleasure in some form. This\ncry is most clamorous in childhood. With the child, indeed, pleasure is\nthe mainspring of action, the central object of desire. Shall we check\nor ignore this longing for the joy of life when it takes the form of a thirst\nfor knowledge, of a craving for high companionship, of the fresh soul's\naspirations toward the ideal ? And is there any greater pleasure to the\nchild who has been early led to a liking for literature than to lose himself\nin the pages of a fascinating book ? I have known more than one healthy,\nactive-bodied boy who had not yet learned to read, who would gladly\nleave a game to listen to a reading from such a book as Hiawatha,\nTanglewood Tales, or Stories from the Fairy Queen. Pleasure is essential\nto the young life. Without enjoyment it cannot blossom, but is blighted\nand withered like a plant without water. If, then, we take no account of\nthe culture and inspiration of literature, if we regard it merely as a means\nof pleasure, we cannot deny it to the child. We owe it to the nation,\nwhich intrusts us, as educational experts, with the development of its\nchildren ; we owe it to our high office to see that this elevating pleasure\nearly enters into the lives of the young people committed to our care.\nIf for no other reason than the substitution of higher for lower, of intellectual for physical enjoyment, it is our duty to inculcate in our young\ncharges \"this habit of reading,\" which, as Anthony Trollope says, \"is\na pass to the greatest, the purest, the most perfect pleasure that God has\nprepared for his creatures.\"\nWe can recall incidents of our childhood which illustrate the various\nsources from which pleasure came to us ; and we find the emotional life\nof a child charmingly pictured in Pierre Loti's Romance of a Child. This\nlittle book shows how objects and events, striking from their brightness,\ntheir somberness, their horror, or even their mere suggestiveness, make\ninstant and indelible impressions on the \"super-sensitized plates of the\nyoung mind. Now, every boy and girl cannot be brought up in a country\nhouse with a pretty garden containing old fruit trees and a fountain, with\n\n"}
{"page": 129, "printed_page": null, "text": "Sessions]\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\n117\n\nviews of magnificent sunsets across field and marsh and sands to a stretch\nof the illimitable ocean. Not every boy has a forest to roam thru in\nsummer, or an island with its novel life to enjoy. Not every embryo man,\nlike the hero of Edith Lanigan's charming sketch in the January Atlantic,\nfinds in his father's library the means of aerial trips to all countries and\nages, personally conducted by the most affable and entertaining guides.\nBut every boy and girl can, and should, be supplied by school and library\nwith voyages to all lands, with cinematographic views of man's upward\nprogress, with mental pictures of forests, seas, and islands — famous\nislands such as Treasure Island and Crusoe's island ; vast forests\ninhabited by pygmies and gorillas ; seas of Sinbad and the Maelstrom\nand the Ancient Mariner. Above all, every child should be furnished\nwith winged cap and shoes that will bear him to the realm of fancy and\nfairy land. Every child should be introduced, not only to Alexander and\nHannibal and Caesar, to Franklin and Washington and Lincoln, but also\n— and earlier — to those even more interesting, those fascinating personages, Little Jack Horner, the Three Bears, and Cinderella; Quicksilver, Perseus, and Ulysses ; King Arthur, Sir Lancelot, and the Red\nCross Knight; Christian and Robin Hood and Mowgli. All this the\nschool and the library, working together, can do for the children of the\nnation. Especially to children of narrow home horizon, of sordid, and\nperhaps vicious, surroundings, are we called upon to give glimpses of the\ngreat world into which they have been born, some conception of the\nheritage which they may claim, and of its cost to countless generations in\nblood and tears, in sorrow and suffering. We can fill the white tablets of\ntheir minds with beautiful pictures which will cheer them thru life ; we\ncan impart to them an ambition and a determination to make the most of\ntheir powers; we can implant in their souls ideals which will lead them\naway from sordid desires and base pursuits, and make them better citizens\nof the republic.\nIs not this the purpose of education ?\nWhen I say \"we,\" I mean teacher and librarian. The librarian alone\ncannot do it. And, let me add, the teacher can never reach this goal with\nthe text-book for his only staff. A farmer might as well hope to raise\nfine horses and oxen on an exclusive diet of dry oat straw or corn\nshucks.\nAchievement and character are based on the ideal. Whence is the child\nto gain high ideals ? For the average child there is but one source — the\nlives and utterances of the idealists of the world — the dreamers, the\nprophets of all ages. They will teach him what education is, what character is, and how precious it is above all things. They will teach him\nthat the total of philosophy is not summed up in Iago's \"Put money\nin thy purse;\" that he may gain wealth and be impoverished in soul ;\nthey will show him that he may master science, but that \"the measuring\nrod of science can never measure the ends of living ; \" they will make\n\n"}
{"page": 130, "printed_page": null, "text": "I 18\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nclear to him that \" though he speak with the tongues of men and of angels,\nand have not love, he is as sounding brass or a tinkling cymbal.\" As a\ncitizen, too, he will realize that it is not prosperity, \"it is not piety but\nrighteousness that exalteth a nation.\" While possessed of the spirit of\nrighteousness, he will not be devoid of piety. He will have the allpervading piety that Dr. Harris speaks of — \"the piety not merely of the\nheart, but the piety of the intellect that beholds the truth, the piety of the\nwill that does good deeds wisely, the piety of the senses that sees the\nbeautiful and realizes it in works of art.\"\nMy friends, as I said in the beginning that it seemed a work of supererogation to urge co-operation of school and library before this body of\nalert and advanced educators, so, in conclusion, I must offer the overpowering importance of the subject as my excuse for giving final emphasis\nto a thought which I hope is never wholly absent from our minds and is\nthe guiding influence of our lives — the supreme importance of the work\nintrusted to us. As Wendell Phillips said : \"Education is the only interest\nworthy the deep, controlling anxiety of the thoughtful man.\"\nIn Louise Jordan Miln's Little Folk of Many Lands I find this striking presentation of the thought I wish to leave with you in closing. As\nshe and her father were seated on the Italian seashore one day, \" he pointed\nto the half-clad children playing near. 'There is nothing in all the\nworld so important as children,' he said, 'nothing so interesting. If you\never wish to go in for some philanthropy, if you ever wish to be of any\nreal use in the world, do something for children. If you ever yearn to\nbe truly wise, study children. We can dress the sore, bandage the\nwounded, imprison the criminal, heal the sick, and bury the dead ; but\nthere is always a chance that we can save a child. If the great army of\nphilanthropists ever exterminate sin and pestilence, ever work our race's\nsalvation, it will be because a little child has led them.\"\n\nSOME\nPRINCIPAL\n\nG. M. GRANT,\n\nOF OUR\n\nMISTAKES\n\nQUEEN'S UNIVERSITY,\nCANADA\n\nKINGSTON,\n\nONTARIO,\n\nThis is a safe subject to take when addressing an educational association anywhere, whose object must be mutual criticism rather than mutual\nadmiration. Is not the object of all true educators to stimulate thought\nand correct mistakes, that we may profit by the shortcomings of the past\nand make present life more complete? It may, indeed, be said that I\nknow too little of the United States to speak with any authority concerning their mistakes. That is perfectly true, and you must, therefore, consider that my speech refers mainly to Canada, tho, as all here are fellowworkers and the conditions of the two countries are in the main alike, I\n\n"}
{"page": 131, "printed_page": null, "text": "Sessions]\n\nSOME\n\nOF\n\nOUR\n\nMISTAKES\n\nmay be permitted to take the position of confessing common\n\nHQ\n\nsins, instead\n\nof acting as the \"ill bird which fouls its own nest.\" You are the older,\nwealthier, and more populous country, and it may even be, thru our\ngiving you that sincerest form of flattery known as imitation, that you are\nresponsible for our mistakes, as well as for your own, in educational as in\ncommercial matters. As regards the latter, by affinity to Great Britain\nand tradition, as well as by reason, we are free-traders ; but you are\nsteadily influencing us into becoming protectionists; and tho our wall\nagainst your products and manufactures is not yet anything like so bad\nas your wall against us, it is clear to me that ours will get worse if yours\ndoes not get better. We sympathize, you see, with the brotherliness of\nthe moderate drinker who, going home with unsteady gait, saw a more\nthorogoing toper lying in the ditch: \"I cannot help you up, my dear\nfellow, but I can lie down beside you.\"\nOur first great mistake is that we have systematically undervalued the\nteaching profession. If mind is greater than the body, if ideas are more\nimportant than dollars, and character of more consequence than anything\nelse, then only the best and the best-trained men and women should be\nallowed to teach, and these should be honored above every other class in\nthe community. How dreadfully we have failed here ! Public-school\nteachers are often no better taught and no better paid than clerks or millgirls ; some high-school teachers have not even our easily attained college\ndegree, and not a few university professors would not be allowed a post\nin a German gymnasium. We think that anyone can teach our children,\nand, therefore, those who offer to teach for the smallest salaries are preferred byboards of trustees.\nAs the history of the world is the judgment of the world, let us ask\nwhat its judgment is regarding the importance of teachers. According\nto its verdict, they have been the great benefactors of the world both in\nthe East and in the West. To this day, the educated youth of Britain, of\nthe United States, and of Europe sit at the feet of those two great teachers, Plato and Aristotle, when studying for the highest degree in literat\nhumaniores. Plato and Aristotle again were the disciples of that genuine\nteacher, Socrates, who taught the youth of Athens so effectually that they\ngave him hemlock to drink, a reward such as was usually given to the\nprophets of Israel. What a tribute to the intellectual supremacy of Socrates have the centuries steadily paid, because he insisted on getting to a\nrational foundation for life and tested every other foundation with quiet,\nremorseless dialectic ! His spirit, thru his disciples, has ruled all the\nwestern world from his urn for more than 2,000 years. The phrase which\nthe Greeks used with regard also to their great dramatists was that ^Eschylus\ntaught this, that Sophocles taught this, that Euripides taught this. In\nother words, each play was a lesson, and the poet was a teacher. Go to\nthe East, and the record is the same.\nBuddhism is the most widely\n\n"}
{"page": 132, "printed_page": null, "text": "120\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nspread religion there. The Buddha was simply a teacher, one who taught\nhis disciples the secret of life and character, making the deepest truths\nfamiliar to all by means of parables, like Him of whom it was said that\nwithout a parable he taught nothing. Who, again, is the man that the\nteeming millions of China have revered for twenty-five centuries, to whom\nthey raise temples, and who has molded their compact civilization ?\nConfucius, who from first to last was a teacher, who, while secretary of\nstate or prime minister, based his successful administration on what he\nhad taught his disciples, and who retired from his high office to resume the\nwork of teaching, when his aim was deemed too high by a sovereign who\nhad yielded to sensual temptations. Going higher still, by what title\nwas Jesus known, during all his public life ? By the title of rabbi, or\nteacher. He taught the inner circle of his disciples and the multitudes,\n\"without hasting, without resting.\"\nWhat was the great characteristic of all these teachers ? They taught\nwith authority. Every one of them knew his subject, took it seriously,\nloved it for its own sake, continually found new wealth in it, was enthusiastic about it, and so made his disciples enthusiastic. To come in contact with such a mind is of itself a liberal education. That is what\nGarfield meant when he defined a college as President Hopkins sitting\non one end of a log and he on the other end. Such a teacher makes his\nsubject interesting to his scholars, unless they are hopelessly bad or hopelessly imbecile. Because we seldom get such teachers, we demand subjects of study which in themselves are interesting, such as dime novels,\nshilling shockers, penny dreadfuls, Henry's histories, and the sporting\ncolumns of yellow journals. Fond parents, seeing the dear children\ndevouring literature of this kind, are filled with admiration at their devotion to books and love of learning, and sigh over the educational advantages which this generation has, compared with the condition of things\nin their days. The scholars should, of course, be interested. But there\nis a great difference between interesting by inspiring and by amusing\nor exciting. We seldom attempt more than the latter. We have substituted for discipline merely interest.\nHere I touch on the second great error we have made. Thru not\ncaring to get the best teachers and not valuing the best, we are continually on the hunt for a royal road to knowledge. There is no royal\nroad. To become educated, a man must work, an.d work is what the\nnatural man hates. Unless we overcome that bad, deep-seated instinct,\nwe do not educate. Nothing is so destructive to manhood or womanhood\nas laziness. There has been much talk in our day of the dangers of\nstrong drink, and of the thousands ruined by drunkenness. It would be\nmore to the purpose to talk of the danger of idleness, and of the tens\nof thousands it ruins. Everyone can see that drunkenness is a sin, but\nfew see the sin of mental inertia.\nA good school is one that has a good\n\n"}
{"page": 133, "printed_page": null, "text": "Sessions]\n\nSOME\n\nOF\n\nOUR\n\nMISTAKES\n\nI2 1\n\nteacher; and the good teacher, when he is allowed a free hand, does not\nlet children pick and choose what they themselves find interesting, but\nmakes them learn accurately what has been thought out as the best course\nfor mental discipline and character-building. As Professor Miinsterberg,\nin an article on \"School Reform\" in the Atlantic Monthly for May, 1900,\nputs it :\nHe who is allowed always to follow the paths of least resistance never develops the\npower to overcome resistance ; he remains utterly unprepared for life. To do what we\nlike to do, that needs no pedagogical encouragement; water always runs down hill.\nOur whole public and social life shows the working of this impulse, and our institutions\noutbid one another in catering to the taste of the public. The school alone has the\npower to develop the opposite tendency, to encourage and train the belief in duties and\nobligations, to inspire devotion to better things than those to which we are drawn by our\nlower instincts. Yes, water runs down hill all the time ; and yet all the earth were\nsterile and dead if water could not ascend again to the clouds and supply rain to the\nfield which brings us the harvest. We see only the streams going down to the ocean ;\nwe do not see how the ocean sends up the waters to bless our fields. Just so do we see\nin the streams of life the human emotions following the impulses down to selfishness and\npleasure and enjoyment, but we do not see how the human emotions ascend again to the\nideals — ascend in feelings of duty and enthusiasm ; and yet without this upward movement our fields were dry, our harvest lost. That invisible work is the sacred mission of\nthe school ; it is the school that must raise man's mind from his likings to his belief in\nduties, from his instincts to his ideals, that art and science, national honor and morality,\nfriendship and religion may spring from the ground and blossom.\n\nOur third great error is that we have imagined that there is a royal\nroad to the making of good teachers. There is not. Good teachers\ncannot be extemporized or made in a hurry. They cannot be made by\nthe mere teaching of psychology, pedagogy, or methods. Something\ninfinitely more important is needed. Content is always more important\nthan form. What is the good of your method, if you have nothing to\nteach ? A good teacher must know thoroly what he has to teach. If\nit is English, he should know English literature, and to know that he\nmust be a classical scholar, must know and love the great masters, and\nhave made at least one epoch or department his own, so that he might\nwrite intelligently regarding its relations to the whole. So with every\nother subject that he may be called on to teach. Here again Miinsterberg has some words of wisdom for us :\nI had no teacher who hastily learned one day what he must teach me the next ; who\nwas satisfied with second-hand knowledge, which is quite pretty for entertainment and\norientation, but which is so intolerable and inane when we come to distribute it and to\ngive it to others. I had from my ninth year [the age at which German boys usually\nenter the gymnasium] no teacher in any subject who had not completed three years' work\nin the graduate school. Even the first elements of Greek and mathematics, of history\nand geography, were given to us by men who had reached the level of the doctorate, and\nwho had the perspective of their own fields\nA great poet once said that any man\nwho has ever really loved in his youth can never become quite unhappy in life. A man\nwho has ever really taken a scholarly view of his science can never find in that science\nanything which is quite uninteresting.\nSuch enthusiasm is contagious.\nWe boys felt\n\n"}
{"page": 134, "printed_page": null, "text": "122\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthat our teachers believed with the fullness of their hearts in the inner value of the subjects, and every new bit of knowledge was thus for us a new revelation. We did not\nask whether it would bake bread for us. We were eager for it, on account of its own inner\nrichness and value.\n\n\"We did not ask whether it would bake bread for us\" ! How unpractical ! How unlike the British author, who, writing recently on what he\ncalls \"the curse of education,\" says: \"The children of agricultural\nlaborers and small farmers are given instruction which will be of no\nearthly use to them in the occupation for which they are naturally fitted.\"\nOf course, they should from infancy be taught only how to dig and\nscrub. Why should they be sent to school at all? \"French and mathematics,\" he says, \"are equally valueless accomplishments for the carting\nof manure.\" The London Spectator very naturally asks : \"Does he want\nthem taught to cart manure?\" In Canada as in the States, we get our\nbest students from the farms. This so-called \"practical\" mode of\nteaching existed in full perfection at Dotheboys Hall. Mr. Squeers\nexpounded it to his assistant, Mr. Nickleby:\n\"First boy — c-1-e-a-n, clean ; w-i-n-d-e-r, winder ; go and clean the winder. Where's\nthe second boy?\" \" Please, sir, he's weeding the garden.\" \"To be sure, so he is.\nThat's our system, Nickleby. B-o-t, bot ; t-i-n, tin ; n-e-y, ney; bottinney. When he\nknows that out of a book, he goes into the garden. Third boy — what's a horse ?\" \"A\nbeast, sir.\" \"So it is. Now, as you're perfect in that, go and look after my horse, and\nrub him down^well, or I'll rub you down.\"\n\nThis educational system of Mr. Squeers is systematized now in some\nplaces and dignified by the name of manual or technical training. In\nmy day we got what is good in it from our jack-knives and fishing rods,\nin the playground or the garden or the woods, and the school hours were\ntaken up with serious work ; but 1 suppose \" new occasions teach new\nduties.\" In Germany a man must have passed the exit examination of\nthe gymnasium, equal to our B.A. or M.A., and then studied three or\nfour years in the university before he can teach in a German gymnasium ;\nbut we do not need to engage university men to instruct children in the\nuse of tools or in the mysteries of the kitchen. I myself doubt whether\nthe school is the place for such departments. There is still room in our\nsocial system for the house and the workshop. Technical schools of the\nbest kind we do need, but their work should be based on a sound general\neducation, given in the common and high school and — for those who\nare to be leaders in modern industries and professions — in the university.\nAs to the education a teacher requires, nothing can take the place of\na university training, where the student is taught to think, but it is folly\nfor him to go there until he has been drilled into accurate scholarship at\na good secondary school, like the English public school or the German\ngymnasium. The modern craze for psychology, as the one thing needful\nfor teachers, has its origin in our consciousness that something has been\n\n"}
{"page": 135, "printed_page": null, "text": "Sessions]\n\nSOME\n\nOE\n\nOUR\n\nMISTAKES\n\n123\n\nlacking and in our faith in short-cuts. For the mass of teachers psychology\nis a snare; not a help, but a hindrance ; as much so as Saul's armor would\nhave been to the shepherd lad in his fight with Goliath. I believe in\nstudying psychology, but not for the purpose of teaching ; for psychology deals with abstractions, whereas the teacher has to deal with very\nconcrete human beings, who require in their teacher full knowledge,\nhonesty of purpose, and warm, personal interest in his pupils. I once\nheard a normal-school teacher expatiating to his students on the advantages of psychology in explaining the beauty of a rose ! Another\nshowed that if they only knew psychology they would never stand between\ntheir class and the blackboard when they were writing on it the exercise\nthat had to be copied. On both occasions it was evident that Mesopotamia was a sweet word. Such a work as that of Dr. W. T. Harris on\nPsychologic Foundations of Education is not for our ordinary teachers. It\nis as completely beyond them as Kant's Critique or Hegel's Philosophy of\nRight — excellent of its kind, but demanding the trained faculties of the\nreflective honor graduate.\nOur first mistake, then, is that we have undervalued the teaching profes ion ;our second, that there is a royal road for children to become\neducated ; and our third, that there is a royal road for men or women to\nbecome competent teachers. How shall we avoid these mistakes ? The\nmistakes are radical and rooted in low ideals of life. Until these\nare replaced in popular estimation by higher ideals, we must stumble\nalong as we have been stumbling in the past. But, depend upon it, we\nsuffer for our mistakes.\nWhat would you have us do? Honor the teaching profession by giving\ninducements to the ablest men to enter and remain in it. That is done\nin the old country. There is a career there for teachers. The heads of\nthe great public schools, for instance, receive far higher salaries than the\nheads of universities on this continent. The archbishop of Canterbury,\nin rank, comes next to princes of blood ; and of the last four archbishops\nthree were headmasters. Heads of colleges and universities have a\nrecognized high social position. Professors who have a taste for public\nlife are elected to the House of Commons. Others receive peerages. An\nimprovement has taken place as regards salaries in the United States\nwithin the last decade or two, but there is room for improvement all\nalong the line. At present the teaching profession is commonly regarded\nmerely as a stepping-stone to other professions or occupations, which of\ncourse is an infallible sign that in public esteem it is the lowest of all\nprofessions.\nAgain, honor the teaching profession by your attitude to it in the\nhome. Nothing in Germany and in Scotland struck me more than the\ncontrast between their home attitude and ours. Education was taken\nseriously.\n\nThe\n\nhours for lunch, dinner, and social engagements were\n\n"}
{"page": 136, "printed_page": null, "text": "i24\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\narranged to suit the school hours. Teachers were spoken of with respect,\nand their decisions accepted without question. No one assumed that\nlessons could be learned without study, or that difficult subjects should\nbe set aside at the whim of youngsters. Intellectual levity is as much the\nprevailing note with us as intellectual seriousness is with them.\nFinally, in the long run, the teachers' attitude to learning will determine the attitude of the people. If they regard it as a means to material\nends, it will be so regarded universally. If they consider that their education isfinished, no wonder if education is classed with finite and external things. But if they believe that they have not attained, and are\npressing on to far-distant horizons, the point of view of the public will\ngradually change with regard both to them and their profession.\n\nPROFESSOR\n\nSOCIAL\n\nSCIENCE\n\nAND\n\nTHE\n\nGEORGE\n\nE. VINCENT,\n\nUNIVERSITY\n\nCURRICULUM\nOF\n\nCHICAGO,\n\nCHICAGO,\n\nILL.\n\nRousseau looked back longingly to the days when prehistoric men\nlived in primal virtue a happy and blameless life. In somewhat the same\nway, when we confront the complex and baffling problems of today, we\nthink enviously of the simple existence of our primitive ancestors. They\nheld neither convention nor institute. They were innocent of round\ntables. They solved the puzzles of life one by one as best they could,\nbut they reflected little on their aims and methods. The education which\nthey gave their children fitted them for the life of the group. The simple\nsum of social knowledge was easily communicated. The primitive dexterities, handicrafts, and social virtues were passed on chiefly by contact of\nchildren with parents. Where each man knew all there was to know, and\ncould do all that anyone did, education was relatively simple. But as\nknowledge and dexterity increased, they came to overburden single minds;\ndivision of labor, intellectual as well as manual, began. Primitive philosophy became the province of the \" medicine men,\" whose successors are\nthe philosophers, theologians, scientists, preachers, and teachers of today.\nWith the centuries the growing mass of human knowledge has been\nmore and more minutely subdivided; man's world has been resolved into\nits elements. But along with this analysis has always gone the effort to\npatch the pieces together, to keep man's experience whole. This great\nantithesis appears in our current educational theory and practice. On the\none hand, we find the constant pressure of new subjects which clamor for\nadmission to the curriculum ; on the other hand, we hear the cry for correlation, co ordination, concentration. It is urged that the life of the\nchild must not be broken up into unrelated fragments ; that all these\nartificially divided studies must be related and kept in unity in the child's\ngrowing mind.\n\n"}
{"page": 137, "printed_page": null, "text": "Sessions]\n\nSOCIAL\n\nSCIENCE\n\nAND\n\nTHE\n\nCURRICULUM\n\n125\n\nStill another tendency asserts itself. We hear much in these days of\n\"the social aspects of education,\" of-\" the sociological basis of education,\" of \" the school as a community,\" and of \" school and society.\" If\none may risk the interpretation of vague movements of thought such as\nthese, I venture to assert that this social tendency of education is only\nanother aspect of the inevitable process by which men struggle to see\nthings whole. The conception of the origin and development of the\nnature and end of society sweeps into unity all the fragmentary knowledge of mankind. The socializing of education, then, is an effort to give\npupils, little by little, a way of looking at society which shall enable them\ngradually to see things in their relations, to order conduct, and to contribute something to the stability and enrichment of the life they live in\ncommon with their fellows.\nThose who cultivate history, economics, politics, anthropology, and\nsociology, and who believe that social science in a large sense has an allimportant role to play in education, are naturally concerned to know\nwhat relation these studies may sustain to the elementary and secondary\nschools. They know that these subjects are at present almost wholly\nuniversity pursuits, but they remember that certain of the studies which\nin recent years have crept into the high school and the grades have made\ntheir way downward from the institutions of higher learning. The study\nof science affords a conspicuous illustration. Geology and botany, zoology\nand physiology, gradually lose their identity as they are traced thru\nthe high school down into the grades, where they merge into the undifferentiated protoplasm called \"nature study.\" This process may well\nserve as a model to those who are anxious to see the social sciences influence the earlier years of the school. And yet I fancy that none of these\nsocial scientists, with all their desire to gain admission to the grades,\nwish to increase the number of subjects now included in that interesting\nmosaic known as the common-school curriculum. They simply ask for a\nlarger interpretation of the subjects which are now taught, or, perhaps\nbetter, the use of these subjects, enriched in some degree, as vehicles of\nsocial knowledge and ideals.\nEducation is essentially a socializing process. Every group educates\nits members by many devices. This education is always going on. The\nschool is only one agency of this process, and it must adjust its aims and\nmethods to the great social forces which are molding the young in a\nmultiplicity of ways. A study of the social sciences suggests to those who\ncontrol the schools the principles which must be followed, as well as the\nmaterials of instruction and inspiration by which the development of the\nyoung into socialized citizens may be furthered.\nSocial science has already a place in the curriculum. Almost every\nsubject now taught has its social aspects, and these are in many cases\nemphasized.\nBut not until the teacher looks at these subjects from the\n\n"}
{"page": 138, "printed_page": null, "text": "126\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\npoint of view of social science can the curriculum yield its richest results\nin knowledge and character. The plea I have to make, then, is not a\nplea for anthropology in the second or third grades, nor a demand for\nsociology in the high school, but an urgent appeal for the unifying of the\ncurriculum by a social philosophy concealed in the lower stages from the\npupils, but clearly present in the mind of the teacher.\nLet us trace for a moment the inevitable process by which knowledge\ngrows with advancing years in the mind of the child. In the first stage\nwe have the isolated bits of knowledge, related here and there, and now\nand then to the shifting interests of the young mind; the story complete\nin itself, the fact or explanation which solves the problem of the moment.\nThe eager growing mind stores itself with these fragmentary, fascinating\nthings. Then follows the stage in which small groups of these interesting\nimages are brought into relationship. The exhilaration which comes with\nthis putting of things together is known to every teacher. Gradually the\nprocess grows wider and more definite. The smaller groups of fact are\nmerged in ever larger and more significant unities, until finally, with the\nupper grades and the high school, the period of systematic reflection\ndawns. The early experiences of childhood are re-read and re-interpreted\nin the light of the larger knowledge. Generalization in its legitimate\nform is made possible by the preparation of the earlier years. It is thus\nthat nature study in the kindergarten and in the lower grades is gradually\norganized into the \"ologies\" of high school and college. In similar\nfashion the social scientist demands for children the concrete knowledge\nand experiences out of which, in due time, logical sciences and practical\nwisdom may develop.\nIn providing appropriate materials, two aims must be kept constantly\nin mind : the genuine interests of the child at different stages of his\ngrowth, and the maturer view of life toward which this growth is to be\nguided. The child's interests are at first supreme, but even if this be\ngranted, there are choices of appropriate facts and occupations, and these\nchoices must be determined by the ultimate end in view.\nThe socializing movement is well under way. In kindergarten and\nelementary school social materials have long been recognized. The\nsimple industrial processes of weaving, clay-modeling, wood-working,\nand food preparation have been utilized, but in rather too conventionalized a way. We note in Professor John Dewey's theory and practice\nthe beginnings of a movement back to nature, or rather back to primitive\nmanufacture. Children weave baskets rather than paper mats. They\nmold pottery rather than balls and cubes. They make looms and wagons and houses rather than conventional elements of carpentry. They\ncook food for actual use instead of making premature experiments in\nphysics and chemistry. Thus manual training may be socialized in the\nsense that it may be brought closer to social life and its actual activities,\n\n"}
{"page": 139, "printed_page": null, "text": "Sessions]\n\nSOCIAL\n\nSCIENCE\n\nAND\n\nTHE\n\nCURRICULUM\n\n127\n\npast and present. In later stages it becomes inevitably and properly\nmore conventionalized, specialized, and precise.\nAbout these industrial processes naturally gather ideas as to the utilizing of raw materials, the working of them into finished products, the\ncomparison of crude, primitive processes with the highly organized\nproduction of today. It is impossible to deal with these topics without\ngrouping about them many facts of social and industrial history; thus\nthe idea of change in human affairs, the ideas of organized industry and\nof commerce gradually emerge from these activities and interests of the\nearly grades.\nIt may be remarked in passing that the committee may well question\nthe value of economics in the high school, so long as the lower grades\nare not supplying the elementary ideas which economic science generalizes\nand arranges in logical form. But in the investigation of industry\nand commerce, great facts of diversified natural conditions, of mineral\nresources, of agricultural products, of varying climates, of transportation\nby land and sea, are inevitably involved.\nGeography is being vitalized by this contact with human life and\ninstitutions. It is no longer an isolated and dull pursuit. It becomes a\nstudy of man's home, the scene of his conquests. The influence of natural conditions on the industry and life of man becomes a fascinating\ntopic. The determining effect of mountain and plain, of river and pass,\non the course of history, emerges from one concrete illustration after\nanother. On the other hand, geography is only another aspect of nature\nstudy. The lives of plant and insect, bird and beast, take on new\nmeaning when their stories are told in relation to their environment and\nto mankind. The work of Colonel Francis W. Parker and his staff has\ndemonstrated the value of socialized geography in relating all the subjects\nof the program.\nThe formal pursuits of the curriculum, so called, lend themselves\nreadily to the social point of view. The reading-book will undoubtedly\nbecome more and more the vehicle of appropriate descriptions and\nanecdotes which bear upon social life. Much of the old literature will\nremain, but some of it is already being replaced by stories of primitive\nlife, of typical industrial processes, and tales and songs not only of past\nheroism, but of duty bravely done today.\nIt is needless to indicate the ways in which number work is now\nrelated to manual training, history, geography, nature study, and other\nsubjects of the school program.\nBut to the study within the school must be added the visiting of\nindustries and other institutions. As a matter of course, the teacher of\nnature study sends her pupils afield for material or accompanies them on\nexpeditions into wood and meadow. A few wise teachers are in the\nsame way making the mill, the\n\nrailway shop,\n\nthe factory, the power-\n\n"}
{"page": 140, "printed_page": null, "text": "128\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nhouse, the post-office, the press-room, the fire station, definite means of\ninstruction for their pupils. There is no more common blunder than to\nsuppose that the everyday life of the community is understood or\ninterpreted by its citizens. The increasing use of stereopticon and\nslides will not only enrich the study of history, geography, and science,\nbut will add vastly to the means of instruction in industrial and institutional life. Sets of slides will trace the progress of iron ore and coal\ninto steel, of cotton plant and wool into cloth, and will show the men\nand machinery at work in mine and mill, in field and factory. The\nlantern will display rural life to city children, and in turn carry these\nurban pupils into the country. The interests of growing children may\nbe easily guided in such a way that they will appropriate a great mass of\nmaterial concerning the institutional life of their social group. This\nwill be of value at the time. It will serve as a means of genuine education, and later on will give deeper insight into the nature of social forces.\nAs pupils advance thru the upper grades into the secondary school,\nhistory and literature, in conjunction with geography and science, furnish\nthe best instruments of social instruction. History enriched by some\nknowledge of primitive life, some conception of economic organization\nand its influence on men, will become more than the records of battles\nand dynasties. The idea of social change, of cause and effect in history,\nmay be more and more consciously introduced and discussed. The past\nmust be to a large extent interpreted in terms of the present. The\ncharacters and deeds of Greeks and Romans, of Teutons and Franks, can\nbe understood only by those who have some insight into the universal\nmotives of mankind. The attempt to imagine the past will be futile or\nfeeble on the part of those whose activities and interests in the present\nhave been narrowed and formalized. The child who has made a basket\nor woven a tiny blanket can reproduce more vividly the life of the American frontier than one who has known nothing of such tasks.\nThe annals of the pupil's own family as an aid to the study of history\nhave been almost wholly overlooked. The earliest ideas of change and\ncontinuity in human affairs the child gains at the knee of father or\nmother. \"Tell me a story about when you were a little boy,\" is the\nfamiliar formula. The story of life when parents were young is full of\nfascination for the child. The still remoter chronicles of grandfather\nand grandmother fill him with wonder over the lapse of time ; while his\nsmall imagination fairly breaks down as it tries to conceive the life of\ngreat-grandparents and other dimly distant ancestors. The study of\nfamily histories and reports upon them in the school may be made points\nof departure in the lower grades for numberless excursions in geography,\nin the history of the westward migration of population in the United\nStates, in the means of transportation, and in the housing and the\nindustries of the frontier.\n\nWhere the pupils' families are quickly traced\n\n"}
{"page": 141, "printed_page": null, "text": "Sessions]\n\nSOCIAL\n\nSCIENCE\n\nAND\n\nTHE\n\nCURRICULUM\n\n1 29\n\nback over sea, the longer journeys and the wider relationships are full of\nsuggestions. One refrains from details which have no place in what\nmust be a brief survey of so wide a field. Enough has perhaps been\nindicated to emphasize the principles involved.\nLiterature as a means of social instruction has inexhaustible possibilities. The conception of literature as a product, an expression, of social\nlife can be developed. Language itself thought of as a social growth\ntakes on new meaning. The interpretation of a piece of great literature,\nthe reading into it of men's motives, the asking, \"Is it true to life?\"\nstart fruitful inquiry and illuminating discussion. A careful reading\nwith a class of one of Emerson's essays is a lesson in psychology, in\nethics, in history, in language, in literature all at once — and, what is noteworthy, the pupils never suspect that these profound names are lurking\nbeneath the delightful exercise.\nThe value of the problem in instruction has been fairly recognized in\nmathematics, physics, and chemistry, but in less exact subjects it has been\ntoo much neglected. After all, the real test, if not the best means, of\n\"correlation\" is problem-solving — the bringing to bear of all the necessary elements of knowledge upon a given concrete situation. The possibilities of problem-setting are being studied. It is not Utopian to set\nsocial problems, to describe situations, and to invite solutions. The\nteacher with a sand box and a few toy houses may set the problem of\nbuilding a village which shall have houses, schools, churches, factories,\nstores, etc., appropriate for a specified population in an environment and\nwith transportation facilities indicated at the outset. The discussions\nand criticisms involved in such a task could not fail to be fruitful. This\nis only a suggestion of the devices available for stimulating reflection\nupon the various aspects of social life.\nSo far stress has been laid upon instruction, upon gaining insight\ninto the nature of social organization ; but education is more than\ninstruction. Unless the pupil from all his study of industry and nature,\nof geography and commerce, of history and literature, gathers appropriate sentiments, selects worthy types of personality and conduct, comes\nto respond with bounding pulses to the best ideals of personal development, of social service, of loyalty to country, of devotion to righteousness,\nthe whole effort has been futile. Knowledge which is not transmuted\ninto character is abortive.\nYet the problem of moral education is baffling. The dogmatic\nteaching of virtue is all but hopeless. Ideals are assimilated from the\ncommunity in so subtle a way that it seems almost impossible to control\nthe individual's development. The teaching of formal ethics comes at a\nlater stage of reflection, and it is a question whether moral philosophy in\ncollege has much effect upon character.\nThe real task is to influence those instinctive, unreflective approvals\n\n"}
{"page": 142, "printed_page": null, "text": "t$o\n\nNational\n\neducational\n\nassociation\n\n[General\n\nand disapprovals with which the individual looks upon men and conduct.\nThere are virtues which our times demand, which it is hard to cultivate.\nA high ideal of commercial honor, a passion for truth and tolerance, an\nadmiration for political integrity, a deep sense of civic duty, are not\nunhampered growths in a society like ours.\nThe idea of self-government in our schools arouses interest. The\nautocracy of the schoolroom seems an ill preparation for life in a democracy. The experiment of self-control is worth trying, and there is\nreason to hope for valuable results, but we are not surprised to learn\nthat the ethical standard of the outside community often dominates the\nschool. The \"ring\" or \"machine,\" favoritism, gross partisanship, wirepulling, log-rolling often find their way into the student government.\nTo arouse feeling among the pupils against forms of conduct which are\ntolerated, or secretly, if not openly, admired in the outside world, is a\ndifficult and delicate task.\nBut little by little thru the years, if the right materials are gathered,\nif sound and sane suggestions come from personalities which inspire\nrespect and affection, these higher impulses may be strengthened into\nstable virtues. History and literature and life must be searched for noble\npersonalities and high types of conduct, and these must be held up for\nadmiration and emulation wisely, persistently, untiringly. In the earlier\nyears, discussion and analysis have little place. The emotions come\nwithout conscious reflection. Later, comparison and debate, if they do\nnot degenerate into arid dialectic, serve a useful purpose. But the\nemphasis in the socializing of education should rest upon the early\nstages where character is laid down in emotional valuations of man and\nmorality.\nIt is in this field of moral education that I would emphasize the plea,\nwhich Professor Patten made some years ago, for contemporary heroes.\nLet pupils search the press and the community for high types of conduct.\nThe fireman, the railway engineer, the life-saver, the miner, the factory\nhand, the reformer, the philanthropist of today aid the formation of\nideals no less than mediaeval crusaders or the heroes of Greece and Rome.\nThere are virtues universal, virtues of purity and courage, of loyalty and\nself-sacrifice, admirable in all lands and in all ages ; but these virtues are\ninterpreted by every people and every epoch. The virtues of the past\nmust be translated into those of the present. As abstract virtues they\nare lifeless things; they must be incarnated in personalities before they\ncan have power over the young. Here literature and life lend their\naid.\nThe great problem of American education, then, is the problem of\nmaking better citizens. Even to state this is to perpetrate a platitude, to\nobtrude the obvious. But the solution of the problem lies in bringing\nthe school into closer relation with life. The studies which have been too\n\n"}
{"page": 143, "printed_page": null, "text": "Sessions]\n\nECONOMICS\n\nIN\n\nTHE\n\nPUBLIC\n\nSCHOOLS\n\n13 1\n\nfar abstracted from human experience must be brought back again into\ncontact with the concrete social experience from which they sprang. The\nhighest ideals of co-operation, loyalty, sacrifice, which men have wrought\nout in the past and present must live again in the personalities of the\nyoung. Only mature life can see the full development of character, but\nthe socialized school, under the guidance of a high-minded teacher who\nsees life whole, may render unvaluable service.\n\nECONOMICS\nPRESIDENT\n\nGEORGE\n\nGUNTON,\n\nIN\n\nI HE\nINSTITUTE\nYORK,\nN.\n\nPUBLIC\nOF\n\nSCHOOLS\nSOCIAL\n\nECONOMICS,\n\n-\n\n*\n\nNEW\n\nY.\n\nHuman progress is measured by the degree in which experience is\nconverted into helpful knowledge. It is the function of science to reduce\nthis knowledge to working principles, and of education to present these\nprinciples in teachable form. It is by this process that modern institutions come into existence. There is no important feature of civilization,\nin religion, ethics, art, science, economics, or politics, that has been or\ncould have been accomplished by any one generation. It is all the result\nof successful contributions of succeeding generations, thru converting the\nexperience of one into helpful knowledge for the next.\nWhile this work is constantly going on in numerous forms, the institution which today must be more than ever relied upon to render this\nimportant service to society is the public school. The efficiency of the\nschools in rendering this service depends largely upon the extent to which\nthe knowledge they impart is applicable to the conduct and conditions\nof modern society. As Dr. Nicholas Murray Butler aptly puts it : \"The\nfirst question to be asked in any course of study is, Does it lead to a\nknowledge of our contemporary civilization ? If not, it is neither efficient\nnor liberal.\"\nIt is no part of my purpose to detract from the value of any part of\nthe public-school curriculum, but rather to plead that social economics\nshould have a place in the public schools. It will be conceded that in\nour system of public education those subjects have the greatest claim to\nconsideration which most directly lead to the character-making conditions\nof life. Nor will it be questioned that this may change with the progress of\nsociety. For instance, it is easy to understand that in the Middle Ages, when\nthe common people were outside the pale of social and political recognition, no education was necessary for the masses. That which was necessary, being mostly for the clergy, might well be of a theological and\nclassical character. Latin and Greek and abstruse theological doctrines were, of course, the chief requirements of the only educated class.\nBut, as society developed and industry became an important factor in\n\n"}
{"page": 144, "printed_page": null, "text": "132\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\npublic affairs, education must needs take a broader sweep. With the rise\nof manufactures and commerce it became necessary to extend education to\nthe middle class.\nAs social life and institutions became more complex, a greater extent\nand variety of knowledge became necessary, if the future was to have the\nbenefit of the past and progress to continue. So, with the birth to social\nconsciousness of what Lassalle called the \" fourth estate,\" it became necessary to extend education to the common people. Under democratic institutions, where the very form of government and conditions of industry are\nwithin the political control of the masses, the character of education thru\nthe common schools becomes a matter of paramount importance to civilization itself. The progress of the last quarter of a century has radically\nchanged the importance of economics as a public-school study. Fifty years\nago, for instance, when we were chiefly an agricultural country, with a little\ndomestic manufacture, the industrial problems and social questions growing out of them were comparatively simple ; but during the last thirty\nyears this has all changed. We have become dominantly a manufacturing\nnation; our progress in this regard is unparalleled in the history of mankind. During the last thirty years our manufacturing industries, measured by the value of the output or of the domestic per capita consumption,\nhas increased many times faster than the population. This has given us\nexceptional advancement in material and social welfare ; which in time\nhas brought a tremendous urbanization of our population, with new social\nproblems like the sweatshop, the housing of the poor, the question of\nsanitation, of public charity, and many other quasi-economic and social\nproblems growing out of city conditions.\nOn the other hand, this progress has brought with it a radical change\nin the organization and character of industrial enterprise. The once small\nindividual concerns have been supplanted by corporations, and corporations have been superseded by syndicates, or so-called \"trusts.\" These\ntwo sets of circumstances have created two new groups of social problems\nwhich are injecting themselves into the institutions of the country.\nTherefore, intelligent citizenship today involves a different and higher\nstandard of intelligence and broader comprehension of public questions\nthan fifty years ago.\nMoreover, all this material and social progress, which has carried with\nit the spirit of individual independence, has made the ill-informed citizen\na more dangerous element in the community than he was half a century\nago. The growth of large industries and immense individual wealth has\ncreated in the mind, not only of the laborer, but of the economic layman\ngenerally, a feeling of distrust. They come to view all with whom they\nare in more or less competitive relation, and especially the rich employing class, as their enemies and the enemies of public welfare. When\nthey enter the field of activity as citizens, whether in municipal, state, or\n\n"}
{"page": 145, "printed_page": null, "text": "Sessions]\n\nECONOMICS\n\nIN\n\nTHE\n\nPUBLIC\n\nSCHOOLS\n\n1 33\n\nnational affairs, they are dominated by this suspicious feeling which frequently amounts to a social prejudice. They look with distrust upon\npublic officials, and the whole system of administration to them appears in\nthe light of an instrument in the hands of the rich to govern society in\ntheir own interest. Nor is this altogether surprising when they see those\nwho should be leaders of public opinion exercising the power of political\ndictators, buying and selling nominations for public office, blackmailing\nbusiness corporations under the pressure of coercive legislation, and\nthru the power thus acquired corrupting the very sources of our political\ninstitutions. By these means, in not a few instances, a small coterie controls the government of large cities, and even states, and sometimes even\nthe president of the United States is the victim of this unwholesome\npower. This has done much to beget in the public mind the belief that\nthe rich are corrupting our government, dictating the public policy, and\ntending to convert our democracy into an oligarchy.\nOn the other side of the same picture are the city problems, to which\nI have already referred. There they see the poor ill-housed, huddled in\nunwholesome quarters under quasi-pestilential conditions. Poverty, vice,\nand the accompanying social degradation follow in their train. To this\npicture the revolutionist can point as one of the consequences of the great\ncapitalistic movement, and appeal to the masses to overthrow the existing\nindustrial system and adopt socialism as the only efficient remedy.\nOne of the greatest safeguards against the threatened disruption of\nsociety is the public school. At present, for the great army of youths\nwho go from the public schools to the workshop, there is no mental\npreparation for intelligently dealing with these subjects. They are left\nto jostle against their fellows in the workshop, hear and feel the causes\nfor discontent ; they read the inflammatory and sensational stuff in the\nnewspapers, listen to the more or less acrimonious discussion of social\nquestions in their shop meetings and organizations ; and all without the\nslightest background of educational preparation for forming rational\njudgments. The very natural result is that their opinions are made up\nfrom feelings and prejudices created by their economic environment.\nIf the public school is to \" lead to a knowledge of our contemporary\ncivilization,\" it must necessarily furnish some mental training on these\nsubjects which lie at the foundation of our social life, and furnish the\nmaterial out of which public opinion is made and public policy is constructed.\nThis brings us to the practical aspect of the subject and raises the\nquestion of feasibility. \"In pleading for the introduction of economics\ninto the public school, we may expect numerous objections from the\ntraditional pedagog. It will be urged, with considerable truth, that the\npublic-school curriculum is already overloaded; that, instead of the\nstudent having more subjects, he should have less. It will also be urged\n\n"}
{"page": 146, "printed_page": null, "text": "134\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthat economics is too difficult and complex a subject for the public-school\nstudent. It will not be denied that there is force in these objections,\nyet they might with similar force be applied to very many of the present\nstudies. It may very properly be urged that education should be mainly\ndirected to developing the mind rather than loading the memory. No\neducation, and particularly that of the public school which stops before\nthe age of sixteen, can furnish the student with much literal information.\nIndeed, that should not be the principal object. It should rather be the\npurpose of education to cultivate and develop the powers of observation\nand reasoning. To teach the student how to see and how intelligently to\nreason about what he sees is the most that can be hoped for in publicschool education, and for that matter in college education too. It is\nnot so much what the student learns at school as his ability correctly to\nobserve and understand what he sees after he leaves school that is of\ngreatest importance in his education. Whatever there is of value in\neducation, it is as a preparation for seeing and understanding the environment.\nIt is a knowledge of principles, not a collection of facts, that school\neducation should furnish. The time and ability both of student and\nteacher are limited. It is, therefore, a question of selecting subjects the\nstudy of which will best develop the mental powers of the student. If\nthere are two subjects of equal merit as regards mental training, and one\nof them leads directly to the live interests with which the student will\nhave to deal as a citizen, and on which his personal welfare and the\nwelfare of the community depends, and the other leads only to the study\nof a dead language and the details of some effete civilization having only\nthe remotest relation to the live affairs of today, there ought to be no\ndifficulty in deciding which subject should be taken. That subject which\nleads to a knowledge of the affairs of modern life has a double claim, for\nbesides affording an opportunity for mental training it furnishes preparation for useful citizenship. In this respect economics is pre-eminent,\nbecause, besides affording as. high degree of mental training as these, it\ngives life to the study, and social equipment to the student.\nEconomics is pre-eminently a logical subject. It has to do with\nprinciples and deductions. It constantly calls the reasoning faculties\ninto action, and it is pre-eminently the study that inspires observation.\nA study of the principle of wages or prices or rent or banking supplies\nits own incentive for observing these phenomena. It is equally important\nand more effective as a mental training than the study of history even ;\nand far be it from me to belittle the study of history. But, in comparing\nthe claims for mental training of history and economics, the superiority\nof economics is obvious. Even if we avoid the method of teaching\nhistory which takes note chiefly of battles, royal coronations, and court\nfeuds, and direct the studies entirely to the important industrial, social,\n\n"}
{"page": 147, "printed_page": null, "text": "Sessions]\n\nECONOMICS\n\nIN\n\nTHE\n\nPUBLIC\n\nSCHOOLS\n\n135\n\nand political events arising out of the progressive struggles of the people\nfor improvement, it still remains chiefly a matter of memorizing. It\nis, indeed, of some consequence that the student know about the\nNorman Conquest, the Magna Charta, the Statute of Laborers, the Bill of\nRights, the Declaration of Independence, the surrender of Cornwallis,\nand the Civil War; but it is far more important that the masses know what\ndetermines their wages, how improvements in industrial conditions are\nbrought about, and what effect capital has upon the industrial welfare of\nthe community. If they know something of the fundamental principles\nthat govern their industrial and social welfare, they will have an intelligent appreciation of the significance of these historic events. But if they\nare ignorant of economic principles, these historic events, so many facts\nmemorized, are of little educational significance.\nClearly, in furnishing mental training for the youth of the nation, and\nespecially the youth that has but a limited share of educational opportunity, training should be given in the subjects which lead most directly\nto an acquaintance with the affairs of real life, thus at once affording the\ndouble purpose of mental training and preparation for social usefulness.\nIf it be objected that economics is too difficult a subject for the public-school student, we have only to compare it with some of the other\nsubjects already in the curriculum. We find there astronomy, mathematics, chemistry, principles of hygiene, etc. If these are not too complex\nfor the public-school student — and obviously they are not so regarded —\nthen economics cannot be objected to on that score, for it has the advantage\nover all of these of being less abstruse and of dealing with more familiar\nobjects and conditions and matters of greater personal and social interest.\nThe chief difficulty in teaching economics in the public schools thus\nfar is in the unpreparedness of the teachers and the clumsy methods of\nteaching. Usually the teachers have had practically no preparation in\nthe subject. They know nothing of the essential principles of economics ;yet -they are expected to take that subject along with mathematics and English, and perhaps Greek and Latin. The teacher usually\nadopts the hardest and least effective way, namely, sets the student to\nmemorizing a lot of, to him, meaningless facts, instead of helping him to\nunderstand a few elementary principles, and makes what might be an\nattractive study a dry, wearisome task. Besides being much harder for the\nstudent, it is altogether less effective in developing a flexible mentality.\nThis comes partly of the habit of confounding teaching with investigation. Investigation is to discover principles ; teaching is to impart\nthem. The methods for the two are wholly unlike. The inductive\nmethod of investigation is to discover, verify, and classify facts, and then\nfrom a careful analysis of these verified phenomena deduce the law or\nprinciple. In teaching, the reverse method is the effective one, namely,\nto give the principle and then confirm or verify it by reference to facts.\n\n"}
{"page": 148, "printed_page": null, "text": "136\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nThis gives the student the key to observation and verification all thru\nlife. Having learned the principle which governs the movement of the\nplanets, he can by reading and observation understand the planetary\nsystem, but he could never have found the principle by any observation\nhe could make. Hence, in the absence of the principle, he would be\nsubject to suppositious conclusions.\nWhile it is the function of the scientist to discover the principle by\nscientific study of the facts, it is the function of the teacher to give the\nprinciple to the student in the simplest intelligible form; in other words,\ngive to the student what science has discovered and verified, and illustrate\nand enforce it with as frequent reference to facts as possible, always\ntaking the facts that are nearest to the interest and most vital to the life\nof the student. It will hardly be claimed that it is more difficult to\nunderstand the simple principle that wages in a given market, like water\nin a lake, tend to a level, which level is high or low according to the\ncharacter and social life of the laborers, than it is to understand the\nprinciple of the formation of gases or the solution of problems in\ngeometry. Yet, how wonderfully more important to the average citizen\nto understand the principle which governs the income of more than\nthree-fourths of the population ! An intelligent conception of a few\nelementary principles like this in economics would be worth more to the\ncitizens, and hence to the nation, than all the knowledge of Greek,\nLatin, and perhaps even history, that is taught. Not that these subjects\nare not important, but, as compared with the study of economics and its\nrelation to educational preparation for citizenship, they are manifestly\ninferior. With the mental preparation for intelligent observation and\nlogical reasoning, growing out of the study of the principles of economic\nand social phenomena, history, literature, political geography, and even\nthe classics become manifold more significant. The history of Egypt,\nGreece, and Rome, the doings of pre-historic man, and social life under\ntropical civilization, have but the minimum interest beyond the mere\nnoting of facts, when studied in ignorance of the laws of economic and\npolitical development. Indeed, in the absence of knowledge of these\nlaws, such studies are apt to aid superstitious conjectures. In the light\nof economics these studies furnish an important adjunct to historic\nknowledge as throwing light upon the early conditions from which the\npresent has been a slow and wonderful evolution. But to take the study\nof these ancient civilizations with blank ignorance of economic and\npolitical subjects furnishes the very minimum of educational stimulus\nand utility. From the point of view of educational importance, both in\nmental training and preparation for social usefulness, economics has a\nclaim equal to any and superior to most subjects now in the publicschool curriculum.\nBut the introduction of economics into the public schools would call\n\n"}
{"page": 149, "printed_page": null, "text": "Sessions]\n\nIDEALS\n\nAND\n\nMETHODS\n\nOF ECONOMIC\n\nTEACHING\n\n137\n\nfor one important improvement, namely, the raising of the standard of\nteachers. But that ought not to be regarded as an objection. There is\nno work performed in this country that is more important than that done\nby the teachers in our public schools. If we would make education\ncontribute its best to civilization, we must resolve to have the most\nimportant subjects taught, and taught in the best possible manner, by\nwell-paid, competent teachers. There is no expenditure too high, if it is\nnot wasted ; no talent too good, no system too well equipped or appointments too complete for the public schools of the United States. If the\npeople of this country were only once impressed with this fact, the means\nwould easily be forthcoming. It is only for the teachers and leaders of\neducation to make it clear to the American people that in the public\nschools lie the means of the progress and safety of our institutions, and\nthat the way to make the most of the public schools is to pay the price\nthat will command the best teaching talent, and there will be little difficulty in adjusting the curriculum to the needs of the age. No excuse\nwill be accepted for cramming children with dead subjects instead of\nrising to the level of vitalizing our educational system with the new and\nlive subjects that lead directly \"to a knowledge of our contemporary\ncivilization.\" In the question of education, as in everything else in life,\nthe demand creates the supply. Let the educators demand a live curriculum, ahigher standard of teachers with adequate salaries, and the\npublic school will be the ever-broadening bulwark of progressive industry, free institutions, and democratic civilization.\n\nIDEALS\n\nAND\n\nFREDERIC\n\nW.\n\nMETHODS\n\nOF ECONOMIC\n\nSPEIRS,\nN. E. MANUAL\nTRAINING\nPHILADELPHIA,\nPA.\n\nTEACHING\nSCHOOL,\n\nThe gentlemen who have preceded me have emphasized, as I felt sure\nthey would, the paramount importance of economic training for the great\nmass of citizens in our democracy. The rapid sweep of industrial development iscarrying its own argument for systematic instruction in economics from the college down as far as we can reach. The whole\neducational world is now beginning to see what the economist has foreseen for many years — that the strongest bulwark of democracy in this\nindustrial era of ours is a widely diffused knowledge of the fundamental\nprinciples which govern social relations. It is not necessary to be a profound student of sociology to realize that there are possibilities of disaster\nmingled with possibilities of great good in the remarkable combinations\nof capital which have revolutionized our industrial system during the past\ndecade.\nEven the casual reader of the newspapers understands with what\n\n"}
{"page": 150, "printed_page": null, "text": "138\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nbitter distrust the wage-earner has followed the growth of the great corporations. We are now prosperous. The assertion that \"the problem of\nthe workless is the problem of the worthless\" is at present quite correct.\nBut, judging the future by the past, the economist knows that we are now\nriding on the crest of a wave of prosperity which will presently break and\nplunge us into an abyss of industrial depression. Then will come the real\ntest of the stability of our social structure. The propaganda of discontent is now a voice crying in the wilderness. But when credit totters,\nwhen work is scarce, when wages are uncertain, the wilderness will be\npeopled with idle men and women. The vague sense of injustice will then\nbe made keen and definite by hardship, and we shall not lack leaders of\norganized discontent, who will proclaim that whatever is, is wrong. They\nwill array class against class, and will urge the use of the ballot to work\nradical changes in our system. The movement may take the form of a\nlegal assault on combined capital ; it may take the form of a cheap-money\ncraze ; it may take any one of a dozen other forms. The question which\nconcerns us is : What response will the great mass of voters make to the\nappeal of the false prophets in the time of social stress, whenever it may\ncome? Whether that response shall make for wise conservatism or\ndestructive radicalism will depend upon the amount of economic intelligence diffused among the voters. And it behooves us, as educators, to\nsee that this intelligence is as widespread as possible.\nUnder these conditions, the chief ideal of economic teaching should\nbe the training of men and women to think straight and to vote right upon\nthe economic propositions which are an ever-increasing proportion of the\npolitical issues in modern democracy. I do not undervalue the disciplinary possibilities of economics. Professor Patten, of the University of\nPennsylvania, has urged, with his usual force, that the study of economics\nshould be emphasized from the pedagogical point of view, because a subject which is in the transition stage from a science of induction to a\nscience of deduction affords more stimulus for independent thought than\na subject which is in such final form that the ordinary student has no\nground for appeal from the \" thus saith the text-book.\" I believe this is\nsound. But I feel that the highest purpose of the study of economics is\nthe intensely practical one of giving the great mass of citizens a definite\nequipment for the special responsibilities of citizenship which have been\nthrust upon them in our day by the necessity for an ever-increasing public\ncontrol of industrial relations.\nAnd how shall we realize this ideal ? The colleges, with their wellequipped departments of sociology and economics, will continue to educate the leaders of popular economic opinion, as well as leaders in other\nlines of thought. But the colleges reach a very small percentage of our\npeople. The burden of training our citizens to respond to intelligent\nleadership on economic matters then devolves upon the secondary schools\n\n"}
{"page": 151, "printed_page": null, "text": "Sessions]\n\nIDEALS\n\nAND\n\nMETHODS\n\nOF ECONOMIC\n\nTEACHING\n\n139\n\nand upon those institutions which, by popular lecture courses and classes,\nmay touch the great majority who have passed beyond the influence of\nour public educational system without reaching the high school. The\nproblem of the economic education of the masses, which is now becoming\nimperative, thus presents two distinct questions : What can the secondary\nschool do toward this end ? What can be done for adults thru lectures\nand classes along university-extension lines or thru the more permanent\nlocal organization of such agencies as the People's Institute of New York\nand the School of Social Economics ? The second question is one of\ngreat importance, but the phase of the problem which has the largest\nclaim on our attention here is the consideration of the mission of the\nsecondary school in economic education.\nWhat should be the content and method of a course given to boys and\ngirls of high-school age ? At the outset we should frankly admit the\ndifficulties which beset the subject of economics, in order that we may\ndefine the limits within which it may be effectively taught in an elementary course. Read the economic journals, or attend a conference of\neconomists, and you will be fortunate if you do not receive an impression\nof fundamental and irreconcilable differences of view among the authorities on the subject, which will make you feel somewhat doubtful of the\neducational value of a science the premises of which are thus in dispute.\nIf you chance to go in search of the law of value and the theory of distribution, you will be precipitated into an arena wherein rages one of the\nmost violent academic controversies of our day.\nIf you stop to consider the nature of economic science, you will not\nwonder at the uncertain condition of parts of its fundamental theory.\nThe phenomena with which it deals are infinitely complex, and the investigation and classification of social facts have been carried on along\nmodern scientific lines for only a very short time. Economic theory rests\non psychological truths which are most elusive. This has led many educators to the conclusion that economics, as a whole, is too controversial\nfor introduction into a grade of school where it is vain to expect the independence ofjudgment which is necessary for the weighing of evidence to\nreach conclusions. But it is very easy to overemphasize the unsettled\nstate of economic theory and to lose sight of the great body of accepted\ntruth which the science offers. While it should be recognized that much\nof the field of economics is debatable ground, it should not be forgotten\nthat a considerable portion of the science is in definite and practically\nfinal shape. Certain fundamental social laws are as well established as\nany proposition in geometry. And it is within this pale of established\neconomic truth that the secondary school must work, altho the student\nmay properly be allowed an occasional glance into the arena wherein\nthe opposing theories are struggling for recognition.\nTake, for instance, the subject of money — the topic about which a\n\n"}
{"page": 152, "printed_page": null, "text": "14°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLGeneral\n\nfew years ago we all talked so much, knowing so little. The theoretical\nsuperiority of bimetallism or monometallism is one of the unsettled questions of economics. But the secondary teacher finds an ample store\nof absolutely fixed principles regarding the nature and use of money\nwhich explain satisfactorily the essentials of a sound monetary system —\nwhether monometallic or bimetallic is a matter of indifference. Or, to\ntake an even simpler illustration, the student pursuing the subject of\nfranchises will finally cross a line of controversy and will find it difficult\nto strike the balance of argument in favor of and against the public\nmanagement of certain monopolistic enterprises like railroads, telegraphs,\nstreet cars, and electric lighting plants. But a very brief excursion into\nthe field of established truth will show the student that such franchise\ngrants as have been made in most American cities — such gifts of public\nproperty to private persons as have just pilloried my own state and city\nin abject shame before the civilized world — are high crimes against\nsociety. And this knowledge is sufficient for the purposes of citizenship.\nEconomics is a young and rapidly growing science, and its borderland is\nnot defined, but its scope and method are entirely adequate to realize in\nelementary courses the ideal which I have already expressed, and to\nequip the future voter with the knowledge needed for the intelligent exercise of his duties in an industrial commonwealth.\nBut it is manifest, from this view of the subject, that effective instruction in economics demands high teaching skill. There is much lament\nover the fact that we have as yet no satisfactory text-book in economics.\nI have never thought it worth while to join the lament, for I am convinced that the writer of a generally acceptable text-book may do a great\ninjury to the cause of elementary economic teaching by furnishing the\nvery thing for which teachers have been clamoring. The greatest danger\nin elementary instruction in this subject lies in the fact that the student\nmay absorb the half-truths of the text-book as social axioms, and go\nout into practical life to make most unwarranted applications of his\nrigid economic rules. If you would realize the possible harm of the\ngeneral diffusion of a half-truth in economics, consider the effect on our\ngeneration of the persistence of a single economic axiom of the last generation.' \"Competition is the life of trade,\" our fathers said, and for\ntheir industrial conditions this was substantially true. But conditions\nchanged, and we did not change our popular theory. Consequently we\nhave wasted thousands of millions of dollars in attempting to establish\ncompetition in parts of the industrial field where competition has now\nbecome, not the life, but the death of trade.\nThe student of economics, however elementary be the work, must be\nimpressed with the fact that it is impossible to furnish him a set of rules\nfor the solution of all social problems. He must be taught that the principles he learns are to be applied with discretion to the varied conditions\n\n"}
{"page": 153, "printed_page": null, "text": "Sessions]\n\nIDEALS\n\nAND\n\nMETHODS\n\nOE ECONOMIC\n\nTEACHING\n\n14I\n\nhe will meet. It is difficult to give this view-point to students who are\nbound closely to any text-book. It is true that the teacher who uses no\ntext-book whatever may give his students the formal, rigid conception of\nthe subject which is worse than no knowledge at all, but there is less danger from this source than from slavish subjection to a good text. A\ntext-book I should certainly use for all elementary work in economics,\nand there are several that will serve very well. But the text-book which\ngives the student the impression of finality, and relieves the instructor of\nthe responsibility of personal and original presentation of his subject,\nis, in my opinion, the greatest possible hindrance to good economic\nteaching.\nThe first requisite, then, for good work in economics in secondary\nschools is specially trained, thoroly equipped teachers. If such a\nteacher cannot be obtained, omit the subject from the curriculum, give\nsuch disconnected economics as may be worked into a course in history\nor geography, and then leave the student to the tender mercies of the\npartisan press and a not over-intelligent political platform. Unhampered\nby false teaching, indelibly impressed upon him at the time when his\nmind was most plastic, he will be more likely to arrive at correct conclusions in the discussion open to every reader of the newspapers.\nMany enthusiastic advocates of economic teaching were disappointed\nin the oft-quoted recommendation of the Committee of Ten, and some\ndenounced it as reactionary. The committee recommended, you will\nremember, \"that there be no formal instruction in political economy, but\nthat the general principles be taught in connection particularly with\nUnited States history, civil government, and commercial geography.\" A\nflood of light is cast on this recommendatiop for this manifestly unsatisfactory method of indirect teaching of economics thru the medium of\nhistory, civics, and commercial geography by this statement of the committee: \"Few schools have teachers sufficiently trained to discuss and\nillustrate the general subject.\" Few, indeed, there have been, for the\nstandard of competency is high. In this subject, as in many others, the\nqualifications for successful elementary work are much higher than those\nfor advanced work. The instructor in elementary economics must not\nonly know a subject of some difficulty, but he must have the rare power\nof selecting the essential and established facts from a mass of doubtful\nmaterial, and of organizing these facts for vivid presentation. He must\nhave a judicial mind, so that in presenting questions that are debatable\nhe may give his class the impression of absolute fairness. Advanced students may discount an instructor's prejudices, but the elementary students are helpless in his hands. The success of his work is not to be\njudged by the quantity of facts regarding industrial history, trade relations, or labor conditions which he crams into his students, but rather by\nthe attitude of mind which he cultivates in them.\nIf he furnishes even a\n\n"}
{"page": 154, "printed_page": null, "text": "t4*\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nsmall stock of facts which will help them to understand the economic\nenvironment in which they live, if he explains the settled principles of\nthe science which will interpret the tendencies of the time, and if, above\nall, he establishes by example a habit of open-minded consideration of\ndisputed questions, he has succeeded, and succeeded gloriously, in his\nmission. And experience proves that this is not an unattainable ideal.\nConditions have changed since the report of the Committee of Ten was\nrendered. The universities are sending out year by year scores of young\nmen and women splendidly equipped for economic teaching. A few\nyears ago the colleges absorbed these teachers, but now they are available for secondary work. It is a reasonable hope that in the next decade\nthey will establish secondary instruction in economics upon a plane which\nthe Committee of Ten apparently considered unattainable.\nI doubt whether it would be profitable to consider here, even if time\npermitted, the precise method of attacking the subject. One group of\nteachers believes in approaching economics by a purely descriptive route;\nanother contends for an explanation of economic theory in advance\nof the historical description of economic conditions. Each party has\ntext-books representing its specific method. My experience in teaching\nelementary economics has led me to believe that it is wise to choose the\npoint of attack with some reference to the economic topics under popular discussion at the time. The development of the trust is the great\nquestion of the hour. Every high-school boy and girl knows something\nabout it and has more or less interest in it. Many have a surprising\namount of information, invalidated by a more surprising amount of misinformation, and positive prejudices of various kinds. But the main\npoint is that there is initial interest, a point of contact. In opening a\ncourse, then, slide gently and rapidly over definitions and plunge into the\ntrust. Capture your students, and you may safely take them a long and\nrapid flight back to the hunting and fishing stage of society, and develop\nwith as much logic as you will the history of industrial development.\nThey will then have your goal in view from the beginning, and will realize that it is worth reaching.\nThe laboratory method ? Certainly. And in what subject can you\napply it better ? The social laboratory is all about the student ; his\nhome, his school, his father's factory, his community, the whole world as\nreflected in the newspapers. Arrange papers on assigned topics, reports\nto the class, debates — anything and everything which will teach him to\nthink and will show him that there are two sides to the shield.\nTo those who believe that in the direction of popular economic education lies social safety the progress of the past few years has been most\ngratifying. Economic instruction is newly organized even in the colleges. It is less than a quarter of a century ago that a group of men\nreturning from Germany gave form to the modern economic curriculum\n\n"}
{"page": 155, "printed_page": null, "text": "Sessions]\n\nTHE\n\nTEACHER\n\nAS A SOCIAL-ECONOMIC\n\nPOWER\n\n143\n\nof the institutions of higher learning. For a time there was little force\navailable to spend on popular education. But economic instruction is\nnow filtering down from the colleges, and the attitude of the real leaders\nof economic thought is fairly represented by Professor Laughlin, of the\nUniversity of Chicago, when he says :\nThe work of research, however brilliant, is in a way of no greater importance to the\ngood of our nation than that elementary teaching of economics to the great masses who\nnever enter a college, but who form a majority of those who enter the polling booth.\n\nTHE\nREUBEN\n\nTEACHER\n\nPOST\n\nHALLECK,\n\nAS A SOCIAL-ECONOMIC\n\nPOWER\n\nPRINCIPAL\n\nLOUISVILLE,\n\nBOYS' HIGH\n\nSCHOOL,\n\nKY.\n\nThe social forces have helped to accomplish all the greatest reforms\nof the centuries. The highest type of economic development never\ncomes without healthy social growth. The genius of the twentieth\ncentury is calling to teachers to stop rainbow chasing for a few years\nand to learn to apply some of those great social truths which our sainted\nmother, the nineteenth century, left us as a legacy.\nIn order to have the greatest economic value the teacher must be\nsocial. In Switzerland higher wages are given to a good-natured milkmaid, who treats the cow kindly and sings to her while milking. It has\nbeen found that the cow under such treatment gives more milk. Under\nsimilar treatment pupils show increased mental and moral development.\nThe teacher who is anti-social commits a crime if he does not immediately follow some other vocation. Those vested with authority in the\neducational field, whether boards of education, superintendents, or principals, who try to rule teachers by the anti-social feeling of fear, are an\nabomination in this new era, as is also the teacher who tries to secure\nresults from pupils by making them afraid. The slave-driver with his\nlash did not secure for the South the benefits that have come from free\nand willing labor.\nThe teacher who would be a social economic power must learn and\napply certain social theorems which psychology offers. Take the law of\nsuggestion, which is so powerful in school and society. Suggestion deals\nwith actions as well as with ideas, and it is the great social law of psychology. The power of suggestion is merely the tendency which one person\nfeels to carry out the action indicated in an idea* implanted in his mind\nby another.\nThe teacher who does not know the power lurking in suggestion is as\ndangerous in a schoolroom as a boy brandishing a revolver which is\nloaded, altho he is unaware of the fact. Every live idea is \" loaded,\" and\nit will do either good or harm. I have known teachers to suggest to their\nclasses more unsocial actions, more forms of disorder, more acts of doubtful morality, than the most brilliant rascals in the class could have devised.\n\n"}
{"page": 156, "printed_page": null, "text": "144\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nI can remember how a temperance lecturer made my childish mouth water,\nthe muscles of my throat contract, and an incipient arm movement develop\nby describing a sparkling, cool drink of champagne with its seductive fizzHis immediate \" don't \" was joined to no motor idea. I remember wishing that as fine a glass of champagne as he described was within reach\nof my arm. I have known teachers who habitually violated the most\nimportant psychological laws by suggesting vivid ideas of evil courses of\naction, thinking that a \" don't \" idea, an idea without form and therefore\nvoid, would inhibit the suggested action.\nIn a school where I once was, a snapping-match happened to be accidentally stepped on during chapel exercises. The principal then gave a\nvivid description of how wicked boys would take sharp jack-knives and\ncut the heads off snapping-matches and scatter them on the floor. The\nideas of action thereby suggested were so clear and forcible that I thought\nwhat a nice thing it would be to have a sharp knife and a box of matches.\nThere had at last been suggested in school one kind of action to which I\nfelt myself equal. I wanted to do something; I didn't know what, but\nthe kind principal had finally suggested the \" what.\" For the next three\ndays the school was in Fourth of July disorder. This might have broken\nup the school, had not a young psychologist on the teaching force asked\nthe principal to tell the school that a long-wished-for excursion would be\ngiven the boys, if each one would get a vaulting-pole and practice with it\nin order to cross a stream where there was no bridge. If any more\nmatches were brought to school, the excursion would not be given.\nSome of the larger boys who wanted to go threatened to thrash anyone\nwho brought more matches to school.\nAs a corollary of the psychology of suggestion, we may frame the following theorem: Dislodge an idea of wrong-doing, not by a \"don't\"\nidea, but by a \" do \" idea. If the \" do \" idea is a social one, it will have\nquadruple power.\nImitation is another social law. It is really a child of suggestion.\nHere the first impelling force is an action which begets in the child's\nmind an idea, a tendency toward a similar action. The idea of an action\nalways tends to complete itself and to produce the action. The more\nsocial the community or the school is, the more powerfully does imitation work. In a well-directed school of large numbers, the pupils learn\nmore from unconscious* imitation than from the direct instruction of their\nteachers. The folly of confining a pupil to the teaching of a private\ntutor is thus apparent. Such a child will tend to grow up unsocial. If\nat a future time he must do business with the outside world, he will be\ncompelled to learn from associating with it at a time when there is no\nguiding hand to direct him. Social life should be taught both at school\nand at home under the direction of such a guiding hand.\nIntelligent sympathv is a complex power which has never failed to\n\n"}
{"page": 157, "printed_page": null, "text": "Sessions]\n\nTHE\n\nTEACHER\n\nAS A SOCIAL-ECONOMIC\n\nPOWER\n\n145\n\nmove the world. Whenever a teacher is found capable of displaying\nintelligent sympathy, the child-world will sit contentedly at his feet.\nSuggestion and imitation will work with double power. The old type of\nschoolmaster determined to adapt the child-world to himself. Sympathy\nrequires the reverse step. The teacher must thru imaginative guidance\nreshape himself to fit that world. The teacher has been a child once; the\nchild has never been a grown person. Psychology analyzes for us the basal\nelements of sympathy, and it is wise for every teacher to review them\nfrequently.1 To the teacher who would unlock human minds as well as\nhuman hearts, it should be said : \" With all thy getting, get sympathy.\"\nSuch a teacher is not only a social power, he is an economic power as\nwell. He can raise to the fourth power the productiveness of a school,\nmeasured by both intellectual and moral growth.\nOne effective way in which to develop pupils both socially and intellectually isto make them do something for others as well as for themselves. Unless they are in some way taught to minister to the wants of\nothers, they can become neither social nor economic powers in more than\nthe barbaric acceptation of the terms. I protest that no single study- or\npursuit, whether manual training or English composition, is absolutely\nnecessary for social growth. Either may be absolutely dwarfing ; in fact,\nboth as taught are usually dwarfing to social and imaginative growth.\nYoung Indians learned manual training before any of our modern\nmanual-training schools were dreamed of, but the Indian did not grow\nup a social being. I believe that English composition may be as productive of social development as manual training, altho in both subjects\neverything depends upon the teacher and his methods.\nSince English composition is ordinarily called the most unsocial of\nsubjects, let me suggest one of the ways in which it may be humanized\nand made palatable to the young. Less than two years ago there came\nto my school a letter bearing an English stamp and addressed \" To the\nhead boy.\" The writer, a brown-eyed English schoolboy, not quite fourteen, evidently tried to interest the \" head boy \" in his English school,\nsports, and home ; and he succeeded. He then wanted to know something about Kentucky — its Indians, for instance. The letter had mistakes enough in it to make it seem human, but it was written for the love\nof it. That little Columbus had sent the letter out on a voyage of discovery to far-off Kentucky, and it proved a social stimulus to me and all\nmy pupils. I read the missive to fifteen hundred people, and I noticed\nthat they were sufficiently interested to lean forward to listen. The\n\" head boy \" needed no prompting to answer that letter.\nI have made experiments enough in this interchange of letters between\npupils to prove that the social stimulus thereby developed gives life and\nvigor and interest to English composition and improves it more than a\n1 See Halleck's Psychology and Psychic Culture, pp. 237, 258.\n\n"}
{"page": 158, "printed_page": null, "text": "146\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nhundred per cent. This coming year I intend to have an organized\nexchange of letters between one class of the pupils of my school and of\nan English school, and each one of my pupils will be taught to consider\nhis English correspondent as a guest for whom the best is none too good.\nThe exchange list may also embrace a distant school in the United States\nand in Canada. I hope to see an organized exchange of letters between\nschools, for this will result in a more stimulating and a more human form\nof English composition. If any teacher is unsocial or mean enough to\nridicule the mistakes in letters received, then let him or his school be put\non an official black list. This way of teaching composition gives eyes\nand ears to pupils, fires their imagination, and makes them appreciate\nthe common things of life.\nThose of you who have appealed to the social instinct of your pupils\nby having them read a book in order to tell its most salient points to\ntheir own class, or to write out for reading to another class a statement\nof why it would be profitable or not for the members to read the book,\nhave found that the assigned task is performed in a far less perfunctory\nway.\nA teacher who is a social or economic power will teach pupils how to\nset problems for themselves and others, as well as to solve problems that\nare already set. Social as well as economic growth demands this. \" The\nfriends of a German engineer complained to an official of a large railway\nsystem that he was receiving but $100 a month, while a young American\nemployed at the same time had been advanced to $250 a month. \"This\ninjustice is the more flagrant,\" said they, \"because the German can solve\nproblems that the American cannot touch !\" \"Yes, it is known to me,\"\nreplied the official, \"that the German can solve tougher problems than\nthe American can, but your German friend sits as inactive as a toad and\nnever makes any effort until a problem is brought ready-made to him to\nsolve. The American has suggested problems that have resulted in\nchanging the management of certain departments of the road. I once\nput your friend in an emergency position where he had to act rapidly on\nhis own initiative. He was bewildered and returned to me for orders.\nI substituted the American. He plunged into things immediately and\nsoon had them outlined. I remember that he turned over one tough\nproblem to your friend to be solved. It takes a higher grade of mind to\nset problems than to solve ready-made ones. We shall still further\nadvance the American's wages, but we can get all the ready-made problem-solvers we want at $100 a month.\"\nIt is time to halt those pedagogical theorists who teach that education consists in knowing where to look for things. Where does an\ninventor look for a machine that is to improve the condition of the\nworld ? Where did Shakespeare look for his poetry ? In this twentieth\ncentury social progress will render necessary new problems and new\n\n"}
{"page": 159, "printed_page": null, "text": "Sessions]\n\nTHE\n\nTEACHER\n\nAS A SOCIAL-ECONOMIC\n\nPOWER\n\nttf\n\nsolutions. What will become of the youths who have been taught that\neducation consists in knowing where to look for facts ? The world is\ntoday filled with those who want to know where to look for readymade opportunities. There are a few who are making the opportunities,\nand the rest of the world is their debtor.\nArithmetic is, perhaps, next to English composition, the most unsocial\nof subjects. Make a child set problems for himself in arithmetic, and\nyou will find that the social element will soon appear. A girl of eleven\nwas asked how much a factory hand in a woolen mill would spend in the\ncourse of a year if he had a wife and two small girls. She folded her\nhands helplessly and said: \"I can't get any answer to a problem like\nthat.\" She was told that the answer was not so important as the statement of the problem in all its details. She lived not far from a woolen\nmill, and after a few suggestions she began to work to find the elements\nof the problem. She visited a grocery near the mill and learned what\neatables were commonly purchased. She met and talked with some little\ngirls, daughters of the operatives. She noticed what they wore, and,\nfinding that they were really human, became very much interested in\nthem. Again and again she submitted the details of the problem to find\nthat they were incomplete. She persevered until her estimates were reasonably complete, but she was surprised to find that her problem, like\nthe most of life's problems, from the cost of building a house to the\nprofits per acre in market-gardening, had more than one answer. But in\nsetting that problem she had grown in intellectual power and in sympathy with humanity.\nA boy was at the same time asked how many horseshoe nails a blacksmith would need in the course of a year. The only details furnished\nwere that this blacksmith was the only one in a little town of three hundred, and that he drew his custom from that and from an agricultural\ncommunity of four square miles. The boy took an imaginary town and\ndetermined the probable occupation of every one of the inhabitants.\nNext he plotted on paper the four square miles, fixing the woods, hills,\nand streams, the farm acreage, the kinds of crops raised, the number of\nhorses needed. Then he talked with blacksmiths and found that they\nwere human. He blew the bellows, listened to the merry anvil chorus,\nstroked the noses of the horses, and found that they liked sympathy.\nHe was a surprised boy to learn that if he worked up his own arithmetical problems, they had something to do with real practical human life.\nIf a teacher would be both a social and an economic power, he must\nteach his pupils, not to lop off their wants, but to want more and more\nthings of the right kind. Dean Swift rightly said that to satisfy our\ndesires by lopping off our wants is like cutting off our feet when we need\nshoes. Some English traders went into central Africa, thinking to find\na ready market for their wares.\nBut the Africans wanted nothing; they\n\n"}
{"page": 160, "printed_page": null, "text": "148\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nwere satisfied with their ignorance, squalor, unprogressiveness, and idolatry. The Englishmen said that before trade could be profitable there,\nthe Africans must be taught to want something. When men lop off their\nwants in the material world, hard times and a panic ensue and children\ncry for bread. When men lop off their wants in the intellectual and\nemotional and. moral world, the ideals of the nation are lowered. Then\ncomes loss of Eden until greater teachers restore us.\nFinally, we may say that when a teacher has mastered the law of suggestion on its social side ; when he has brought into play the intelligent\nimitation of the best ; when he has developed the potential capacity for\nsympathy; when he has influenced children to do things for others;\nwhen he has ceased to tell them that education consists in knowing where\nto look for facts, and has taught them how to set problems of their own\nto solve ; when he has impressed on them that wealth depends not so\nmuch on mere saving as on the original use made of those savings ; when\nhe has made them understand that intellectual, moral, and social culture\ncomes in larger measure, not so much in learning by rote other people's\nknowledge in those branches, as in drawing knowledge from the living\nwell of experience ; when he has taught them to have increasing wants,\nthe result of high ideals — then, and only then, can the teacher become\nthe needed social-economic power and raise to a higher plane the world\nwith which he comes in contact.\n\nMISS\n\nOUR\n\nNATIONAL\n\nEDNA\n\nDEAN\n\nPROCTOR,\n\nFLORAL\n\nEMBLEM\n\nSOUTH\n\nFRAMINGHAM,\n\nMASS.\n\nIf we are to have a national floral emblem, let us choose one that is\ncontinental and worthy; one that will vividly suggest America whenever\nits name is heard or its real or pictured form is seen ; one whose story is\nblended with our past and is in accord with our greatness and our destiny.\nA national emblem must be something full of significance to the\ncountry it represents. The rose and the lily are dear to England and to\nFrance because for centuries in camp and court, in council and fray, they\nhave been an expression of the national life. The shamrock thrills the\nIrish heart because St. Patrick, when preaching to the chiefs and their\nclans, plucked a plant growing beside him and illustrated by its trifoliate\nleaves the mysterious doctrine of the Trinity. Scotland honors the thistle\nbecause it pricked the foot of one of the Danish invaders stealing upon\nthe army at night, and his cry roused the camp, and the enemy was overcome. We all love the trailing arbutus, the columbine, the golden-rod,\n\n"}
{"page": 161, "printed_page": null, "text": "Sessions]\n\nOUR\n\nNATIONAL\n\nFLORAL\n\nEMBLEM\n\n149\n\nbut to choose one of these, or any other flower, as a national emblem,\nsimply for its beauty of color, or for some fancied meaning in its form,\nis as incongruous and unworthy as it would be to select some pleasing\nsong and say: \"This shall be our national hymn.\" National hymns are\nnot made thus ! They are born of stress and passionate devotion, and\nconsecrated in the nation's hours of grief and of peril, of triumph and of\njoy. So a national floral emblem is not a thing of unrelated, arbitrary\nchoice. To be truly symbolic it must have been interwoven with the\nstory of the land and the people, and its associations with them must be\npotent and enduring.\nOne plant we have, widespread enough and distinguished enough to\nsymbolize our country, and that is our stately maize — the golden Corn.\nIt is wholly and absolutely American — never a kernel in the world elsewhere till carried from here by Columbus. It grows from the lakes to\nthe gulf and from ocean to ocean. It was the grain of the primitive\npeoples here — the aboriginal Americans — and with religious ceremonies\nof prayer and dance and song they invoked the blessing of their gods\nupon its planting and its harvest; they buried it with their dead, and\noffered it to the sun in their temples. It saved the lives of the first\nEuropean settlers here, and it has been a vast factor in the civilization of\nthe continent. From stalk to blade, from tassel to golden ear, it is\nuniquely and nobly beautiful, and it lends itself with grace and superb\neffect to varied forms of decoration. Our eminent historian, John Fiske,\nsays of it :\nMaize is more widely and completely identified with the western hemisphere than any\nother plant\nIn adopting it for the national emblem we do not invent anything out\nof our fancy, but simply recognize an existing fact\nIt is (I believe) richer in\naesthetic suggestiveness than any other that has ever served as a national emblem.\n\nHow completely it is identified with our country was shown to a recent\ntraveler among the fjords of Norway. Surprised to see some small stalks\ngrowing in the garden, she said to the innkeeper's daughter : \" Why do\nyou plant the maize when its grain can never ripen ?\" \"Oh,\" replied the\nchild, \"we plant it to please the Americans! They smile when they see\nit, and say that in their land it grows like a forest, and the bins are filled\nwith its golden ears before the snows can fall.\"\nDo you say it is \" commercial \"? It is commercial, royally and grandly\ncommercial ; but this is its least claim upon us as a national floral emblem.\nIt is a part of the history of the New World, and is invested with the\ntradition and sentiment and poetry of all the American ages.\nEach state will choose its device after its own heart. California will\nhave her poppy, Vermont the red clover, Kansas the golden-rod, and so\non and on thru the long, bright list ; but for the broad country how can\nwe fail to adopt the beautiful, distinguished, historic, American plant —\nthe maize, the Corn ?\n\n"}
{"page": 162, "printed_page": null, "text": "15°\n\nNATIONAL\n\nEDUCATIONAL\n\nCOLUMBIA'S\n\nASSOCIATION\n\nEMBLEM\n\nBlazon Columbia's emblem\nThe bounteous, golden Corn !\nEons ago, of the great sun's glow\nAnd the joy of the earth, 'twas born.\nFrom Superior's shore to Chili,\nFrom the ocean of dawn to the west,\nWith its banners of green and silken sheen\nIt sprang at the sun's behest ;\nAnd by dew and shower, from its natal hour,\nWith honey and wine 'twas fed,\nTill on slope and plain the gods were fain\nTo share the feast outspread :\nFor the rarest boon to the land they loved\nWas the corn so rich and fair,\nNor star nor breeze o'er the farthest seas\nCould find its like elsewhere.\nIn their holiest temples the Incas\nOffered the heaven-sent maize —\nGrains wrought of gold, in a silver fold,\nFor the sun's enraptured gaze ;\nAnd its harvest came to the wandering tribes\nAs the gods' own gift and seal,\nAnd Montezuma's festal bread\nWas made of its sacred meal.\nNarrow their cherished fields ; but ours\nAre broad as the continent's breast,\nAnd, lavish as leaves, the rustling sheaves\nBring plenty and joy and rest ;\nFor they strew the plains and crowd the wains\nWhen the reapers meet at morn,\nTill blithe cheers ring and west winds sing\nA song for the garnered corn.\nThe rose may bloom for England,\nThe lily for France unfold ;\nIreland may honor the shamrock,\nScotland Ker thistle bold ;\nBut the shield of the great republic,\nThe glory of the West,\nShall bear a stalk of the tasseled corn —\nThe sun's supreme bequest !\nThe arbutus and the golden-rod\nThe heart of the North may cheer,\nAnd the mountain laurel for Maryland\nIts royal clusters rear,\nAnd jasmine and magnolia\nThe crest of the South adorn ;\nBut the wide republic's emblem\nIs the bounteous, golden Corn !\n\n[General\n\n"}
{"page": 163, "printed_page": null, "text": "Sessions]\n\nTHE\nCLOUDESLEY\n\nEDUCATIONAL\n\nEDUCATIONAL\nS.\n\nH.\n\nBRERET0N,\n\nCRISIS\n\nIN ENGLAND\n\n151\n\nCRISIS IN ENGLAND\nMELTON\n\nCONSTABLE,\n\nENGLAND\n\nMr. Chairman, Ladies and Gentlemeti :\nMy first duty must be — and it is a very pleasant duty — to thank you\nmost heartily for the great honor you have conferred upon me in asking me\nover to America to lecture to you on English education. I little thought a\nyear ago, when I had the privilege of studying and appraising your excellent educational section at the Paris Exhibition, I should so soon have the\nopportunity of seeing on the spot the actual working of your schools and\nof meeting face to face the pick and flower of those who have built up, or\nare building up, this magnificent and unparalleled system of national\neducation. The most casual observer cannot fail to be struck by the\nintense and fervent belief of American democracy in its schools, which is\nonly to be matched by the fervent belief of the schools in American\ndemocracy. Such a happy conjunction between the two seems fraught\nwith limitless possibilities. Every year the schools grow richer as more\nmoney and thought are poured into them. Every year they turn out a\nhigher and more efficient type of citizens, ready, when their time of giving\ncomes, to give as freely as they themselves have received. Believe me,\ndeeply as I value the honor of being invited over here to speak on the\nproblems of English education, I am still more grateful to you for giving\nme the chance of gaining some insight into your own.\nNo doubt, in part, some of this immense and rapid progress is due to\nthe fact that you were able to begin, so to say, at the beginning, untrammeled by the excessive top hamper with which all countries of an older\ncivilization are encumbered. I do not know how often, in seeing the ease\nand rapidity with which you have solved, or are solving, the various\neducational problems which confront you, I have experienced a regret\nthat the age of miracles is past and that we, as a nation, cannot be\nre-created and born again, so that we too might start with a blank sheet,\nor tabula rasa so to say, on which we might erect a brand-new system of\nnational education. And yet a moment's reflection has always convinced\nme that even the worst and most antiquated of our traditions, by which\nwe are at times so sore let and hindered, are not without their uses. In\nfact, the problem is to modify rather than to abolish them. The curious\nhabits and customs, the various modes of belief, the conception and ways\nof looking at things which have impressed themselves so strongly on\nEnglish education, are not mere scaffolding by which we have been able\nto raise up, tier by tier, the mighty structure of national life, but are verily\nand indeed part and parcel of that structure, reaching down and extending to its very foundation and base, so that their complete removal, if it\nwere possible, would be a distinct loss of certain elemental things essentially national, and their radical excision would be a mutilation of part\n\n"}
{"page": 164, "printed_page": null, "text": "152\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nof those forces which make the English body politic what it is, and not\nsomething else.\nIf you agree with this view, I think you will readily admit that national\neducation is not, as the mechanical-minded theorists of the eighteenth\ncentury imagined, a sort of machine you could clap on to this or that\nnation, whether English or French, European or Asiatic, in the sure and\ncertain expectation of turning out exactly the same finished article, true\nin every detail to pattern and specification, a kind of education-made\nautomaton, a great monstrosity, if it really existed, like that other figment\nof the eighteenth century, the economic man, so dear to early writers of\npolitical economy. If the spirit of the nineteenth century, which has just\npassed away, had one message for us, it was to substitute for this mechanical theory that of evolution ; to dethrone the belief in cataclysms and\nsudden changes, in favor of the view of sure but certain processes; to restate\nthe problem of progress in terms of living growth instead of artificial\nmanufacture. It denied that the child is a mere lump of clay to be puddled\nand molded into some conventional type, as tho, forsooth, the Lord God\nhad not already breathed into it a soul and a personality. On the contrary, itasserted that it is the bounden duty of the teacher to respect the\nchild's individuality — a practice which you, to your eternal honor, have\nmore than any other nation held to and maintained. It no less vigorously\naffirmed that it is the bounden duty of the statesman, in whatever reform\nhe may undertake, to respect the genius and individuality of his nation.\nFor nations, as I consider them, are not mere undisciplined aggregates\nof competing individuals, but organized social wholes, to whom national\neducation bears the same relationship as the flower to the parent plant.\nIf I had to give a definition of national education, I would define it as\nthe outcome, half conscious, half unconscious, of the desire of the more\nthoughtful members of a nation to hand down to the rising generation\nthe experience, ethical, intellectual, and practical, of the race, in order that\nthey may continue to develop the nation on its own line, and realize more\nfully and perfectly the ideals, whether existing or naissant, in their own\nhearts.\nThey desire, it is true, to render their sons more efficient for the battle\nof life, yet, knowing that man cannot live by bread alone, they are anxious\nto see instilled into those that come after them those moral standards and\naims which they believe to be the most precious heritage they have\nreceived from their forefathers ; which form, so to say, the very bed rock\nof national character and temperament, and enable a nation on the morrow\nof some crushing reverse or defeat to pull itself together and go on. In\na word, the school should be the microcosm of all that is best in the\nnational life and ideals, and its further progress largely depends on its\nbecoming more and more the mirror of these high hopes and aspirations.\nBut perhaps someone will say : This theory may square very well with\n\n"}
{"page": 165, "printed_page": null, "text": "Sessions]\n\nEDUCATIONAL\n\nCRISIS\n\nIN\n\nENGLAND\n\n153\n\nEuropean conditions, but our American schools are none the less one of\nthe most efficient machines the world has ever known for converting into\nAmerican citizens the countless children of the strangers that are within\nour gates. It is quite true that the American schools do literally help to\ntransform the child of the newcomer into an American citizen, and it is\nindeed one of the chief glories of the American schools that they are able\nto effect such a conversion as deep and thoro as any other conversion,\nreligious or otherwise.\nBut such a fact is not against my theory. On the contrary, it is a\nstriking proof of how a nation is really a social whole, which demands, in\nthe name of national unity, the assimilation of the individual of the\nnational type. It emphasizes the vigor and genius of the American\nnational character that it is able so thoroly to leaven, permeate, and transform these foreign elements. It illustrates incidentally the fact that\nAmerican education must proceed along the lines of American ideals,\nwhich is only what I have been urging in reference to England.\nBut I would not have you think for a moment that I wish to see a\nChinese wall thrown around a nation or a nation's schools, in order to\nshut out and exclude all foreign influences. On the contrary, I am most\nanxious that in education, as in commerce, we should maintain the policy\nof the open door. Never in the history of the world, as far as one can\njudge, have the nations, and especially the English nation, been under a\ndeeper obligation than at present to learn and copy from one another what\nis best. Besides, education in its highest sense is the raising and uplifting, not only of each of the several nations, but of all humanity; as such\nit cannot be shut up in water-tight compartments or separated by impassable boundaries. What I do contend for is this, that we cannot profitably copy the methods of other countries till we have got a clear idea of\nthe condition and genesis of our own education. In other words, we\nmust first be able to state the problem and appreciate its main factors\nbefore we can say whether this or that solution, however excellent it may\nbe on abstract lines, however well it has worked in other countries, is\nreally applicable in our case.\nBut this seems to me to be the place to mention another factor which\nappears to me second in importance only to that of national character in\nconsidering the problem of national education. Nations are not only\ndivided by what they have inherited from the past ; they are also differentiated bythe diversity of their destinies. To understand the problem\nof national education we must not only ask from what the nation has\ncome, we must also inquire whither it is going. For the school is not\nonly the trustee of the past ; it must also take thought for the future.\nNow, it seems to me that the problems with which every nation has\nto deal tend to group themselves around some central problem, which,\nin its turn, gives its own particular hue and color to the others.\nLet me\n\n"}
{"page": 166, "printed_page": null, "text": "154\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ncome at once to concrete instances to show what I mean. Anyone conversant with French life will, I believe, readily admit that the fundamental problem in France is the religious problem. In fact, you cannot\nscratch, or even touch, the surface of any other problem without at once\ncoming in contact with some of its seemingly endless ramifications. In\nGermany it will probably be readily admitted that the central problem\nis the reconstruction of society. Here in America, if a passing visitor\nmay venture on an opinion, the problem with which you have to deal is\nthat of the adjustment of the relation of capital and labor; while in England, itseems to me, the coming problem, if it has not come already, is\nthat of imperialism. One might almost think it was a sort of divine dispensation that each of the chief civilizing states of the world is set down,\nas it were, to work out its own salvation on different lines, so that the\nother nations, if it succeeds, may enter into its labors; for no nation\nliveth unto itself alone, but to the benefit, in the end, of humanity.\nThe bottom problem, I repeat, in England is imperialism. To prevent any possible misunderstanding, let me attempt to state what I mean\nby the term. Of course, it has nothing to do with that militant spirit of\nspread eagleism we call jingoism ; it is not mere flag-waving or any other\nform of human cockadoodleism ; it is not land-grabbing ; it is not the\ninsane wish to paint as much as possible of the map of the world red, or\nwhatever the national color may be. On the other hand, it seems to me\nstupid, if not criminal, to shut our eyes to the fact that our empire, even\nif we do not add another rod to it for fifty years, is already enormous.\nSpeaking roughly, we, a nation of bare forty million souls, are responsible to Almighty God for the lives, fortunes, and happiness of some\nfour billions. Are we, like unworthy servants, unmindful of our high\nresponsibilities, going to hide our talents in a napkin and do nothing,\nor are we going to attempt to take up as best we may the \"white man's\nburden'' ? To me it seems there is but one alternative. If we are not to\nshare in the fate of Tyre and Sidon, Macedonia and Rome, we must do\nour duty toward this great empire, not running it for our own selfish\nprofit and pleasure, but for the welfare of all that are in it. Otherwise our\nfate is certain, be it long or short in coming. I feel in this matter we\nhave your sympathy. To you, too, the call of empire has come, and, after\nlong counting the cost, you, too, have put your hand to the plow, and,\nhaving put it, show little sign of turning back or of refusing to accept the\ngreatness thus thrust upon you. But we cannot do our duty to others\nuntil we have done our duty to ourselves. If we are to run the empire\nas we should, we must put things on a far more efficient basis at home,\nnot only in the way of social and economic reform (of political we have\nhad enough and to spare), but also in education.\nNow, English education is at present in a chaotic state. In some\nplaces there is overlapping and friction between competing schools and\n\n"}
{"page": 167, "printed_page": null, "text": "Sessions]\n\nEDUCATIONAL\n\nCRISIS\n\nIN\n\nENGLAND\n\n1 55\n\nconflicting local authorities ; in others the educational supply is miserably deficient. What is wanted at the present time is organization and\ncoordination, not indeed uniformity, but unity, or at least harmonious\nworking, between the different educational agencies. This cry for unity\nthat is voiced by so many is, however, no new thing. It has been raised\nagain and again, yet hitherto has always met with failure. The causes of\nthis failure lie deep. They can be disclosed only by an inquiry into the\nreasons in the history of English education that have led to the present\ncomplicated position. I shall, therefore, attempt to give you, in a rough\nand ready fashion, some insight into historical causes, and, dividing the\nproblem into two parts, deal first with the local and then with the central\nauthorities.\nThe beginnings of English education were religious. The ethical\nbias in English education must never be lost sight of when any estimate\nof the problem is made. The Reformation only transferred the school\nfrom the church to the king, not as the head of the state, but as the temporal head of the church. This, of course, only applies to the secondary\nschools.\nThe seventeenth century was a blank as far as education of the working classes was concerned. At the commencement of the eighteenth\ncentury we find Sir Richard Steele pleading in the Tatler for the education of the poor. His cry did not fall on deaf ears, and produced a\nmovement within the established church which led to the foundation of\nthe so-called charity schools (under the auspices of the Society for Christian Knowledge). These schools at first grew and increased, and at one\ntime contained as many as twenty-six thousand children. But opposition soon appeared; on one hand they were attacked by those who complained of their superficiality; on the other, by those who asserted that\nit made the poor discontented with their station in life. There was no\nidea of seeking the help or assistance of the state. The great English\nradical, Priestley, who had inherited the laissez-faire traditions of 1648,\nwas dead against the notion. It is not until we come to Adam Smith\nthat we find the idea of a state system of primary education mooted.\nHe had been influenced by the ideas of Turgot and the working of the\nScottish system ; unhappily for the future of secondary education, he was\nutterly opposed to state aid or intervention in the sphere of higher\neducation, looking on it as likely to lead to intellectual tyranny.\nSo at the beginning of the nineteenth century there were two tendencies in education, one laying stress on the ethical, the other on the\nintellectual side ; the former represented by the now languishing\ncharity schools, which were suffering from the attacks of the obscurantist\nfaction in the church, who disbelieved in education for the working\nclasses ; the other, by the philosophical radicals, who were advocates of\nthe state system of primary education, but encountered opposition from\n\n"}
{"page": 168, "printed_page": null, "text": "156\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nextremists of the Priestley school. The first attempt to establish a national\nsystem of primary education was made as far back as 1806, by the celebrated Quaker, Mr. Whitehead. He attempted to conciliate the clerical\nparty, but failed to overcome the opposition of the obscurantists. But\nthe problem itself became more acute. During the Napoleonic war we\nwere passing from being a rural to an urban people. The industrial\nrevolution was at its height, the slums were growing at an alarming rate,\nour working classes were half-starved thru the high price of corn, and\nthe horrors of child labor grew and intensified. State aid having failed,\nthe philanthropist stepped into the breach. Robert Raikes in 1810\nstarted the Sunday schools. The numbers in these schools rose rapidly\nto half a million, but after 1810 they devoted themselves to the Sunday\nside of the work. Then the Royal Lancastrian Society was founded to\nextend the monitorial system of one Joseph Lancaster, a Quaker, and\nbecame in due course the British and Foreign Bible Society. Its\nmethods were crude ; knowledge was looked on as a sort of liquid that\nnaturally found its own level in the pupil, who acted as a sort of tank or\nreceptacle thru the monitor, who was regarded as the pipe or conduit,\nand therefore did not require to know more than the pupil, being what\nwe should call, in theological language, a sort of unconscious channel\nof grace. These schools were, nevertheless, highly favored and supported\nby Bentham, the elder Mill, Francis Plaice, and other radical reformers\nof the time.\nThe activity of the non-sectarian British and Foreign School Society\nnaturally awoke the slumbering energies of the other party, and a rival\nsociety, called the National Society, was started by churchmen. People\nlooked complacently on the rivalry of the two societies as a kind of\nsporting affair, hoping that the better would win — a spirit, I fancy, not\naltogether unknown in America. Unfortunately the two societies did\nnot cover anything like the whole ground. In 1820 Brougham pointed\nout that out of twelve thousand parishes only five thousand had any\nsort of school at all, and many of those were little better than dame\nschools. He himself tackled the problem of state education, but failed,\nthru the impossibility of finding a via media between the church, the\nchurch people, and the laissez-faire nonconformists. Meanwhile the\nBritish and Foreign Schools were not fulfilling the expectations they\nhad raised. As we have seen, their conception of the child was all\nwrong, and they confounded education with instruction, in thinking they\ncould solve the social problem by teaching a little spelling and the\nmultiplication table.\nFrom the passing of the Reform Bill till 1870 the middle classes were\nhaving a good time in England, as good as the middle classes in\nAmerica today. Trade was going up by leaps and bounds. Everyone\nwas feeling yearly a little richer.\nIt was an epoch of intellectual output.\n\n"}
{"page": 169, "printed_page": null, "text": "Sessions]\n\nEDUCATIONAL\n\nCRISIS\n\nIN ENGLAND\n\n157\n\nTennyson, Dickens, and George Eliot were in their prime. There was\nvery little dwelling on difficult or ultimate questions. A superficial\noptimism, of which Macaulay was often the mouthpiece, was the fashion.\nThere was a general feeling that things would work themselves out all\nright. It was the golden age of laissez faire. So much for the articulate\nclasses, but the actual life of the inarticulate classes was far different, and\nwe were really sowing the seeds of the numerous social and economic\nproblems that of late have sprung up around us like magic, and are\nclamoring simultaneously for solution.\nThe year 1832 is memorable as the first instance of state aid in the\nhistory of national education, when a building grant of ^20,000 was\ngiven to the two societies. In 1835 a royal commission Was appointed,\nwhich revealed the educational nakedness of the land. Once more an\nattempt was made to establish a national system of education ; this time\non undenominational lines. It failed before the opposition of the church.\nA further attempt to secure education for factory children was unsuccessful, this time the opposition coming from the party opposed to state\nintervention, John Bright and Baines. At last a via media was found.\nIn 1846 the government adopted the system of subsidizing the denominational schools. During the fifties we see the beginnings of the ideas of\nlocal control in the schools, and the birth of two great questions — one,\nwhether education should be a branch of municipal and local government, or intrusted to a special ad hoc body; and the other, the still\nthornier one of aiding denominational schools out of the rates. Meanwhile the reforms introduced by Arnold at Rugby had extended to other\nschools, and made our public schools what they are today, the nurseries\nof public spirit and esprit de corps.\nThe electoral reform of 1868, and the sweeping Liberal majorities\nthat followed, tended much to weaken the dislike of the laissez-faire\nradicals to the state, with which they began to identify themselves more\nand more. This reduced the four opposing currents of thought to three,\nand opened the way for Mr. John Forster and his celebrated education\nbill of 1870. Three points require to be very strongly noted as regards\nthis act. One, that the elected school boards were avowedly only to be\ncreated in districts where the educational supply was lacking ; they were\nmerely intended to fill up the gaps in the then existing system of voluntary education. While, to afford the voluntary schools a last chance of\ncovering the ground, a year's grace was given under the bill, during\nwhich they were to be allowed to attempt to build as many schools as\npossible. They made such good use of the opportunity that they raised\nsome three million pounds for school buildings. When the year was up,\nand the competition began, they had already received an immense start,\nand tho the school boards have since made enormous progress, the majority\nof elementary children are still in denominational schools.\nThe second\n\n"}
{"page": 170, "printed_page": null, "text": "158\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\npoint to note is that the government grant to these schools has steadily\nincreased, so that today these so-called voluntary schools receive the\nequivalent of four-fifths of their expenditure, and in some cases still\nmore, out of the public fund ; yet, except as regards examination and\ninspection, they are quite outside the sphere of popular control. The\nthird point to note is that the first draft of Mr. Forster's bill proposed\nto make the existing municipal councils the local school authorities for\nthe towns. But, as some of the radicals objected to indirect election,\nand the various denominational bodies insisted on a representation of all\nparties and all religions, we had the establishment of school boards in\nthe town, which, apart from the religious wrangling, have generally done\nvery good work, and the establishment of the little district boards in the\ncountry, which have worked, as a rule, very indifferently. As there is\nno great popular feeling in favor of education in country districts comparable to that in America, the country school boards have been mainly\nmanned by persons who have got themselves elected for the purpose of\nkeeping down rates.\nNot a few persons in England consider it unfortunate for the cause of\npopular education that its destinies should have been linked at the start\nto a form of local government which was rapidly falling into discredit\nthru the rendering the life of the English ratepayer a burden, and\nhindering the growth of local patriotism. It was estimated by Mr. (after\nJustice) Smith in 1876 that some unfortunate householders in London\nwere living under the government of something like fifteen distinct ad\nhoc authorities, being in one area for the school, another for water,\nanother for gas, another for health, another for registration of birth,\nanother for burial purposes, etc. The reform of English local government\nwas taken in hand in 1888, when the old county area was chosen as the\nunit, and the functions of the majority of these ad hoc bodies were merged\nin the new authority. Towns of over sixty thousand inhabitants, together\nwith a few whose population was under this figure, were eliminated from\nthe county and made co-equal independent bodies under the title of\ncounty boroughs. This is a most important point. Had the present\ncounty unit existed in a democratic shape in 1870, we should probably\nnot have had an ad hoc body chosen to supplement merely primary\neducation, but the county unit would most probably have been adopted\nto look after all forms of education in its area. The proof of this assertion lies in the fact that the county council and county borough council\nwere made the authority for technical instruction in 1889, and not the\nschool board, for the simple reason that their areas were co-extensive\nwith the whole country.\nThere being little or no technical instruction at the time, the county\ncouncil and county borough council soon found it necessary to expend a\nlarge portion of the grant they received from the government for technical\n\n"}
{"page": 171, "printed_page": null, "text": "Sessions]\n\nEDUCATIONAL\n\nCRISIS\n\nIN\n\nENGLAND\n\n159\n\neducation in aiding hundreds of secondary schools in order that the\npupils might be better prepared to enter the technical schools and classes.\nThey have, therefore, become de facto in England in many localities, the\nlocal authority for secondary education. Their position has further been\nstrengthened thru the government grant for science and art being in many\nplaces also paid thru their hands.\nMeanwhile, especially in the towns, school boards throve and\nexpanded ; extra standard classes were soon added to the ordinary classes\nin the three R's ; and the regular superstructure of higher grade education evolved. In this forward policy the school boards were, up to a\nrecent date, encouraged by the two departments intrusted with the oversight of elementary and of science and art education. Certain of the\nLondon ratepayers, however, took alarm at the growing expenditure of\nthe London board. The matter was brought into the law courts, and the\nwhole of this new top story has been declared illegal. For anyone but\nan obscurantist in education the question is whether these classes should\nbe recognized as higher primary, as in France, or as frankly secondary.\nIf the latter alternative is adopted, they will at once be authorized to\nenter into competition with the existing secondary schools, many of which\nare under the tutelage of the county councils, and the skirmishes which\nhave hitherto taken place between the two rival authorities will degenerate\ninto a battle royal. In fact, recognition of two rival authorities, each\npossessing equal rights to give the same grade of education, can only\nlend itself to an intolerable amount of friction and overlapping, and\nunnecessary expense ; so that the British ratepayer is not unlikely to strike.\nUnable to discriminate between the two, he will cry \"a plague on both\nyour houses,\" and the cause of education is bound to suffer in the end\nwhen people see how these educationists love one another. Furthermore,\nthe present muddle is intensified by the overlapping which has been\ngoing on in the evening classes for adults ; between the classes run by\nthe county councils and the school boards in the town when they have\nnot been regulated by voluntary concordats. And, finally, we have before\nus the grave question of whether we mean to crush out the private schools.\nThere should, indeed, be short shrift for the inefficient ; but the private\nschool which is doing its work seems worthy at least of recognition, if\nnot of encouragement. Both in France and Germany there are distinct\nsigns of regret that the private school, which, if efficient, is always a\ncenter of emulation and experiment, has become such a quantite negligeable.\nThe act of 1870 was a statesmanlike compromise between the denominational and the undenominational parties in the sphere of primary\neducation. What we need today is a second compromise between the\ntwo schools of thought in the sphere of secondary education. In 1896\nan attempt was made to make the county the chief local authority.\nIt\n\n"}
{"page": 172, "printed_page": null, "text": "160\n\n.\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nfailed ; this time largely thru the carelessness with which the bill was\nconducted in Parliament, and also from the jealousy shown by the small\nnon-county boroughs toward the counties in which they were situated.\nThis year again a bill has been presented which proposed once more to\nmake the county the paramount authority. I understand it has been\nwithdrawn owing to the exigencies of the parliamentary session.\nAnd yet it seems to me, if we are to have educational unity in\nEngland, the county council is the only possible authority we can have\nfor local purposes.\nBut before stating the case for the county council, let us first consider\nthe other alternative. At first sight, in order to do away with the existing rivalry, it might seem expedient to disfranchise the county councils\nof their educational rights, disestablish the school boards, and hand over\nthe educational duties of the two bodies to an entirely brand-new\nauthority. But this suggestion, tho possessing all the special attractions of symmetry and completeness, would arouse the most prodigious\nopposition. The two interested parties would fight it tooth and nail.\nLocalities would be up in arms, and local M. P.s would voice their opposition in Parliament. All officials under the existing bodies would be\ndead against any proposal that jeopardized their positions and salaries.\nIt would be actively fought by that small but growing body of social\nreformers who, as partisans of the municipal idea, believe that politics can\nbe made real to the man in the street only by consolidating the various\nfunctions of local government in one body and doing away with the\nbewildering multiplicity of elections. And, lastly, such a body would be\ncertain to inherit from the old school boards the spirit of religious\nwrangling that has proved such a fruitful source of hindrance to the\ncause of popular education in England. The objections to the school\nboards being made the one authority for education are scarcely less formidable. They are an ad hoc body ; they are at present only a makeshift\nform of organization existing in only two-thirds of the country, and\ncatering for less than half of the children, the majority of whom are in\nvoluntary schools which have been avowedly built and maintained to\nkeep out the school board on religious and economic grounds. The\nattempt to make the school boards the authority for such a neutral subject\nas technical education failed in 1889. Their chance, therefore,»of being\nmade the secondary authority, now that the technical-education committees of the county councils are in full swing, is still more remote. They\nhave but few friends among the Tory party, and even supposing the Liberal party came back to power with a thumping majority, it would have\nthe whole of the Irish vote cast solid against it, on the question of making school boards the chief authority, as the Irish desire rate aid for\nCatholic schools in the north of England.\nThere remain, therefore, only the county councils and the county\n\n"}
{"page": 173, "printed_page": null, "text": "Sessions]\n\nEDUCATIONAL\n\nCRISIS\n\nIN\n\nENGLAND\n\n161\n\nboroughs, and this is fortunately no Hobson's choice. They have, indeed,\nmuch to recommend them. Their areas are co-terminous with the whole\ncountry ; they are also sufficiently big to exclude the election of the crank\nand faddist, and secure a certain amount of ability and large-mindedness\nin their representatives. They have already acquired administrative\neducational experience in dealing with secondary and technical education.\nIn the counties it would probably be advisable to abolish at once the\nsmall boards which have little to recommend them. The evicted members might be reinstated as managers in order that what administrative\nexperience they have might be preserved. But the advent of countycouncil administration would probably mean a rise in the standard of\nthe schools and greater security of tenure for teachers. The principle\nof popular control would be maintained by the proviso that the educational committee of the county council should consist of a majority of\nmembers of the council, while the educational side would be safeguarded\nby the election or co-operation of educational experts to represent the\nvarious types of schools.\nThe county councils would be allowed to levy an educational rate over\nthe whole country, or rather merge the education rate in the county rate.\nBeing the authority for all forms of education, they would naturally have a\nright to inspect, not only the board schools, but also those of the voluntary\nschools which wished to come under their regime to qualify for efficiency.\nThis idea of subsidizing the voluntary school seems a bitter pill to some\npeople. But it appears to me just one of those cases where the stern\nlogic of fact is superior to the reasoning on mere abstract principles.\nAssuming that the voluntary schools are, as their adversaries allege,\ninefficient, have we a moral right, looking at the question from the\nnational point of view, to allow more than half our children to suffer\nunder permanent educational disadvantages until the voluntary schools\nare starved out in the dim and distant future? Are not the rights of\nconscience of the sectarian equally respectable as those of the secularist\nin the eyes of the state ? We have spent thirty years in trying to ignore\nthe religious question. The effect has been, so far, such a qualified success that we have not as yet attracted half the children of the nation\ninto our state schools. We have given state aid to the extent of fourfifths of the expenditure in the denominational schools, and have received\nin return nothing but the right to inspect these schools. Why should\nwe haggle over the remaining fifth, if we can purchase with it a certain\nmeasure of popular control over these schools, save and excepting in the\npresence of religious teaching ? Are we not far more likely to raise and\nwiden the outlook of these schools by inducing them to come under\ncounty-council control than by any measures that smack or savor of persecution ? We want to find points of contact between the different ideals\nthat divide England ; we do not want to set them in harsh opposition.\n\n"}
{"page": 174, "printed_page": null, "text": "1 62\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nIn the towns, the school boards have done yeoman service in the cause\nof popular education. Yet it is obvious we cannot allow two public\nbodies, each professing to do the same kind of educational work, to\nremain in perpetual competition with one another. From the national\npoint of view there is no gain whatever from such a clumsy and expensive\nduplication. It can mean only the perpetuation of the educational\nschism which has hitherto divided the nation. To leave the county councils with only the control of the present grammar school is to narrow\ntheir conception of what secondary education really means, and another\nten years of the present regime may make them into partisans despite\nthemselves. At present, both in theory and practice, they are really far\nmore democratic than the existing school board. They are elected on\nthe ordinary and not the cumulative franchise, while the number of votes\ncast at the borough-council election in the towns is always much larger\nthan that cast at the school-board election. Thus in London at the last\ncounty-council election about 70 per cent, went to the hall, while the last\nschool-board election barely interested 20 per cent, of the electorate.\nYet, if the county councils are to absorb the school boards in the\ntown, the transference must be very carefully and gradually made. These\nlatter bodies have acquired a wealth of administrative and educational\nexperience which it would be hard, if not impossible, to replace immediately. There must be no forced liquidation, but they must be taken\nover as going concerns, their best members being co-opted at once on\nthe borough council education committee, in order that the break in continuity may be as little as possible.\nThe following advantages, from the national point of view, which\nwould result from the adoption of the county council as the one local\nauthority, should also be noted :\nWith a single authority in each area, controlling all forms of education, itwill be at once possible to detect and correct overlapping, and\nsupplement any deficiencies in educational supply. Again, the needs of\neach locality necessarily vary. The single authority, more or less supreme\nin its own area, will be able readily to see at a glance the needs of its\ndistrict and to call for them accordingly. There is plenty of work and\nmore than enough for the existing type of schools. What is wanted is\nto regulate and define more carefully the function of each so they may\nbe as readily understood by the people as they are in France or Switzerland. Half the want of interest in the schools which exist today in England is due to the impossibility for the ordinary man to make out what\nthey severally stand for. People cannot be enthusiastic about their\nschools till they comprehend their exact aims. If we cannot harness\nthe Niagara of national interest in education to our schools, as you have\ndone in America, we can yet do a great deal in the way of deriving power\nby hitching the school on to the latent forces that lie at the back of local\npatriotism in England.\n\n"}
{"page": 175, "printed_page": null, "text": "Sessions]\n\nEDUCATIONAL\n\nCRISIS\n\nIN\n\nENGLAND\n\n163\n\nComing now to the question of the central authority, it Js enough to\nsay that primary education was originally under the education department, which, like many other departments of state, was at first an appanage\nof the privy council. The latter is the real source of an unexhausted\nexecutive power in England, and may be compared to the sun in its\npotentiality to throw off some new department of state when a new\nadministrative want makes itself felt.\nScience and art teaching, which dates back to the great exhibition of\n1 85 1, was under the science and art department, which was later on made\nthe authority for technical education. The endowed schools were controlled bythe charity commission, whose oversight, however, was mainly\nfinancial. The present board of education was evolved out of the two\nabove-named departments, with power to take over certain functions from\nthe charity commission. The new office was divided up into two sections, primary and secondary, and technological. The latter section\nshows sign of splitting up into two parts, so that there will probably in\nthe end be three sections in the office. Hitherto, owing to the miserable system of payment by results, the office has been overwhelmed by\nquestions of detail and audit. The establishment of the block grant may\nperhaps set it free to study the admirable collection of reports which\nhave been amassed by its special inquiries section, in order to enable it\nto frame general principles of control. It has also been furnished with a\nconsultative committee of experts ; these no doubt should serve as an\nadmirable go-between in their dealings with the schools on their pedagogical side ; but what they really most require at the present time is an\nefficient secondary inspectorate that shall serve, not only as the mouthpiece, but the eyes and ears, of the board. Otherwise they will be like\nthose lay figures that have eyes, but see not ; ears have they, but they hear\nnot. Much, again, of their routine work should be delegated to the\nlocal authorities.\nThe true function of the board of education seems to be something\nof a mean between your bureau of education and the strong centralized\nministry of public instruction in France. I cannot define this function\nin better words than those of our greatest writer on education, Mr.\nMichael Sadler. He is speaking of the part of the state in national\neducation, and, after dismissing the individualist idea that the state\nshould have no part in national education, and rejecting Adam Smith's\nopinion that it should provide only primary schools, and Mills' view\nthat it should establish a system of schools of its own among other competing systems, he goes on to lay down that the state should rather draw\ntoward itself, inspire, stimulate, and (when needful) aid each and every\ntype and instance of efficient and needed schools, while absorbing, controlling, crushing none; aiming, not at monopoly, but at a comprehensive federation of schools and colleges ; at strengthening educational\n\n"}
{"page": 176, "printed_page": null, "text": "1 64\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nfreedom, noj at any restriction of it ; at self-criticism, not at the discouragement of criticism ; at the planning and record of careful and\nsystematic experiments ; at the very liberal encouragement of educational, psychological, and hygienic research of all kinds, in all types of\nschools, and those not in England alone; at the wide diffusion among all\nconcerned of the accurate, but varied and outspoken, observations thus\nsecured, with a view to the development and guidance of a well-informed\nand skillfully observant public and professional opinion.\nSuch seems to me to be the present position of English education\nand its principal shortcomings ; and, in speaking so plainly of our failings,\nI do not wish you to imagine for a moment there is little to be said in\npraise of English education. My abstention was rather intentional,\nbecause it seemed to me scarcely the place to say it; and yet, as one\nreared in the traditions of our English public schools, who has breathed\ntheir subtle atmosphere, as strong and life-giving in its way as that of\nyour American schools ; who later on, as a teacher, has attempted to\nmaintain and spread their high-soaring and deep-rooted traditions, I feel\nit is only fair tonight to express in public my eternal gratitude toward\nthose public institutions which instilled into me, unforward scholar that\nI was, some scanty sense of the high ideals of patriotism ; of esprit de corps\nand of serving the state, of noblesse oblige and the non-existence of rights\nunaccompanied by duties ; of the virtue of self-control ; of the spirit of\nnever-say-die; of the belief in fair play and other national qualities\nwhich belong pre-eminently to the Anglo-Saxon race. And if I also look\non France as a sort of foster-mother who, taking me late in life, deepened\nmy ideas of culture and philosophy, it is because she gave me thereby a\nsort of intellectuelle Anschauung into the ^0os of English public-school life,\nand helped me better to understand myself and my great debt to these\nancient and religious foundations. I might also point with pride to the\nwork of the great school boards, like those of Leeds and London, to show\nwhat thirty years of popular effort have done for the working classes, or\nextol the energy of the technical-education board for London, which in\nten years has literally created the present network of technical education out of nothing.\nBut my object is not to praise or blame our national education, but to\nrender it intelligible. I greatly fear, however, I have not infrequently\nbeen obscure, owing to the lack of time to set forth each proposition and\nidea in its due light and proportion. If I have failed, I shall at least have\nhad the melancholy satisfaction of making you realize the extraordinary\ncomplexity of the problem by explaining the obscureness per obscureness.\nThere are, however, two ideas which I would wish you to carry away\nwith you. One, that a trim and geometrical system of education is\nprobably impossible in England, not because of the stupidity or indifference of the English people, but because of the diversity that exists in\n\n"}
{"page": 177, "printed_page": null, "text": "Sessions]\n\nFUNCTIONS\n\nOF\n\nA\n\nUNIVERSITY\n\nIN\n\nA\n\nDEMOCRACY\n\n165\n\nthe national character, and the extraordinary sensitiveness of the English\npeople to fundamentals, about which they rarely argue, but which, as the\nsuppressed premise, give weight and direction to their arguments. I\nthink no nation feels more deeply, or experiences greater difficulty in\nputting its feelings into words. I fancy at times it even half-consciously\nshrinks from doing so.\nThe second is that any satisfactory settlement of the education question, or even temporary modus vivendi, must recognize this diversity in\nthe national character and give fair play to the various sets of opposing\ntendencies which are not always symmetrically ranged under one banner\nor party, yet are ever carrying on a perpetual duel in England, as prefigured bythe battle between freedom and authority, between the spirit\nof inquiry and that of obedience, between individual liberty and state\ncontrol, between private effort and corporate life, between the ethical and\nthe intellectual conceptions of education.\nThis English duality, which Emerson himself has remarked upon,\nmakes us appear at times strangely undecided, irresolute, illogical, and\ncross-grained ; but there are moments when, as Pascal says, the heart has\nreasons, the head knows not.\nYet I do not wish to imply that we should be forever halting between\ntwo opinions, and that there are not occasions when we must make up\nour minds to take a decided step. No one is more convinced than\nmyself at the present time that we have need of overhauling the ship of\nstate and putting her into a better state of repair, making jettison of\ncertain of the laissez-faire notions with which we are encumbered and\ntaking in a fresh consignment of state control. I only ask you to judge\nus gently. Our responsibilities are indeed great, yet I have no doubt\nwhatever, once we have truly realized them, we shall prove fully equal to\nthe task. For my part I cannot entertain the idea that the Anglo-Saxon\nrace, whether on this side of the Atlantic or the other, can ever go under.\n\nTHE\n\nCHARLES\n\nFUNCTIONS\n\nF.\n\nOF\n\nA UNIVERSITY\nDEMOCRACY\n\nIN\n\nA\n\nTHWING,\nPRESIDENT\nOF WESTERN\nRESERVE\nADELBERT\nCOLLEGE,\nCLEVELAND,\nO.\n\nPROSPEROUS\n\nUNIVERSITY\n\nAND\n\nThere is one special respect in which the university proves to be of\ngreat advantage to organized religion. The university helps to show to\nthe world the relative worth of the church and the relative lack of the\nworth of churches. The church is founded upon the primary belief of\nthe existence of a personal God, and upon the derived belief that the will\nof this Being is made known to the will of man, and also upon the\n\n"}
{"page": 178, "printed_page": null, "text": "1 66\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nderived belief that the will of this Supreme Being is to be obeyed by man.\nChurches are founded upon some adaptation of application or corollary\nof this fundamental conception. The university is concerned with truth\nin large relations. It therefore investigates and presents the primary\nconception on which the church rests. It therefore is an aid to the support of the church in a democratic community. But its relations to the\ndivisions of the one great church are on the whole remote. For asms it\nhas not only contempt, but also indifference ; for heresy, while it may\ngive approval to the motives of the heretic, it has only indifference. The\nlittle truths which one endeavors to correlate and to transmute into the\nsystem of orthodoxy usually seem to it slight and unimportant. The\nlarger, therefore, a university becomes, the less significant do its denominational and sectarian relations appear. A sectarian university is a\nmisnomer. The larger and stronger a university becomes, the more\nimpressive and stronger becomes its allegiance to the fundamental\ndoctrines of religion. For these are fundamental truths of being. A\nsectarian university would be a practical impossibility, as an irreligious\nuniversity is a logical inconsistency. These truths receive illustration in\nthe changes which have occurred in the universities of every order, and\nalso in the enlarging policy of the oldest colleges of America.\nIt is also to be noted that theology, studied broadly, as it ever should\nbe, becomes, when studied subjectively, psychology, and when studied\nobjectively it becomes either anthropology or biology. Such a broad\nstudy of theology the university is, of all institutions and agencies, the\nbest fitted to conduct. The school of theology is in peril of being a\nschool of theology only. The results of such a narrow method cannot\nbut be slight. For, valuing at the utmost the content of all special revelations from and concerning the Divine Being, these revelations are so\nslight in comparison to the whole content of truth respecting God and\nhis will that advantage must be taken of psychology and anthropology\nand biology for learning whatever can be known touching Him who is all\nand in all.\nIn the promotion of social efficiency the university adjusts itself in\nbest ways to the growth of that ever-growing force, the sense of humanity. It is significant that the growth of the sense of humanity has been\nspecially vigorous in the forty years that have elapsed since the publication of The Origin of the Species. As it has become evident that man has\narisen out of the lower forms of life, the worth of humanity, the highest\nform, has been more appreciated, and the sense of the oneness of this\npresent highest form been the more clearly harmonized. This problem\nof recognition and appreciation the university is set to promote. It has\nbeen and is an agency and a condition best fitted and qualified to promote the growth of this sense of humanity. Thru the interpretation\nof human\nmovements,\nand thru a sense of love for all men and a\n\n"}
{"page": 179, "printed_page": null, "text": "Sessions]\n\nFUNCTIONS\n\nOF A UNIVERSITY\n\nIN- A DEMOCRACY\n\n167\n\ndesire to serve all men, the university most directly ministers to the\nnoblest growth of the noblest humanity.\nThe university also performs an important function toward that element of society known as public opinion. Public opinion is the special\nproduct of democracy. It arises from the freedom of the body democratic to express its thoughts, and it reacts on the people and helps to\ncreate and maintain a democracy. The university is the voice of the\npeople. It is at times the voice of God, and it has sometimes, in a free\ndemocracy, an authority greater than that of God. Public opinion, in a\ndemocracy, is usually tyrannical, and those over whom it rules are commonly its willing subjects. It is the tyranny of the majority, and it is hard\nto find a tyranny more tyrannical than the tyranny of the majority. It is\nthe power of a tyrant raised to the «th degree. To public opinion the university owes three duties : first, it should give enlightenment, in order\nthat public opinion may be rightly formed ; second, it should teach the\nright of dissent ; and third, it should teach and give an example of fairness and moderation.\nConcerning all these elements truth is to be the basis. Absolute freedom in the teaching is to be allowed, and even to be required. The\njudge of what is allowed and what is the truth is not to be the civil nor,\nof course, the ecclesiastical power, but the university itself. The university is of all bodies the best qualified to be the judge. It has no\npolitical government to conserve or to perpetuate ; it has no doctrine to\nimpress ; it has no purpose to perform, excepting the discovery of the\ntruthfulness of the truth, as a means of human betterment. The great\nprogress of the universities of Germany in this century has been caused\nmore by the freedom of the teaching than by any other condition, and\nupon whatever occasions the civil authorities have seen fit to interfere\nwith the freedom of the teaching, these occasions have resulted, not only\nin harm to the universities, but also in injury to the best interests of the\npeople. In this country the interference with freedom of teaching has\nbeen far less frequent than is commonly supposed. Professors have been\nremoved from their chairs, and the public has often believed that the\nreason for the removal lay in the unwillingness of the professors to submit their judgments to the judgments of founders or trustees or benefactors. I,for one, would not say that in some American universities the\nfreedom of teaching is not so great as it ought to be. I would not say\nthat chairs have not been declared vacant on the ground that their\noccupants presented opinions which did not have the approval of boards\nof trustees ; but I do say that such instances are far less common than is\nusually believed. The reasons for the removal of professors have often\nbeen reasons of personal character or of general inefficiency — reasons of\nwhich the public knows nothing at all. Such reasons are far more frequent than reasons arising from a lack of freedom in teaching.\nIn fact,\n\n"}
{"page": 180, "printed_page": null, "text": "1 68\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nI should not hesitate to say that freedom of teaching has seldom been\nabsolutely interfered with by the governing authorities.\nThe prosperous democracy of the United States is engaged, together\nwith Germany, Great Britain, France, and Holland, in the industrial conquest of the world. The period of settlement of the newer parts of the\nworld has been succeeded by the period of commerce, and the period of\ncommerce is to be succeeded by the period of industrialism. The development of mines, the building of railroads, the organizing of vast agricultural conditions and forces, the formation of great steamship lines, the\nequipment of mills for the manufacture of iron and steel and lumber,\nand for the products of iron and steel and lumber, represent some\nof the chief forms which industrialism is to assume. This industrialism is to touch Africa, South America, Asia Minor, and China. It is\nto touch ultimately every part of the world, parts as remote as Thibet,\nPersia, and Afghanistan. To this vast, and to become yet more vast,\nindustrial movement the university bears several relations. First, the\ninitiative and the progress of these movements demand (a) a trained\nbrain, to see, to foresee, and to judge; and {b) a will strong for decision\nand strong also for carrying decisions into effect. The university does\nnot primarily train the will, but the university does primarily train the\nmind, of which the brain is at once the expression and the agent. Therefore the university should be able to offer to those concerned in the vast\nundertaking a higher order of talent than can elsewhere be found. Secondly, the university also should not only be able to furnish great\nadministrators, it should also be able to point out the most effective\nmethods by which these undertakings can proceed, and the most favorable conditions under which these undertakings can be made to achieve\ntheir highest purposes. A generally trained intelligence is the best method\nand condition for securing these great results. It is, for example, a generally trained intelligence which has worked so silently and so unconsciously as to seem to be almost the working of the time-spirit, which\nhas proved that iron and steel can be most economically made on the\nsouthern shore of Lake Erie. It is the lack of a generally trained intelligence that has tried to make iron and steel in certain other remote parts.\nWisdom touching all the conditions of great movements should represent\nthe result of the training given to university men. Thirdly, the university,\nmoreover, should not neglect to point out the perils which lie in the pathways of these undertakings, both for the people and for the governments\nwhich foster these vast movements. The voice of the university, free\nfrom partisanship, free from any suspicion of a taint of a narrow patriotism, seeking to learn the truth, trying to do those acts of righteousness\nwhich are based on truth, should be the most potent and persuasive voice\nin determining the course of the industrial conquests of the world. The\nonly fear is that, tho the voice speak, it may not be heard, or its intimations followed, or its admonitions heeded.\n\n"}
{"page": 181, "printed_page": null, "text": "Sessions]\n\nFEDERAL\n\nAND\n\nSTA TE INTEREST\n\nIN HIGHER\n\nEDUCA\n\nTION\n\n1 69\n\nIn point of intellectual condition, the higher classes in a prosperous\ndemocracy are subject to the temptation of materialism and sensualism ;\nthe middle classes, to the temptation of mediocrity and commonplaceness ;\nand the lower classes, to the temptation of brutalism and contempt of\nall knowledge. In point of manners and social condition, the higher\nclasses are open to the temptation of arrogance, the middle classes are\nopen to the temptation of pettiness, and the lower classes to the temptation of bestiality. To each of these classes the university owes a special\nduty. To the higher it owes the duty of teaching spirituality ; to the\nmiddle, the duty of teaching the relativity of the values of knowledge and\nof the truths of personality and of things ; and to the lower, the duty of\nteaching gentleness and humility. American scholarship, thru its ministry\nin the universities, thru its teachings and its teachers, is to remove evil,\ninstruct the ignorant, humanize the brutal, uplift the sensual, broaden\nthe narrow, enrich the poor, elevate the low, make natural the unnatural,\nand the human divine.\n\nFEDERAL\nROBERT\n\nAND\nB.\n\nSTATE\n\nFULTON,\n\nINTEREST\n\nCHANCELLOR\n\nOF\n\nIN HIGHER\n\nEDUCATION\n\nUNIVERSITY\n\nMISSISSIPPI\n\nOF\n\nThe history of state and federal aid to education in the United States\nshows the first colonists within our borders, the fathers of the republic,\nas well as all later statesmen who have been leaders in national or in state\naffairs, ever recognizing the imperative necessity of an all-embracing and\nthoro education for the people in order to preserve our institutions\nand perpetuate their blessings. From the beginning of our history, to\naid and encourage schools and all the means for education and the\ndissemination of knowledge has been accepted as one of the proper functions of government, and a most beneficent mode of state and national\nactivity.\nIn the New England and northern states, colonial and state aid and\nfostering care, as well as individual effort, early gave development to\ncommon schools, and even the higher institutions of learning in these\nstates owe their foundation and success largely to colonial or state\ninterest. In the more southern of the original states, Virginia, the\nCarolinas, and Georgia, colleges and universities founded and maintained by the state preceded, in order of development, the common\nschools. From the first it has been everywhere recognized that both\ncommon schools and higher seminaries of learning, in whatever order\nestablished, are complementary parts of a properly ordered educational\nsystem in any state. The special forms and details which differentiate\nthe systems of public education in the eastern states, in the western publicland states where rich provision was early made for schools of every\n\n"}
{"page": 182, "printed_page": null, "text": "170\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ngrade, in the southern states where sparse p.opulation and the co-existence of two races made peculiar difficulties, have been determined by the\npast experience and present resources of each section.\nIn twenty-nine of the newer states of the union, including all the\nstates lying west of the Alleghany mountains, excepting West Virginia,\nTennessee, Kentucky, and Texas, a special and definite shape was given\nto educational policy thru the legislation made by Congress in the organization of these states. This legislation, as shown in the ordinances relating to the disposition of the western territory adopted by Congress, May\n20, 1785, July 13, 1787, and July 23, 1787, was the logical result of the\nsentiment which had prevailed in most of the colonies from the beginning,\nand which found definite and forcible expression in that clause in the\nordinance of July 13, 1787, which declares, in language which has long\nbeen classic thruout the Northwest, that, \"religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.\"\nFollowing the spirit of this ordinance, Congress inaugurated the policy\nof reserving from sale, and of granting to the states formed out of the\npublic domain, portions of the public land for the maintenance of common schools, and for seminaries of learning or state universities.\nAt the first was adopted the policy of granting to the inhabitants of\neach township (act of April 30, 1802), or to the state in which the township was situated (act of June 23, 1836), section 16 in each township for\nthe use of common schools, the amount granted to each state being thus\none thirty-sixth part of the public domain in the state. Grants for the\nmaintenance of common schools have thus in all cases been proportionate\nto the areas of the several states. The states admitted since 1848, being\nthose which occupy almost exactly the western half of the United States\n(exclusive of Texas, which is not a public-land state), have received a\ndouble portion, or one-eighteenth part of the public lands in each, for\nthe support of common schools.\nGrants made to the states for seminaries of learning or state universities have their origin in the action taken by Congress July 23, 1787.\nThe earliest acts of Congress in reference to these grants indicate some\nuncertainty as to the quantity of land that would be given to each\nstate for a state university. In Ohio actually three townships were given.\nUpon the admission of Indiana and other states at least two townships\nhave been given, and several states have received four townships of\nland for founding in each a state university. The total amount of\nland granted for common schools in the public-land states is 68,000,000 acres, and the total granted for state universities is 1,618,000 acres.\nAnother and distinct class of grants had its beginning in the act\nof July 2, 1862, \"donating public lands to the several states and territories which may provide colleges for the benefit of agriculture and the\n\n"}
{"page": 183, "printed_page": null, "text": "Sessions]\n\nFEDERAL\n\nAND\n\nSTA TE INTEREST\n\nIN HIGHER\n\nEDUCA\n\nTION\n\nI7l\n\nmechanic arts.\" Under this act lands have been granted to all states\nand territories of the union at the rate of 30,000 acres for each senator and representative in Congress to which the states were respectively entitled by the apportionment under the census of i860, and a\ntotal of 10,410,000 acres thus passed to the states and territories, not\ncounting the undetermined amount which will go to Oklahoma.\nThe act of August 20, 1890, makes a further grant to each of the states\nand territories for the maintenance of schools of agriculture and the\nmechanic arts out of funds arising from the sales of public lands. This\ngrant now gives $25,000 per annum to each state. Besides the grants\nof lands to the several states as trustees for the maintenance of common schools, of state universities, and colleges of agriculture and the\nmechanic arts, small portions of the public lands have occasionally\nbeen donated to certain institutions of learning, the total of acres thus\ngiven being less than 300,000.\nWhile Congress has for more than a century thus shown a willingness to meet in some way the need, as well as to make provision for\nthe future, of education in the states, it should be noted that federal\naid has regurlarly been given in the form of grants of public land,\nor of the proceeds of the sales of public land. Efforts to secure from\nCongress the appropriation of funds raised by taxation to educational\nuses have thus far uniformly failed. The Blair Bill, proposing to distribute annually from seven to fifteen millions of dollars to aid common\nschools in the states, the share of each state to be proportionate to\nthe number of illiterates, attracted wide attention in 1883 and 1884,\nbut found its most formidable obstacle in the disinclination of members of Congress to use for the education of the people funds raised\nby federal taxation. Efforts to found a national university in Washington have developed the same obstacle.\nThe several states, in accepting the grants of land made by Congress\nand in the inauguration of state systems, have assumed obligations for\ncommon schools and for higher education which each is discharging as\nbest it can. But are the several states fully meeting — are they all fully\nable to meet — the needs of the hour and of the dawning century for this\nwork ? The states of the South which are feeling the weight of the white\nman's burden cannot give a satisfying answer.\nOne who solves educational problems is continually finding unexpected results. While Mr. Jefferson and educationists since his day have\ndiscussed the order in which educational institutions should be developed,\nand the relative importance to the state and to our political institutions of\nschools of lower grade and schools of the highest rank, the experience of\nthe American people is working out thru their agencies for education,\nmore rapidly than is generally known, a realization of the best hopes and\ndreams of these thinkers.\n\n"}
{"page": 184, "printed_page": null, "text": "I72\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nIn the year 1818 Mr. Jefferson said, in reference to his own state of\nVirgina, in which his educational doctrine was new and not popular :\nA system of general instruction which shall reach every description of our people,\nfrom the richest to the poorest, as it was the earliest, so it will be the latest, of all the\npublic concerns in which I shall permit myself to take an interest.\n\nAgain in 1823, when he had been unsuccessfully laboring to establish\nin Virginia a system that should include schools of all grades, he writes :\nWere it necessary to give up either the primaries or the university, 1 would rather\nabandon the last, because it is safer to have a whole people respectably enlightened than\na few in a high state of science and the many in ignorance.\n\nIt was his hope that the common schools, reaching every hamlet, would\nnot only disseminate knowledge, but would incidentally discover what he\ncalled \"the youths of best genius,\" and stimulate them to seek higher\ndevelopment. But even the keen foresight of Mr. Jefferson failed to\nnote all that was potential in the system which he advocated. The power\nof the common schools and of the common-school teacher to discover\n\"youths of best genius,\" and to stimulate these to high and noble\nendeavor, even his far-reaching eye did not fully see. The simple statistics of the closing years of the nineteenth century teach a lesson of\nglorious achievement, and one that points to even richer realization in\nthe future.\nFrom 1890 to 1900 the total population of the United States increased\nfrom 68,000,000 to 76,000,000, at a rate of about 10 per cent, in ten\nyears. The enrollment of pupils in common schools increased during a\nperiod nearly coincident with this, from 1890 to 1899, from 9,500,000 to\n11,500,000, at a rate of about 23 per cent.\nThe reports of the Commissioner of Education show that in 1894\nthere were 133,000 students attending universities and colleges, and in\n1900 the same reports show 158,000 students in colleges and universities\nof every kind thruout the United States. There is here exhibited an\nincrease of about 19 per cent, in such attendance within seven years.\nBut what do the statistics- of the state universities show for the same\nperiod ? In the year 1894 the attendance of students in twenty-six state\nuniversities, including all sections of the union except the North Atlantic\nstates, shows an aggregate of 14,943. The same twenty-six institutions\nin 190 1 show a total enrollment of 29,583 — an increase in attendance of\nover 100 per cent, in seven years. There is no mistaking the significance\nof these figures. The vigorous and timely work of the National Educational Association thru its Committee of Ten, and its other committees,\nand the discussions in its meetings, have brought about a clearer understanding ofthe relations of schools of all grades. Teachers and instructors have been informed as to what American education stands for.\nCo-ordination, and, what is better, co-operation, have become facts.\nWhile the last seven years have thus shown a marvelous growth in the\n\n"}
{"page": 185, "printed_page": null, "text": "Sessions! FEDERAL\n\nAND\n\nST A TE INTEREST\n\nIN HIGHER\n\nED UCA TION\n\n173\n\nwork for higher education done by state universities, and thus in a way\nhas been shown the special fitness of these institutions for their work,\nyet these institutions have received scant share of the many millions of\ndollars with which private beneficence has aided higher education in\nAmerica in recent years. Fortunately wise statesmanship has brought in\nlarge measure the needed support.\nUndoubtedly all the signs indicate that the question which will most\nemploy the administrators of these state universities during the next ten\nyears will be that of making suitable provision for the increased demands\nupon these institutions created by the increasing numbers in attendance.\nThe most expensive instruction offered in the state universities is that\nafforded in the graduate courses and in engineering courses. By making\nproper provision for graduate work in a national university located in the\ncapital, to which may be admitted only those who have completed satisfactory courses in the state universities and the colleges of the country,\nat once two valuable results would be accomplished : a stimulus to more\nthoro undergraduate educational work would be given in every worthy\ncollege, and the burden of the maintenance of graduate courses will be\nlargely lifted from the institutions financially and otherwise unable to\nbear it. Every state university and every state college does not need to\nbe, and cannot be, effectively a graduate school.\nLet Congress aid the engineering work which is undertaken in the\nstate universities by the enactment of some measure in accordance with\nprecedent, such as that which has been proposed for giving to the several\nstates means for maintaining schools of mines, or of engineering in other\nforms. The federal aid thus suggested can be applied and should be\napplied in such way as not to disturb good work already being efficiently\ndone in the several states, but so as to give the co-ordination and concentration which would mean the highest efficiency and the largest usefulness.\nState interest in higher education is not yet adequate, financially, to\nfully meet the requirements within the borders of every state for the\nmore advanced and more specialized forms of education. The wise foresight of the founders of the republic made thru federal agency some\nspecial provision for these by grants of public lands to the states. The\nfact that the last seven years of the nineteenth century show an increase\nof ioo per cent, in the students seeking what is highest and best in state\nuniversities proclaims an emergency of national importance, and one\nwhose requirements can be met only by a larger and more liberal\nco-operation between federal and state and all other interests in the\ndevelopment and maintenance of that higher education which the\nnational life in the present century demands.\n\n"}
{"page": 186, "printed_page": null, "text": "174\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nRECENT GROWTH OF PUBLIC HIGH SCHOOLS IN THE\nUNITED STATES AS AFFECTING THE ATTENDANCE\nOF COLLEGES\nW.\n\nT.\n\nHARRIS,\n\nUNITED\n\nSTATES\nCOMMISSIONER\nWASHINGTON,\nD. C.\n\nOF\n\nEDUCATION,\n\nIt is a matter of rejoicing with us to remember from year to year that\n21 per cent, of all our inhabitants attend some public school supported\nby the taxes of the state or municipality. We are pleased to know that,\nbesides this large attendance on public schools, there is a still further\nattendance on private schools to the amount of 2 per cent, of the entire\npopulation.\nOn the average one person in every four gets into a school of some sort\nin the course of the year. It is true that not all of these obtain a full 200\ndays of instruction. In fact, the average length of the school term for\nthe whole country last year was only 145 days; and it had been growing\npretty constantly for nearly 40 years, thanks to the increasing number of\ncities and villages in our land ; for only 10 years ago the average school\nterm was 10 days less than now — 20 years ago it was 15 days less, or only\n130 days in the year. But the school population did not attend quite\n70 days in the hundred. They did not attend the 145 days that schools\nwere in session, which was the highest possible number, but only 99 days\non an average.\nTaking this fact of average attendance into consideration, we may say\nthat seventeen and a quarter millions of our people attended school the\npast year an average of 99 days each. Short as the school term is now,\nwe like to record the fact that it has increased in the course of 30 years\nexactly 20 days, for the actual average attendance was only 79 days in\n1870, while there is, as we have seen, 99 days' attendance now.\nWe who know what the school means to the people therefore rejoice\nwhen we recount to ourselves these facts of statistics, and feel sure that,\nno matter how poor the schools may be, nearly our whole population is\nlearning how to read, and coming under the influence of the newspaper,\nthe magazine, and the book. We know that the person who can read a\nlittle will, in most cases, be put to the exercise of his accomplishment, and\nthat he will be likely to read better at the end of a year after he has left\nschool. In the city he will have constantly to spell out the names on\nsigns, the names of streets, and the words on milk wagons, ice wagons,\nand all kinds of delivery wagons. He will pick up the daily newspaper\nthrown away by someone, and become interested in spelling out the\ninscriptions over or under the pictures, even if he does not go so far as to\ninvest a cent for a copy of the paper on his own account. We know that\nthe person who has learned to read a little in ever so short a school term\nhas entered on a career of education that will, in all likelihood, make him\nbetter acquainted with books from year to year as long as he lives.\n\n"}
{"page": 187, "printed_page": null, "text": "Sessions]\n\nGROWTH\n\nOF HIGH\n\nSCHOOLS\n\nAS AFFECTING\n\nCOLLEGES\n\n175\n\nMuch as we are pleased with the contemplation of the vast army of\nschool children marshaled each year into the elementary school, there is\nanother phase of our statistics which really gives us greater cause for\nrejoicing, and I wish briefly to go over with you some of the statistics\nrelating to secondary and higher education ; for, while there is progress\nin securing a longer school year and an increased number of days in actual\nattendance in the elementary school, there is a far greater ratio of increase\nin the numbers that continue their studies beyond the eight years' work\nof the district school and enter the public high school, or the private\nacademy, and this great increase in secondary education has furnished its\nquota of population prepared to enter college. The first aspect of this\nincrease in secondary pupils is the opening of new high schools. It\nwould seem as tho the whole population of the country, in all its sections,\nNorth, South, East, and West, had resolved to have free high-school\ninstruction for its children, for in the past ten years — and three years\n(1895, 1896, and 1897) were years of financial disaster — there was an\nincrease in the total number of high schools from 2,526 in 1890 to 6,005\nin 1900.\n\nThe number of high schools in the United States in i860 was about\nforty. At that time wise people shook their heads and said : \"It is doubtful if the constitution permits the education of the people in free high\nschools. District schools may be all right enough, but our forefathers\nnever intended to furnish a liberal education to all children at the expense\nof the taxpayers.\" The friends of free high schools were somewhat\nuneasy over this. But the next ten years saw the number of high schools\nrise to four times their former number — the 40 of i860 had increased to\nat least 160 in 1870; and in the next ten years the increase continued, so\nthat by 1880 there were in operation nearly 800 public high schools.\nThese, as we have seen, reached 2,526 in 1890, and 6,005 *n 1900.\nThe most noteworthy circumstance connected with this is that the\nincrease of public high schools has gone on in all sections of the country.\nTake, for example, the North Atlantic states; these already had 786 high\nschools in 1890, and they came near to doubling their quota in 1900, in\nwhich year they reported 1,448. The South Atlantic states had only 115\nhigh' schools in 1890, but in ten years they had in operation nearly four\ntimes as many, for they report 449 in 1900. The South Central states did\neven better than this, for they increased their public high schools from\n158 to 675. The Western division of states — including those on the\nPacific coast and states in the mountains — had 91 high schools in 1890,\nbut 270 in 1900. The North Central states have long led in the number\nof public secondary schools. They had in 1890 more than half of all the\nhigh schools in the country, and they have more than half now. Their\nquota increased from 1,376 to 3,163 public high schools.\nEven the schools in the South for colored people have a considerable\n\n"}
{"page": 188, "printed_page": null, "text": "I7&\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nnumber of secondary pupils. In 1880, while the population of the entire\ncountry sent 4,362 in each million into public and private secondary\nschools and colleges, the states of the South (including Missouri) had\n1,289 colored students in each million of colored people. Altho this\nwas less than one-third of the average quota, yet it was encouraging\nbecause it showed that much was being done to furnish an educated ministry, qualified teachers and physicians. The quota in a million of colored\npersons in high schools and colleges has increased slightly from decade\nto decade, owing chiefly, it would seem, to the increase in colored high\nschools in southern cities. The quota in the million was, as I have mentioned, 1,289 in 1880. It rose to 2,061 in 1890, and to 2,517 in 1900 —\nquite a noteworthy increase of itself, altho eclipsed by the general increase\nfor the entire country. In these statistics of colored people I have\nincluded both secondary and higher education, because it is not easy to\ntell how large a proportion of those enrolled in colleges are up to a college standard, and how many are only advanced to the secondary rank.\nI have also counted together the public and private schools for secondary\nand higher work.\nWe all know that an increase in the number of schools does not always\nmean an increase in the number of pupils. I must add to our survey of\nthe increase of high schools the data in regard to pupils. And it is gratifying to know that, on the whole, the increase in secondary pupils in\nhigh schools has been much greater than the increase in the number of\nseparate schools. The whole United States enrolled in round numbers\n203,000 high-school pupils in 1890, and 520,000 in 1900. But it will be\nasked : Has not this increase in high-school enrollment been at the\nexpense of the private academies and preparatory schools ? The answer\nis that the private secondary schools have increased in the whole country\nfrom 1,632 institutions in 1890 to 1,978 institutions in 1900, and that\ntheir students enrolled have increased from an aggregate of 94,931 to\n110,797 — an increase of 16 per cent. This increase is pretty evenly\ndivided in the sections of the country, excepting the Western division\nwhich shows a large falling off in private secondary schools, the new public\nhigh schools apparently drawing 5,000 students in their 22,000 increase\nfrom the private schools.\nThis is a trifling item in the grand total.\nIf we compare the private secondary schools with public high schools\nby quotas in each million of population, we discover that the private\nenrollment has not increased quite as fast as the census population. In\n1890 each million of inhabitants enrolled 1,516 pupils in private academies, but only 1,443 m 1900 — that is to say, 73 less in the million. But\nthe public high schools enrolled in 1890 3,241 pupils, while the private\nhigh schools enrolled 1,516; and in 1900 they enrolled 6,832, where the\nprivate high schools or academies enrolled only 1,443.\nThe number of students in the principal studies may be seen in the\nfollowing tables :\n\n"}
{"page": 189, "printed_page": null, "text": "Sessions]\n\nGROWTH\n\nSTUDENTS\n\nIN\n\nOF HIGH\n\nCERTAIN\n\nSCHOOLS\n\nSTUDIES\n\nIN\n\nPUBLIC\n\nAS AFFECTING\nHIGH\n\nSCHOOLS\n\nCOLLEGES\nIN\n\n189O\n\nAND\n\nIN\n\n177\nI9OO\n\n1889-90\n\nStudents in\n\nPer cent, of\ntotal secondary\nstudents\n\nStudents in\n262,767\n\nPer cent,\n2.85 of\ntotal secondary\nstudents\n14-33\n\nLatin\nGreek\nFrench\nGerman\nAlgebra\nGeometry\nPhysics\nGeneral history\n\n11,858\n70,411\n6,202\n\n2i-33\n34.69\n10.51\n3°5\n5.84\n\n43.294\n92,\n1 so\n46,184\n\n22.21\n45-4°\n27.31\n\n14,813\n40,395\n292,287\n142,235\n\nIN\n\nCERTAIN\n\nSTUDIES\n\nIN\n\nPRIVATE\n\nHIGH\n\n50.61\n56.29\n19.04\n7.78\n\n198,125\n74,408\n98,846\n\n55.427\nSTUDENTS\n\n27-39\n\nSCHOOLS\n\n38.16\nACADEMIES\n\nAND\n\n1889-1900\n\nStudents in\n\nLatin\nGreek\nFrench\nGerman\nAlgebra\nGeometry\nPhysics\nGeneral history\n\n29,733\n6,667\n16,174\n12,870\n16,487\n35,247\n17,460\n27,482\n\nPer cent, of\ntotal secondary\nstudents\n13-55\ni7-03\n18.39\n3x-32\n\nStudents in\n10,056\n20,465\n52,089\n25,289\n26,283\n\nPer cent, of\ntotal secondary\nstudents\n18.47\n22.83\n9-77\n18.87\n46.92\n23.72\n\n17.36\n28.98\n7.02\n\n20,090\n\n37-12\n\n54,726\n\n40,009\n\n49.40\n\nThus far I have mentioned only the secondary students in the36.\"\npublic\nhigh schools and in the private academies, the same forming an aggregate of 297,895 in 1890 and of 630,048 in 1900. Besides these, there\nare students of secondary grade in very many normal schools and colleges enrolled as preparatory classes, and also in many institutions of\nspecial character, such as manual-training schools and schools for arts and\nsciences under various names. These numbered in 1890 as many as\n69,109 students, and in 1900 had increased to 89,193, or more than\n20,000 more. They are at present increasing somewhat more rapidly,\nthru the attempts of cities to provide technical and commercial instruction for their people. These special secondary students numbered 1,115\nin the million of inhabitants in 1890, and 1,174 in 1900. Adding them\nto regular secondaries, public and private, the total of secondary students\nin each million of inhabitants in 1890 was 5,872, and in 1900 had risen\nto 9,449, the same being an increase of 3,577 students for each group of\na million people. This vast increase of secondary students has had an\neffect upon the attendance on colleges and universities, and upon professional and technological schools. For the record of progress in higher\neducation is similar to that in secondary, namely, an unexampled increase.\nIn 1872 there were 590 college students in the million of population.\nIn 1890 the 590 had increased to 880, and in 1900 to 1,284.\nThe number in the professions has increased rapidly.\nThere were\n\n"}
{"page": 190, "printed_page": null, "text": "i78\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[General\n\nof these 280 in the million of inhabitants in 1872; in 1890 they had\nincreased to 450, and in the past decade they have nearly doubled.\nScientific and technical schools of college rank have increased their\nenrollments in the decade from under 15,000 to about 30,000.\nThe growth of post-graduate work in universities has been still more\nremarkable. Beginning with 198 in 1872, it had increased to 1,717\nstudents in 1890, and to 6,000 in 1900.\nReducing the returns for higher education of all kinds to groups of\na million, we find that there were 2,181 students of college rank to the million of inhabitants in 1890, and that the quota had risen to 3,139 students\nin 1900. In this estimate I include not only the colleges and universities\nof full standard, but also very many others not quite up to the standard,\nbut which are empowered to confer the degree of A.B. on their graduates,\nand which are really beyond average secondary schools in their amount\nof work. Besides these, there are also professional schools of a special\ncharacter which require maturity of age and which do work that requires\nmore reflection than the average secondary work. The normal schools are\nan example of this class of schools whose students are counted in the\naggregate of higher education.\nIf we add the totals of higher education to those of secondary schools,\nin order to see what the country as a whole is doing in schools beyond\nthe elementary grade, we find that in 1890 there were 8,053 students in\nthe million of population, who were pursuing advanced studies, and that\nthese 8,053 had increased in the decade to 12,588.\nENROLLMENT\n\nOF\n\nSECONDARY\n\nPUPILS\n\nNinth to twelfth year of course of study in the United States\n\n1800\n1900\n110,727\n•\nPreparatory classes and special institutions\n\n94.931\n203,000\n69,109\n\n89,193\n520,000\n\nIn each million of population\n1.443\n1890\nI.I74\ni.\"5\n1.576\n\n6.832\n1900\n\n3.241\n\n9,449\n\n367,040\nTOTAL\n\nHIGHER\n\nEDUCATION\n\nIN\n\nTHE\n\n719,920\nUNITED\n\nSTATES\n5,872\nIn each million of population\n\n1890\n1900\n\n1890\n\n1.284\n1.855\n1900\n\n800\nOther higher education, professional and tech-\n\n8,053\n1,301\n2,181\n\n12,588\n\nThe significance of these educational items cannot be fully appreciated\nwithout considering the facts that I have hinted already, namely, that the\n\n"}
{"page": 191, "printed_page": null, "text": "Sessions]\n\nGROWTH\n\nOF HIGH\n\nSCHOOLS\n\nAS AFFECTING\n\nCOLLEGES\n\n179\n\nschool gives the power to continue one's education with increasing skill\nthruout life. Even the illiterate grows, altho slowly, in mental power by\nreason of his experience in life. But his experience is limited to what\nhe can observe in himself and in a small circle of neighbors. But his\nschool-educated companion who can read and does read is all the time\nwidening his mental view by what he gets from the printed page, and\ngrowing in accuracy of thought on account of it. Hence it happens,\nafter fifty years of life, at the age of sixty years, the illiterate has grown\nas much by experience as he could grow by one year of schooling, while\nhis literate companion has grown at least ten times as much.\nSo with the secondary pupil there are opened new windows out of\nwhich to observe man and nature — the windows of algebra and geometry,\nof physics and chemistry, of Latin and French or German, and of general\nhistory. He gets at least three times as much from the printed page of\nscience or literature as the graduate of the elementary school, and his\naccumulation in the course of fifty years is more than ten times that of\nhis elementary companion or one hundred times that of the illiterate.\nIn one year's time the high-school graduate has not made very many\napplications of his knowledge, but, as the years go on, he starts new\ntrends of observation, and follows out threads of causation and long\npaths of genesis in the growth of the things and events that come under\nhis immediate observation.\nThe student of higher education far surpasses the secondary student\nin his ability to see lines of causality and of genesis in facts and events,\nand his power to accumulate in his life experience from year to year is\nfar greater. His power to see the past in the present and to predict the\nfuture at a glance of the present situation seems miraculous, after fifty\nyears of using his higher education. Just as Agassiz could see in the\nscale of a fish enough of its character to enable him to draw the fish,\naltho he had not yet seen the fish, and just as Asa Gray could divine\nthe history of a tree from seeing it at a single glance, so in a thousand\nways and in a thousand different provinces the old man who in youth has\nbeen trained in the college and in the professional school acquires powers\nof seeing things in their history and in their complex of relations.\nThese are the considerations that make us rejoice at the recent unexampled increase of secondary and higher education, and it remains for\nus to say that this increase is likely to go on, because it is due to the\ngrowth of productive industry in the country. The use of water, steam,\nand electricity in the industries is increasing the average annual production of each inhabitant. This accumulation of wealth enables our people to\nprepare their children in better schools and in longer periods of schooling.\nThe average school term of the United States is only five years of two\nhundred days each, or one thousand days. The future will see this\nlengthened with the increase of wealth in the community. I do not think\n\n"}
{"page": 192, "printed_page": null, "text": "180\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthat the average production of wealth in 1800 could have been more than\nten cents a day for each man, woman, and child, but by 1850 it had risen\nto thirty cents a day, and in 1880 to forty-four cents; in 1890 to fifty-two\ncents. What it was in 1900 can be told when the census is completed. The\naverage amount of schooling will increase to ten years and more when, at\nsome time in the future, we can produce a dollar a day for each inhabitant.\nWealth is a good thing only because it enables us to grow wise and\ngood — only as we use it to develop insight in ourselves and become more\nhelpful to our fellow-men. It therefore is a cause of rejoicing to us this\nmorning to see that, with the increase of wealth production in the United\nStates, there is an immediate application of the wealth to get more\nschooling for the people. Where an average town of two thousand inhabitants could have sixteen youths in school engaged on advanced studies\nten years ago, today it has twenty- five such.\nThis is what it means to build new high schools and to increase the\nfacilities for higher education.\n\nDISCUSSION\nJames Russell Parsons, jr., secretary of the University of the State of New York,\nAlbany, N. Y. — The rapid increase of public high schools thruout the United States\nis often cited as a most conspicuous fact in education at the close of the nineteenth\ncentury. Dr. Harris tells us that, for purposes of comparison, the secondary-school statistics ofthe Bureau of Education since 1890 are more reliable in fixing the proper limits\nof this growth than those of an earlier period, as the distinction between elementary and\nsecondary students has been more closely observed from that date. He says that during\nthis period the number of high schools reported to the bureau has increased 137.73 Per\ncent, and the number of high-school students 155.84 per cent., while the growth in private\nsecondary schools and students has been only 21.2 per cent, and 16.71 per cent, respectively. These figures show an increase of 1 1 1 per cent, in students in both classes of\nschools taken together. We notice that the greatest growth is reported in the South\nCentral division, where there is also an increase of 42.67 per cent, in private secondaryschool students. Next comes the Western division, where the growth is partially counterbalanced bya decrease of 45.91 per cent, in private secondary-school students. The\nSouth Atlantic division makes the next highest record, and reports also an increase of\n25.03 per cent, in private secondary-school students.\nWithin the jurisdiction of the University of the State of New York exact statistics\nof a corresponding growth are available thru sworn reports from each secondary school,\nverified by inspectors whose duty it is to examine each of these schools in person. Elementary pupils are rigidly excluded, and only those are classed as secondary-school\nstudents who have completed a satisfactory elementary course and are enrolled as pursuing secondary studies. While the growth in enrollment in the common schools has been\nonly 16 per cent, in ten years, the number of public high schools has increased 140 per\ncent., the number of academies 34 per cent., the total net property of secondary schools\nand the number of secondary students more than 100 per cent. At least 25 per cent, of\nthese secondary-school students now complete balanced four-year courses after an eightyear elementary course, and rapidly increasing numbers remain in secondary schools for\ngraduate work. The distribution of these schools is so general that almost every student\nin the state is now within reach of one of them.\nHow has the recent growth of secondary schools, especially public high schools,\n\n"}
{"page": 193, "printed_page": null, "text": "Sessions]\n\nRELATION\n\nOF MUSIC\n\nTO LIFE\n\n181\n\naffected the attendance on institutions of higher education ? As compared with 1880, we\nnow have in the United States more than twice as many professional and technical\nschools, not including the training schools for nurses and other special institutions. Dr.\nHarris tells us that the enrollment in our colleges and universities shows a corresponding\nincrease since 1870. Including all under secondary instruction in the various kinds of\ninstitutions reporting to the Bureau of Education, the numbers have nearly doubled in\nten years, and the growth in those under higher instruction has not lagged far behind.\nFar more than new institutions of higher education, we now need increased facilities and\nlarger endowments for those already established.\nIn New York also the growth in ten years in higher, including professional and\ntechnical, education has been almost as remarkable as that in secondary education. The\nstudents and the total net property have nearly doubled. The growth of public high\nschools is not surprising in view of the popularity of these democratic institutions and of\nthe fact that advancing requirements for professional and other degrees, now more uniformly high than in any other political division of the United States, force students into\nthe high schools to gain the preliminary education necessary for admission to degreeconferring institutions. The statutes now require a high-school training, or its equivalent, for admission to certain professions. By a rule of the court of appeals, no student\nis entitled to the allowance of one year in the term o( study for admission to the bar who\nis not a graduate of an institution requiring at least six years in arts or science in advance\nof a completed eight-years' elementary course. The work must be registered by the\nregents, whose ordinances prescribe for degrees in arts or science two years' study in\nadvance of this minimum standard. It is remarkable that, under such conditions, the\ngrowth in higher education has been so great. If we except medicine, where the normal\nincrease was checked temporarily by high standards, and some of the smaller colleges,\nwhich, as private institutions, like the old academies, suffer thru competition with the\npublic high schools, the growth is very great thru the entire field of higher education.\nIn 1900 the cost of education in New York was more than $47,000,000, of which the\nstate paid 16.37 Per cent, for elementary education and allied interests, 6.03 per cent, for\nsecondary education, and 1. 16 per cent, for higher education. The appreciation of the\nsecondary-school system on the part of the people is shown by their willingness to contribute 94 per cent, of the cost of its maintenance. As we look deeper still and study the\nwonderful growth in expenditures for higher education, of which the state bears only 1.16\nper cent, we see that private means are much more freely expended for education than\nfunds raised by taxation.\nIt is clear that trained minds must be had at any cost, that the extent to which public\nand private means unite in producing them will continue to increase even in periods of\ncomparative financial depression, and that growth in secondary education will mean in\nthe future, as at present, a corresponding increase in enrollment in our institutions of\nhigher education.\n\nTHE\nTHOMAS\n\nRELATION\n\nOF MUSIC\n\nTO LIFE'\n\nWHITNEY SURETTE, STAFF LECTURER ON MUSIC FOR THE AMERICAN\nUNIVERSITY EXTENSION SOCIETY OF PHILADELPHIA AND LECTURER\nFOR THE\nUNIVERSITY\nOF THE\nSTATE\nOF NEW\nYORK\n\nIt is a commonplace of criticism to say that art is related to life ; that\npainting, sculpture, architecture, and music, as well as literature, reflect\n1 The illustrative interpretations to Mr. Surette's paper were as follows : Haydn,\nAdagio from Trio in G ; Beethoven, Scherzo and Andante from Trio in B flat, Op. 97 ;\nBrahms, Adagio from Sonata for Violin and Piano in G minor : piano, Mr. Surette ;\nviolin, Miss Anna Otten, of New York ; violoncello, Mr. H. Andries, of Detroit.\n\n"}
{"page": 194, "printed_page": null, "text": "1 82\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nlife at every point. Every change which has taken place in the art of\npainting, for example, has been due to the rise of some new idea or new\nphase of life. The old Italian religious painters lived at a time when the\nchief end of existence was to get successfully out of this world and safely\ninto the other; as a result all their paintings deal with religious ideas and\nsymbols. The rise of landscape painting did not begin — -could not\nbegin — until men had come to love nature in all her simplicity, as we\nhave learned to. Look at the landscape painting of the time of Botticelli, and you will see the force of this argument. Gothic architecture was\nnot an accident by any means ; its rise was a natural result of new intellectual and religious aspirations, and it stands for something entirely distinct from the old ideals of the earlier time. The romantic school of the\nearly nineteenth century, the realistic school of the later, Heine's poetry,\nVictor Hugo's novels — all these reflect, or, shall we say, give voice to, the\nnew ideas which were crowding for utterance during those times.\nEach of the arts had to find itself ; had to build up somehow a framework; had to conform to the laws of life which bind all things and\npersons. Architecture learned how to use these laws to the best advantage in construction ; painting learned foreshortening, perspective, and\nthe like ; the novel planned itself from the happenings of every day.\nThey all finally evolved a plan by which it was possible to express what\nthey had to say.\nMusic was long in finding itself ; it developed late ; it had to feel its\nway slowly, not being able, as the other arts were, to copy nature for a\nbeginning, but learning the laws that govern it step by step, so that it is\nonly now on the threshold of its development. But at every point of\nthat development may be traced unerringly the relation it bears to life.\nEvery change in civilization which has occurred since the art of music\nhas been full-fledged has found expression in this most plastic of the arts,\nand it is not too much to say that the relationship between music and\nlife is absolute and complete.\nComplete, yes; but not easy of apprehension. A painting, a piece of\nsculpture, a building, speak a language we can, in a measure, understand ;\nbut a symphony not only speaks an unknown tongue, but an illusive one;\nits words and sentences lie unrelated in our minds, and are quickly\nbrushed away by others equally illusive.\nIt is my purpose, then, to take three periods in history familiar\nenough to all of you, and by means of three great compositions coming\nout of those times to show the close relationship between them and the\nlife which produced them, and then to consider the more important\nquestion of their real significance : What do they amount to ? What does\nmusic amount to, as a factor in life ?\nThe first of these periods is the time we sometimes speak of as the\n\"old regime;\" before the dawn of republicanism, when powdered wigs\n\n"}
{"page": 195, "printed_page": null, "text": "Sessions]\n\nRELATION\n\nOF\n\nMUSIC\n\nTO\n\nLIFE\n\n183\n\nwere fashionable; when formality and decorum were of more importance\nthan morals; the time of class distinctions, when a man's fortune hung\non the smile of a grandee. I have taken for my illustrative music a composition byHaydn — the slow movement of the trio for violin, violoncello, and piano in G. This exquisite miniature of a piece has in it all\nthe repose and elegance of that time. Clear in harmony, ornate and\ngraceful in melody, it aims to charm rather than to astonish; at every\npause it bows formally with its reiterated chords ; every line of it rhymes\nlike a nice bit of old-fashioned verse; it is for all the world like the\npictures we used to see in Godey's Lady's Book. Its feeling is restrained ;\nits sentiment is tempered by propriety ; it neither makes you laugh nor\ncry; it has an old-fashioned sweetness which is always refreshing. Some\nof its characteristics are due to the fact that at the time it was written\nthe nature of the violoncello was not thoroly understood and\n\nits\n\ntechnique was limited, and that the piano was a very inadequate instrument indeed. Here you see the hampering effect of the undeveloped\nmechanical side of the art. The tools were not perfect, so the work itself\nhad to suffer. The 'cello part in this trio is made up largely of unimportant notes without any real significance, and the piano drums along in\nthe style of the pieces we all used to play an hour a day (with one eye on\nthe clock) when we were children.\nSo, leaving the question of its significance for later discussion, we may,\nat least, say that this lovely adagio of Haydn's is characteristic of the\ntime it comes to us from, and, considering the medium it has to speak\nthru, expresses the spirit of that time most graphically.\nThe second period I have chosen is at the beginning of the nineteenth\ncentury. America had* just won her independence and flung out her flag\nto the winds with the motto : \" All men are born free and equal.\" France\nhad shambled thru her bloody time and was trying to hold up the same\nmotto, with sad results ; in Germany even there were not lacking signs of\ncoming changes, and everywhere in the air men breathed there was\nsomething to make the weakest hope for justice. \"All the ills which\nafflict humanity arise from vicious artificial arrangements, such as the\nchurch and state,\" cries Rousseau ; \" awdy with formality and class distinction ;wear the citizen's dress; man is something more than what his\ntailor makes him ; a prince is but a man ; we are all alike in God's\nsight;\" and so on. Out of all this there must spring new art. The wellrounded periods of Haydn's music will fail to speak this language ; we\nwant now greater sincerity ; yes, sincerity even to the pitch of brutality.\nWe must say what we mean, exactly ; no more bowing and smirking.\nAnd a man came to speak this message, and he spoke in no uncertain\nvoice. Had Carlyle taken one more type for his Heroes and HeroWorship, he might well have chosen the hero as composer, and have\ntaken Beethoven as the model.\nHere was a man of the true hero mold ;\n\n"}
{"page": 196, "printed_page": null, "text": "1 84\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nspurning the conventialities and formalities of life ; caring only for the\nrealities; absolutely sincere in his motives and facing bravely a fearful\npersonal catastrophe in his deafness, he well may be placed among those\nwho have fought a good fight and died that we might live. \"A great\nman has the planet for his pedestal,\" says Emerson ; and again, \" Great\nmen are the most indebted;\" that is, great men translate the world for\nus ; they are the voice of the great inarticulate mass of people surrounding them ; and this music of Beethoven is a hundred times more deeply\nrepresentative of his mass of people than Hadyn's was of his. So much\nintellectual freedom in the mass, so much more intellectual freedom in\nthe master. Where Haydn's music touched the surface of his life and\ntimes, revealing customs and manners, and in its inner significance being\nof necessity restrained, Beethoven plunges into the very heart of things,\ncareless of form and ceremony, impatient of restraint, intent only on\ndealing with things as they are, and not caring at all about the unessentials.\nTo illustrate this period I have chosen a great composition by Beethoven, the Trio, Op. 97, parts of which we shall play for you. You will\nhear in it the new war-cry of equality, of independence ; it is full of challenge. Scorning an elegance that means nothing, disdaining to merely\namuse us or set us a-dancing, it speaks directly and unequivocally to\nsomething within us and finds an answer in the breast of everyone who\nhas the spirit to strive at all. For this is no longer the music of repose ;\nit is full of struggle ; Promethian-like, it strains to break the bonds which\nhold it, sometimes distorting its face in the struggle, sometimes laughing\nsardonically, but at all times with the heroic temper. Instead of the clear\nand simple harmony of Haydn we have new dissonances expressive of\nfeelings of anger, impatience, or unrest. The conventionality of the old\ntreatment has been given over for a perfectly free and untrammeled\nsincerity; no more humdrum accompaniments; no more elegant turns\nand formal embellishments in the melody; everywhere a kind of noble\nindependence; the motto is no longer \"beauty,\" but \"expression.\"\nSo that, in the passing from one period to another, from the repose of\nthe old time to the unrest of the new, we have seen music reflecting the\nchanges in civilization most vividly. These hero songs of Beethoven are\nnot only descriptive of his time and the feelings which were in men's\nhearts then; they are the very essence of it. Hear them and you get a\nlight on the times which nothing else will give you. And if you examine\ntheir structure, you will find a well-defined plan, such as would govern\nthe making of a book or a play; a plan which conforms to the same laws\nof construction which govern in all art; in short, an organism without\nwhich nothing can live, neither the human body nor an institution nor\nan art. This piece of music has its setting, its characters, its episodes, its\ndenouement ; every note in it is related to all the others ; there are no\n\n"}
{"page": 197, "printed_page": null, "text": "Sessions]\n\nRELATION\n\nOF\n\nMUSIC\n\nTO\n\nLIFE\n\n185\n\nunnecessary phrases; all is evolved with the skill of a great novelist. As\nthe painter%gives you wonderful contrasts of light and shade, as the playwright prepares his climax in the most effective way, so here you have all\nthe composer's skill and fancy brought into play to enhance the beauty\nof his thought.\nThis wonderful scherzo we have played has in it the whole story of\nrustic life ; Balzac could not have made it more true, nor more vivid in\nits delineation. Joyful happiness without a cloud ; the wild frenzy of the\ndance ; dumb sorrow, which seems almost that of a brute ; and here and\nthere wonderful mysterious touches of fancy. Compare it with its precursor, the minuet of Haydn and Mozart, and you see what new thoughts\nhave come into men's hearts, and how much more articulate those thoughts\nand feelings have become.\nIf it seems at times too violent in its methods ; if it only says , \" I am\nas good as you are,\" and forgets (as Lowell has so wittily put it) to say,\n\"You are as good as I am,\" we remember that there were few champions\nof the new ideas in Beethoven's time, and hard blows had to be struck,\nelse the fight were not won. To him personal happiness had been largely\ndenied, save in his work; he never was capable of scheming for his own\nprofit ; he offended some of his noble patrons by his independent manners, and in his life, as in his music, you see the same spirit of impatience\nthat men were willing to be slaves when they might be free.\nThe third period I have chosen is our own time, to represent which\nwe shall play you a part of one of Brahms' sonatas for violin and piano.\nIt is, of course, much more difficult to form a concise and correct idea of\nthe time we live in than it is of a time which we see more or less in\nperspective. The forces at work at the early part of the nineteenth\ncentury, and the effect they produced in art, are more or less easy\nof apprehension by us now. But today, when life is so complex and\nmany-sided, when inventions of all sorts have produced a kind of\ncosmopolitan civilization all over the world, and the threads are so many\nand so raveled together, the forming of any pattern from them is wellnigh impossible.\nWhat have we learned in these years ? We have learned a little at\nleast of that divine doctrine that the happiness of the greatest number\nshould be the end of our efforts in civilization ; we have softened\nsomewhat the old cry of equality ; we know that all men are not born\nfree and equal; we have greater pity for the helpless and unfortunate;\nas a result of the freeing of our souls from the old trammels, our natures\nhave taken on a new dignity ; the individual, instead of being merely\none of a great mass of people who were of no account in the world, has\nnow an opportunity to develop to the utmost of his powers ; all the events\nand all the feelings of our lives now take on a significance not known in\nthe old time ; we have learned to love nature in her simplicity ; in every\n\n"}
{"page": 198, "printed_page": null, "text": "1 86\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nway we have gained in humanity.\nHere is, indeed, a tangled web of influences out of which we must try to unravel something clear and significant.\nPerhaps, if I take the development in poetry during this same period,\nI can arrive by a side-track at the significance of the music of Brahms.\nThe old poetry was rhythmical, simple, and direct; its images were clear,\nits style somewhat didactic, and, while imaginative often to a very high\ndegree, it was not involved.\nTo take a familiar example:\nThe curfew tolls the knell of parting day,\nThe lowing herd winds slowly o'er the lea,\nThe ploughman homeward plods his weary way,\nAnd leaves the world to darkness and to me.\n\nHere is the perfect undulating rhythm of Haydn's music ; here, also,\nyou find the simplicity and directness which make the tunes of that time\nseem to us so obvious.\nIt is without either complications of style or matter; there is no symbolism; there is no introspection.\nIn our time we\nhave poetry of the most involved description, whose images are sometimes\nfar from clear, and whose style is anything but didactic ; poetry in which\nrhythm of the old sort has nearly disappeared, and in its place has come\na great sweeping under-rhythm, as different from the old as the great\nswelling waves of the sea are different from the little soft ripples on its\nbosom.\nWords, instead of standing for what they mean directly, are\nsymbolic and suggestive.\nLife is a hundred times more significant.\nWe\nsee the relationship between things, and when we wish to express ourselves in poetry, we take symbols which express these relationships, instead\nof bare words.\nPartly this is due to the compression or condensation\nwhich has become necessary in our modern life, partly to the introspection\nwhich has come to be so common with most of us, and partly to the natural development of style, or the manner of saying things.\nAlmost any modern poet can furnish an illustration of this. For\nexample, Whitman, in the wonderful poem on Lincoln:\nWhen lilacs last in the door-yard bloomed,\nAnd the great star drooped in the western sky at night,\nI mourned and yet- shall mourn with ever-returning spring —\nEver-returning spring, trinity sure to me you bring,\nLilac-blooming perennial and drooping star in the west,\nAnd thoughts of him I love.\n\nBrowning, in \" Old Pictures in Florence,\" gives us some of this modern\nway of looking at things, while George Meredith, in common with some\nother modern writers and painters, often carries it to excess, as in the\nfollowing lines :\nHe cancelled the ravaging plague\nBy the roll of his fat off the cliff ;\nDo thou the same with thy lean\nAs the weapon of ink.\nThough they call thee an angler\nWho fishes the vague\nAnd catches the not too pink.\n\n"}
{"page": 199, "printed_page": null, "text": "Sessions]\n\nRELATION\n\nOF MUSIC\n\nTO LIFE\n\n187\n\nMusic has gone thru exactly this same transformation. The tunes of\nHaydn, Mozart, and even Beethoven, are satisfied to be tunes and nothing\nmore. They say what, and all that, they mean. The music of Brahms is\nfull of a significance beyond the outer shell of it; it stands for something\nmore than that; it is symbolic. Its style is the style of today; involved\nas compared with Beethoven's; as free rhythmically as Whitman's poetry;\nimaginative to a degree, and satisfying the demand, which we now make,\nthat art shall cease to deal with forgotten ideals and turn itself to life as\nit is. \"To paint man, man;\" to beautify and enrich life as it is here\nnow, rather than to sing the praises of deeds long since done ; to find\nthe heaven that lies within us, rather than to look longingly toward one\nbeyond our vision.\nSo that, when we look at music from this standpoint alone and understand its structure and the various stages of its development, we see in it\na kind of deeper history; a relating of inward facts, \"a real epic made of\nhistory; that is to say, a perfected melodious truth, the essence of it\nfairly evolved from all the chaff, the portrait of it actually given, and its\nreal harmonies with the laws of this universe brought out.\"\nGranting all this, allowing that music is all I have said, the final\nquestion must be : What is its purpose in the scheme of life ? Are the\ngreat masterpieces of music anything more than a series of historical\ntone-pictures ? Let me begin answering these questions by clearing the\nground of some debris which we have inherited from the old style of\ncriticism. In the first place, then, music means nothing ; teaches no\ncode of morals ; lays down no line of conduct ; to a much less extent\nthan painting or sculpture is it a guide to life. Secondly, it is no more\ndivine than the other arts (as has often been claimed in the past), nor\ncan it be said to be divine at all except in the sense that a great piece of\nengineering is divine. Looking at the art dispassionately, we must at\nleast grant this much. There are, however, many significant facts on the\nother side. I will begin with the simplest and most important. Here is\na faculty — we will call it that — which is shared by vast numbers of\npeoples of different tongues; millions on millions of them, with different\ncustoms, habits, and sympathies, find in it a common bond of union.\nNot only that, but, in a certain sense, it speaks to each individual of that\nvast number in his own language. This is in itself a sufficiently significant fact. Anything which transcends great differences between such\nvast bodies of people is in itself a force to be reckoned with. Perhaps\nyou remember that splendid passage in Carlyle's Frederick the Great,\nwhere he describes the famous march before the battle of Leuthen.\nFrederick was going out against vastly superior numbers. Thru the long,\nsilent night his men tramped on, with what thoughts we may imagine,\nMany of them were to die, as they knew full well. Dumb, patient\ncreatures they were, without any of our modern speculation and inward\n\n"}
{"page": 200, "printed_page": null, "text": "1 88\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nquestionings, bent only on doing their duty by their king. As they\ntramped on thru the stilly night there burst from them a song: a hymn of\npraise, an old, old prayer for help in time of need. Inarticulate creatures,\nthese, save in this one faculty shared in common, irrespective of tongues\nor conditions. What does that song mean ? Isn't there something in it\nbeyond the words ? Doesn't the blood flow quicker, the heart grow\nwarmer, as each feels the strength of a common sympathy and a common\npurpose as they sing the old, old tunes? Is there not something in their\nhearts beyond what words can teach ? Could they — would they — have\nexpressed it, but for the music ?\nWe are reminded of Voltaire's famous gibe : \" What is too silly to be\nsaid is sung.\" Shall we not rather say: What is beyond the reach of\nwords may find expression in music ?\nDarwin's pathetic statement that he had become, thru his entire devotion to scientific pursuits, a mere machine for cataloging the habits of\nearthworms, and that poetry and music were no longer a pleasure to him;\nthe testimony of our own experience, if we have ever come under the\ninfluence of Beethoven or Brahms, or of our own observation of those\nhard-headed people who have never felt the softening and ennobling\ninfluence of music, and who look on the world of the imagination as an\nentire unreality; Ruskin's saying that the love of beauty is a natural\ninstinct in every healthy human soul; Emerson's famous lines from \"The\nRhodora\":\n.... If eyes were made for seeing,\nThen beauty is its own excuse for being ;\n\nCarlyle's \"See deeply enough and you see musically\" — these and a\nhundred other significant facts testify to the value of music as a factor in\nlife.\nThe old poets who sang of the music of the spheres and of celestial\nharmonies, who tell us that all things pulsate with a divine rhythm, and\nthat life is everywhere and always a harmony, were not merely euphonistic. May it not be that, after we have resolved the many dissonances\nof which life is now so full, but which are lessening year by year, we\nshall at last come to a perfect harmony and live in that world of music\nof which the old prophets sang ?\n\n"}
{"page": 201, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nCHICAGO\n\nMEETING,\n\nSECRETARY'S\n\n1901\n\nMINUTES\n\nFIRST DAY\nMORNING SESSION.— Tuesday, February 26, 1901\nThe Department of Superintendence was called to order in University Hall of the Fine\nArts Building, Chicago, 111., at 10 A. M., President L. D. Harvey in the chair.\nPrayer was offered by Dr. E. E. White, Columbus, O.\nAfter a few announcements by the president, Mr. E. G. Cooley, superintendent of\nthe Chicago schools, was introduced and presented the first paper of the meeting, upon\n\"The Gospel of Work.\" The paper was discussed by Superintendent E. H. Mark,\nLouisville, Ky.\nMr. Howard J. Rogers, director of education and social economy, United States\nexhibit at the Paris Exposition, gave an address upon \" Education at the Paris Exposition.\"\nThe following question had been assigned a place upon the program by vote of the\ndepartment at the meeting in 1900:\nShould the Department of Superintendence memorialize the Board of Directors of the National Educational Association to appropriate the sum of $1,000 for each of the next five years, to be expended in promoting\nthe cause of simplifying our English spelling, under the direction of a commission to be named by this body ?\n\nThe discussion of the question was opened by Mr. E. O. Vaile, editor of the Intelligence, Oak Park, 111. Others participating in the discussion were : John MacDonald,\neditor of the Western School Journal, Topeka, Kan.; Principal E. B. Prettyman, Maryland ;Colonel F. W. Parker, Chicago ; Mr. Slosson Thompson, of the Times-Herald,\nChicago; and Superintendent Joseph Carter, Champaign, 111.\nThe time for the discussion having expired, and announcement to that effect being\nmade by the president, Mr. Soldan, St. Louis, moved that the time be extended thirty\nminutes.\nCarried.\nThe discussion was continued by Dr. E. E. White, Columbus, O.; Superintendent\nL. H. Jones, Cleveland, O.; Dr. W. T. Harris, United States Commissioner of Education ;\nand was closed by Mr. Vaile, who offered the following resolution :\nResolved, That this department respectfully presents the following petition to the Board of Directors\nof the National Educational Association, and asks for its favorable action thereon. [For full text of the petition see Mr. Vaile 's address, p. 209.]\n\nSuperintendent C. G. Pearse, Omaha, Neb., moved that the resolution be indefinitely\npostponed. Superintendent Joseph H. Carter, Champaign, 111., moved to lay the motion\nto postpone upon the table. Vote upon motion to table : yeas, 74 ; nays, 104. Motion\ndeclared lost. Vote upon indefinite postponement: yeas, 105; nays, 77. The motion\nto indefinitely postpone was declared carried.\nMotion to adjourn to 2 : 30 P. M. carried.\nAFTERNOON\nSESSION\n189\nThe department was called to order by President Harvey at 2 : 40 p. m.\nSuperintendent J. M. Greenwood presented a paper upon \"The Past and Future\n\n"}
{"page": 202, "printed_page": null, "text": "19°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nWork of the Department of Superintendence.\" Superintendent F. B. Cooper, Salt Lake\nCity, Utah, opened the discussion.\nDr. E. E. White moved that the paper of Superintendent Greenwood be published\nby the Board of Directors in form for general distribution. The motion was amended\nto include Dr. White's \" Historical Sketch of the Department.\"\nCarried.\nDr. W. S. Christopher, Chicago, gave an address upon \"Medical Inspection in\nSchools.\" The following discussion was participated in by Superintendent Aaron Gove,\nDenver; Superintendent E. P. Seaver, Boston; Superintendent W. H. Maxwell, New\nYork city ; and Dr. W. O. Krohn, Chicago.\nAfter various announcements the nieeting adjourned to meet at 8 : 15 P. M.\nEVENING\n\nSESSION\n\nThe meeting was called to order at 8 : 15 P. M. by President Harvey. The president\nannounced that President Arthur T. Hadley of Yale University, who was to have delivered\nthe address of the evening, had been called home by the dangerous illness of his daughter.\nHe then introduced President James H. Baker of the University of Colorado, who by\ninvitation read President Hadley's address upon \"The Use and Control of Examinations.\"\nThe meeting adjourned to 9 : 30 Wednesday morning.\n\nSECOND\n\nDAY\n\nMORNING SESSION. — Wednesday, February 27\nThe meeting was called to order by President Harvey at 9 : 50 A. M.\nThe following committees were announced :\nCOMMITTEE\n\nON\n\nRESOLUTIONS\n\nSuperintendent L. H. Jones, Cleveland, O.\nSuperintendent C. E. Chadsey, North Denver, Colo.\nState Superintendent C. J. Baxter, New Jersey.\nCOMMITTEE\n\nON\n\nPrincipal E. O. Lyte, Millersville, Pa.\nSuperintendent McHenry Rhoads, Owensboro, Ky.\n\nNOMINATIONS\nSuperintendent Frank A. Smith, Lawrence, Kan.\nState Superintendent Alfred Bayliss, Illinois.\n\nSuperintendent L. L. Wright, Ironwood, Mich.\n\n■\n\nPapers were presented by J. H. Trybom, supervisor of manual training, Detroit, Mich.,\non \"Manual Training in the Elementary Schools of Detroit;\" by Principal Henry S.\nTibbits, Chicago, 111., on \"The Progress and Aims of Domestic Science in Chicago;\" by\nSuperintendent Judson E. Hoyt, Menomonie, Wis., on \"Work in Manual Training in the\nPublic Schools of Menomonie, Wis.\"\nDr. A. E. Winship, Boston,\" was recognized at this point, and in a brief speech\npresented President Harvey with a gavel with which to regulate discussion.\nThe papers presented were discussed by Colonel F. W. Parker, Mr. J. H. Stout,\nMenomonie, Wis.; Mr. Bevans, Aurora, 111.; Superintendent Joseph Carter, Champaign,\n111.; Professor C. M. Woodward. St. Louis; Superintendent George Griffith, Utica, N. Y.;\nand Mr. Trybom, Detroit.\nProfessor R. Charles Bates, supervisor of manual training, Tome Institute, Port\nDeposit, Md., read a paper on the \" Possibilities of Manual Training for Moral Ends.\"\nAfter various announcements the meeting adjourned.\nAFTERNOON\n\nSESSION\n\nRound-table meetings were held during the afternoon as follows, convening at\n2 p. M.:\n\nI. \"City Superintendents in Large Cities.\"\nLeader, Superintendent F. Louis Soldan, St. Louis.\n\n"}
{"page": 203, "printed_page": null, "text": "Superintendence]\n\nSECRETARY'S\n\nMINUTES\n\nI9I\n\nThe topic discussed was \" Organization of the Work of Inspection and Supervision\nthru Assistant Teachers and Principals, so as to Reach the Grade Teacher.\"\nThe discussion was participated in by Superintendent L. H. Jones, Cleveland, O.;\nSuperintendent William F. Slayton, Atlanta, Ga.; Superintendent H.O. R. Siefert, Milwau\nkee, Wis.; District Superintendent Leslie Lewis, Chicago ; Superintendent William N.\nHailmann, Dayton, O.; Mr. Anderson, Milwaukee, Wis.; Superintendent Soldan, St.\nLouis; Superintendent Z. H. Brown, Nashville, Tenn.; Superintendent William J. M.\nCox, Moline, 111.; District Superintendent Miss M.Elizabeth Farson, Chicago ; Superintendent Thomas M. Balliet, Springfield, Mass.; Superintendent E. H. Mark, Louisville,\nKy.; District Superintendent A. G. Lane, Chicago; Superintendent C. G. Pearse,\nOmaha;\nDistrict Superintendent Charles D. Lowry, Chicago.\nII. \"City Superintendents in Small Cities.\"\nSection A. — Leader, Superintendent L. E. Wolfe, Kansas City, Kan.\nThe questions discussed were : \" The Work of the Superintendent in Small Cities in\nDeveloping Greater Efficiency in the Teaching Force;\" \" The Advancement of Pupils\nthru the Grades along a Straight, Rather than a Broken, Line of Progress;\" \" How Shall\nWe Secure Better Teaching from Those under Our Supervision ?\"\nThe discussion of the first question was participated in by Superintendent A. K.\nWhitcomb, Lowell, Mass.; Superintendent J. H. Glotfelter, Atchison, Kan.; Superintendent W. F. F. Selleck, Austin, Minn.; Superintendent Joseph Carter, Champaign, 111.;\nSuperintendent Darius Steward, Stillwater, Minn.\nPresident I. C. McNeill of the West Superior Normal School, Wisconsin, opened\nthe discussion of the second question named, and it was continued by Superintendent\nArthur Powell, Marion, O.; Superintendent R. A. Ogg, Kokomo, Ind.; Superintendent F.\nTreudley, Youngstown, O.; President John R. Kirk, State Normal School, Kirksville,\nMo.; Superintendent M. A. Whitney, Elgin, 111.; Superintendent F. V. Hubbard, Red Wing,\nMinn.; Superintendent John Richeson, East St. Louis, 111.; Superintendent George V.\nBuchanan, Sedalia, Mo.; Superintendent McDonald, Henderson, Ky.; Professor C. M.\nWoodward, St. Louis ; Superintendent Aaron Gove, Denver ; Superintendent P. R.\nWalker, Rockfordj 111.\nSuperintendent George Griffith, Utica, N. Y., discussed the question : \" How Shall\nWe Secure Better Teaching from Those under Our Supervision ?\"\nSection B. — Leader, Superintendent William J. Shearer, Elizabeth, N. J.\nThe topic discussed was : \" Grading for Efficient Organization in the Interest of\nPupils.\"\nThose participating in the discussion were : Superintendent Shearer ; Superintendent\nE. N. Coleman, Fort Dodge, la.; Superintendent Charles W. Deane, Bridgeport, Conn.\nSection C. — Leader, Superintendent T. A. Mott, Richmond, Ind.\nThe subject discussed was : \" Correlation of High-School and Grammar-Grade Work.\"\nThe discussion was opened by Superintendent F. D. Boynton, Ithaca, N. Y., and continued bySuperintendent C. M. Bardwell, Aurora, 111.; Professor A. F. Smith, Kansas City,\nMo.; Professor Daniel E. Phillips, Denver University; Principal George H. Rockwood,\nChicago; Superintendent C. S. Marsh, North Tonawanda, N. Y.; Superintendent T. A.\nMott, Richmond, Ind.; Superintendent Smith, Danville, 111.; Dr. A. E. Winship, Boston ;\nSuperintendent J. F. Keating, Pueblo, Colo.; Superintendent J. N. Study, Fort Wayne,\nInd.; Principal Samuel B. Hursh, Streator, 111.; Superintendent Edward Ayres, La Fayette,\nInd.; Superintendent Barto, Princeton, 111.; Superintendent J. W. Carr, Anderson, Ind.;\nSuperintendent B. F. Moore, Marion, Ind.\nThe discussion was concluded by Superintendent Boynton, Ithaca, who summed up\nthe points made in the discussion.\nSection D. — Leader, Augustus S. Downing, principal of Teachers' Training School,\nNew York, N. Y.\nThe question under discussion was \" Literature in Grades below the High School.\"\n\n"}
{"page": 204, "printed_page": null, "text": "192\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nThe discussion was opened by Miss Mae E. Schreiber, of the Department of Public\nInstruction, Madison, Wis.\nIII. \"State and County Superintendents.\"\nLeader, State Superintendent L. D. Bonebrake, Ohio.\nThe topic discussed was : \"The Consolidation of Schools and Transportation of\nPupils.\"\nThe discussion was opened by State Superintendent Alfred Bayliss, Illinois. Others\nparticipating were: County Superintendent O.J. Kern, Rockford, 111.; Superintendent\nGross, De Kalb county, 111.; State Superintendent Frank L.Jones, Indiana; Professor\nA. J. Hutton, Whitewater Normal School, Wisconsin ; Superintendent A. B. Graham,\nSpringfield, O. ; State Superintendent J. W. Olsen, Minnesota; State Superintendent\nR. C. Barrett, Iowa ; State Superintendent Skinner, New York; Superintendent Nattrass,\nLa Fayette county, Wis.; County Superintendent Miss Fanny G. Gies, Mower county,\nMinn.; County Superintendent O. T. Bright, Cook county, 111.; State Superintendent\nW. T. Carrington, Missouri ; State Superintendent T. T. Tynan, Wyoming.\nAfter the close of the discussion Chairman Bonebrake introduced Division Superintendent M. S. Stone, of the Philippine Islands, who spoke of educational work in those\nislands.\nSuperintendent Bayliss introduced the following resolution, which was adopted :\nResolved —\nx. That it is the opinion of this round table of state and county superintendents that it is desirable that\nwe have legislation providing that any group of school districts may be consolidated, and provision be made\nfor carrying children to and from school at public expense.\n2. That it is desirable that the proposition be systematically presented to the people of rural communities.\n3. That we ask that the question be made a part of the general program of the Department of Superintendence for next year.\n\nState Superintendent Charles R. Skinner, of New York, made a motion that a committee of three be selected to present a report on the present conditions of rural schools\nto the directors of the National Educational Association at Detroit next July, and to ask\nfor an appropriation to carry on further investigation of consolidation of schools and\ntransportation of pupils. The motion was amended to a \" committee of five \" and carried.\nA committee, composed of Superintendent Alfred Bayliss, of Illinois ; Superintendent\nR. C. Barrett, -of Iowa ; Superintendent Frank L. Jones, of Indiana ; Superintendent\nCharles R. Skinner, of New York ; and State Commissioner L. D. Bonebrake, of Ohio,\nwas then appointed.\nThe following officers of the round table were elected for next year: chairman,\nHon. Frank L. Jones, state superintendent of Indiana ; secretary, Miss Fanny G. Gies,\nsuperintendent of schools of Mower county, Minn.\nOn motion, the meeting adjourned until the second day of the National Educational\nAssociation at Detroit next July.\nIV. Round Table of Training Teachers.\nLeader, Miss Isabel Lawrence, St. Cloud, Minn.\nThe subject discussed was : \"The Observation of Experts as a Means of Training —\nIts Value and Limitations.\"\nThose taking part in the discussion were : Miss Sarah C. Brooks, supervisor of\nprimary schools, St. Paul ; Professor J. S. Gaylord, State Normal School, Winona, Minn.;\nSuperintendent W. A. Shoemaker, St. Cloud, Minn.; Miss Amalie Hofer, Kindergarten\nMagazine, Chicago; President John W. Cook, Northern Illinois State Normal School,\nDe Kalb; Principal W. A. Baldwin, State Normal School, Hyannis, Mass.; Mr. E. C.\nBronson, Normal School, Athens, Ga.; Miss Ada Van Stone Harris, supervisor of primary\nschools, Newark, N. J.; Professor G. E. Maxwell, State Normal School, Winona, Minn.;\nMiss Hughes, Cambridge, Eng.; Miss Katherine Dopp, Chicago ; Dean James E. Russell,\nTeachers College, New York.\n\n"}
{"page": 205, "printed_page": null, "text": "Superintendence]\n\nSECRETARY'S\n\nTHIRD\n\nMINUTES\n\n193\n\nDAY\n\nMORNING SESSION.— Thursday, February 28\nThe meeting was called to order at 9 : 50, President Harvey in the chair.\nAfter announcements, the president introduced District Superintendent A. G. Lane,\nChicago, chairman of the Committee on Physiology in Schools, appointed at the meeting of the department in 1900.\nMr. Lane presented the following report :\nThe undersigned committee of the Department of Superintendence was appointed\nunder the following resolution :\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.\n\nYour committee recommends the adoption of the following report :\nThe Department of Superintendence agrees cordially with the special advocates of\nthe temperance cause in holding that everything which public instruction can do in the\nbattle against intemperance ought to be done, and that both physiology and hygiene\nshould be so taught as to leave in the minds of children and youth an adequate and\nproper knowledge of the effects of alcoholic drinks and stimulants, and of narcotics, on\nthe human system.\nSince the last meeting of this department there has been considerable discussion of\nthe question as to whether alcohol under any conditions is properly to be defined as an\narticle of food. Medical authorities are quoted in support of both sides of this question ;\nbut no authority has been found to maintain that alcohol is a food in the ordinary sense\nof that term. The question of the supposed food value of alcohol is a technical one for\nmedical experts to determine, and not one which need concern the men and women\nwho are engaged, in the work of public instruction of children and youth. For them it\nis enough to know that its use as a beverage is injurious, and that all authorities agree in\ndeprecating the formation of the drinking habit and in commending all practicable efforts,\nthru public instruction, to promote the cause of temperance.\nThe questions of highest importance for teachers and superintendents of schools to\nconsider are those which relate to the methods by which temperance instruction shall be\nimparted, the extent to which it shall be carried, and the subject-matter to be presented.\nThe educational side of this subject is vitally important and demands thoro and systematic study.\nWe therefore recommend that a body of educational doctrine be formulated which\nmay guide temperance instruction in the schools thruout the country, and we further\nrecommend that the scope of the investigation be so enlarged as to cover, not only the\ntopics already suggested, but also the whole field of personal hygiene, so far as this is a\npracticable matter for school instruction.\nWe also recommend that this investigation be conducted under the direction of the\nNational Council of Education, in accordance with the regulations of the National Educational Association.\nAlbert G. Lane.\nO. T. Corson.\nF. Louis Soldan.\nE. O. Lyte.\nEdwin P. Seaver.\nJames H. Van Sickle.\nEdwin A. Alderman.\nUpon motion of Mr. Lane, seconded by Henry Sabin, of Iowa, the report was adopted\nwithout debate.\n\n"}
{"page": 206, "printed_page": null, "text": "194\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nA paper on \" Individual Instruction an Imperative Need in Our Schools \" was given\nby Superintendent John Kennedy, Batavia, N. Y. The discussion was opened by President\nJesse F. Millspaugh, Winona, Minn., and was continued by Dr. G. Stanley Hall, of Clark\nUniversity ; Superintendent A. K. Whitcomb ; State Superintendent Delos Fall, of Michigan Superintendent\n;\nT. M. Balliet ; and concluded by Superintendent Kennedy.\nDr. E. O. Lyte presented the report of the Committee on Nominations, as follows :\nThe committee appointed by the president of the department to nominate officers of the department for\nthe ensuing year begs leave to submit the following report :\nThe officers nominated by the committee are as follows :\nFor President — G. R. Glenn, state school commissioner, Georgia.\nFor First Vice-President — H. P. Emerson, city superintendent, Buffalo, N. Y.\nFor Second Vice-President — F. W. Cooley, city superintendent, Calumet, Mich.]\nFor Secretary — John W. Dietrich, city superintendent, Colorado Springs, Colo.\n\nUpon motion of Superintendent O. T. Bright, the secretary was directed to cast the\nballot of the department for the nominees named in the report. The secretary reported\nthat he had so cast the ballot, and the officers named in the report were declared elected.\nSuperintendent William J. M. Cox, Moline, 111., offered the following :\nResolved —\ni. That a committee of seven be appointed by the president of the department for the careful examination of the papers, addresses, and discussions dealing directly with the work of school supervision, heretofore\npresented in the meetings of the National Educational Association, the Department of Superintendence, and\nthe Council of Education, for the purpose of culling from the mass of material thus accumulated such parts\nthereof as the committee shall deem worthy of publication in a special report, supplementing the several papers\nand excerpts by such authoritative statements, notes, and suggestions as may be found necessary or desirable.\n2. That we request the Board of Directors of the National Educational Association to provide for the\npublication of said report in such form and numbers as the committee shall recommend.\n\nUpon motion, the resolution was adopted. Mr. Ossian H. Lang moved that the\ndepartment memorialize the Board of Directors of the National Educational Association\nto appropriate $200 to defray the expenses of the committee provided for in the foregoing\nresolution.\nSuperintendent L. H. Jones, Cleveland, chairman of the Committee on Resolutions,\npresented the report of the Committee on Resolutions as follows :\nResolved —\n1. That the sincere thanks of this department are due, and are hereby offered, to the president and other\nofficers of this body for the wise selection of topics for our discussion, for the dignified and able management\nof the work of the department, and for the courteous treatment of members during the progress of the different\nsessions of the present meeting ; and that our thanks be extended to those who have prepared papers or discussions to our interest and advantage.\n2. That this department hereby expresses its interest in the problem of centralization of rural schools\nand the transportation of pupils at public expense, now being practiced so successfully in many states, and\nthat we see in this movement possibilities of great improvement of rural schools, involving the excellences of\na graded system of instruction without-the attendant evils consequent upon the crowded conditions of tenement\nlife in cities ; and, further, that we look upon this movement as having important bearing upon the solution of\npressing sociological as well as educational problems, and that this topic be recommended to the officers -elect\nof this body as worthy a place upon the general program of this department at its next meeting.\n3. That this department expresses its great gratification at the progress made evident by exercises before\nthis body at this meeting in the work of manual training in the public schools of the country, and especially at\nthe fact that this department of education has ceased to be presented as a sensational element of a fragmentary\nand one-sided training for special industries, and has taken its place as an essential part of the education of a\nfree people intent upon the complete and harmonious development of the individual, opening for him, not a\nsingle line, but the whole field of human endeavor.\n4. That this department extends its thanks to the permanent Secretary of the National Educational\nAssociation for the never-failing wisdom and courtesy shown at this meeting, as at all times, in dealing with\nthe questions which grow out of the relation of this department to the general association, and especially with\ndetails of transportation of members, and that he be commended for the system and efficiency which he has\nintroduced and maintained in his department.\nL. H. Jones, Chairman.\nC. E. Chadsky.\nC. J. Baxter.\n\n"}
{"page": 207, "printed_page": null, "text": "Superintendence]\n\nSECRETARY'S\n\nMINUTES\n\n195\n\nSuperintendent Aaron Gove moved that a committee of three be appointed by the\nchair to report a year hence a constitution and by-laws for the department under the\nlimitations of the constitution and by-laws of the National Educational Association.\nCarried.\nSuperintendent R. G. Boone, Cincinnati, being recognized by the chair, presented\nan invitation to the department to meet at Cincinnati in 1902. Superintendent G. R.\nGlenn, of Georgia, seconded for Cincinnati.\nSuperintendent E. G. Cooley, Chicago, invited the department to meet in Chicago\nin 1902.\n\nState Superintendent W. W. Welch, of Montana, invited the department to meet in\nHelena, Mont.\nSuperintendent Gove expressed regret at manifestations of a disposition to return to\nthe old order of things and to adopt an itinerant policy. He favored continuing the\nmeeting at Chicago. Superintendent Blodgett, Syracuse, spoke in favor of the itinerant\nplan.\n\nSuperintendent O'Connor, of Nebraska, favored Chicago.\nJohn McDonald, of Kansas, invited the department to meet in Wichita, Kan.\nState Superintendent Skinner, of New York, favored Chicago. Superintendent\nPearse, Omaha, spoke for Chicago.\nThe department then proceeded to vote for the location of the meeting for 1902.\nCincinnati received 109 votes; Chicago, 126 votes; Helena, 6 votes; Wichita, 1 vote.\nChicago, having received the highest number of votes, was declared to be the choice of\nthe department for the meeting in 1902.\nPresident Harvey then introduced President Green of the National Educational\nAssociation, who addressed the department briefly regarding the meeting of the National\nEducational Association at Detroit in July, 1901.\nThe department then adjourned to meet at 2 p. M.\n\nAFTERNOON\n\nSESSION\n\nThe department convened at 2 p. M., President Harvey in the chair.\nSuperintendent R. G. Boone of the Cincinnati schools read a paper upon \"A\nStandard Course of Study for Elementary Schools in Cities.\"\nThe discussion was led by President A. S. Draper of the University of Illinois, and\nparticipated in further by Superintendent F. Louis Soldan, St. Louis.\nProfessor L. B. R. Briggs, of Harvard University, gave a paper upon \" Some Aspects\nof Public-School Training.\"\nThe paper was discussed by Dr. William T. Harris, Washington; Dr. C. A. McMurry,\nState Normal School, De Kalb, 111. ; Superintendent William N. Hailmann, Dayton, O. ;\nPresident R. H. Halsey, State Normal School, Oshkosh, Wis. ; and Superintendent R. G.\nBoone.\nThe meeting then adjourned to convene again at 8 : 15 P. M.\n\nEVENING\n\nSESSION\n\nThe department was called to order at 8 : 15 P. M. by President Harvey.\nProfessor John Dewey, Chicago, gave the address of the evening, on \"The Situation\nas Regards the Course of Study.\"\nPresident Harvey announced the following committees, appointed in pursuance of\nresolutions passed by the department during the convention ;\n\n"}
{"page": 208, "printed_page": null, "text": "NATIONAL\n\n196\n\nEDUCATIONAL\n\nASSOCIATION\n[Chicago\n\nCOMMITTEE\n\nON\n\nSELECTION\n\nAND\nPUBLICATION\nOF MATERIAL\nSCHOOL SUPERVISION\n\nRELATING\n\nTO CITY-\n\nSuperintendent J. M. Greenwood, Kansas City, Mo.\nPresident R. H. Halsey, State Normal School, OshSuperintendent W. J. M. Cox, Moline, 111.\nkosh, Wis.\nDr. Emerson E. White, Columbus, O.\nProfessor Nicholas Murray Butler, Columbia UniverSuperintendent E. H. Mark, Louisville, Ky.\nsity. New York city.\nState Superintendent N. C. Schaeffer, Harrisburg, Pa.\nCOMMITTEE\n\nTO\n\nFRAME\n\nCONSTITUTION AND\nBY-LAWS\nSUPERINTENDENCE\n\nFOR\n\nTHE\n\nDEPARTMENT\n\nSuperintendent Aaron Gove, Denver, Colo.\nSuperintendent R. G. Boone, Cincinnati, O.\nSuperintendent William H. Maxwell, New York city.\n\nThe convention then adjourned sine die.\n\nFrank B. Cooper, Secretary.\n\nOF\n\n"}
{"page": 209, "printed_page": null, "text": "Superintendence]\n\nEDWIN\n\nG.\n\nTHE\n\nGOSPEL\n\nPAPERS\n\nAND\n\nTHE\n\nGOSPEL\n\nCOOLEY,\n\nSUPERINTENDENT\n\nOF\n\nWORK\n\n1 97\n\nDISCUSSIONS\nOF\nOF\n\nWORK\nCITY\n\nSCHOOLS,\n\nCHICAGO,\n\nILL.\n\nWe are living in a civilization with a penchant for action ; \"hustle\"\nis the watchword of the hour. A strenuous, or at least a clamorous, life\nis the only one worthy of the commendation of the American — that is, the\nAmerican of the latitude and longitude of Chicago. Americans, individually and collectively, seem to be looking about for more worlds to\nconquer.\nMen of our day organize into numerous civic and other missionary\nassociations, ready to undertake the redress of every public grievance, at\nleast so far as this redress can be brought about on the platform and\naround the dinner table. Our ladies, thru their numerous clubs, are adding to the homely affairs of the household the task of the mental, moral,\nand physical regeneration of society. As a nation, we seem ready to\nundertake the larger responsibilities of world-regulation. In addition\nto the task of absorbing the thousands of aliens who are seeking our\nhospitable shores, we are taking up the work of a national colporteur in\nforeign lands and in strange climes. Expansion and optimism are our\nideals, as a nation and as individuals.\nAlong with this restless, active life has arisen a contempt for the passive virtues, and for people who profess, or who advocate, them. We\nseem to be ready to accept the doctrine that the earth and its fruits\nbelong to those only who can use them, and who will and can use them\naccording to modern ideas of the fitness of things. The red Indian who\nuses the earth as a hunting-ground cannot expect to keep the land away\nfrom him who will raise corn and hogs on it. The Filipino who uses\nrosewood for railroad ties ought not to be trusted with the stewardship of earth's wonderful resources. The Boer who persists in\ncattle-raising in a country that abounds in gold and diamond mines\nshould not expect to be permitted to stand in the way of modern\nprogress and civilization. We apply the parable of the talents to such\ncases with a vengeance, transforming it into the doctrine that \"might\nmakes right.\"\nOur lawmaking bodies show an inordinate faith in the power of\nauthority in the form of legislative action. Every winter sees its additional mountain of legislation ; and yet every reformer cries out for more,\nforgetting the most important factors of his problem — the officials who\nexecute the laws, and the characteristics of the people who live under\n\n"}
{"page": 210, "printed_page": null, "text": "198\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthem. Legislation is urged as tho life were passed in a vacuum and\nresistance were unknown.\nOur schools have not escaped this modern tendency. We have been\nexpanding with the rest. We have felt impelled to attempt the complete\nregeneration of society in four short years, regardless of thousands of\nyears of opposing inheritances. We have been ready to undertake any\nnew project that seemed to be of an educative nature, without considering its relations to other branches of work, or to the amount of\nunconsumed energy available. Happy and famous is the man or woman\nwho has been able to set the schools a new task, for multitudes have\narisen to call him a reformer.\nThe thorogoing belief in the efficiency of work and of the obligation\nof all mankind to work owes much to the evangelism of such men as\nCarlyle and Ruskin. Carlyle preached the gospel of work to a generation that looked for leadership and inspiration to men who had little or\nnothing to do. His Sartor Resartus, his Heroes, and his Past and Present\nare full of this gospel.\nHe cries :\nThe world and all that is in it are the result of work. The great men in history, as\nwell as the great races, have been those who earnestly worked. The old gospel was,\n\" Know thyself ;\" the new is, \" Know thy work and do it.\" All work is noble ; a life of\nease is not for any man. One monster there is in the world, the idle man. What is his\nreligion ? That nature is a phantasm, where cunning beggary or thievery may sometimes find good victual; that God is a lie ; that man and his works are a lie.\n\nRuskin was almost equally earnest in his advocacy of work ; and to\nprecept added action. Many of us have read, with some amusement, of\nhis road-building experiment with the Oxford students. But the young\nmen who took part in this experiment never forgot the obligation he laid\nupon them, to labor — each within his particular province — with all his\nsoul, with all his strength, and with all his mind.\nThe world has been greatly, influenced by these teachings of Carlyle\nand Ruskin. In the lives of many of our famous men are to be found\nacknowledgments like that of Thomas Huxley, published in his recent\nLife and Letters. In recalling some of the powerful influences which have\naffected his life, Huxley speaks of the writings of Carlyle, and especially\nof Sartor Resartus. The idea that \" work alone is noble ; the doctrine\nthat whatever of morality and of intelligence ; what of patience, faithfulness of method, insight, ingenuity, energy ; in a word, whatsoever of\nstrength a man had in him lies written in the work he does,\" has been an\ninspiration to the youth of the nineteenth century. The renewed interest in Carlyle and his work, shown by the placing of one of his essays on\nthe college reading list, is a happy omen of continued interest in his\nideas.\nThe teacher, like all earnest men, believes in his mission, and has an\nalmost unbounded faith in the efficiency of school work.\nHe, like Carlyle,\n\n"}
{"page": 211, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nGOSPEL\n\nOF\n\nWORK\n\nI 99\n\nmay underestimate the strength of the inherited impulses and instincts\nhe deals with. He has usually been willing to add mountains of work\nto his own and his pupils' burdens. Any \" ology \" whatever can find\nadvocates for a place in the curriculum ; and too many of them have\nalready succeeded in crowding themselves upon the school. Only a Carlylean temperament could have induced the teacher to attempt the mountains of work prescribed in some of our school programs. It is not\nstrange that he sometimes adds to this another Carlylean characteristic,\nthat of grumbling a little. In his application of the doctrines of Carlyle\nhe has failed to discriminate, to realize that what we want today is not\nmore subjects to work at, but a change in our method of teaching that\nwill be in accordance with Carlyle's doctrine — a change that will offer\nopportunities for real work.\nIn the following statement of Carlyle is, I believe, the kernel of modern\neducational doctrine.\nHe says :\nThe knowledge that will hold good in working, cleave thou to that. Properly, thou\nhast no other knowledge but what thou hast by working ; the rest is yet all a hypothesis of\nknowledge, a thing to be argued in the schools, a thing floating in the clouds in endless\nlogic-vortices till we may try to fix it. Doubt of whatever kind can be ended by action\nalone. Man perfects himself by working. Destiny, on the whole, has no other way of\ncultivating us.\n\nIn this utilizing of the motor influences, in this return to Froebel's\nidea of self-activity, we are getting into line with the influences that are\nmoving modern society. We are beginning to believe in the doctrine of\nDr. John Dewey, \"that the school has no other educational resources than\nthose which exist outside of the schools ; that, so far as the principle is\nconcerned, it is simply a continuation of the same methods which are\noperative in the informal education.\" The knowledge we get in connection with some activity, some piece of work we are earnestly striving to\ndo, we can cleave to that. All other knowledge is likely to be held in\nout-of-the-way compartments of the mind, where practical application to\nthe problem of life can never come. We are utilizing these motor influences in many ways in our modern school. The kindergarten, constructive work, and nature study; our manual training, and most of the\nmethods of teaching other subjects, are endeavors to turn motor impulses\nto use.\nAs Dr. Dewey says :\nWe are coming to believe that the possibility of having knowledge become something more than the accumulation of facts and laws, of becoming actually operative in\ncharacter and conduct, is dependent on the extent to which that information is evolved\nout of some need in the child's own experience and to which it receives application to\nthat experience.\n\nIn other words, character-making is the result of doing something, is\nthe result of the formation of habits. Indeed, we are almost ready for\nCarlyle's extreme statement : \"All work is religion, and whatsoever religion is not work may go dwell among the Brahmins.\nLabor are est orare.\n\n"}
{"page": 212, "printed_page": null, "text": "200\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nIf labor is not worship, the more the pity for worship, for this is the\nnoblest thing under God's sky.\"\nWhile I am not an advocate of the soft pedagogy that is supported in\nsome quarters, yet I believe that all work and no play makes Jack a dull\nboy ; but I also believe that \" all play and no work makes Jack a mere\ntoy.\" I do not believe it is wise to endeavor to have the child believe\nthat the work he is trying to do is play. I do not, on the other hand,\nbelieve in the doctrine of drudgery. I do not believe in an ideal of work\nthat regards it merely as a preliminary to enjoyment, as something to\nbe gotten over that enjoyment may follow. I do not believe in the doctrine that men should bear the repulsive burden of work in order that the\nremainder of life may be spent in idle enjoyment. I do not believe in a\nseparation of work into drudgery and enjoyment. I do not believe that\nboys and girls in school should be taught to endure the drudgery of the\nschoolroom for the sake of any fun that is to follow. I do not believe\nin setting up a dualism between work and enjoyment, that will debase all\nwork into mere drudgery. I believe that both boys and men, who are\nnot overworked, enjoy the work which they can do well. Froebel taught,\nfirst, that the child develops thru creative activity; secondly, that the child\nis benefited by contact with other children, and is happy in proportion as\nhe is unselfishly employed.\nIn addition to this, every observing person knows that the idea of\ndrudgery during youth and manhood, with idleness and ease in old age\nas a reward for the drudgery, is an illusion. In Tennyson's \"Ulysses\" we\nsee pictured the old hero's ennui at the prospect of a life of ease, and of his\nlonging to continue the work in which his manhood had been passed :\nI am become a name ;\nFor always roaming with a hungry heart.\nMuch have I seen and known — cities of men,\nAnd manners, climates, councils, governments,\nMyself not least, but -honoured of them all —\nAnd drunk delight of battle with my peers,\nFar on the ringing plains of windy Troy.\nI am a part of all that I have met ;\nYet all experience is an arch wherethro'\nGleams that untravelled world, whose margin fades\nForever and forever when I move.\nHow dull it is to pause, to make an end,\nTo rest unburnished, not to shine in use,\nAs tho' to breathe were life. Life piled on life\nWere all too little, and of one to me\nLittle remains : but every hour is saved\nFrom that eternal silence, something more,\nA bringer of new things ; and vile it were\nFor some three suns to store and hoard myself,\nAnd this great spirit yearning in desire\nTo follow knowledge, like a sinking star,\nBeyond the utmost bound of human thought.\n\n"}
{"page": 213, "printed_page": null, "text": "Superintendence]\n\nEDUCATION\n\nAT\n\nTHE\n\nPARIS\n\nEXPOSITION\n\n20I\n\nMuch of the irksomeness of labor is the result of a belief that all work\nis drudgery, to be hastened thru with as soon as possible. As long as we\nattempt to separate work into drudgery now and enjoyment later we\nshall have people asking whether life is worth living. If we can arouse\nin our young people the instinct of workmanship thru our manual training and other constructive work ; if we can make them feel that labor\nwell done is noble, much of the irksomeness will disappear. If our young\npeople can be made to feel the moral obligation upon every member of\nsociety to work — to produce something — they will be better citizens.\nIf they can be made to feel the supreme necessity of becoming interested\nin their work, they may expect happiness. If our notion of leisure is\nthat of the Greeks, that leisure is only time and opportunity to prepare\nfor the doing of a higher grade of work, the world will be the better\nfor it.\nDISCUSSION\nSuperintendent E. H. Mark, Louisville, Ky. — I am interested in this particular\nsubject and very much in accord with the positions taken by the reader of the paper. I\nespecially like that part which says this is a working world. I believe in work, and\nwork in school. I believe in the kindergarten, but I do not believe in carrying kindergarten work into the eighth grade and the high school. We are not getting full results\nfrom the energy we expend, because of our failure rightly to appreciate a proper application of work. Only about 20 per cent, of the energy spent in school is effective. We\nmust not make the mistake of bedizening in order to make it appear that we are really\nworking. We attempt sometimes to go outside of the old-fashioned ways, and I am of\nthe opinion that this is not always wise. I believe in the old-fashioned ways, and that\nsome of the things we are now doing would be less objectionable if we had not deserted\nthe old ways of performing them. Boys and girls need to learn to do a few things and\nto do them well. They should also learn that there is dignity and joy in work.\n\nEDUCATION\n\nAT\n\nTHE\n\nPARIS\n\nEXPOSITION\n\nHOWARD J. ROGERS, DIRECTOR OF EDUCATION AND\nTHE COMMISSIONER-GENERAL OF THE UNITED\nEXPOSITION\nOF I90O\n\nSOCIAL\nSTATES\n\nECONOMY FOR\nTO THE PARIS\n\nMr. President, Ladies and Gentlemen :\nOne of the sad inflictions which follow in the wake of a great exposition isthe individual who is always talking of it or lecturing on it. But,\nin spite of my desire to escape this fate, the invitation of your president\nwas worded so graciously, and a public expression of the obligations of\nthe United States commission for the loyal support of this association so\nmanifestly due, that I felt constrained to accept.\nI wanted also to retract, or modify, a statement made before this\nassociation two years ago at the Columbus meeting.\nIn outlining the\n\n"}
{"page": 214, "printed_page": null, "text": "202\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nplans for the United States exhibit I said that we had no national system of education ; that we had forty-five systems, with a few territorial\nannexes thrown in. While in a strictly literal sense this is true, practically itis not. We have today in the United States a greater unity and\nsimilarity in courses of study and methods of administration than exist\nin any other country in the world with the exception of France. The\nresult of the rigid system of uniformity which enabled the French minister of public instruction a number of years ago to boast that he could\nlook at the clock at any hour of the day and tell what every school child\nof France was doing, is still in evidence. But the United States educational exhibit at Paris, if it served no other purpose, demonstrated\nbeyond question that the only differences in our educational methods\nare those of local emphasis, which do not affect the general tendency\nand unity.\nHad the labels over a portion of the work of Boston or New York been\ninterchanged for those of Denver or St. Louis, no one not having a knowledge of its local touches and coloring could have detected the difference.\nThe plan of our exhibit, which placed the work of similar grades side by\nside, irrespective of localities, brought out this similarity in a most convincing manner. It was the cause of much comment on the part of foreigners\nand of much surprise on the part of Americans. An impression, more or\nless well defined, has undoubtedly been in the minds of educational people\nthat this similarity existed, but it had never before been so strikingly\ndemonstrated. We attributed the cause, in our explanations, to two\nsources : first, to the United States Bureau of Education ; its control over\nthe states is purely advisory, but so wise has been its administration, so\nvaluable the information which it has collected and distributed, and to\nsuch high renown has it attained under its present commissioner, that its\ninfluence as a harmonizing, directive, and unifying force is most powerful ;\nand, secondly, to the National Educational Association, whose meetings are\nthe great clearing-house for educational ideas in this country. There is\nno need to dwell before this audience upon the value of this association as\na common ground for interchange of thought, comparison of methods,\nforming of acquaintanceships, and promotion of confidence. Yet the\nmagnitude of the organization was puzzling to foreigners and its formation the subject of much inquiry.\nThe place of education at the Paris exposition was theoretically all\nthat could be desired, but practically there was much that could have\nbeen improved. Not yet at an international exposition has a building\nadequate been devoted solely to education. In Paris, in the Palace of\nEducation was joined the exhibit of the liberal arts, Group III. Space\nwas granted to each nation for both groups together, and the division\nbetween the groups left to the commissioner-general of that nation. As\na consequence, while most of the exhibits were in the gallery, many were\n\n"}
{"page": 215, "printed_page": null, "text": "Superintendence]\n\nEDUCATION\n\nAT\n\nTHE\n\nPARIS\n\nEXPOSITION\n\n203\n\non the ground floor ; the continuity was broken, and in some instances,\nnotably Germany, the whole space in this building devoted to the commercial products included under Group III.\nFrom the scientific point of view, however, both as regards the exhibit,\nclassification, and official recognition, education was given the precedence. This circumstance was particularly gratifying to the representatives of the United States, where the commercial spirit rules — dominates.\nThe tendency of the French in this respect was particularly noticeable in\nthe formation of the international juries. At least 50 per cent, of the\nmembership of each class jury was French. The French representation\nin the six class juries of Group I, education, was concededly stronger\nthan in any of the 121 classes. Men prominent in educational, literary,\nand scientific fields were eager to serve. Such names, well known in\nAmerica, as Leon Bourgeois, former minister of public instruction, a\nmember of the Chamber of Deputies, and the most prominent member for\nFrance in the Peace Congress, president not only of Class I, but of the\nentire superior jury ; Liard, of the university ; Ferdinand Buisson, whose\nreport on American education in 1876 is a classic; Camille See, and others,\ngive evidence of the caliber of the jury. An award granted after due\ndeliberation by such a body of men bears more than the ordinary significance attached to exposition awards.\nThe direct control of the educational sections was vested in the minister of public instruction, one of the three most powerful ministers in\nthe French cabinet. He has under his authority not only all elementary\nand secondary instruction, but the universities, the beaux arts, the salons,\nthe national theaters, and the opera. To the minister, M. Georges\nLeygues, and his directors the foreign educational representatives were\nindebted for many courtesies from an exhibit standpoint and in official life.\nThere was one exception to the general control exercised by the minister of public instruction, viz., Class VI, industrial and commercial education. By a special law, passed a few years ago after considerable struggle,\nall industrial and technical schools were placed under the jurisdiction of\nthe minister of commerce and industries. Inasmuch as the general management of the exposition fell under the latter ministry, the industrial\nschools demanded and received a separate building for their exhibit.\nThis building was a small annex to the main Palace of Education, and\ncontained only the work of French schools.\nFive nations besides France took a leading part in the educational\nexhibit : the United States, Great Britain, Russia, Hungary, and Japan.\nA number of other nations, notably Sweden, Italy, and Spain, played\nlesser roles.\nTo an American the most interesting phases of the exhibit were the\nexpectant attitude of England, the awakening of Russia, the development\nof Japan, and the industrial training of Hungary and France.\n\n"}
{"page": 216, "printed_page": null, "text": "204\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nEngland for the first time was represented at an international exposition. The exhibit of the great public schools of Eton, Harrow, Rugby,\nand Winchester was historic and highly attractive to Americans ; the\nexhibit of Oxford and Cambridge was scientific and exhaustive ; but the\nreal interest lay in the efforts of the adherents to the education act of\n1870 to push to its logical results the provisions of that act, and the\neagerness of the progressive wing of the education office to adapt American ideas to English conditions. The figures published last year showed\nthat for the first time the attendance on the board schools exceeded the\nattendance on the free denominational schools, and that the territory\noccupied by the latter is being rapidly absorbed. The next decade will\nsee rapid advances in educational methods. The younger and more progressive elements are strong advocates of the prominent features of the\nsystem of the United States, and expect much from the influence which\nmay be exerted, or rather the discussions and agitation which may\narise, from the presence of the United States educational exhibit now in\nManchester, England.\nA word on the latter point may be in order now. Among the experts\nand delegates from other countries who examined our exhibit critically\nlast summer, none were more sincere in their praise than the English.\nTheir sincerity was best proven by their actions. The idea grew that\nmany of the best features of American education, in spite of the fact\nthat they were the product of a younger civilization and developed from\ntotally different conditions, could be grafted into the English system.\nThe problem was how best to enlist the attention of the British public.\nAt this juncture Mr. John H. Reynolds, principal of the Municipal Technical School, Manchester, England, came forward with a proposition to\ntransport the United States exhibit complete from Paris to Manchester,\nand set it up for exhibition in precisely the same form as at Paris. He\nsubmitted the plan to the Manchester municipal authorities, and, after\nsending a committee to investigate, they reported favorably. The director\nof education for the United States in the meantime had secured the consent of all the principal exhibitors to the transfer of the exhibit to Manchester, and the consequent delay in its return home. The Manchester\nauthorities assumed the entire cost of packing and shipping the exhibit\nfrom Paris, its installation at Manchester, and its reshipment to New York.\nThe exhibit was opened to the public in the latter part of January, and\nwill remain until March. Concerning it one or two extracts from the\nEnglish press are of interest :\nNo member of a technical instruction committee or of a school board, no governor\nor manager of a school, no teacher, whether in a primary or secondary school or university, can afford to miss such a rare opportunity, provided in so public-spirited a fashion.\nThey will come, not from Manchester alone, but from all the country round. The general\npublic also will find in it abundant interest and entertainment. The productions of the\nAmerican art schools and the superb collection of photographs of school and college life\n\n"}
{"page": 217, "printed_page": null, "text": "Superintendence] EDUCATION\n\nA7\n\nTHE\n\nPAtilS EXPOSITION\n\n205\n\nare in themselves worth going a long way to see. But the amount of pleasure and profit to\nbe derived from a visit will depend largely upon the intelligence with which the visitor follows the scheme upon which the exhibit is displayed\nIt is delightful to see so\nmuch care and pains bestowed on instruction in history in the primary and secondary\nschools, though one could wish that young Americans were not taught so sedulously to regard\nBritons as the enemies of the republic. At every turn one is struck with the extreme dexterity with which statistics are set out in graphic forms, sometimes in curves, sometimes\nin colored squares or columns, the relative size of which indicates ratios of figures.\nIn this connection it is striking to observe in the kindergarten and primary sections\nthe admirable educational skill with which taste and constructive power are developed\nand exercised in young children by the system of \" free drawing \" and brushwork, which\nis so infinitely more stimulating to the childish mind than the dry and abstract type of\nart work instituted by our South Kensington department. There are any number of other\npoints which call for notice in this wonderful exhibition, but we can only advise everybody to go and see it for themselves.\nWell, I need not pause to observe that in this particular section of the Paris exhibition there was no finer display than that made by the United States. It gives a bird'seye view, as it were, of education as it exists in the States today. Its purpose is to represent\nthe best work and the ripest methods, no matter whence their source within the limit of\nthe United States. The field covered by the exhibit is so full, varied, and interesting that\nno outline can possibly do it justice ; but, within the space at my disposal, if I can convey\nto the public an impression of what this exhibit is, I shall not be altogether dissatisfied.\n\nWe sincerely trust that some of the expectations of the promoters of\nthe plan may be realized. It is a small seed, and a foreign public is a\nstony soil, but there may take root some features of American education\nwhich will prove of great benefit to popular education in England. That\nthere will be any quickly apparent effect no one dreams. Evolution is a\nslow process; evolution in education one of its tardiest forms. But there\nexists no system of public education in any country which cannot be\nimproved by the introduction of some of the best features from another\ncountry, and from this object-lesson planted in the center of the great\nindustrial and manufacturing district of England, where the free and\nintelligent development of youth is a vital problem, and where admiration\nfor American methods and American virility runs highest, much good\nmay reasonably be expected.\nThe English educational exhibit showed strength and a rugged determination to work out a solution adapted to the great variety of conditions\nbequeathed from former generations; but a stronger and more hopeful\nsign was the intense earnestness of the younger, progressive schoolmen\nto find this proper adjustment of the ideal with the actual, and to determine\njust how much of improved methods can safely be introduced without\nclogging the machinery. It is a good sign, when men are dissatisfied with\npresent conditions, to find them acting conservatively ; keen for improvement, but with patience to wait. There will be fewer back-tracks to cover\nin the future.\nIn the Russian educational exhibit there was also an awakening to be\n\n"}
{"page": 218, "printed_page": null, "text": "206\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nnoted, but of an entirely different nature. In England it is the awakening\nof the leaders; in Russia it is the awakening of the people. In England\nit is the leaders who must urge; in Russia they must use the curb. There\nis a point in the uplifting of an ignorant populace that is near the danger\nline. It is when they begin to question, and there are none of their own\nclass to answer. The attendance in the schools controlled by the minister\nof public instruction of Russia has doubled in the last ten years, and the\nattendance on the church schools, which number about one-third of the\ntotal number of the primary schools, has been equally increasing. There\nis no effort to compel attendance. There is not accommodation for\nthose who clamor to come. Schools in the rural districts are at a great\ndistance from each other, and great sacrifices are often made by parents\nto enable their children to attend school. In every district in the\nprovinces there are children who travel daily many versts for the same\npurpose. With such a spirit in the people the responsibility on the\ngovernment is doubled. It not only has to provide schools in sufficient\nnumbers to prevent the cry of inequity, but it must control the unrest\nwhich inevitably follows the consciousness of growing power.\nThere is no antagonism between the church and state schools. There\nis no reason why there should be. The head of the state is the head of\nthe church. There is oftentimes a keen rivalry in neighboring provinces\nand districts, but most of the new schools established are under the ministry, and if the inhabitants of a district so decide, the church school therein\nis turned over to the ministerial supervision. The school term in Russia\nis three years of six months' instruction each year — a small total when\ncompared with our own elementary course, but a great advance over the\nserfdom and ignorance of a few decades ago. I have confined myself, in\nspeaking of Russia, to the common schools, as they formed the larger and\nmore interesting part of the exhibit from a sociological standpoint. Of\nthe exhibit of many excellent high schools in cities, the technical schools\nand universities, and the efforts in St. Petersburg for the higher education of women much mighfbe said, but it would extend too far the limits\nof this discussion.\nThe Japanese exhibit was exactly what we expected it to be. Those\nwho recall the educational exhibit of Japan in Chicago in 1893 and the\npromise which it contained will readily understand this statement. The\nincrease in attendance during the last decade was over 80 per cent., and in\nthe ten years between 1888 and 1898 the government expenditures for elementary education jumped from eight to eighteen million dollars. Their\nelementary instruction seems designed to increase that proficiency in industrial pursuits for which they are already noted, and to render more perfect\nthat lightness of touch and delicacy of design which characterize the art of\nthe nation. They are a progressive nation, alert and quiet. I did not hear\na Japanese juror make a remark during the exposition ; but I do not\n\n"}
{"page": 219, "printed_page": null, "text": "Superintendence]\n\nEDUCATION\n\nAT\n\nTHE\n\nPARIS\n\nEXPOSITION\n\n207\n\nremember anything they did not see. I never heard a Japanese educator\ntalk anyway, which is at least one remarkable difference between the \"Yankees of the East\" and the Yankees of the West. The technical and higher\ninstruction of the Japanese is thoroly well outlined and tends toward the\nsame great object — the industrial development of the nation. Perhaps\nno economic truth was more seriously impressed on the western nations\nby the exposition than that Japan, thru its rapid development in decorative art and designing, and thru its cheap labor, will soon become a\nformidable competitor in the markets of the world. The Japanese are\nquick to acknowledge the debt they owe the United States in educational\nmatters, and the influence of American teachers and of American-trained\nnative students is evident.\nConcerning the educational exhibit of France there is so much\n\nthat\n\ncould be said that it may perhaps be better left unsaid than to be halfsaid. There is no foreign educational system better known to this audience than the French, and to discuss it would be to restate what you\nhave often read. I shall, therefore, touch only two points. In the\narrangement of the exhibit space was used prodigally. It was a French\nexposition. The earth and the fullness thereof was theirs, and they hesitated not to make use of it. We never could learn their exact area in\nGroup I, but it is conservative to say that it was four times as large as\nthat of all other nations combined. In this they partially defeated their\nobject, for it is impossible to spread a system over so great an area and\nhave it at all comprehensive or within the grasp of the student. It\nwearies the sightseer also by its endless repetition. Of its excellence\nand thoroness there was no question, tho there was absolutely nothing\nnew in the method of arrangement or presentation.\nThe other point affects the spirit of the exhibit and brings us to the\nradical difference between the schools of the United States and those of\nFrance, Hungary, and other nations which feel the French influence.\nThe latter in their primary schools specialize from the earliest grades ; the\nformer educate all pupils alike till in the secondary grades. This difference is fundamental and is incident to the different theory which underlies the spirit of popular education in the Old World and the New. It is\nimpossible with us to assign to a child of ten or twelve years of\nage his future occupation. To attempt to do so would be resented\nby the people. There is no perpetual or hereditary working class ;\nno families identified with certain occupations. Such conditions can\nexist only in an old and thoroly settled civilization, where all chances\nof sudden wealth and preferment have been exhausted, and nothing\nremains for the masses but to attain the highest possible industrial skill in\nthe arts and trades. A freedom and elasticity is demanded in the educational system of our country to correspond to the possibilities existent\nin our material development.\n\n"}
{"page": 220, "printed_page": null, "text": "208\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nThe conditions in the United States do not require, nor do our people\ndemand, that there should be in our course of study a dominant tendency toward any particular phase of industrial progress. We have\nnoticed the opposite in the exhibit of every other nation at Paris this\nsummer. There is no question as to the excellence of their work. The\nsystem of manual instruction employed in the schools of France is beyond\ndoubt brought to a higher state of perfection than in any other country.\nThe exhibits from the ecoles primaires superieures, both in the Champ\nde Mars and the Ville de Paris building, were equal in many respects to\nthe work of master-workmen. The only question is whether the needs of\na nation justify this excessive specializing in the schools supported by\npublic money. We are quite positive that our own social conditions do\nnot demand it. We have our manual-training high schools and a system\nof manual training in many of our elementary schools, but its object is to\ntrain the senses in conjunction with the mind, but not to the exclusion of\nthe humanities. Our industrial drawing is developed from an original\nsystem of elementary drawing, but not with the intention of making\ndesigners or artists, tho we are pleased if this may be the result. We\naim to develop the imagination, to train the powers of accurate observation, and to enable the pupil to represent his conclusion both graphically\nand in well-chosen language.\nThere exist certainly radical differences in the theory underlying\npublic education. Which will subserve better the destinies of the nation\nonly experience can determine. It is possible that both continents\nhave the system which their own civilization and industrial development\nmost require.\nWe cannot form a just comparison of the educational systems of\ncountries without taking into account the history of the country and the\nantecedents of the people. No adequate idea of Greek art and Greek\nliterature could be obtained unless we knew the characteristics of the\nGreek nation, its intense love of freedom, and its passion for physical beauty and development. We must look to the traditions of the\npeople, their historical beginnings, and the spirit of their institutions.\nAmerica has been particularly fortunate in this respect. We had no\nlegacy of ignorance and stolidity bequeathed to us from the Middle\nAges. There are some advantages in being a young nation. Whatever\nnation of Europe you may choose for an example ; whether we take\nFrance or Prussia, which for nearly a century have been engaged upo'n\nthe problem of the education of the masses ; or England, which has\nbeen engaged upon it a lesser time; or Russia, which is just beginning\n— they have had first to penetrate down thru the ignorance, superstition,\nand even the antipathy to culture generated by centuries of mental\napathy. They have had first to awaken a responsive spirit — a problem\nwe have escaped.\n\n"}
{"page": 221, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n209\n\nThe exposition of 1900 led to the discovery of none of these things.\nAll students of education have seen the drift of school affairs. The\nexposition did, however, emphasize the vital problems of our educational\nlife by placing side by side in contrast the many systems evolved from\nthe various relations of the governing and the governed. But the question most general in its application, which is engrossing the attention of\nthe greatest number of countries, and which at the exposition was most\ndiversely represented, is to what extent the social and industrial development of a nation warrants specialized training at public expense in elementary schools.\n\nDISCUSSION —SUBJECT:\n\nSIMPLIFIED\n\nSPELLING\n\nShall the Department of Superintendence Ask the Board of Directors\nof the National Educational Association to Appoint a Permanent\nCommission in the Interest of Simplified Spelling and Appropriate\n$1,000 a Year for Five Years, for its Use in Promoting the Cause?\ne. o. vaile, editor of \"intelligence,\" oak park, ill.\nMr. President, Ladies and Gentlemen :\nIt is not always that an audience has the text printed and put in its hands. But, to\nmake sure of a full understanding in this discussion, I have had the resolution and petition printed, and I trust each of you has a copy in hand. To make sure of its meaning,\net me read it with you :\nResolved, That this department respectfully presents the following petition to the Board of Directors of\nthe National Educational Association and asks for its favorable action thereon :\nTo the Board of Directors of the National Educational\nGentlemen :\n\nAssociation:\n\nWhereas, The twelve simplified spellings are widely used and generally legitimized because of their\nadoption by the National Educational Association in its late volumes of proceedings ; and\nWhereas, The National Educational Association is looked upon, and justly, as the natural and logical\nfriend of childhood, and the indorser and promoter of all movements looking to improvement and advance in\neducation; and\nWhereas, There is great need, particularly in the interest of children and other learners of our language, that cohesion, organization, and standing should be given to the movement for simplifying our spelling\nby giving it wise, capable, and influential leadership ;\nTherefore, We, the Department of Superintendence, at this our annual meeting, recognizing the\nresponsibility which rests upon the teachers of the country, as well as the opportunity now open to them, to\ninsure the steady progress of this movement along moderate, reasonable, and practical lines, do respectfully\nrequest you to appoint the persons named below as a permanent commission in the interest of the movement\ntoward simplifying our spelling, and to appropriate the sum of $1,000 for each of the next five years to be\nused in whole or in part by said commission in such way as it may judge to be to the greatest advantage of the\ncause, the appointment and appropriation to be made upon the following\nCONDITIONS\n\n1. That the commission may fill all vacancies arising in its body or in its offices by a majority vote, cast\nby mail or otherwise, as may seem expedient, and it may elect additional members at its discretion and establish\nrules for its own government.\n2. That the commission shall make an annual report, including an itemized statement of expenditures,\nto the Department of Superintendence, and also to the Board of Directors of the National Educational Association.\n3. That the money appropriated for the commission shall be paid by the Treasurer of the National\nEducational Association upon vouchers duly signed by the president of the commission.\n4. That any unused portion of the amount authorized to be expended in any one year may be used in\nany subsequent year.\n\n"}
{"page": 222, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\nMEMBERS\n\nOF THE\n\nWilliam R. Harper, president of the University of\nChicago.\nE. Benjamin Andrews, chancellor of th University\nof Nebraska.\nAndrew S. Draper, president of the University of\nIllinois.\nDr. J. W. Steams, professor of pedagogy, University\nof Wisconsin.\nDr. John Dewey, head professor of pedagogy, University ofChicago.\nElla F. Young, assistant professor of pedagogy, University of Chicago.\nF. A. March, professor of comparative philology,\nLafayette College. Pennsylvania.\nFrancis W. Parker, president of Chicago Institute.\nE. G. Cooley, superintendent of schools, Chicago.\nLewis H. Jones, superintendent of schools, Cleveland.\n\nASSOCIATION\n\nCOMMISSION\n\n[Chicago\n\nI\n\nR. G. Boone, superintendent of schools, Cincinnati.\nCharles M. Jordan, superintendent of schools, Minneapolis.\nEdward Brooks, superintendent of schools, Philadelphia.\nJ. H. Van Sickle, superintendent of schools, Baltimore.\nDr. W. H. Ward, editor of the Independent.\nMelvil Dewey, director of the state library and home\neducation departments of the University of the\nState of New York.\nHenry Holt, publisher, New York.\nThomas Wentworth Higginson, Cambridge, Mass.\nBenjamin E. Smith, managing editor of the Century\nDictionary .\nJames MacAlister, director of the Drexel Institute,\nPhiladelphia.\n\nIn regard to the names just read, I want it clearly understood that there is no fiction\nor guesswork in putting them on this list. I hold in my hand the written assent to serve\non this commission, if it is appointed, of every person named excepting two. They\nassented orally, and are in the audience, and can speak out if I have misunderstood them.\nIt is probably well at the outset to guard against any misinterpretation of this petition. The proposition to appoint such a commission, and to give it money to use in its\ndiscretion in the interest of this movement to rationalize our spelling, appears to strike\nsome as an effort to create a committee to head a raid against our orthographic absurdities, and to bombard the public with pleas and arguments for simplified spelling as\nvigorously each year as #1,000 will permit.\nThere is no such thought or purpose behind this proposition. Does any member of\nthis department believe that there is the slightest danger that Dr. Harper, or Dr. Draper,\nor Superintendent Cooley, or Dr. Dewey, or any other person named on this, commission,\nwould lend himself to an aggressive or an offensive propaganda on this subject ? There\nis not a single zealot, or even an enthusiast, on the list.\nLet me call your attention to the composition of this proposed commission : seven\nuniversity men, all of them well known ; seven superintendents of large systems ; and seven\nmen prominent as educators or editors, or in some other line of work. That there is only\none lady in the list is no fault of mine. I wanted the women teachers well represented.\nI proposed to several eminent women in the best way I knew, but only one accepted. Is\nit possible that anyone can fear that the men named are going to put their heads together\nto decide what changes in spelling are desirable, and then keep dinging at their fellowcitizens to adopt these changes ? Is it to be feared that they will attempt to agitate this\nquestion or to accelerate the movement already started without using good sense, without\nconsidering the danger of reaction, of creating disgust, of intensifying prejudice ?\nFriends have remonstrated against urging this measure on the ground that it is wise\nto let well enough alone ; that the most dangerous thing for the reform now is to try to\nhurry it ; that we must wait for the new spellings already inaugurated to \" soak in,\" and\ntake root, if you will excuse the mixed metaphor. Are not the records and the standing\nof the persons named ample guarantee that they understand all this ? that they know\nenough not to make the fire too hot for the broth ? For thirty-five years I have advocated the simplification of our spelling whenever fit occasion has offered. For twenty\nyears I have used in Intelligence the identical spellings which this association has adopted,\nand I am using no more today than I did at first. Why ? Simply because I have never\nfelt that the time was ripe for me to take an additional advance step. You may be sure\n1 Consent to serve on the commission, if appointed, was received after adjournment of the department\nfrom Chauncey M. Depew, United States senator from New York, and Miss Sarah L. Arnold, supervisor of\nprimary instruction, Boston, Mass.\n\n"}
{"page": 223, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n211\n\nI would take no hand in any scheme which might undo what I have so long labored to\nhelp to build up ; in any scheme that might tend to chill the sentiment and the sympathies favorable to this movement which are just beginning to warm into life. No such\npurpose and no such danger lie in this proposition. The business and professional\nrecords of the men and women named in this list, their demonstrated level-headedness and\ngood sense, are ample assurance that we shall not put the cause in jeopardy from hasty,\nill-advised, or overzealous counsels by intrusting them with the leadership, while their\neminence and standing will bring immense strength to the cause and guarantee moderation and wisdom in promoting it.\nEvery genuine schoolmaster must have Abraham Lincoln's faith in the people.\nWhen the people once fully understand the bearings of a practical question, you can\nsafely trust their decision. The great, the essential thing is to make them understand\nthe question.\nGive them light, and you need not fear the general result.\nIt is on this principle that I urge the appointment of this commission. One main\npurpose is to establish a bureau of light and publicity ; to evoke a voice so clear and wise\nand moderate and authoritative that the people will have confidence in it and follow it.\nThere is need in the movement today of a nerve center, to which information and\nstimulus will be communicated, to be sent out again as inspiration and impulse ; a central\nbody to receive and consider all reform suggestions, to publish such as it deems wise and\npracticable, and thus to bring into touch with each other all the elements which favor the\nsimplifying of our spelling.\nThe simple appointment and announcement of a commission composed of such\nscholars and leaders of thought would in itself be a most potent influence in liberating\nand evoking spelling-reform sympathies and developing sentiment in its support. If\nnothing else were done than to cause this commission, representative of the great body\nof teachers, to stand forth clearly before the people as both an umpire and a leader in the\npurposeful evolution of rational spelling, it would be well worth the money which it is\nproposed to spend.\nSuch a commission, standing as sponsor for the intelligent and reasonable and wise\ndirection of this movement, would give character and standing to it which would be of\ngreat advantage. It would give the cause recognition as a thing feasible and desirable,\nand to be encouraged by all progressive social forces.\nThe best scholars and educators of this country, and of England, are practically a\nunit in believing in the simplifying of our spelling, differing only as to degree and\nmethods. They have never taken or been encouraged to take active charge of the movement. Thru the agency of this commission scholars, educators, men of character and\nstability and influence, free from all suspicion of overzeal or immoderateness will have\nthe movement in hand. The weight of their advice and influence will harmonize the\ndivergent views as to methods of procedure and bring into unison all elements favorable\nto reform.\nSuch a commission would save the cause from its unwise friends and convince the\npublic that there is a simplification of spelling which is moderate, feasible, and progressive, which is approved by scholars and educators, and which all sensible men and women\ncan safely indorse and encourage.\nToday there is little concert of action among the friends of simplified spelling. No\nsupporter of the cause can learn, except by chance, of other supporters. A great many\npeople who are really in sympathy with it take no practical steps to help it because they\nhear no voice of recognized wisdom and of commanding influence to lead them. There\nis the greatest need of a head center to which all may look for guidance and advice. To\ncreate such a committee, for wise counsel and for judicious encouragement of the movement, is the object of this effort. It would install a moderator and leader, whose moral\nweight and authority would hold the enthusiasts in check and attract sympathy to the\ncause.\nIt would give cohesion, stability, organization, and standing to the movement.\n\n"}
{"page": 224, "printed_page": null, "text": "212\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nWe are all agreed that simplified spelling can and will come only as a process of\ndevelopment. But it will never come thru a blind, unguided, accidental, haphazard\ndevelopment. It will come only thru a development which is guided and conscious on\nsomebody's part. An evolution that is intelligent and purposeful, which is directed\naccording to the wisdom of some one, or of some many, is the only evolution, whether\nslow or rapid, which will ultimately give us rational spelling. So far the movement has\nprogressed by uncertain steps, according as the suggestions of Noah Webster, or of the\nphilological societies, or of the National Educational Association have been accepted and\nacted upon.- But there is need of a matured plan, a far-reaching purpose, framed on\nmoderate and intelligent lines, by which all can work who believe in the end sought.\nOne good step has already been taken thru the initiative of this department. Sooner or\nlater a next step must be taken, and a next, and a next, and a next, until the grand consum ation isreached — simple phonetic spelling.\nNow, what shall be the next step ? Who shall determine it ? Shall it be the change\nof ph to f? the reduction of double consonants to one ? the omission of the final e when\nphonetically useless or misleading ? What it shall be is plainly a question of mere expediency. Who shall decide it ? Is the time ripe to inaugurate one or all of these changes ?\nThese questions some time must be decided. Is it wise to leave them to be brought up\nin this department as the spirit may move a member, and let them be decided by vote\naccording as one influence or another happens to predominate at the moment, without\nreference to any comprehensive plan, and without any definite knowledge as to the ripeness of the time ? To ask the question is to answer it. It would certainly be the part of\nwisdom to place this whole matter of controlling and promoting this movement for simplifying our spelling in the hands of a selected body of capable, trustworthy, representative, earnest men, such as are nominated in this petition.\nThe objections urged against adopting this petition may all be grouped under one\nhead, viz.: it is not the function of the National Educational Association to espouse, much\nless to spend money on, any particular cause in regard to which any difference of opinion\nexists among its members. Now, I should like to know why it is not in keeping with the\ngeneral purpose and character of the National Educational Association to put its immense\ninfluence and its wise directing hand behind this important movement and keep them\nthere. It is as distinctly a movement in the interest of education as any that can be\nnamed. It is the interests of our children, not only of the present, but of innumerable\ngenerations to come, and of others who have to learn our language, which constitute the\ngreat argument in favor of this reform.\nPrimarily this whole question is an educational question, and if it may not properly\nenlist the earnest effort and sympathy of this body and of the National Educational Association in general, I do not know for what these organizations exist. The teachers of the\ncountry, represented by their superintendents, are the most logical element in the community, not only to move in this matter of simplifying spelling, as they have done, but\nalso to see that good and wise leadership is provided and kept at the head. Is there a\ncause in the line of progress and reform more appropriate for the National Educational\nAssociation to foster, a cause more fit and logical for it to spend some of its money upon ?\nBut, it is said, the superintendents are not at one on this question, nor are the great\nmass of teachers. So far as the mass of teachers are concerned, they are loyal to their\nsuperintendents. Let them know where the superintendents, as a body, stand on any\neducational question, and you will find the teachers with them. It would be deplorable\nand unnatural if it were not so.\nSo far as this body of superintendents is concerned, and also the Board of Directors,\nwho have the final voice, the question is simply one of majority rule. Why should it not\nbe ? Did ever any great movement for the betterment of mankind command unanimous\nsupport ? Is it reasonable to say that this organization should never actively support\nany measure upon which its members are not all agreed ?\n\n"}
{"page": 225, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n21 3\n\nSuch a principle is un-American; it is unreasonable. It would render human progress\nimpossible. If the influence and weight of this body of educators are never cast in support\nof any measure until that measure has the support of all our members, the cause of human\nprogress and improvement will never have reason to be grateful to the National Educational Association or to this department. When this body, or any other like body of sincere, earnest, but fallible human beings, becomes unanimous in support of any advance\nstep, the evidence will be clear that the movement has got beyond the need of such support. If a majority favors this petition, the minority ought to — and they will — acquiesce.\nIt is absurd to ask for delay until the minority approves. Let the majority rule, and\ndon't say it would be unwise and injudicious to adopt this petition just because we are\nnot all agreed. The affairs of this world cannot be run on the unanimity plan. In the\nslang of the street, the band-wagon of progress comes along, and those who refuse to\njump in are left to trudge along by themselves.\nTestimony and experience are all on the side of simplified spelling, both that it is\nfeasible and that, in spite of all drawbacks, it is desirable. Not a single philologist in\nthis country or in England can be named who is not unequivocally in favor of amending\nour spelling. These experts say boldly and with one voice that the science of etymology\nwill gain more than it will lose by the adoption of phonetic spelling, and, whether this\nwere so or not, they say, and have said for years, that our spelling can be simplified, and\nthat it should be.\nOn this point of etymological or historical spelling the argument is absolutely closed,\nas everyone must admit who is familiar with the literature on this subject for the last\nthirty years. Conservatism, reverence for what is old and established, was wisely made\na powerful factor in human nature. I would not show it disrespect. I only insist that\non this question it shall stand squarely on its own ground ; that it shall not base its opposition to change in our spelling upon any false position, but solely upon the only honest\nground which is left to it, viz., that our present spelling is here, we've learned it, it is ours,\nit should be preserved because it is established, and on this ground any change in it must\nbe opposed.\nThat plea we can all respect. It comes home to everyone of us. But is this plea\nsufficient, in the face of the enormous burden imposed by our present spelling upon\nevery child and adult who has to learn to read and write English, to justify this body in\nrefusing to indorse this movement and to give it the full and wise support proposed in\nthe petition ? My faith in the humanity and strong common-sense of our superintendents\nand educators makes me believe that the coming vote will show that the plea of conservatism must give way before the command of duty, the duty to let our children share in the\nblessings and advantages of the progress and improvement which are so marked in every\nother field of our modern life.\nSome oppose this petition on the ground that the reform is now making progress,\nand that the establishment of this commission might endanger all that has been gained.\nI do not share any such fear. If I understand the school superintendents of this country,\nthey believe in progress, in a wise, moderate, steady, and sound advance, in every phase\nof education.\nThe action of the National Educational Association two years ago was the first\npractical step in leadership of this movement by an influential body. Has not the\nresult more than justified the courage and wisdom of this department in taking that\ninitial step at Indianapolis, instructing the Secretary in printing its proceedings to adopt\nsuch simplified spellings as might be agreed upon by Dr. Harris, Superintendent Soldan,\nand Superintendent Balliet ? Did any harm to the cause result from that action ? Could\nany larger success be asked for under all the circumstances than has followed that first\nstep ? It shows what may be expected if a commission fairly representing the learning,\nthe social weight, the business success, and the educational strength of the country should\nstand forth, at the command of the National Educational Association, as the avowed\n\n"}
{"page": 226, "printed_page": null, "text": "214\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nsponsor and promoter, not of unwise and harmful agitation, but of sound, moderate, and\npractical steps ; of intelligent, conservative, and matured plans and policies for nourishing\nspelling-reform sentiment and of helping toward the end sought. Even the publication\nbroadcast of the names of the members of this commission as standing sponsor in a definite way for wise and sane efforts in favor of rational spelling would be a most worthy\nthing for this association to accomplish.\nWhen four years ago it was proposed to introduce that first resolution in this body,\nthe same objections were raised as now. Friends of spelling reform advised me to desist,\nnot to introduce the resolution. It would stir up a muss. It would do no good. It\nwould be defeated. I would hurt the cause. Only one man knows how near that resolution, after being prepared, came to going into the hotel grate that February morning in\n1897. It was an anxious time until by an unquestioned majority the resolution was\npassed and the committee was appointed. If the counsel which is so determined now\nhad prevailed then, nothing would have been done and the encouraging progress of the\nlast four years would not have taken place.\nIt is not pleasant to persist in presenting and urging this matter in the face of the\nopposition arrayed against it. But I believe it is the duty of this body, which it owes to\nitself and to the children, to take hold of this movement and give it character, and standing, and intelligent and wise direction.\nObjection is made to spending the money of the association for such a purpose.\nWhy? The association has a fund of nearly $90,000. What was it raised for ? Who\nwill tell ? It has come into the treasury from membership fees without any specific purpose. Each one has done his share in accumulating it. I think no one will question\nthat I have done mine. What member or set of members have a right to set up their\nauthority and pronounce this proposed appropriation as an illegitimate use or waste of\nthe association's funds ? Clearly that money is eligible for any use which is germane to\nthe grand purpose of this organization. What is that purpose ? The preamble to our\nconstitution distinctly declares that object to be (I quote the words) \"to promote the\ncause of popular education in the United States.\" Can any proposition now before the\npublic be named which, if adopted, would do as much, or a tenth part as much, \" to promote the cause of popular education\" as the simplifying of our spelling, making it consistent and rational ? Every man and woman here knows. that, simple and easy to learn\nas is our English speech, the language that we speak with the voice, our irregular and\nillogical spelling is a very serious and wholly needless hindrance in the way of every\nchild or adult who undertakes to learn to read and write it. There is no educational\nreform or improvement that, in helpfulness for the young and in easing the process of\nprimary education, can be compared for a moment with the rationalizing of our spelling.\nThe National Educational Association has never spent a dollar which was spent more\nwisely and legitimately than would\" be the money asked for in this petition. There is no\ncause now ripe for the attention of this department and of the National Educational\nAssociation upon which the small amount of money named could be spent more judiciously and effectively.\nBut what will the commission want money for ? is asked. Consider that the men\nand women who have consented to act on this commission, if it is appointed, are, everyone of them, busy to the last degree with the affairs of their own office or business. If\nthis commission is appointed, it will find work to do, you may be sure. In the nature of\nthe case, this work will have to be done largely by correspondence. Can these members\nbe asked to pay their own postage and stationery ? So, to start with, there is stationery\nto be provided, and printing, and a competent stenographer-clerk to work under the\npresident's direction. There must be conferences and reports, etc. The sum named is\nvery small in comparison with the work which will develop. But there is ground for\nhope that after the commission once gets to work, and its beneficent object becomes\nunderstood by our philanthropic millionaires, funds will come to it sufficient to enable it\n\n"}
{"page": 227, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n21 5\n\nto carry on its work efficiently. Certainly no one fears that any money appropriated for\nthe use of this commission will be spent in junketing, or wasted in any way.\nIn conclusion, and as a general answer to all fears and objections, let me call attention to the fact that the petition to the Board of Directors does not commit the association\nor the commission to any particular policy or opinion whatever in regard to spelling\nreform or its promotion. Everything is left absolutely to the discretion of the commission.\nIn my correspondence with them this point was made very plain. If a majority of its\nmembers should share the fear of some of our friends that any proposition for even gentle\nagitation now would jeopardize what has already been gained, the commission could so\nannounce, and matters would undoubtedly remain as they are. No reformer would be so\nfoolish as to think of urging steps which a committee of such men would not approve. If\nthe committee should deem it best for the present to do no more than discreetly to encourage\nand promote the use of the changes now before the public, for one I should think it wise.\nIn this one particular alone the commission could do very effective service for many months.\nThese gentlemen are nominated as known and avowed friends to the cause of simplifying our spelling, with the expectation and understanding that they will advise and\ntake such steps only as they think wise. If their judgment is against agitation or any\nother step, they will act accordingly. If they deem it wise to agitate the matter in any\nway, it will be their duty, and they will be expected to do so. Is there any superintendent\nwho cannot absolutely trust such a set of men to handle this question, or who cannot\nagree to follow their leadership ?\nI move the adoption of the resolution and the petition.\nJohn MacDonald, editor of Western School Journal, Topeka, Kan. — We read that\n\"in the beginning it was said, 'Let there be light,' and there was light.\" A few of the\nbrethren met in Washington in 1898 and said, \"Let there be orthography,\" and there\nwas orthography. By a vote of eighteen to seventeen, at a meeting of the Board of\nDirectors, eighteen men undertook to say to 150,000,000 people how they should spell\ntwelve English words. What effect has that attempt had upon the English-speaking\nworld ? What effect has it had upon 76,000,000 of people in the United States ? What\neffect upon the American press ? The main effects seem to have been that the reform is\nsupported by two or three educational journals. Our reforming brethren might say to\nthe people of the United States, in the language of the Scripture : \" We have piped unto\nyou, but ye have not danced.\"\nNow it is proposed to carry the reform still farther thru the agency of a committee\nof prominent educators. We might meet that by saying that \"great men are not always\nwise, neither do the aged understand judgment.\"\nIt is easy to say from this platform that all the philologists are in favor of the spelling-reform movement, but it ought to be noted that not a single name has been given\nhere this morning as favoring it.\nEnglish orthography is assuredly the most rugged in the world, but it is the outcome of the ruggedness, character, and characteristics of the English-speaking people.\nI maintain that there is no demand for a reform of this kind. I am opposed to depredations on the English language and hope the depredators, like him we read of in the\nsacred writings, may soon be \"clothed and in their right minds.\"\nPrincipal E. B. Prettyman, of Maryland. — Every time I have seen any of the\ntwelve amended spellings in educational journals I have been greatly annoyed. The\nspelling of the English language has gone on to change in a natural way. It came\nabout thru one plain, natural law — the law of the best usage. There have been\nmany changes since Chaucer's time, and these have come about thru the operation of\nthis law of usage. Many changes were suggested in earlier editions of Webster's Dictionary, but they were not all accepted by scholars. Many were ignored by literary men\nand scholars, and so were finally abandoned.\n\n"}
{"page": 228, "printed_page": null, "text": "2l6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nWe are a great people, but we are not prepared to ignore, or to propose for reform,\nwhat the great men of England regard as good English speech. I say : Let well enough\nalone. Let the law work out the changes surely and beautifully, as it will do. The old\nrule of the best usage should continue to prevail just as it has done.\nPresident F. W. Parker, Chicago Institute. — The evidence on this question is\nall in, and the ridicule as well, and it is all on one side — all on the side of the child.\nThe children should learn to read and express thought without the handicap of the\nabomination of desolation of our unphonetic language.\nThe manner of spelling words is simply fashion. Fashion changes, and why should\nnot fashion in spelling change ? This is a question of intelligent education. Thousands\nof dollars are spent necessarily every year in teaching children how to spell anomalous\nwords. Think of the waste of time ! Ask the teachers and they say : \"We must spend time\non spelling which we should devote to more important things, as geography, history, literature.\" There is no argument against this movement except tradition. What would it\ngive us ? O think what it would give us in the first three years ! Give the children release\nfrom bondage ! Think of the millions who are to learn to spell the English language — the\npeople of our new possessions ! Think of the difficulties they will confront in acquiring\na mastery of our wretched orthography ! What arguments are made against this reform ?\nJust the argument that it is wise to stand by the old. We must bring the force of this\nhigher educational power to bear upon this question. If we do not save the children, who\nwill?\nSlosson Thompson, of the Chicago Times-Herald. — Mr. Chairman: So long as\nthe advocates of the disfigurement of the English language confined their efforts to\nprinting their appeals in such magazines and periodicals as had space to waste on a\nfutile kicking against the prickles of learning, there was no need for anyone to take\nup the cudgels in behalf of his mother-tongue. Adopting the lofty style of the only\ntruly great lexicographer: \"Sir, the orthography of the English language needs no\ndefense.\" It stands, what it is, glorious and unapproachable in its incongruity, matchless in the potency and picturesqueness of its irregularities. I revere it for its unmastered\ndifficulties, its verbal snares and pitfalls, its inexplicable spelling, and its sweet unreasonablenes . love\nI\nit for the enemies it has made — and overwhelmed.\nEnglish is not a perfect language. Heaven preserve it from the canker of perfection ! The perfect languages are all dead. Regularity and reforms killed them. The\nirregular, unscientific English has outstripped every other living language. It has\nstrangled Volapuk, the ideal language of the spelling reformers, in its cradle.\nBut when the spelling reformers ask a representative body like this to expend\n$5,000 upon an undertaking to which the knight-errantry of Don Quixote was sanity, it is\ntime the common-sense of the English-speaking multitude was heard in protest. By the\nway, how would the spelling reformers spell Don Quixote ?\nI would be the last man to rob Mr. Vaile of his rattle. Let him play with it. But\nwhen he asks a body of men devoted to teaching the English language to appropriate\nmoney to introduce scientific confusion of tongues into their teaching, I submit that he is\ntrespassing on hallowed grounds. If Mr. Vaile were an arboriculturist as he is a verbaliculturist, he would prune the beauties out of our forests, he would trim the maple and oak\nleaves of their distinctive glories, pluck the odd leaf from the clover and shamrock, and\nput every trunk, limb, and branch of nature into a plaster cast.\nI suppose if educated Chicago were canvassed for the one man who by inveterate\ninstinct and perverse practice spells English most incorrectly at every opportunity, and\nmakes opportunities where they do not occur, I should have been its first choice. For\ntwenty-seven years of daily newspaper work my spelling has been the despair of typesetters in three cities. But in all that time — blundering along, strewing my way with the\nfragments of the late queen's English — will you believe it, I cannot remember now to\n\n"}
{"page": 229, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n21 'J\n\nhave mispelled a single one \"of the words which our good friends, the reformers, would\nmutilate, dismember, and disembowel, to make them easier to spell and shorter to write.\nWhat does this mean ? It would seem to mean that they are crying \" Reform, reform ! \"\nwhere there is no demand or need for reform. Have you ever stopped to consider the\ntask of Sisyphus these spelling reformers have set themselves ? You might as well\nattempt to bail Lake Michigan with a gill dipper as to try to reform the English language by dropping a few letters out of two score words in it.\nThe attempt is as preposterous as it is unnecessary. Let us consider the English\ntongue, which today is the noblest heritage of over 130,000,000 people. It is the most\nwonderful conglomeration that was ever evolved from the confusion that befell the builders of the tower of Babel. The mixture of blood in the race that is being assimilated\nin the schools and workshops of this land comes from a few sources compared with the\nmultiplicity of sources from which the spoken and written language of that race is derived.\nThe language is so tenacious of what it has once fairly taken into its maw that it is not\nsafe to write \" obsolete \" against any word once in familiar use. Naturally a language\nso varied in its derivation, so flexible in its structure, so irregular and inexplicable in its\nidioms, abounds in words and phrases that are the joy of its possessors and the despair\nof philologers and professors. The latter have been trying to reform the life and letters\nout of the English tongue ever since it was recognized as such. It has never suited the\nscientific grammarians and philosophers.\nHow do you explain the phenomenon that you cannot find a master of the English\nlanguage in the ranks of the spelling reformers ? Scores of philologists rail against it ;\nnot one great writer complains. I account for it on the theory that the good workman\nseldom finds fault with his tools. From Chaucer, an infamous speller, and Shakespeare,\nwho could not spell his own name twice alike consecutively, and Milton, who could not\nsee whether his daughter spelled \"though\" with a silent terminal or not, down to\nRudyard Kipling and Robert Louis Stevenson, who ever heard a great writer thinking or\ncaring whether his printer spelled \" program \" in long or short meter ?\nBut there is a serious side to this subject which the spelling reformers in their personal arrogance might well pause to consider. What right have they, in order to effect\nwhat must be at best a questionable reform, to attempt to break down the uniformity of\nprinted English literature ? What compensation do they offer for the confusion of spelling which they would introduce into the books of 130,000,000 people ? I am inclined to\nsay: Blessed are the dead languages, for their reformers are also dead. They at least are\nbeyond the reach of the pride of personal conceit that would advocate lighting daylight\nwith electricity because the sunlight causes a few weak eyes to blink.\nWe who have lived long enough to observe the effect have seen no compensating\nadvantage from the reform in spelling words like \"honor,\" \"labor,\" etc., without the «.\nFor many years its sole result was the difference between the typography of books printed\nin England and America. There is a disposition now to revert to the original form in\nbooks printed for sale in both countries. Philology and reason were behind the change,\nbut the genius of our glorious language revolts at reason and resents any reform that robs\nit of any of its idiosyncrasies.\nDo you want to know why the work of spelling reformers will prove vain ? It robs\nthe printed language of ingrain dignity of form, and gives to it the ludicrous appearance\nof a stump-tailed fox. In the current phrase of the street, the spelling reformer makes\ngood old English words like \" though,\" \" through,\" \" thought,\" and even the Greek\nderivative \"programme,\" look like \"thirty cents.\" There is a beauty in the mere form\nof old familiar words that should be sacred from the reforming iconoclast. Language is\na growth which no art can improve upon. The philologists have never added a single\nfamiliar word to the language.\nWhy should they be permitted to \"monkey\" with it ?\nWhat the varied forms of molding, pillars, windows, arches, caps, and cornices, and\nabove all proportion, are to architecture, the forms of certain words have become to\n\n"}
{"page": 230, "printed_page": null, "text": "2l8\n\nNATIONAL\n\nEDUCATIONAL\n\nprinted English.\nthians :\n\nLet me illustrate.\n\nASSOCIATION\n\n[Chicago\n\nYou all know the thirteenth chapter of First Corin-\n\ni. Though I speak with the tongues of men and of angels, and have not charity, I am become as\nsounding brass or a tinkling cymbal.\n2. And though I have the gift of prophecy, and understand all mysteries, and all knowledge ; and though\nI have all faith, so that I could remove mountains, and have not charity, I am nothing.\n3. And though I bestow all my goods to feed the poor, and though I give my body to be burned, and\nhave not charity, it profiteth me nothing.\n\nI need read no more. You know how disastrous has been the attempt to substitute\nthe word \"love\" for \"charity\" in this passage. Let the reformers have their way with\nspelling the word \"though,\" let them spell \"prophecy\" with an/, and the offense to the\neye would be almost as great as was revision of \" charity \" to the ear and heart of every\nlover of English literature.\nThe spelling reformers of today have not the plea of discovery or invention to offer\nfor their crusade. Artemus Ward, Orphus C. Kerr, Josh Billings, and Petroleum B.\nNasby took phonetic liberties with the English tongue, besides which their tentative\nreforms are like glow-worms to the blazing sun. These truly clever professors of sloth\nand illiteracy had the courage of their calling. They knew that the road to literary fame\nand fortune by the beaten road of original thought and verbal distinction was a long and\nhard one- to travel. They realized that bad spelling was the protest of the multitude\nagainst the superior attainments of the industrious few, and therefore they adopted the\nsystem of our friends, the spelling reformers, as their short-cut to the hearts and dollars\nof their countrymen.\nBut do not conclude that A. Ward, Office Seeker, Billings, and Nasby were the original\nspelling reformers. The species has flourished in every age, since illiteracy provided an\neasy and humorous foil to learning. Shakespeare and the dramatists of his time showed\nthemselves masters of the phonetic trick three hundred years before Artemus Ward convulsed two nations by spelling \"before\" with a letter and a figure. What we need is\nnot a reform in the spelling of the English tongue, but a reaction against the ghastly\nfailure to teach spelling in our schools at all. I was going to say a reform in the method\nof teaching spelling in our schools. But, thanks to the professors, they have no methods.\nOur children are no longer taught to spell. They visualize words. That is to say, they do\nnot spell cat c-a-t, or dog d-o-g. They see the word written on the blackboard, and are\ntold to associate it with the animal it represents. Of course, there is not the faintest\nsuggestion of a dog or a cat in the form of the written word. So when your daughter\ncomes to write \"the cat killed the rat,\" you are in luck if she does not write, \"the cow\nlicked the can.\" When this visualization gets beyond simple objects it is necessarily\nabsolutely and hopelessly at sea. Last summer my little girl of nine years, writing from\nthe Massachusetts coast, wrote, \" the tid was firy lo,\" and also that \" the water was firy\nkol.\" She had her own system of phonetic spelling. She composes with natural facility,\nand her letters are a joy to all her grown-up correspondents. But they are making her\nmother gray before her time.\nNow, spelling, as taught in our public schools, is an attempt to revert to the Egyptian\nsystem of hieroglyphics. It would make bricks without straw — words without letters.\nIt does not make each word consist of so many movable characters, but seeks to make each\nword a symbol. In this way our children are being taught by the Chinese method which\nrequires a sign for every word. A printing establishment in China has to have fonts\ncontaining thousands of separate and distinct characters, where the American compositor can set up hundreds of thousands of words from a single font of type containing\nonly the twenty-six letters of the alphabet. This is the system which the visualists are\nforcing upon the innocent but doomed children of Chicago. They are seeking to make\nthem fill their little minds with the association of ideas between printed words and myriads\nof objects, or ideas, for which they stand.\n\n"}
{"page": 231, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n2ig\n\nLet me put this indictment of a monstrous system more plainly. Spelling by\nthe visualizing method requires the child to identify arbitrary signs for innumerable\nthings.\nSpelling by the system of our fathers required us to know only twenty-six arbitrary\nsigns by which we can construct the names of everything in heaven above and in earth\nbeneath and in the water under the earth.\nProfessor Clark, of the Northwestern University, recently gave an account of the\nfailure of a class of 191 to pass an examination in spelling 150 ordinary words. He produced the list in proof that the words were in ordinary use. I have tried it on several of\nmy acquaintances of the generation which learned spelling and also definition from the\nold-fashioned spelling-book. Not one of them stumbled over more than five words, and\none of these was \" Philippine,\" which is a trick word. And yet 153 of that class of\n191 fresh from their studies failed to pass the examination, notwithstanding there was\nan allowance of twenty errors per paper. One of the graduates of the modern system ol\nspelling without letters incorrectly \" visualized \"77 words out of 150. The man who first\ninvented and went about advising \"visualization\" ought to be indicted for larceny of\nthe first principle of education. Verbal and literal iteration — that alone can store the\nmemory with indelible and instantly available impressions.\nBut, gentlemen, spelling reformers are humbugs. What they propose is not reform.\nIt is mere freak abbreviation. Take, for instance, the twelve words which the National\nEducational Association indorsed as a feeler three years ago : program, tho, altho, thoro,\nthorofare, thru, thruout, catalog, prolog, decalog, demagog, pedagog.\nThere is not an idea of reform or genuine simplification in one of these. Many of\nthem have been used time out of mind with the apostrophe. The reformers are fond of\ntelling the story of the man who said he never really understood the meanness of the\nterm \"demagogue\" until he saw it spelled without the final ue. That man had a latent\nsense of the true dignity of words, and the reformer who first invented the story was so\nintent on his little point that he did not appreciate how the same abbreviation in spelling\nmade catalog, prolog, decalog, and pedagog look like so many bumps on a log, or, to speak\nmore accurately, like so many kites without tails. They are rudderless words, without\npride of ancestry or dignity of form. In at least two of the words mentioned above the\nreformers have not followed their own pretense of spelling phonetically, since th-o-r-o\ndoes not spell thorough, and th-o-r-o-f-a-r-e does not spell thoroughfare.\nBut what impression has spelling reform made on English during the past twenty\nyears ? I leave it to you to say whether you believe the dent is any deeper now than it\nwas when that March hare from Lafayette started the raid to make a printed page of\nEnglish look like a bad case of delirium tremens superinduced by an overdose of gin\nfizzes of Efs and Jays and Zees.\nToday, thank heaven, the English language is flourishing like an ever-green bay tree.\nThe new International Dictionary, made necessary after only ten years since the preceding revision, claims to have 25,000 additional words. It is still the standard American\ndictionary in court and counting-room. It still adheres to the correct principle of\ndictionary-making, and gives the language as it is, and not as this or that spelling\ndeformer would make it.\nTo teach the language as it is, I take it, is the simple, plain duty of the public schools\nof America. No matter how we may individually think it should be spelled, we must\naccept spelling, backed as it is by tradition, by growth, by history, by etymology, and by\nthe printed literature of the two great branches of the Anglo-Saxon race in a multitude\nof books no man can number. It is downright profanation to think of making old junk\nof printed English books since the days of Edmund Spenser.\nWe must adhere to a single common standard in spelling as in money and morals.\nIt is your duty to set your faces like flint against the attempt to scatter the seeds of confusion in the spelling-books of the republic.\nReform the methods of teaching spelling ;\n\n"}
{"page": 232, "printed_page": null, "text": "220\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthey cry aloud for your immediate and prayerful attention ; but say \" hands off\" the universally accepted spelling of English.\nMy last word to you, whether it refer to reading, writing, ciphering, or spelling, is to\nstand fast by the old ways which have never failed, and to shun new and scientific nostrums in education as you would the foul fiend who would lead the children committed to\nyou thru flowery fields of dalliance to ignorance and destruction. Mere memory without\nunderstanding is nought. But understanding without a more or less full and accurately\nstored memory is ignorance.\nAs for the English language — it is all right. By reason of its strength, its flexibility, its directness, its copiousness, its nobility, and its irregularity, it stands without a\npeer among the languages of the living. It has a literature that not only surpasses the\nliterature of any other language living or dead, but it surpasses them all, for it practically\ncomprehends them all. The work of the philologist is to trace the ancestry of words back\nto their roots. It has never given a single green twig or shoot to language. It multiplies books and not literature.\nSkeats, the greatest of the philologists, acknowledges that \" the speech of man is in\nfact influenced by physical laws, or, in other words, by the working of divine power.\" I\nknow not how that may be, but, tho doubtless the philologists and spelling reformers\nmight have produced a better language than English, doubtless they never have and\nnever will.\nSuperintendent Joseph Carter, Champaign, 111. — The power of the English\nlanguage lies in the thought and the ease of its utterance, and not in its execrable orthography. Itis because of the tongue, not because of the monstrosities of the spelling, that it\nis a powerful instrument. I have had difficulty with spelling so much that I have had to\ncarry a dictionary in my satchel for recourse in my correspondence. I have had to waste\ntime and life because of this difficulty. I have spent more time in learning to spell than\nI have to get rich. We do have the pupils visualize — but we also have them spell in\nthe old-fashioned way. We do not know how many are killed in going thru the trying\nordeal of learning to spell, but we want to spare the killing of the millions who are coming.\nWe must think of the children. We are not thinking of what the editors say. We\nmust think of relieving the children of the drudgery of mastering this spelling. This\nreform would save the children so much that we must urge it.\nDr. E. E. White. — There should be a complete separation of this question. The\nquestion of spelling reform and the proposition to appoint a commission by the National\nEducational Association for the furtherance of that reform are two very different questions ;the second is the real question before us.\nSpelling reform has been a disappointment to its friends. It has gone on very\nslowly. Notwithstanding the approval of it on the part of philologists and philological\nsocieties, they have not shown zeal enough to put their hands in their pockets to give it\nsubstantial support. What does this mean, if not that they do not see how it can be\neffected ? There is evidently little faith in its triumph.\nThe Board of Directors of the National Educational Association at Washington in\n1898 by a vote of eighteen to seventeen authorized a change in the spelling of twelve\nwords in the printed proceedings of this department. This action was heralded as the\naction of the National Educational Association. The question was never before that\nbody, and the Board of Directors had no authority to speak for the association on such a\nquestion.\nIts action was limited to the publishing of its proceedings.\nWe are asked to take this action in behalf of the children, but in their interest I\nobject to such an increase in the spelling burden. The children are not to be helped by a\nchange in our orthography, for a change in the spelling of 40 to 100 words will add that\nmany additional new spellings for the children of this and the next generation to learn.\n\n"}
{"page": 233, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\nEven the teachers must know the standard spelling as well as the new, especially when\nthey come to make application for places. Every new spelling authorized adds to the\ntask of learning to spell, and so the burden is not to be lifted in this way. The children\nare obliged to learn to spell English words as they are now written. It will take one\nhundred years to change the spelling of as many words, so that the new spelling will\ntake the place of the old in English literature.\nThis is not a proper work for this association. It is not its function. Spelling\nreform is not a definite and clear means of promoting popular education, as already\nshown. This National Educational Association should be kept free from the responsibility and annoyance of a commission reporting changes in spelling from year to\nyear. The funds of the association should not be used to promote such a reform.\nLet it be left to the philological and spelling-reform societies in this country and Great\nBritain.\nSuperintendent L. H. Jones, Cleveland, O. — My name was placed on this committee with my consent, but I came to this meeting with no enthusiasm for this movement. Since hearing the lack of argument upon the other side, I am heartily in favor\nof it.\nSuperintendent Charles R. Skinner, Albany, N. Y. — At the Washington\nmeeting, when this question came up, I was one of the seventeen to vote against the\nreform. I am still opposed to it. An arithmetician has figured out that it would take\n25,000 years to bring about the assimilation of the twelve amended spellings into our\nlanguage.\nDr. William T. Harris, United States Commissioner of Education.1 — One of the\ngentlemen who have spoken this morning has stated that the spelling reform dates back\ntwenty-five or thirty years in this country. He refers to the movement as initiated by the\naction of the Philological Association of Great Britain and the indorsement of its action\nby the Philological Association in America — the spelling reform itself is twice as old.\nIt originated chiefly in the work of Alexander J. Ellis, who was a scholar of Trinity\nCollege in Cambridge in the thirties and forties of the last century. It was his sound\nadvice and deep skill in phonetics that Isaac Pitman made use of in the invention of\nphonography — the first great system of shorthand writing, which has come into use among\nthe reporters of the English language everywhere. Mr. Ellis was greatly interested in\ndiscovering the history of the changes in pronunciation in the English language,\nand he saw quite clearly that if the nation used a phonetic alphabet it would photograph from one generation to another the status of pronunciation and enable the future\nscholar to trace the laws of change which prevail in orthoepy. Some time between 1840\nand 1850 Mr. Ellis published a pamphlet under the title of A Plea for Phonotypy, by far\nthe ablest document that has urged a reform in spelling of the English language. Mr.\nEllis' final great work in his specialty, which has assisted the students' of English more\nthan any other great work ever written, is a treatise on early English pronunciation, with\na special reference to Shakespeare and Chaucer. The five volumes of this remarkable\nwork bring together into one focus nearly all that has ever been taught or written that\nwill throw any light on the ancient pronunciation and its progressive changes. The first\nvolume of this work did not appear before 1869.\nThe great scholars, such as Sweet, now professor in Oxford and author of many\nbooks on the dialectic varieties of English ; Alexander Melville Bell, the author of Visible\nSpeech and another able advocate of reformed spelling, who attempted to form an alphabet\nof signs which suggest in themselves the vocal organs used in the utterance of the sounds\nrepresented, whose alphabet, slightly modified, has been adopted by Sweet and is used in\nall the universities where a scientific study is made of the elementary sounds of languages\n1 Revised and extended by the author.\n\n"}
{"page": 234, "printed_page": null, "text": "222\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nand their alphabetical representation ; J. A. H. Murray, of Oxford University, the editor\nof the great dictionary of the English language, and indeed the great dictionary of the\nworld, for that matter, because it contains the results of the labors of three thousand English scholars who have divided up the literature of the language and read all of its\nclassical writings and brought together their results in such a way as to show the history\nof the first appearance and all subsequent changes of each word in the language ; these\nmen and their disciples all gladly acknowledge a great debt to Alexander J. Ellis.\nSpeaking of the date of the beginning of the spelling reform, upon reflection I see\nthat it is fully fifty years since I began to be interested in it, having in 1851, thru the study\nof phonography, become interested, also in phonotypy thru A. J. Ellis' plea for it. I had\ngreat hopes from 1850 up to the time of our Civil War to see a general adoption of a\nreformed alphabet, each letter of which should represent only one sound, and which should\ncontain a character for each sound in the English language.\nI have learned much since then, and know how difficult it is to make a change in any\ninstitution or usage which affects the population as a whole. I might add that the AngloSaxon population is the most conservative of all populations, because the genius of its\ngovernment is that of compromise and that of foundation upon established usage without\nreference to logical arrangement or complete reasonableness. The constitution of Great\nBritain is a collection of established usages, each one representing the result at which two\nopposing parties compromised their extreme views and adopted a mixed view, not quite\none thing or quite the other. It is not a theoretical constitution reasoned out and adopted\nby a people, but only a system of special rights and privileges fixed by compromise\nbetween two stubborn opposing interests.\nIt is clear that a people whose local self-government depends upon the sacred\nobservance of laws more or less irrational and contradictory, and made harmonious only\nby hundreds of years of supreme (or highest) court decisions, has acquired the habit of mind\nof respecting peculiarities of all kinds, not merely of law, but also of personal habits, and\nalso of methods of writing and spelling the words of one's language.\nThe philologists have long since proved that the peculiarities of English spelling do\nmore to mislead than to aid one who investigates the derivation of words. The difficulties in\nthe English spelling trace back to the patchwork of the Norman scribes, and then later on to\nthe whimsical ignorance of men in the time of Samuel Johnson,who supposed that they knew\nthe etymology of the words that they were using, but were mistaken, as scholars had been\nin the case of the word island, which in the sixteenth century (a century before Johnson)\nbegan to be spelled with an s, on the theory that it was derived from the Latin word\ninsula, and that it was a compound word containing the French word tie or isle and land,\nwhereas the old middle English word Hand or ealand was composed of the word land and\nthe prefix ea, signifying \"water\" or \"river.\"\nMurray's English dictionary enables each student to find the results of the history of\nEnglish words, both as to pronunciation and derivation, arranged conveniently under\neach word. I remember my astonishment year before last when I found in one of the\nworks of Professor Sweet the fact stated that the common pronunciation of the word\nchildren is chooldren, the ild being pronounced as if spelled with the 00 sounded as in the\nword \"foot.\" I was astonished at this, because this was in my youth the-general pronunciation among the farmers of New England. It seems that their ancestors had brought\nthis pronunciation from England, and that it still exists as common among the English\ndialects.\nThe past summer I was traveling in Suffolk, in a part of England belonging with\nNorfolk to East Anglia. It was the place that sent most immigrants to Massachusetts\nfrom 1630 to 1680. I was surprised to find my Connecticut pronunciation of u after r\nstill in use among the common people in that part of the country south of Norwich and\nnot far from Ipswich. As a boy I pronounced true and fruit, not with the sound of 00\nas in \"food,\" but with the sound of u as in \" pew,\" \" endure,\" \"sue.\"\n\nLong ago I\n\n"}
{"page": 235, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n223\n\nhad been taught by teachers to change my pronunciation, but I remember once when\nvisiting Harvard College making the observation that the majority of the tutors and\nunder-professors, who came from the rural regions of New England and were not born\nin Boston, pronounced in conversation the w-sound in such words as \" truth,\" not as 00\nin \" soon,\" but as a diphthong or glide from the sound of i in \" it \" to the sound of 00 in\n\" foot,\" just as I did.\nIn my visit to Suffolk county last summer I learned the reason for it. The people of\nthe rural regions of a country retain from one generation to another, without much change,\nthe pronunciation of their forefathers. Whereas the prevailing English uses a .y-sound\nwith an 00-sound following it, pronouncing \"due\" almost as if it was spelled joo, yet in\nEast Anglia and wherever in America the population is from rural New England this\n*w/-sound of u is preserved, notwithstanding the fight of the teacher against this usage.\nI have repeated these trifling circumstances in order to indicate the direction in\nwhich the labor of the English philologists who favor spelling reform is of great service\nin throwing light upon the English speech as it is written and spoken. I always wish to\nsay a word for the great dictionary of Murray, which gives to our scholars, and to the\nscholars of every remote country where English is spoken, the ability to see as in a\nmirror the English language in its entire history.\nI have gone into these particulars also in order to intimate, in what I trust is a polite\nand acceptable manner, that those who object to spelling reform from a scholarly standpoint may be justly charged with some defect in their scholarship, and that they do not\nknow the present situation of English philology.\nI do not hesitate to repeat on all occasions that I am, and have been, a believer in\nthe desirability of effecting a reform in the spelling of English. But I do not believe\nthat this can be done by the intense zeal of a few individuals, or even of a considerable\nclass of people, such, for instance, as compose this association. I do believe that the\nunreasonable conservatism which widely prevails among the opponents of spelling\nreform can be undermined only by a gradual process, and that this association, in\nadopting a dozen simplified spellings, has taken a wise measure. Once habituated to\nthe idea of reforming or simplifying our spelling, the mass of the population, in the next\ngeneration will be ready to make radical changes, whereas, if radical changes are\nattempted now, the conservative people will combine in self-defense, and shut the door\nagainst any semblance of change. This is a case where a thin wedge is needed, and\nwhere it is wisest to make as little agitation as possible. Hence, when my committee\nrecommended, a couple of years ago, the list of twelve words — which, by the way, I\nobtained from my friend, Mr. Vaile — we hoped that the changes would be used in the\npublication of the proceedings of this association, and that as little as possible would be\nsaid about it. We did not approve of Secretary Shepard's action in printing the list of\nwords and sending it out to the public press thru the eountry, because we knew that it\nwould cause a reaction. At the Washington meeting we had a fight in the Board of\nDirectors over the rule, and it was confirmed, as has already been stated here, by a vote\nof eighteen to seventeen. I shall not be surprised at all if a vote next summer reverses\nthe whole matter by a vote of two to one. We thought, however, that we could hold the\nthin wedge where it is, if we said as little about it as possible and fought for the retention of the small list of words that we had simplified. The next generation will become\nfamiliar with the work of simplifying the alphabet, and will demand and secure radical\nreforms ; at least this is what we hope.\nBut we must not forget, any of us, that this is a National Educational Association,\nand that spelling reform, or temperance reform, or religious reform, or moral reform, is\nnot the special object of this association. Our object is reform in school methods,\nnamely, methods of instruction, methods of discipline, methods of organization, and\nmethods of management. If our association becomes a spelling-reform association,\nanother one specially devoted to school reform will become necessary.\nI am not in\n\n"}
{"page": 236, "printed_page": null, "text": "224\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Chicago\n\nfavor even of the thin wedge which we adopted two years ago, if that is to be a cause of\nnew struggles and ever-recurring discussions of the subject.\nI have already presented my views in correspondence with my friend, Mr. Vaile, on\nthis point. I honor and respect Mr. Vaile for his unselfish and persistent advocacy of the\nspelling reform, but I certainly think that his movement is ill-timed and worse than\nuseless as an aid or help to spelling reform. It will produce reaction and stir up feelings and sentiments in the matter where we ought to have only clear reasons and a\njudicial frame of mind. I am therefore opposed to the resolutions which he offers in\ndetail and as a whole.\nMr. Vaile and Colonel Parker have stated here that this reform is entirely in the\nline with the regular work of this association, but they do not show how it is related to\nthe work of instruction or the work of discipline, or of organization and management.\nThey certainly would not suppose that the teacher can introduce spelling reform into\nhis school without the permission of his school committee, or that the school committee\ncan do it without the countenance and support of the entire English-speaking people.\nIt cannot, therefore, be a matter which relates directly to education in the schools. It\ncan in no sense be accomplished by a few individuals, or even by a large association.\nOne cannot take up this reform and carry it on alone. By attempting to do this he will\nsimply make himself disagreeable to his fellow-men. He will be disagreeable because\nhe will neglect the concrete and manifold interests of society and thrust unduly forward\none simple interest, one reform out of an infinite number of possible reforms which\nought to be secured. The spelling reform is, therefore, not a reform which can be\nsecured by this National Educational Association, and those who favor the adoption of the\nresolution in question will, if successful, simply turn the work of the association out of\nits regular course into that of a spelling-reform association, and will divide the members of our association into two opposing camps on a question which does not relate\ndirectly or indirectly to instruction or discipline in the schools.\nMr. Vaile, in closing the discussion,1 regretted that the responsibility of the closing\naddress did not rest on other and abler shoulders, especially as he had to oppose his\nfriend, Dr. Harris, with whom now for the first time in his life he found himself in opposition. He was astonished at Dr. Harris' attitude on the matter under debate. He recognized the doctor's great influence in the association, but he hoped that at least the younger\nmen would be independent and vote according to their own judgment. Then, directly\naddressing Mr. Thompson, Mr. Vaile said : I understand you, sir, to say in effect that\na master of the English language cannot be found in the ranks of spelling reformers.\nDid I correctly understand you ? (The gentleman arose from his seat and admitted that he\nhad so stated.)\nMr. Vaile. — Do you admifthat Alfred Tennyson was a master of the English language or contributed anything of value to English literature ?\nMr. Thompson. — Why, yes.\nMr. Vaile. — Mr. Tennyson was a vice-president of an English spelling-reform\nassociation. Do you admit that Charles Darwin was a master of English or contributed\nanything of value to literature ?\nMr. Thompson. — Yes, to the literature of science.\nMr. Vaile. — Very well. Mr. Darwin was also a vice-president of an English spellingreform association. Do you admit that William Dean Howells ever contributed anything\nof value to English literature ?\nMr. Thompson. — I should like to discuss Howells with you.\nMr. Vaile. — That is neither here nor there. What do you answer to the question ?\nMr. Howells is, or at least was a few years ago, a vice-president of a spelling-reform\nleague in the city of New York, and felt inclined to accept a place on the commission\n' Revised and extended by the author upon receipt of a copy of the foregoing discussion.\n\n"}
{"page": 237, "printed_page": null, "text": "Superintendence]\n\nSIMPLIFIED\n\nSPELLING\n\n225\n\nnamed in this petition, but finally decided that he could not. Brander Matthews and\nEdward Eggleston are, or were, vice-presidents of that same New York spelling-reform\nsociety. The gentleman can hardly help allowing some mastery of English to William\nE. Gladstone, Herbert Spencer, and Charles Sumner. Every one of these men, not to\nmention others of eminence, is on record as an outspoken believer in spelling reform.\nDr. White wants to know why I and other advocates of phonetic spelling do not\nadopt it. Look at the unfairness of the argument. I am dependent, like every other\npublisher or editor, upon my business for my living. I believe thoroly in simplified\nspelling for the sake of the children and the teachers. I use as much of it now, and\nhave for years, as I dare to in my papers. Is it fair to ask me to run my head against the\nwall of prejudice on this subject which still exists, and which Dr. White personally\nexhibits and encourages, and thus to deprive myself and family of bread and butter ?\nIs it just, is it reasonable, for Dr. White to raise such an argument against this movement ?\nHe finds fault with the philologists because they do not push the reform themselves. The\nphilologists are active in supporting the cause of simplified spelling. Max Miiller declared\nhis conviction that it is the duty of scholars and philosophers not to shrink from holding\nand expressing what men of the world call Quixotic opinions on this subject. He says :\n\" I feel convinced that practical reformers should never slumber nor sleep. They should\nrepeat the same thing over and over again, undismayed by indifference, ridicule, contempt, and all the other weapons which the lazy world knows so well how to employ\nagainst those who venture to disturb its peace.\"\nThe literature of the last thirty years shows that philologists have done their duty in\nthis direction.\nThe charge has been made that reformed spelling is losing ground ; that reversion\nto former spellings is taking place. That is a mistake. A few publishers are so eager to\ncultivate a market for their books in Canada and England that they ignore the American\npublic and American preference in this matter, and cater to British prejudice. Think\nof it! The irony of it! Dr. Harris, a devoted and lifelong advocate of simplified\nspelling, is compelled by the publishers of the excellent \" International Education \"\nseries, of which he is the editor, to put the long-discarded u back into \" color,\" \" favor,\"\netc. There is no reaction against simplifying our spelling. It is only the work of two\nAmerican publishers who are willing for a very slight and doubtful compensation to take\na backward step at the expense, so far as their influence goes, of the American people\nand of American children.\nDr. Harris maintains that this is not a proper matter for this department or for the\nNational Educational Association to take hold of ; that it is not an educational question ;\nthat it is merely a side issue. If the removal of obstacles and hindrances from the pathway of the children in learning to read is not an educational question in the broad sense,\nwhat is it? If it does not tend \"to promote the cause of popular education\" — the\nvery purpose of the National Educational Association, as declared in its constitution —\nwhat would promote that end ? For Dr. Harris to take such a position is inexplicable.\nHe holds the office of Commissioner of Education of the United States. As such he\ndisburses a certain amount of the nation's money, and for what purpose ? What is the\nobject of his office ? Clearly it is to promote popular education, the same as the declared\nobject of this association. Has Dr. Harris the right to use his office or the money of his\nbureau for any other purpose ? Clearly he has not. And yet, among the \" Circulars of\nInformation \" which he issues as Commissioner of Education is a large and most excellent\npamphlet on reformed spelling. If the simplifying of spelling is not an educational\nquestion, if in itself it does not promote popular education, what right has Dr. Harris to\nspend the money of his bureau in getting out such a pamphlet ? I might just as fairly\ncensure him for abusing his office and misusing public funds as for him to stand on this\nplatform and condemn my proposition as an illegitimate matter for this organization to\ntake hold of and encourage.\n\n"}
{"page": 238, "printed_page": null, "text": "226\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nNobody wants to see this association become a spelling-reform society, and there is\nno danger of its becoming such. But this association owes it to itself and to the children\nof this and all coming generations to do what it can consistently to encourage and promote the simplification of our spelling. In the way I propose it can exert its powerful\ninfluence and not divert itself in the least from its true function.\nDr. Harris digs deep, in his usual way, to find in the peculiarities of Anglo-Saxon\ncharacter a powerful reason why prejudice against changing and simplifying our spelling\nmust be respected. He overlooks two important points: (i) While the Anglo-Saxon is\nconservative, he respects consistency and right ; he is resolute and determined when his\nface is once set, whether toward reform or any other goal ; he is quick to adjust himself\nto new conditions when he sees their advantage. The progress and improvements of the\ncentury are due to the Anglo-Saxon. It is amazing that he has not yet waked up to the\nneed of progress and improvement in his written speech. (2) The doctor takes no\naccount of the influence of English spelling on English character. His philosophy can\nhardly deny that the inconsistencies which are so indelibly impressed on the child in his\nearly school years serve to weaken his appreciation and reverence for logic and reason.\nMax Miiller forcibly reverses Dr. Harris in this way :\nWhat, however, is even more serious than all this is not the great waste of time in learning to read, and\nthe almost complete failure in national education, but the actual mischief done by subjecting young minds to\nthe illogical and tedious drudgery of learning to read English as spelled at present. Everything they have to\nlearn in reading (or pronunciation) and spelling is irrational; one rule contradicts the other, and each statement has to be accepted simply on authority, and with a complete disregard of all those rational instincts which\nlie dormant in the child and which ought to be awakened by every kind of healthy exercise. I know there are\npersons who can defend anything, and who hold that it is due to this very discipline that the English character\nis what it is; that it retains respect for authority; that it does not require a reason for everything; and that it\ndoes not admit that what is inconceivable is therefore impossible. Even English orthodoxy has been traced\nback to that hidden source, because a child accustomed to believe that t-h-o-u-g-h is tho, and that t-h-r-o-u-g-h\nis throo, would afterwards believe anything. It maybe so; still I doubt whether even such objects would\njustify such means.\n\nDr. Harris does not believe that a reform in spelling can be effected by the intense\nzeal of a few persons or of a large organization. Who does believe it ? Is not the\nwhole tenor of my address in perfect accord with his opinion ? This whole effort is to\ncontrol and harness intense zeal and help it to work along moderate and sensible lines.\nDoes anyone discover any \" intense zeal \" in the personnel of the commission as named ?\nIt may be that two or three of them might come under that description, but certainly wise\nmoderation and good sense characterize every person named in that list. Not one of\nthem would think of proposing radical changes now. But while even this association\ncannot of itself establish simplified spelling, it can do an immense deal toward spreading\ninformation and developing sentiment favorable to it. That is the purpose of this commission. In spite of all denials and explanations, Dr. Harris unaccountably persists in\nseeing in this commission only an agent for offensive and aggressive agitation. He does\ninjustice to the men who have consented to act upon it. They all believe in the thin\nwedge just as much as he does. But of what service is even a thin wedge if no force\nwhatever is applied to it ? One object of this commission, its great object, will be to\nwatch the wedge and to apply force in just such degree and time as may be clearly wise.\nIn that is there any danger of provoking reaction and stirring up resentful feelings\namong us? It seems to me that the doctor has gone too far in his loss of faith in the\ncommon-sense of the people and in his timidity on this question. Some sinister influence\nseems to have hold of him.\nTwenty years ago he did not talk this way.\nOne of the great results, if not the greatest, to be gained by the appointment of this\ncommission would be the publishing of the important fact that Dr. Harris, the eminent,\nrevered United States Commissioner of Education, and a host of scholars and educators\nwith him, are in favor of simplifying our spelling. What proportion of our people today,\noutside of school circles, know that Dr. Harris is a spelling reformer ? The number is\nvery small indeed.\nI wonder if a large proportion of this audience was not surprised\n\n"}
{"page": 239, "printed_page": null, "text": "Superintendence]\n\nWORK\n\nOF DEPARTMENT\n\nOF SUPERINTENDENCE\n\n227\n\nwhen they read the list of persons consenting to act on this commission. Information\nlike this is potent in breaking down prejudice and in vitalizing reform sentiment. But this\ninformation cannot be .spread by suppressing it. I believe thoroly in discretion, and I\nfeel that my proposition is wise and discreet. Am I mistaken ? The people need light\non this subject and encouragement. How shall we get it to them without arousing\nantagonism ? Is not the plan under consideration a good one ? What bitterness could\nbe created by any action which a majority of such a body of men would take ?\nIt does not seem to me possible that the Board of Directors can take any such\nstep next summer as the doctor seems to anticipate. Nothing has been done to warrant\nit. It is clear that such action can prevail only by Dr. Harris' encouragement and support. Some superintendents and some school boards have allowed their schools the\noption of using the long or the short form in the spelling of the twelve words. Is there\nanything harmful or unreasonable in this ? I sincerely trust the doctor will not encourage any movement to reverse a step which has already produced such good results.\nI earnestly hope that this petition will be approved and sent to the Board of Directors.\nIts purpose is to remove this question wholly from the arena of debate in this body and\nput it where it will be wisely and purposefully cared for, and where the directing and\npromoting power of the educators of the land will be unequivocally behind it. It is the\nsacred duty of the educational body to take hold of this matter. I move the adoption of\nthe resolution.\n\nTHE\n\nPAST\n\nJAMES\n\nM.\n\nAND\n\nGREENWOOD,\n\nTHE FUTURE WORK OF THE\nMENT OF SUPERINTENDENCE\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nKANSAS\n\nDEPARTCITY, MO.\n\nThe National Superintendents' Department was organized in 1865,\nand it is the oldest of the eighteen departments, but it was followed\nimmediately by the organization of the Normal Department. Prior to\n1870 all educational topics presented in these two departments were discussed before the whole association. From 1857 to 1870 the name of the\ngeneral association as an educational body was the National Teachers'\nAssociation. At the Cleveland meeting in 1870 it was changed to the\nNational Educational Association. As at first constituted, it was an ironclad organization.\nThe first constitution of the National Teachers' Association, Art. II —\nMembership, reads as follows :\nAny gentleman who is regularly occupied in teaching in a public or private elementary school, college, or university, or who is regularly employed as private tutor, as an\neditor of an educational journal, or as superintendent of schools, shall be eligible to\nmembership. Ladies engaged in teaching may, upon recommendation of the Board of\nDirectors, become honorary members, and shall possess the right to present in the form\nof written essays (to be read by the Secretary or any other member whom they may select)\ntheir views upon the subject assigned for discussion.\n\nIn the amended\nbegins :\n\nconstitution of 1870, Art. Ill — Membership, sec. 1\n\nAny person in any way connected with the work of education shall be eligible to\nmembership. Such person may become a member of this association by paying two\ndollars and signing this constitution.\n\n"}
{"page": 240, "printed_page": null, "text": "228\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nThe following list of subjects and the number of papers in each, omitting discussions, will give a good idea of the character and scope of work\nthat has been done in this department :\nPapers\n\n1. American Education\n4\n2. Civil Service in Public Schools ......\n2\n3. Cost of Maintaining Schools .......\n3\n4. Colleges and Universities .......\nn\n5. County Supervision and Rural Schools - 16\n6. Compulsory Education\n........\n5\n7. Criticisms of Public Schools --------3\n8. Child Study\n6\n9. Courses of Study and Methods of Instruction ....\n5\n10. Drawing and Art\n--------4\n11. Education and Census Reports\n- 3\n12. Education in Alaska and among the Indians\n....\n7\n13. Education in Foreign Countries\n.......\n10\n14. Education of Dependent and Incorrigible Children\nt3\n15. Elementary Schools\n- 16\n16. Grading and Promoting Pupils 10\n17. High Schools\n10\n18. Individualism in Mass Education\n4\n19. Kindergarten Education ----.-..5\n20. Moral Education\n-.-...,...\n4\n21. Manual Training\n-18\n22. National Bureau of Education\n------6\n23. National Aid to Education\n-------22\n24. National System of Schools\n.......\n15\n25. Normal and Training Schools -11\n26. Primary Education\n--------4\n27. Psychology and Pedagogy\n-------.5\n28. Qualifications of Principals and Teachers\n6\n29. Reading Circles\n5\n30. Supervision of City Schools\n------26\n31. School Organization and Territorial Units\n....\n7\n32. School Statistics\n-'\n12\n33. Schoolhouses and School Sanitation\n13\n34. School Boards, School Organization, and Administration\n8\n35. The Alphabet, Spelling, and Reading\n-----7\n36. Teachers and Teaching\n-------9\n37. The South, and Her Educational Problems\n15\n38. The World's Columbian Exposition\n3\n39. Teaching English and Literature\n......\n7\n40. The Library and the Public Schools -----2\n41. Technical and Special Lines of Education\n- 12\n42. Withdrawal of Pupils from School\nI\nTotal\n\n345\n\nSome of these subjects, it will be observed, never possessed any very\ngreat interest, either local or general, while others again have occupied\na large sphere of the educational thought of this country. For instance,\nthe discussion of manual training, which ran thru a period of eighteen\n\n"}
{"page": 241, "printed_page": null, "text": "Superintendence]\n\nWORK\n\nOF DEPARTMENT\n\nOF SUPERINTENDENCE\n\n229\n\nyears, containing eighteen set papers, besides voluminous discussions and\nsuggestions, forms one of the most complete treatises on that subject,\nfrom a pedagogical standpoint, that have appeared in print.\nAnother very important subject that has received very full treatment\nis the supervision of city schools, beginning in 1868 and still continuing,\nhaving covered a period of thirty-one years. It is presented in twenty-six\ndifferent papers, a number of them of very great value. Could these\npapers and discussions be bound into a volume for the use of town,\ncounty, and city superintendents, it would be an invaluable contribution\nto the pedagogic literature of this country. Such a treatise is greatly\nneeded, since we have nothing approaching a standard work on this subject. Nearly every imaginable phase of the subject is herein treated with\ngreat fullness.\nI hope the Board of Trustees of the National Educational Association\nwill take action upon this matter at an early date, authorizing the publication of such a volume.\nThe discussion of elementary schools, covering a period of sixteen\nyears, is another contribution well worthy of publication. It has received\nthe attention its importance demanded, and yet the last word has not\nbeen spoken upon courses of study, methods of instruction, or the taxpaying power of a community. Sixteen papers have been formally presented and discussed by a strong array of teaching talent. It is one of\nthe subjects at present still requiring further consideration. In the\nwords of President Garfield: \"When an elementary course is spread out\ntoo much it becomes exceedingly thin.\" The thickening and thinning\nprocesses are with us now.\nCounty supervision and rural schools first came on the program in\n1868, and continued till 1896. Sixteen different papers contain what has\nbeen advanced upon this topic. This field of work has been well mapped\nout, but leaving much to be done along the lines of modifying courses\nof study in rural schools, the consolidation of school districts, massing\npupils in public schools in the sparsely settled communities by conveying them from remote distances to the schoolhouses at public expense,\nand the establishment of township high schools. While these questions\nhave been thoughtfully considered in some localities, they are destined in\nthe near future to come more prominently before the public for discussion\nand action. Already some of them have passed into the realm of business\neconomy and common-sense.\nNational aid to education from 1872 to 1890 was continually in the\nforeground. The subject was one of great historic interest, and occupied\na much wider range in discussion than some other questions of more vital\nimportance. As a matter of history, illustrating one phase of educational\nthought, the discussion possesses now a permanent value, owing to the\niegal issues involved.\nThe condition which produced it having passed\n\n"}
{"page": 242, "printed_page": null, "text": "230\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\naway, it may be assigned to the realm of dead issues, liable, however, to\nbe resurrected under some other, and unlooked-for, form.\nColleges and universities, by virtue of their character and great educational value, have ever held a prominent place in the department. Some\nof the ablest men in the nation have contributed very scholarly articles,\nand the discussion now going on presents new and unexpected phases\neach year. The transformations have been so rapidly pushed forward\nduring the last two decades in college and university work that, compared with the former conservatism which had prevailed, it seems almost\nrevolutionary to many, particularly in regard to elective courses and\nmajor and minor subjects for graduation and degrees. A strong reaction\nin some quarters is beginning to set in, and further concessions in the\ndirection of conservatism will probably be made. College work, however,\nhas been more sharply cut out from university work, and yet the line is a\nwavy one even on paper. The indications now are that each kind of\ninstitution will settle down into its own legitimate sphere, and neither\nwill do the work that belongs strictly to the other. The weakest spot in\nour universities today is the vast amount of instruction assigned to tutors.\nAs a matter of fact, the students do not come into close enough mental\ncontact with men of superior attainments. The universities will adjust\nthemselves to their work in due time. True manhood is an element of\nsuch vital importance that it must not be neglected in the training of\nyoung men.\nThe high-school question has called forth some of the best papers\npresented during the existence of the National Educational Association.\nWhile these contributions have not been so extensive, yet those presented\npossess great merit. There are many serious questions connected with\nhigh schools that remain to be solved. The legitimate function of the\nhigh school is certainly not in a state of stable equilibrium. There is a\nfurious striving among too many, of them to be more than high schools.\nA well-grounded feeling exists in many quarters that the sails are catching\ntoo much wind, and need \"shortening. One thing is certain : the high\nschools should teach some things well, and not attempt to have the\npupils absorb a little something of everything without knowing any one\nthing well. Another grave question is the proper adjustment of the\npupils to the courses of study, so that those who can complete the work\nin four years may do so, and those who require five years should not be\nrushed thru it in four years. Another adjustment should come at the\nend of the seventh year in the ward schools, at which time pupils of\naverage attainments are prepared, or should be well enough prepared, to\nenter upon high-school work. Six years in ward schools, followed by six\nyears in high schools, would prove poor economy in any community, and\nwould be injurious to the pupils.\nThe subject of high-school statistics is also in a chaotic condition,\n\n"}
{"page": 243, "printed_page": null, "text": "Superintendence]\n\nWORK\n\nOF DEPARTMENT\n\nOF SUPERINTENDENCE\n\naltho I endeavored last year to initiate a movement\n\n231\n\nwhich will give, if\n\ngenerally adopted, results more trustworthy than those heretofore published.\nNormal schools have been most fully treated in eleven articles, the\nfirst by Dr. Philbrick thirty years ago, and the last in 1898. The articles\nconstitute a distinct and valuable treatise, notwithstanding what has been\ndone in the Normal Department and in the National Council in this\nspecial line of work.\nTen excellent articles, spread over a period of thirty-two years, have\nbeen presented before the department on education in foreign countries,\ntwo of these articles being by foreigners and the others by Americans.\nIn recent years this subject has been most ably summarized by the present\nCommissioner of Education in his excellent annual reports.\nAnother subject that has received generous treatment is that of\nschoolhouses and school sanitation, in twelve articles, some of which are\nby experts. Unless the subject shall be more completely worked out in\nthe National Council, thru its present Committee on School Hygiene, it\nwill admit of further elucidation. The present status of this subject is\nrepresented by the word \"unfinished,\" and the same remark applies to\nseveral other topics that have been partially treated.\nThe South and her educational problem, under different titles, has\noccupied much space, but not more than its importance demands. It\nwas an absorbing educational topic for years, and one of deep interest.\nThe heroic efforts of the southern people to work out the problem in\ntheir own way, and in harmony with their local conditions, is destined to\nconstitute one of the most remarkable chapters in American history.\nThe southern people are handling this complicated question successfully\nand much better than other people could do it for them. Thru indomitable will-power, coupled with remarkable sagacity, they are accomplishing a great deal educationally, religiously, and socially for millions of\npeople who can help themselves but little.\nSchool boards, school units, school organization, and school administration, in this department as well as in the National Council, have\nengaged the best and most experienced thought of educators for nearly\nthirty years, and it is still a matter of very earnest and deep discussion.\nEvery definite deliverance, to the present, is no more than a tentative\nexperiment to hit upon a workable, satisfactory plan of adjustment to\nsocial and economic conditions.\nTen papers have been published on grading and promoting pupils, and\nthe subject is still undecided.\nIt is pertinent to remark that in the general association, or in some\nof the other departments, several topics have been more fully discussed\nthan in the Department of Superintendence, and in arranging programs\nthis fact has been kept in view each year by the president. This accounts\n\n"}
{"page": 244, "printed_page": null, "text": "232\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nfor the meager treatment of some phases of education in the scheme I\nhave condensed.\nIn my opinion the following topics will admit of much fuller treatment: child study on a rational and scientific basis; moral education,\nespecially of the feelings ; what school statistics ought to be collected ; a\nmore satisfactory and rational method of teaching the English language\nin the rural and city schools; an economic basis of conducting a system\nof public schools as dependent on the taxpaying power of a community;\nthe relation of the superintendent to the board of education, with a view\nto avoiding useless and reckless expenditures and the exploitation of fads\nand frills; how to diffuse each year among the common-school teachers\nthe best information published in the annual reports of the Commissioner\nof Education ; at what hours should ward schools and high schools open\nand close each day, and what are the best periods for intermission? what\neffect does the change of teachers in the high schools have on the pupils\nin regard to the eighth commandment ? a clear deliverance in regard to\nthe subjects that are purely informational and those that are culture\nstudies, or the difference between form and content studies ; courses of\nstudy for elementary schools, including what subjects shall be in the\ncourse, and what shall be the aim and scope of the treatment ; how shall\nsmall graded schools be best supervised, and what kind of course of study\nis best adapted to the needs of such communities ? the ways and means\nto secure the best results in manual training in the grades so as not to\ndetract from the efficiency of the regular work; what, how much, when,\nand by whom shall this be done ? how much of domestic science and\nagriculture should be taught in the rural schools? what is the educational\nvalue of marking cadets at West Point and Annapolis? have examinations\na legitimate place in the public schools?\nSome of these subjects should be referred to committees for special\ninvestigation, and others assigned .to individuals for additional discussion\nat future meetings of this department.\n\nDISCUSSION\nSuperintendent Frank B. Cooper, Salt Lake City, Utah. — It seems to me that this\nbody rests under much obligation to Superintendent Greenwood for the pains and labor\ntaken by him in preparing a re'sume' of the work of this department, so concise and satisfactory. It would have been interesting and beneficial if one so conversant with the\ndepartment and so long identified with its meetings could have included in his analysis\nan estimate of how far the discussion of these thirty-five years has affected the development of supervision.\nThis department has three well-defined functions. It exercises thru its social features, as well as thru the medium of its programs, an inspirational influence especially\nvaluable ; it has a didactic and instructive function afforded by addresses and discus ions ;it also has a definitive function exercised thru its declarations.\nThe first\n\n"}
{"page": 245, "printed_page": null, "text": "Superintendence]\n\nHISTORICAL\n\nSKETCH\n\nOF DEPARTMENT\n\n233\n\ntwo have always been fulfilled. The last has not been, in my opinion, sufficiently used.\nThis body has not touched the highest point of its usefulness when it has merely furnished opportunity for social contact and for able discussions of the problems connected\nwith school supervision. All that is good and useful, but the effects are neither definite\nnor pervasive enough. Only once within the past few years has the department risen to\nthis highest point. That was at the Cleveland meeting, when the report of the Committee\nof Fifteen was rendered and discussed.\nSuperintendent Greenwood suggested that there should be \"a clear deliverance\" by\nthe department upon \" those subjects that are purely informational and those that are culture studies.\" There should be at intervals a succession of \"clear deliverances\" upon\ntopics legitimately connected with the work of supervision. Such declarations, clearly\ndefined, put forth as the well-digested conviction of this body, would be authoritative and\nwould have inestimable value.\n\nDEPARTMENT\n\nOF SUPERINTENDENCE OF THE NA TIONAL\nED UCA TIONAL ASSO CIA TION\n\nBRIEF SKETCH\nEMERSON\n\nOF ITS EARLY\n\nE. WHITE,\n\nHISTORY1\n\nLL.D., COLUMBUS,\n\nO.\n\nAt the meeting of the National Teachers' Association held in Harrisburg, Pa., in August, 1865, the superintendents present had several\nconferences looking to the organization of a national association. A preliminary organization was effected, with Hon. B. G. Northrop, of Massachusetts, chairman, and Hon. L. Van Bokkelen, of Maryland, secretary. It\nwas decided to call a meeting of state and city superintendents in Washington, D. C, the following February for the organization of a national\nsuperintendents' association and the consideration of subjects related to\nschool administration. The special purpose of holding the meeting in\nWashington was to interest Congress in the creation of a national bureau\nof education, and the writer was appointed to prepare a paper on the\nsubject for the Washington meeting.\nThe proposed meeting for organization was held in Washington, February 6,7, and 8, 1866, Hon. B. G. Northrop, chairman, and Hon. L. Van\nBokkelen, secretary. The constitution adopted named the organization\nthe National Association of School Superintendents ; declared its purpose to be the consideration of subjects related to \"school organization\nand management;\" and limited membership in the association to \"state,\ncity, and county superintendents of schools\" (Proceedings, 1868, p. 40),\nthis provision being subsequently so modified as to make ex-superintendents, who were members when in office, eligible to membership. It provided for the annual election of a president, three vice-presidents, a\nsecretary, a treasurer, and an executive committee of five members.\nAt this meeting papers were read by Superintendent Charles R.\nCoburn, Pennsylvania, on \" School Statistics ; \" by Superintendent L. Van\n1 The amended spellings adopted by the Board of Directors do not appear in this address. [See resolution ofBoard of Directors, Los Angeles meeting, July 13, 1899.]\n\n"}
{"page": 246, "printed_page": null, "text": "234\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nBokkelen, Maryland, on \"The Practicability of Greater Uniformity in\nState School Systems ; \" by Superintendent C. M. Harrison, New Jersey,\non \"Defects in Our State School Systems;\" by Superintendent Newton\nBateman, Illinois, on \" Leading Features of a Model State School System ;\" and by Commissioner E. E. White, Ohio, on \"A National Bureau\nof Education.\" This last paper was adopted by the association, and a\ncommittee, consisting of E. E. White, Newton Bateman, and J. K. Adams,\nVermont, was appointed to memorialize Congress on the establishment\nof a national bureau of education.\nThe committee prepared a memorial and drafted a bill, and the next\nday the memorial and bill were introduced in the House of Representatives by General James A. Garfield, of Ohio.\nThe importance of a national bureau of education had been presented\nto the National Teachers' Association on several occasions, first in 1859,\nand at the Harrisburg meeting it elicited very general interest, the establishment of such a bureau being advocated by President Greene in his\ninaugural address; by J. P. Wickersham, Pennsylvania, in a paper on\n\"Education and Reconstruction;\" and by Andrew J. Rickoff, of Ohio,\nin a paper wholly devoted to the subject. Resolutions strongly favoring\nthe movement were passed.\nA second meeting of the association was held in Indianapolis, Ind.,\nAugust 12 and 13, 1866, in connection with the annual meeting of the\nNational Teachers' Association, Hon. B. G. Northrop, president, and\nSuperintendent L. Van Bokkelen, secretary. A paper was presented by\nSuperintendent J. W. Bulkley, Brooklyn, N. Y., on \"The Cost of Education per capita in the Different States;\" a report by Superintendent\nCharles R. Coburn, on \"State School Statistics,\" which was referred to\na committee of three to report back the next day, when the subject was\nthoroughly discussed by the most competent experts in the body ; and a\nreport by the committee appointed at Washington on the national bureau\nof education, stating that an approved bill establishing a national\ndepartment of education had passed the House of Representatives and\nwas pending in the Senate. A committee, consisting of E. E. White,\nO. Hosford, Michigan, D. Stevenson, Kentucky, J. W. Bulkley, and L. Van\nBokkelen, was appointed to bring the House bill to the attention of the\nSenate and urge its passage. Committees were appointed on state school\nstatistics, city school statistics, and on the relation of education to crime\nand pauperism.\nThe third meeting of the association (second annual) was held in\nNashville, Tenn., August 17, 1868, in connection with the meeting of the\nNational Teachers' Association, no meeting of the national association\nbeing held in 1867. E. E. White was president and L. Van Bokkelen\nsecretary. The subjects considered at this meeting were: (1) \"School\nFunds — How Best Raised, by State or Local Taxation, How Apportioned,\n\n"}
{"page": 247, "printed_page": null, "text": "Superintendence]\n\nHISTORICAL\n\nSKETCH\n\nOF DEPARTMENT\n\n235\n\nHow Disbursed,\" the subject being introduced by a paper by General\nJohn Eaton, state school superintendent of Tennessee; (2) \"School Supervision,\" introduced by Superintendent J. W. Bulkley, Brooklyn, N. Y.; and\n(3) \" School Organization in Townships,\" introduced by Superintendent\nD. B. Hagar, Salem, Mass. At the evening session the president delivered\nan address on \"The Family, the Community, and the State in Education.\"\nThe sessions were attended by members of the legislature of Tennessee\nand other citizens interested in the organization of school systems.\nI have thus given somewhat fully the proceedings of the first three\nmeetings of the association as evidencing concretely its aims as originally\norganized. The minutes of the subsequent meetings to 1880, and later,\nshow that the time of each meeting was largely devoted to the consideration of practical questions related to school organization and management. Little effort was made to draw or entertain promiscuous audiences.\nThe very few exceptions were due to a failure of the officers to recognize\nthe main purpose of the association or duly to appreciate the vital problems in school organization and management needing solution. The\nsuperintendents met to widen their knowledge and increase their efficiency\nin school administration. The subjects were not discussed in a series of\nformal papers, but in a free interchange of views, often in the so-called\n\"round table\" manner.\n• The first seven meetings were held in the reconstruction period,\nin which nearly half of the states and many cities reorganized their\nschool systems.\nIn the first twenty years nearly half of the meetings were held in\nWashington in February or March, the special purpose being first the\norganization and subsequently the defense and strengthening of the\nBureau of Education, and also the securing of national aid to education\nin the South.\nAt the Cleveland meeting, in 1870, the National Teachers' Association\nwas reorganized with the title of the National Educational Association.\nThe revised constitution provided for four departments, viz.: School\nSuperintendence, Normal Schools, Elementary Schools, and Higher\nInstruction, with the provision (Art. Ill, sec. 2):\nEach department may prescribe its own conditions of membership, provided that no\nperson shall be admitted to such membership who is not a member of the general\nassociation.\n\nThis section was a part of the constitution for twenty-five years.\nThe National Association of School Superintendents was organized as\nthe Department of School Superintendence, and the only changes in its\nconstitution were in the title (as above) and the condition of membership,\nonly members of the general association being eligible.\nThe minutes of the meetings from the organization in 1866 to 1890\nshow that the election of officers took place at the meeting held in\n\n"}
{"page": 248, "printed_page": null, "text": "236\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nconnection with the annual meeting of the general association, and only\nsuperintendents and ex-superintendents were elected to office. At the\nNashville meeting, in 1889, Professor Woodward, of St. Louis, was nominated for president pro /em., but he properly declined, and Mr. Rickoff\nwas elected ; and, if the writer's memory is trustworthy, only those who\nwere eligible to membership, as prescribed in 1866, voted in the election\nof officers. Since 1890 the department has held its annual meetings in\nFebruary or March (no meeting being held in 1893), and the officers\nhave been chosen at these meetings.\nSince 1890 the meetings of the department have assumed more and\nmore the character of mid-year meetings of the general association, and\ntheir programs have increasingly attracted the attendance of persons not\ndirectly connected with school administration. Meanwhile important\nand even vital problems in school management are waiting for solution.\nIt is true that superintendents are interested in nearly all departments of\nschool work, but it is also true that school supervision has its special\nfunctions and duties. If the several departments of the National Educational Association are to justify their existence, there must be a closer\ndifferentiation of function, and the special problems in each should\nreceive the attention of experts of ability and experience.\nIn the revision of the constitution of the general association in 1895\nthe provision relating to membership in the departments (Art. Ill, sec. 2)\nwas omitted, and under the constitution, as amended, each department\nhas been free to prescribe its own conditions of membership, but only\nmembers of the general association have been eligible to office (Art. IV,\nsec. 4). The amendment adopted by the active members at the Charleston\nmeeting, 1900, provides that only active members shall have the right to\nvote in the association or its departments.\nThe Department of Superintendence has full authority under the\nconstitution of the association to limit its membership to superintendents,\nsupervising principals, and other officers directly connected with school\nadministration, and by regulation it may restore the aim and purpose\nprescribed at the organization of the body. The way is clear for such\naction if the members of the department deem it advisable. The only\nlimitation is that all members entitled to vote must be active members of\nthe general association.\n\nMEDICAL\nDR.\n\nINSPECTION\nW.\n\nS.\n\nCHRISTOPHER,\n\nIN PUBLIC\nCHICAGO,\n\nSCHOOLS\nILL.\n\n[AN abstract]1\n\nMedical inspection in the Chicago public schools had its origin in a\nlocal epidemic\nof diphtheria\nin the Alcott School.\nThe\nprincipal\n1 The author of this paper failed to furnish a copy for publication,\n\n"}
{"page": 249, "printed_page": null, "text": "Superintendence]\n\nMEDICAL\n\nINSPECTION\n\nIN PUBLIC\n\nSCHOOLS\n\n237\n\nreported five cases from that school in two days. I was appealed to for\nadvice, but could do nothing. That condition indicated a necessity for\nsome plan of relief. Just four weeks from that day a system of medical\ninspection was started in the Chicago schools.\nThe plan of medical inspection in Chicago is different from that\nemployed in New York or Boston ; the teachers there being the channels\nby means of which attention of inspectors is called to suspicious cases. In\nChicago the teacher is the instrument too, but we have advantage of the\nrule that when the pupils are out four consecutive days they are excluded\nuntil they have been inspected by the proper authorities. Such regulation\nis necessary, because scarlet fever in a mild form is not easily detected. It\nbecomes extremely desirable to detect milder forms of contagious diseases,\nbecause children so infected become bearers of the disease in its more\nserious forms. We are not accustomed, in Chicago, to admit children\nupon certificate of the attending physician, because such certificates are\nutterly valueless.\nI do not blame the physicians for giving certificates when one is\ndemanded by the patient, because their livelihood is at stake in many\ncases. That being the case, they cannot be independent, and will often\ngive a certificate without proper warrant, upon the demand of the patient.\nIn the case of the medical inspector, he can be independent, because he\nhas nothing at stake whether he issues the certificate or not.\nI deem it a very great advantage to have the medical inspector directly\nunder the control of the board of education, and not under the control\nof the board of health. I believe it is much more efficacious when\nadministered by inspectors who are directly responsible to the board of\neducation, since only about one-seventh of the cases of contagious\ndiseases in the public schools are reported by the health department.\nOne of the difficulties that we meet is in disposing of the pupils who\nhave been absent four days upon their return to school ; formerly they\nwere required to report at the principal's office upon their return, and\nthere wait until the arrival of the medical inspector. It often happens\nthat the inspector cannot reach the office until n or 12 o'clock. Parents\nobject, and not without reason, to having their children herded together\nin this way. We meet this objection by sending the pupils to the rooms\nto which they belong, there to await the arrival of the medical inspector,\npupils awaiting inspection to report to him at once.\nAnother objection which we have to overcome, and which still exists,\narises from the opposition of parents* to having their children examined\nby medical inspectors. Most parents fail to understand the object in\nview ; a few, however, appreciate the benefits of the plan and heartily\nsupport it. Recently one of the patrons of the schools refused to have\nhis child subjected to the examination of the medical inspector, claiming\nthat the certificate of the family physician, which the child presented,\n\n"}
{"page": 250, "printed_page": null, "text": "238\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nwas sufficient evidence for school authorities. Suit was brought to\ncompel the board of education to receive the child upon the physician's\ncertificate, but the judge held that the board of education had a right to\nrequire inspection.\nWe ought to have in Chicago one hundred and fifty inspectors\ninstead of fifty, so that inspection could be completed earlier, that is,\nwithin a half-hour after the opening of the schools in the morning. We\nspent last year $13,000 for medical inspection, but the appropriation has\nnow been cut down to $9,000. If we could have more money and more\ninspectors, we could make the system much more efficacious.\nIn the city of New York there were examined during the period of\nten months 140,000 pupils; number excluded, 7,606. In Chicago, during a period of seven months, there were examined 115,000 pupils; the\nnumber of pupils excluded was 7,600. The number excluded in New\nYork was .5410 per cent, of the number examined, while in Chicago during a shorter period .66 per cent, were excluded. Out of 7,606 pupils\nexcluded in New York city, 3,500 pupils had parasitic disease in the head,\nas against 500 from the Chicago schools during seven months for the\nsame reason. In Chicago we have done double the work that they have\ndone in New York, with one-fourth the force, at one-half the cost. The\nmedical inspectors in New York and Boston report once a month ; in\nChicago they report once a day. In 1898 thirty -two cases of scarlet fever\nwere reported as having been excluded from the New York schools ; in\nChicago 501 pupils were excluded in seven months for the same reason.\nI do not offer this statement in criticism of our neighbors, but to compare the methods of the two systems used.\n\nDISCUSSION\nSuperintendent Aaron Gote, Denver, Colo. — The objection raised this morning,\nthat the question then under discussion was not legitimately a part of the work of this\ndepartment, does not apply to this question. The question of medical inspection touches\nthe work of the superintendents in a vital way. I do not know much about the comparative merits of the systems employed in different cities, and must refer to medical inspection as I know it. This is a practical matter and one that I very heartily indorse. The\nregulation of contagious diseases is not the only subject of medical inspection. The eyes\nand ears should be tested, and I am not sure but the teeth are proper subjects for\ninspection.\nThe use of the card catalog in keeping a record of the items of physical conditions\ndeemed proper for inspection is a valuable help. This card should give the name of the\npupil, state whether vaccinated, with the date, and give indication of bodily defect of any\nkind.\nThis card goes with the pupil, whether he remains in the system or goes elsewhere.\nIn Denver eight expert opticians have placed themselves at the disposal of the\nprincipals. No embarrassment arises from our use of this help, because, when defective\nvision is discovered, the teacher merely informs the\n\nparent that the\n\nchild's vision\n\nis\n\n"}
{"page": 251, "printed_page": null, "text": "Superintendence!\n\nMEDICAL\n\nINSPECTION\n\nIN PUBLIC\n\nSCHOOLS\n\n239\n\nseriously defective.\nWe positively decline to give out information contained on the cards\nand deny access to them by speculative traveling doctors.\nSuperintendent E. P. Seaver, Boston, Mass. — Chicago may have been able to\nestablish a system of medical inspection in four weeks, but we have found it too great a\ntask to perfect a system in so short a time. We have, however, had medical inspection\nfor seven years, while Chicago has had it in operation for two years. The medical\ninspectors of Boston visit the schools every morning, and inspect, not only the pupils\nselected by the teachers, but also many others.\nThe Boston inspectors have done more than inspect ; they have established pleasant\nrelations with the boys and girls. The teachers have learned much from them about the\nsymptoms of contagious diseases. The measures taken regarding scarlet fever, etc., are\nvery thoro. It is true that this inspection occurs under authority of the board of health,\nbut the relations of inspectors and school authorities have been pleasant and harmonious\nthruout. The physicians who constitute the board of medical inspectors do this work for\nthe schools, not because they are adequately paid, but because it is a part of their duty\nto the public.\nOne advantage our system has is that a large number of the medical inspectors are\nagents of the board of health, and they therefore have double authority. But they may\nnot only inspect, but may also isolate cases in the homes. They may send pupils home\nfrom school who appear to be ill, and then later on in the day may visit the homes of\nsuch children, as agents of the board of health, investigate the illness, and isolate the\npupil in case of contagious disease. Such a pupil may be kept at home by the authority\nof the inspector until the recovery is completed. Numbers of possible epidemics have\nbeen stamped out thru the agency of medical inspectors.\nSuperintendent W. H. Maxwell, New York city. — I am prevented by considerations of good taste from noticing more than one or two points of the address of Dr. Christopher. Igive attention to these only because of a possible reflection upon the fidelity of\nthe inspectors of New York. Being in a position to know, I deny emphatically that the\nreports submitted by them are padded or represent conditions other than as they occur.\nAn injustice appears in the comparison of the number of scarlet fever cases reported\nin Chicago and New York. The thirty-two cases reported in New York represent the\ncases found in the schools, and not the total number of cases excluded.\nDr. W. O. Krohn, Chicago, 111. — The object of the American school is to develop\nthe best type of citizenship, best physically, best mentally, best morally — a complete,\nwell-rounded-out, well-developed personality. Such a type of citizenship is impossible\nwithout the soundest physical basis, a healthy body.\nTherefore the state owes two duties to children : first, the preservation of health ;\nsecond, education. In order to obtain the second we have compulsory attendance at\nschool. It is not only illogical but unjust to maintain that we should have compulsoryeducation laws in the absence of good laws for the medical inspection of our schools. By\nwhat reasoning can we warrant ourselves in compelling children to go into the midst of\ndanger, when we know that the school is frequently a focus for the spreading of disease ?\nThere is greater difficulty in enforcing medical inspection in the smaller cities and\ntowns than in our large cities, for in the smaller community the sense of individualism is\nmore pronounced. The smaller community is more nearly a social democracy. In the\ncity the administration is more impersonal ; enforcement is easier.\nThe most important argument for medical inspection is, to my mind, the educational\nbenefit to the community at large, because the direct and aggressive tendency in the\noperation of the medical inspection of the schools is to bring to the attention of the\nparents in particular, and the community in general, a knowledge of the common laws of\nhealth. This knowledge soon becomes universal in spite of the most lethargic conditions.\nA better, more intelligent citizenship results.\n\n"}
{"page": 252, "printed_page": null, "text": "240\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicaeo\n\nThe cry of the objector to medical inspection is paternalism. There is no real\nargument in this sordid cry of paternalism. It is simply a cry. We have heard this\ncampaign slogan of paternalism before. It is always voiced when any movement is\nundertaken for improving social conditions. We have heard it when factory and sweatshop laws were proposed. We have heard it when we attempted to care for the stepchildren ofthe state, anywhere. If it be paternalism to care for the health of the children\nand of the community by providing medical inspection, then let us have more paternalism.\n\nTHE\n\nUSE AND\n\nPRESIDENT\n\nCONTROL\n\nARTHUR\n\nOF EXAMINATIONS\n\nT. HADLEY,\n\nYALE\n\nUNIVERSITY\n\nEvery practical educator knows that an examination has two distinct\naspects : one looking toward the past, the other toward the future. It is\na means of proving the student's attainment in that which has gone before ;\nit is also a means of testing his power for that which is to come. It sums\nup the result of previous work in such a way as to help us in meting out\npraise or blame for what he has already done. It at the same time indicates the degree of his mental advancement, and enables us to place him\nfor the coming year in those classes from which he will gain most profit\nand for which his powers will be most fully adequate. It protects our\nschools against waste of time in the days which precede it, by setting a\nmark which the student must reach. It protects our colleges against\nwaste of time in the days that follow it, by giving us a basis on which to\ngroup our classes and arrange the tasks which are imposed. It is at once\na measure of proficiency in what has been previously learned, and of\npower for what as yet remains unlearned.\nUnfortunately, these two qualities do not always coincide. We have\nall had experience with pupils who have been faithful in the performance\nof their duties, and have acquired that kind of knowledge which enables\nthem to pass a well-conducted examination creditably, but who do not\npossess that degree of mental training which fits them to go on toward\nhigher studies side by side wkh those whose acquirements may be less, but\nwhose grasp of principles is stronger. Proficiency in subjects studied\nduring the few months previous to the examination is at best largely a\nmatter of memory; and it not infrequently happens that such memory is\nmost highly developed in those very pupils who have done comparatively\nlittle real thinking for themselves. This difficulty may be lessened by\nskill in arranging the examination ; but, strive as we may, it can never be\nwholly eliminated. On the contrary, it is a thing which is increased by\nmany of our modern changes, both in courses of study and in methods\nof examination.\nIn many of the older subjects of study the difficulty hardly exists at\nall. Take mathematics, for instance. In this group of sciences proficiency in one grade is almost synonymous with power to go on with the\n\n"}
{"page": 253, "printed_page": null, "text": "Superintendence]\n\nUSE\n\nAND\n\nCONTROL\n\nOF EXAMINATIONS\n\n24 1\n\nnext. There may be a few children with minds so peculiarly constructed\nthat they are accurate \" lightning calculators,\" and of very little use for\nanything else; but such children are the exception, and not the rule. In\ngeneral, the boy or girl who has mastered the simple operations of arithmetic is competent to go on with the more complex ones; while the boy\nor girl who fails in these simple matters shows corresponding unfitness for\nwhat is more advanced. Similarly, knowledge of arithmetic as a whole is\na test of fitness to study algebra ; knowledge of algebra, a prerequisite to\nanalytical geometry; analytical geometry, a necessity for the student who\nwould go on into the differential calculus. What is true of mathematics\nis true of grammar, and of those older forms of linguistic study which\nwere based upon grammatical drill as a foundation. With proficiency in\nthe elements, advanced class work was made possible and profitable ;\nwithout it, the pupil wasted his own time and that of his fellows.\nBut with new subjects, and with new modes of teaching, this necessary\nsequence is less marked. In studying literature, or history, or descriptive\nscience, by the methods which are now regarded as most modern, there is\nno such connection between attainment in what is past and power over\nwhat is to come. It is not certain that the pupil who remembers the\nanswers to the questions which are asked in most of our literature examinations thereby proves his fitness to go on with the works which are to\nfollow. It is not sure that power to remember the facts of history which\nare taught in elementary classes connotes a corresponding power to use\nthose facts in advanced studies. It is even less probable that the results\nof a course in descriptive science pursued at an early age show any indication of power to pursue these subjects farther. I do not wish to be understood as objecting to modern methods of science study. For those who\nare not going to carry these matters to a point where power in scientific\nresearch is needed they are a very valuable means of general information.\nBut for that minority who do need to develop power in research such\npremature acquirements are often a hindrance rather than a help. One\nof the few men in the country who combine high attainments in theoretical and practical physics — a man eminent alike as an investigator, a\nteacher, and an inventor — is authority for the statement that you cannot\nmake a really good physicist out of a boy who has been put thru a\nfull course of descriptive science before he has studied the mathematical\nprinciples which underlie it. I do not know whether this broad generalization can be proved. I am inclined to think it an overstatement. But\nthe fact that such a statement can be made by a responsible man shows\nthat there is no necessary connection, but rather a conspicuous absence\nof connection, between acquirements in elementary science, as now taught,\nand power to go on with that science into classes which do work of a\nreally advanced character.\nSide by side with this change in subjects there has been a change of\n\n"}
{"page": 254, "printed_page": null, "text": "242\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nmethods of examination. Two generations ago a large part of our tests\nwere oral. Today the increased size of the classes has necessitated the\nuse of written examinations. That the change has been on the whole a\nsalutary as well as a necessary one I do not question. In an oral examination the personal element is so strongly accentuated that it is almost\nimpossible to have a guarantee of fairness in its administration. However good may be the intentions of the examiner, he cannot always keep\nhimself free from his own prejudgments; while the absence of any permanent record to which appeal can be made prevents us from applying\nany corrective to the wrong impressions of the moment. But the effect\nof the change has been to make the examination more exclusively a test\nof proficiency in what is past and less available as a measure of power for\nwhat is to come. In the oral method, if it was well conducted, the\nexaminer found some branch of the subject with which the pupil was\nfamiliar, and there proved or disproved the thoroness of his knowledge.\nBy so doing, the examiner could find out what the pupil really thought\nabout the subject, rather than what he more or less mechanically remembered. But the written examination, even in the best hands, is apt to be\na test of the range of a student's proficiency rather than of its thoroness.\nIn the majority of the subjects on which we have to examine it is almost\nimpossible to construct a paper which will test the student's reasoning\npower as adequately as it tests his memory. It is apt to become a mere\ninquiry as to the extent of the pupil's knowledge. Whenever this is the\ncase, it loses the major part of its value as a measure of fitness for anything which is to come.\nThe evils thus far described are felt in all examinations, no matter by whom they may be conducted. But they show themselves with\npeculiar force whenever the student passes out of one school or one stage\nof educational work and into another. In rising from class to class within\nthe limits of a single institution, the pupil remains under the charge of a\nhead master, who can, to a large degree, correct the evils inherent in the\nexamination system. He can direct his subordinates to base their scheme\nof promotion on records of special work and other matters outside of the\nscope of the examination itself. He can so arrange the course of study\nthat entrance to higher grades depends upon merit in particular lines,\nrather than on general proficiency or faithfulness. When, however, the\nstudent passes from the control of one authority to another independent\none, it is very hard to carry any such policy into effect. The difficulty is\nseen at its worst in civil-service examinations, where a student's entrance\ninto government employment is made to depend upon tests of past\nacquirement which can, at best, very imperfectly indicate his fitness to\nserve the country in the line which he has chosen. I would not for one\nmoment undervalue the good which has been done by the adoption of\nthe examination system as a basis for appointment in our civil service ;\n\n"}
{"page": 255, "printed_page": null, "text": "Superintendence]\n\nUSE\n\nAND\n\nCONTROL\n\nOF\n\nEXAMINATIONS\n\n243\n\nbut I believe it to be generally admitted, even among the friends of that\nsystem, that its value depends upon its effect in eliminating the grossly\nincompetent, who rely on political influence alone, rather than upon its\naccuracy in determining the candidate's probable usefulness as a public\nservant.\nThe same difficulty exists, tho in less degree, in the transition from\none grade of educational institution to another. It is felt in the passage from grammar school to high school, from high school to college,\nand from college to professional school. In going from grammar school\nto high school, or from college to professional school, the difficulty is to\nsome extent lessened by the fact that there is so often a common board\nof control which makes co-operation and consultation easy between the\nauthorities of the two parts of the educational system. In the passage\nfrom high school to college, on the other hand, the evil is felt most seriously, because of the complete separation of control and the remoteness\nof location which so often makes a system of personal consultation impossible.\nIt is in this application that the problem of examinations gives rise to\nthe most acute controversy. How shall we arrange our tests of the student's proficiency in what is behind him in such a way as to assure ourselves of his power to go on with what is before him ; to give to the\nschool the necessary freedom in its methods of instruction ; to give the\ncollege the assurance that its pupils will be well prepared for their work ;\nand to give the students themselves, as they pass from one grade to\nthe other, the certainty of reasonably fair treatment ? This is the question which is before us. With so many conflicting requirements, it is no\nwonder that there is divergence of opinion with regard to the proper\nanswer..\nThree distinct methods have been devised for meeting this difficulty :\n1. To make the range of examination questions wider, so that the\nstudent shall have every possible chance to show what he knows.\n2. To supplement the written examination paper by other tests, such\nas certified notebooks, objects produced by previous work, etc.\n3. To depend on certificates given by the teachers who have previously had the candidate in their charge; thus taking the work of\nentrance examination out of the hands of the college authorities and relegating itto the preparatory schools.\nThe first of these methods has a certain amount of merit. A skillful\nexaminer can make a paper so broad in its scope that a candidate who\nknows anything whatsoever about his subject will find some topic on\nwhich he is at home. He thus in some measure reduces the element of\nchance and renders real help to those candidates who understand one part\nof the subject better than another. But, unfortunately, this increased range\nof inquiries may prove almost as helpful to the undeserving candidate\n\n"}
{"page": 256, "printed_page": null, "text": "244\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nTChicago\n\nas it does to the deserving. The multiplicity of questions gives a great\nopportunity to the coach who makes a specialty of preparing candidates for a particular series of tests, instead of educating them for their\nlife-work. Knowing how wide a range of topics the examiner must cover,\nhe can predict, with reasonable certainty, some specific things which the\npaper is likely to contain. The chances are that his pupils will do well on\nthese questions for which they have been specially prepared ; and thus\nthe deserving but unskillfully prepared candidate, tho he makes a better absolute showing under the system of long papers than he did with\nshort ones, finds his relative position even worse than before. Moreover,\nthe inevitable hurry and confusion incident to the attempt to deal with a\nlong paper hurts the deserving student far more than it hurts his competitor who has been skillfully crammed for this particular trial. These\nevils are clearly exemplified in the English civil-service examinations.\nThe amount of time and thought which has been spent on the preparation\nof papers for these examinations is very great indeed. There has been an\nhonest effort on the part of those in charge to get the very best aspirants\nfor the public service of the British empire. Yet, in spite of all these\nthings, it has become proverbial that success depends upon skillful coaching far more than upon intellectual merit or good general training.\nWhat is true of the English civil-service examinations is true, in only less\ndegree, of the English university examinations ; and the same evils are\nmaking themselves felt in this country wherever we approximate the\nEnglish practice.\nThe system of accepting certified notebooks to supplement and correct\nthe results of examinations is essentially a compromise. It has at once\nthe merits and defects which are incident to a compromise system. It is,\nI believe, used with good effect at Harvard in some of the subjects which\nthe faculty require on their entrance examinations. But the arguments\nwhich can be urged in its behalf can for the most part be urged even more\nstrongly in favor of a frank .adoption of a certificate system as a whole.\nThere is something quite illogical in accepting the pupil's record of his\nown past work, and not accepting the master's judgment as to the efficiency of that work ; for, unless the master is a clear-headed and honest\nman, the record is practically worthless, and, if the master is thus clearheaded and honest, he can judge far better than any examining board\nthe degree to which the pupil has profited by lectures and experiments.\nWhen once a subject presents such characteristics that the examiners\nconfess their inability to judge of the student's work by the paper which\nhe writes under their direction, it certainly seems a rather unnecessary\nwaste of time and strength for them to insist on having any paper\nat all.\nThe third method — admission to college on certificate instead of on\nexamination — has many advocates.\nI shall not here attempt to discuss\n\n"}
{"page": 257, "printed_page": null, "text": "Superintendence]\n\nUSE\n\nAND\n\nCONTROL\n\nOF\n\nEXAMINATIONS\n\n245\n\nits merits and demerits in full. It is a subject which would take for its\nfull analysis more time than we now have at command.\nIt is unquestionably true that a good preparatory-school teacher can,\nin nine cases out of ten, judge of the fitness of his pupils to enter college\nfar better than any college examining board can possibly hope to do. It\nis also true that the right of admission by certificate allows such a teacher\na freedom in the choice of methods which is of great advantage, both to\nhim and to his pupils. In spite of these facts, it has disadvantages which\nhave prevented some of our leading institutions from adopting it, and\nwhich cause the present trend of movement to be away from the certificate\nsystem rather than toward it.\nIn the first place, to take the most obvious objection, by no means all\nof our secondary-school teachers are good ones. A large number cannot\nbe trusted to give certificates. An equally large number — and a more\ndifficult class to deal with — are not so good that we can safely trust\nthem, nor so bad that we can safely refuse to trust them. Under these\ncircumstances the colleges have only shifted the seat of their perplexities.\nInstead of selecting their students by an examination, they select the\nteachers whom they are to trust by a process less automatic and more\ninvidious than any scheme of examinations.\nIn the second place, the abandonment of an examination system by\nthe colleges takes away an important stimulus for keeping up the standard of admission requirements. The competition of men in different\nschools to prepare their pupils to pass examinations has the same sort of\nmixed effect that competition has in any other form of business. It\ncauses methods to be adopted which are not always of the very highest\ntype; but it at the same time brings out an amount of initiative and\nenergy in teachers and pupils which can be attained in no other way.\nEven the authorities who admit by certificate say frankly that they would\nbe very reluctant to have that practice become universal. They are free\nto say that the influence of those colleges which require examinations is\nthe thing which keeps our best schools up to that standard which enables\nother colleges safely to admit their students by certificate.\nFinally — and this is the decisive argument for the retention of the\nold plan — those colleges which insist on examinations think that they\nget a better class of students by that means than they would by any\nother. They get those boys who do not shrink from a trial of intellectual\nstrength; boys who welcome the chance to measure their power with that\nof their fellows in entering college, as they will inevitably be called upon\nto measure it if they seek first-rate successes in later life. We all remember the fable of the choice between the doors : on the one hand, \" Who\nchooses me shall get what he deserves;\" on the other, \"Who chooses me\nmust hazard all he has.\" The certificate system attracts those who would\ngo to the former door; the examination system calls to those who are\n\n"}
{"page": 258, "printed_page": null, "text": "246\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nwilling to venture the latter. We all know the two types, and their relative merits.\nIf each of these alternatives thus proves unsatisfactory, is there not\nsome possible combination which may be suggested ?\nI venture to believe that such a possibility exists, and that it may be\nfound in a classification of collegiate requirements into different groups,\nsusceptible of separate treatment.\nIf we look at the requirements for admission into any of our larger\ncolleges, we shall find that they naturally fall into three classes : first,\nthose subjects which are required because the student must know them in\norder to have the power to go on with his subsequent studies; second,\nthose which are required because the college authorities believe them to\nbe desirable means of attaining such power ; and, third, those which are\nrequired because the men in the secondary schools desire them and ask\nfor the moral support of the colleges in promoting their study. As a\nnotable example of the first class we may take mathematics. In our\nscientific schools, and to a less degree in all our colleges, some knowledge\nof mathematics is an absolute necessity for the successful pursuit of\nstudies included in the course. The pupil must know a certain amount\nof algebra in order to study trigonometry ; he must know a certain\namount of trigonometry in order to be able to pursue successfully the\narts of railroad surveying or of bridge design. The same characteristic\nholds good of most of our language requirements. Every student whatsoever needs to understand something of the use of the English language,\nbecause without such use all his communications of thought, if not his\nunderlying thoughts themselves, are sure to lack precision. Any benefit\nwhich is expected from complex ideas by a man or woman who does not\nknow how to express them is likely to prove illusory. And every student\nwho is to pursue foreign literature in his college course must first have a\nknowledge of the elements of the language in which it is written, because\nwithout such knowledge he will waste his own time and that of his fellow-men.\nSide by side with these requirements which are indispensable come\nothers of a more auxiliary character. Not content with requiring a\nknowledge of English expression, the colleges prescribe the reading of\ncertain books in English literature. Not stopping with the test of power\nto read and parse individual passages in Latin, the colleges prescribe a\ncertain quantity of Latin reading as essential to the purpose in hand.\nThey also require with each year an increasing knowledge of modern\nlanguages, not because the student is necessarily going to use both\nFrench and German in his college studies, but because no man is\nregarded by them as fitted for higher education unless he has a certain\nreading knowledge of both these languages.\nThere is also a third group of studies required, not as a necessary\nbasis for subsequent work, but as a part of the general scheme of\n\n"}
{"page": 259, "printed_page": null, "text": "Superintendence]\n\nUSE\n\nAND\n\nCONTROL\n\nOF EXAMINATIONS\n\n247\n\nsecondary education in the country, to which it is desirable to give fair\nrecognition. So many men in our schools desire to teach history, and\ncan teach it well, that they wish this subject to be recognized in the\ncollege requirements, lest, by a failure to recognize it, its position in\nthe schools should be degraded. What is true of history is true of a\ngreat deal of that descriptive science which has so large a part in our\nschool courses at the present day. It is put in the scheme of requirements for admission to college, not because of a direct need of the\ncollege student, nor even because of its indirect bearing on meeting such\na need ; but because of a desire on the part of the colleges to co-operate\nwith those who are engaged in the preparation of their pupils.\nIt is obvious, however, that the attempt to put all these different\nclasses of subjects on the same basis is quite illogical. The student who\nrightly and deservedly is found radically deficient in studies of the first\nclass has no business to go on with his course. No pupil who is ignorant\nof arithmetic can study algebra without injuring himself and his fellowstudents. No pupil who is ignorant of elementary algebra and geometry\nshould be allowed to go on with the scientific school course, no matter\nwhat may be his attainments in other lines. In like manner, a knowledge\nof the essentials of English expression and of certain fundamental points\nin those other languages which the student is likely to use in his college\ncourse is a matter of vital necessity. No amount of acquirements and\nattainments in literature can logically be allowed to make up for a\ndeficiency at this central point. It is on these subjects that the case\nfor college examinations is strongest. This is the point at which any\ndeficiency of preparation on the part of the candidates will hurt them\nmost. It is also the point where an examination system is most feasible ;\nwhere cram counts for least and power for most ; where the school-teacher\nwith high ideals of education has least reason to complain of the requirement that his pupils should be examined by an independent authority,\nbecause no method of education which falls short of meeting this test\ncan possibly be considered good.\nIn the second group of studies — those which are auxiliary to the\nattainment of this power — greater latitude can be allowed. I should be\nin favor at once of putting all examinations on the extent of knowledge\nin these auxiliary subjects into the hands of a common examining board,\nin which different groups of educators were represented. Whether it\nwould be wise to go one step farther, and introduce the certificate system\nin subjects of this group, is a matter which I should hardly like to prejudge at present.\nIn the third group of studies the certificate system could be allowed\nfrom the very outset. It is just here that the arguments for that system\nare strongest, for in this group the possible variety of methods is greatest,\nthe difficulties of examination most unavoidable, and the reasons strongest\n\n"}
{"page": 260, "printed_page": null, "text": "248\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nfor preferring the teacher's judgment to that of an independent examiner\nor examining board.\nIf a phrase is needed to describe the principle on which this whole\nsystem of division rests, I should formulate it as follows : Divide our\nrequirements into three groups of subjects: (i) prerequisites for power\nto go on with collegiate study; (2) attainments auxiliary to such power;\n(3) attainments chiefly useful in the general scheme of education. Let\nthe tests of power as to what is to follow be in the hands of those who are\nto have charge of the student in the years which are to follow. Let the\ntests of attainment on what is behind be in the hands of those who have\nhad charge of the pupil in the years which are behind.\nThis combination would have the advantage of reducing the number\nof our college examinations — in itself an extremely desirable thing — of\npreserving a standard of quality which schools would compete with one\nanother to reach, and of allowing at the same time the utmost possible\nlatitude in the methods employed by different teachers to bring their\npupils up to that standard. On the other hand, it would be attended\nwith certain dangers and difficulties. The chief objections which are\nlikely to be thus raised may be stated as follows :\n1. The attempt, which has been more than once made, to lay special\nstress on tests of power rather than on knowledge — for instance, sightreading of Latin and Greek authors, translation of English into Latin,\netc. — has disappointed the expectation of its advocates.\n2. In the inevitable uncertainty attending the results of entrance\nexaminations — due partly to luck, partly to the personal equation of the\nexaminer, and partly to the varying physical condition of the candidates\n— the substitution of a small number of decisive examinations for the\nvery great number now existing will cause some candidates to be unjustly\nrejected who, under the present requirements, atone for their deficiencies\nin some lines by indication of ability in others.\n3. The necessary withdrawal from the examination scheme of subjects\nlike history, descriptive botany, or parts of the English papers, will serve\nto give them an apparently inferior position, and will result in their\nneglect in those schools which desire to prove their success on the basis\nof the showing made by their candidates in college examinations.\nLet us take up these points in order.\nThe first of these objections is, I believe, historically well founded. It\nis, however, based on the experience of a time when neither teachers nor\nexaminers knew their business as well as they now do. Latin prose composition, as taught in the schools of a generation ago, was simply a piece\nof mechanical drill on certain fixed phrases, without any infusion of the\nspirit of the language. The examiners, themselves trained, for the most\npart, in these same defective methods, set papers which were not real tests\nof power, and encouraged cramming of a bad sort.\nThe same thing may\n\n"}
{"page": 261, "printed_page": null, "text": "Superintendence]\n\nUSE AND\n\nCONTROL\n\nOF EXAMINATIONS\n\n249\n\nbe said of most of the examinations in sight-reading of classical authors.\nThey furnished no measure of that kind of power which is required by the\ncollege student in his subsequent use of the Latin or Greek language.\nMany of these papers depend far more upon the quick command of a\nvocabulary, at times when the candidate is specially nervous, than upon\nknowledge of linguistic structure. In the easy Latin or Greek which is generally given, the candidate who can remember the vocabulary can guess at\nthe structure far better than the candidate who knows the structure can\nextemporize the vocabulary. Nor can this difficulty in the sight paper be\nwholly avoided by notes which give the meaning of a few words ; for those\nwords which help one boy may prove useless to another. The partial failure of sight papers to accomplish their end proves chiefly the defectiveness\nof the means, and little or nothing as to the unattainability of the end.\nOf course, it may be freely admitted that it would require great ability\nto carry out the proposed plan by right methods instead of wrong ones.\nIt would perhaps be a number of years before we should know what furnished, on the whole, the best means of testing the student's power. But\nI feel quite confident that nothing which has hitherto been done indicates\nthat the question could not be fairly well solved within a reasonable time.\nThe argument concerning the dangerous fewness of the papers under\nthe proposed plan deserves careful consideration. Anyone who knows\nthe uncertainty attending the results of examinations in general, and of\nwritten examinations in particular, will be reluctant to reduce the variety\nof chances given to the student to prove in different kinds of papers his\nprobable fitness for any course which he desires to undertake. Yet I\nbelieve that the dangers which arise in this way would be more than\noffset by the safety due to an increased care of reading which the substitution of the few papers for the many would render possible. If we\nshould further extend to teachers of proved ability the opportunity to\nrecommend, at the risk of their own reputation, for provisional admission\nto our freshman classes, pupils to whom the new system seemed to have\ndone injustice, we should have in our hands a check which would not be\ngreatly liable to abuse, and which would help to protect deserving students from the consequences of ill luck.\nThe objection regarding discrimination between studies is perhaps the\none which will be most strongly urged. Yet I believe this objection to\nbe based on what is in the long run not a fault, but a merit.\nIt is natural enough that a master in a secondary school who has\nspecial ability in teaching science or history should wish for the opportunity to prove what his pupils can do in collegiate examinations. He\nwill urge that, if they are not given this opportunity to be examined, they\nwill neglect the subjects in such a way as to do injustice to him and harm\nto themselves. It may seem hard to tell him that the apparent force of\nthese arguments is based upon an overvaluation of the usefulness of his\n\n"}
{"page": 262, "printed_page": null, "text": "250\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nwork to boys and girls who are going to college. Yet I believe this to\nbe the truth ; and if it is truth, it should be told plainly.\nI am not underrating the importance of these things in the scheme of\nsecondary education. For the pupils who are going directly from the\nhigh school into practical life study of history and natural science is\nindispensable. Most of these pupils must get their knowledge of these\nsubjects then, if they are to get it at all. For those who are going to\npursue these studies afterward, on the other hand, such preliminary\nacquaintance with history and with science does not take, in any adequate\ndegree, the place of language or of mathematics. History and natural\nscience are studies which mark the culmination of an educational course,\nand which, if overdeveloped far before the close, have a tendency to\nweaken rather than to strengthen the student's powers of application. If\nby including these things in the examination system we give an artificial\nstimulus to their pursuit by boys or girls who are afterward going to college, Ibelieve that we delay the advent of a reform in our school system\nwhich is of vital importance to us all. That reform will consist in the\nseparation of our classes, both in the grammar schools and in the high\nschools, into groups that are about to finish their school days and groups\nthat are preparing to advance farther.\nIn almost all our previous groupings we have tried to classify pupils\non the lines of their different tastes, real or supposed. There is a great\ndeal to be said in favor of a different system, which should classify them\non the basis of the probable duration of the studies. It is a false idea to\nassume that those things which are taught to the students whose courses\nnear their end are thereby cheapened or made inferior in value ; and\nit is a yet worse mistake if, in the effort to avoid such cheapening, we\nput them into a place where they do not really belong. Our system of\nsecondary education has reached a point of achievement where it can\nstand on its own merits. Those .in charge of it recognize that they have\noutgrown the stage where their best usefulness was found in being mere\npreparatory schools. Let us emancipate ourselves from a set of ideas\nwhich are but the remnant of a state of things which we have now outgrown. Thus, and thus only, shall we obtain the best preparation for\ncollege, and the fullest development of the value and freedom of our\nsecondary education.\n\nA REPORT ON MANUAL TRAINING IN THE DETROIT\nELEMENTARY SCHOOLS, WITH A DISCUSSION ON THE\nDISCIPLINARY VALUE OF MANUAL TRAINING\nJ.\n\nH.\n\nTRYBOM,\n\nSUPERVISOR\n\nOF\n\nMANUAL\n\nTRAINING,\n\nDETROIT,\n\nMICH.\n\nAmong the many definitions of \" education \" that we find in current\neducational writings there is none that expresses one phase of the issue\n\n"}
{"page": 263, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nIN DETROIT\n\nSCHOOLS\n\n251\n\nmore definitely to my mind than one by Professor James in which he\nsays that \" the aim of education is to make useful habits automatic.\"\nHabits of action, habits of thought, and habits of feeling are all included\nin this definition, the highest powers as well as those usually considered\non a lower level. In so far as we are able to develop vigorous, useful\nhabits in our pupils, in so far are we able to make them happy, useful\ncitizens. We are molded by our experiences to the extent that the habits\nformed practically control our whole conscious life ; or, to quote Dr.\nCarpenter :\nThe importance of rightly directing the habits of thought and feeling during the\nwhole stage of bodily growth comes to be still more apparent when we regard those\nhabits as really shaping that mechanism whose subsequent action mainly determines our\nintellectual and moral character, and consequently the whole course of conscious life.\n\nThe aim of every subject in school is the development of habits of\nreaction. Any particular bit of knowledge is simply a power to react in\nthe proper manner in the presence of a certain stimulus. How does\nmanual training, as an agent for the formation of these habits of reaction,\ndiffer from the more theoretical subjects of the curriculum ? This difference lies in the character of the reaction that takes place. There is no\nmental activity entirely void of the motor element, but the reactions may\nbe of a more or less evident nature, or even entirely below the level of\nconsciousness. It is this fact that will help us to distinguish a difference\nbetween manual training and the other studies of the curriculum.\nIn studies where the object is chiefly the acquisition of particular\nknowledge the motor reactions are not in evidence. Take history, for\ninstance. The accumulations of historical data imply no necessary reaction\nfor the time being ; they prepare the student for possible reactions in the\nfuture. In arithmetic the process implies a motor reaction in the solving\nof the problem, but except in so far as the writing of the figures is concerned, itis a purely mental reaction, a reaction thru processes of association. This fact is characteristic of all the theoretical subjects taught in\nschool. The reaction taking place is principally a purely mental process,\nanticipating similar reactions in the future. In other words, it is not\nlearning by doing, but a storing-up of ideas by means of sensory impulses\naccompanied by processes of association.\nThe group of subjects to which manual training belongs, on the other\nhand, is characterized by a result in the form of necessary immediate\nreactions appearing as contractions of various muscles or groups of muscles. These subjects, besides manual training, are physical training, art education, and penmanship. As far as the physical processes are concerned,\neach of these three latter subjects aims at some special results characterized by the processes involved : gymnastics, the physical training of the\norganism ; art education, the inculcation of ideas pertaining to art, such\nas form, proportion, beauty, etc., besides the special training of the hand\n\n"}
{"page": 264, "printed_page": null, "text": "NATIONAL\n\n252\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nin the elements of some of the decorative arts ; penmanship, the training\nof the hand in reproducing the letters of the alphabet.\nThe specific purpose of manual training, on the other hand, is not the\ninculcation of some special power in using the scissors, the plane, or the\nsaw. Our aim is not the development of technical skill as a preparation\nfor a special trade, but we use these processes of construction with the\nbroader aim of general training. The aim of manual training, expressed\nin a concise form, is the development of useful habits of a general nature.\n. It is true that every subject has in the same sense a disciplinary value,\nbut as this is the characteristic feature of manual training, it should be\nparticularly emphasized in relation to this subject.\nThe fact of- repetition is admitted to be the cornerstone of all theories\nof development. Repeated processes in any one particular field are sure\nto lead to the development of habits.\nIn every good manual-training lesson the following processes are\nrepeated: (i) objectifying of mental images; (2) muscular activity of\nthe hands and arms; (3) exercises implying order and neatness; (4)\nattainment of accurate results ; (5) prolonged concentration of attention ;\nand (6) final success in accomplishing the task in hand. The repetition\nof these processes must lead to the development of the following habits :\n(1) thought-expression, giving unity and definiteness of mental content;\n(2) muscular control ; (3) habits of order and neatness ; (4) habits of\naccuracy or truth ; (5) habits of perseverance; and (6) habits of confidence or self-reliance. Another result of the lessons in manual training\nis habits of an ethical content.\nI have tried to summarize the aims of manual training and the conditions for reaching these aims in the following synopsis :\nA SYNOPSIS\nProcesses\n\nObjectifying of mental\nages.\n\nOF THE\n\nAIMS\n\nResulting\n\nim-\n\nOF MANUAL\nHabits\n\nThought-expression giving\nunity and definiteness to\nmental content.\n\nTRAINING\n\nConditions for their Development by Means of Constructive Work\n\nA resulting product representing the mental image.\nVariety of material.\nA useful article the product\nof\nthe constructive exercises.\n\nActs of service.\n\nHabits of an ethical content.\n\nExercises involving muscular activity.\n\nMuscular control, skill.\n\nVariety and repetition of\ntechnical difficulties.\n\nOccupations giving opportunity for actions involving the elements of order\nand neatness.\n\nOrder and neatness.\n\nA place for everything and\neverything in its place.\n\nProlonged efforts crowned\nby success.\nSuccessful efforts in reaching accurate results.\nFinal success in various exercises.\n\nPerseverance.\n\nAttractive models, interest,\naccurate work.\n\nAccuracy or truth.\n\nCareful progression of the\nexercises.\n\nSelf-reliance\n\nNever to ask a class to do\nwhat it cannot do well.\n\n"}
{"page": 265, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nIN DETROIT\n\nSCHOOLS\n\n253\n\nLet us now consider more in detail the conditions for the development of these habits :\n1. Thought-expression. — Manual training is of vital significance as a\nmeans of expression. Such materials of construction should be used as\nwill facilitate the objectification of the pupils' thoughts. Thought and\nexpression are practically one in the mind of the young child ; hence the\nimportance, at this stage, of furnishing every possible means of expression.\n2. Habits of an ethical content. — Manual training should be instrumental to acts of an ethical nature. A little boy in his manual-training\nlesson has succeeded in making a calendar-stand. He is happy because\nhe has accomplished something which now becomes his own. The next\nquestion with him may be : \"To whom shall I give it ?\" Who is nearer\nthan his father ? Observe this child when he reaches home. His happy\ncountenance tells us what pleasure he finds in giving this product of his\nown activity to his father. Acts of this kind must be the raw material out\nof which the habit of service is developed. He is happy in doing the\nact. It may be very insignificant in itself, but it is of the right sort. He\nderives pleasure from right doing, and this pleasure, this interest, this\ndesire, when leading to action, is our moral will. By using as models\narticles of apparent use to the pupils, manual training may prove very\neffective in this respect.\n3. Habits of muscular control. — We should use models requiring for\ntheir construction a variety of muscular \"movements, with sufficient repetition of each, in order to make them a permanent content in the form of\na habit.\n4. Habits of order and neatness. — The manual-training teacher should\ninsist that the pupils take the work seriously, use the tools and instruments with care and appreciation, and leave them at the end of the lesson in an orderly condition.\n5. Habits of prolonged concentration, of attention, or perseverance. — The\ncondition for the development of this habit is the proper progression of\nthe exercises, so that they at every stage call into action the very best\neffort that the pupil is capable of. In the interest of the best results in\nthis respect, the pupil's motive for this extended effort should be interest\nin the activity itself or its results.\n6. Habits of accuracy or truth. — Never to ask a class of pupils to do\nwhat they cannot do well, together with insistence upon accurate work,\nare the conditions for the development of these habits. A pupil is\naccustomed thru the manifold exercises in cardboard construction and\nwood-work to reach a certain degree of accuracy in his efforts on the different models. What influence is this discipline likely to have upon the\npupil ? In the first place, he is taught that four inches is four inches, and\nnot a sixteenth more or less. This consciousness that only what is right\nis right, and that something only approximately true is wrong, will influence his work in every line of activity.\n\n"}
{"page": 266, "printed_page": null, "text": "254\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nWhy should not this clear consciousness of what is right and wrong\nin the material world be carried over into the moral and ethical field ?\nIs not a pupil who has been accustomed never to hand to his teacher a\nmodel as true that is not true, after several years of similar experiences,\nlikely to insist upon truth in other relations also ?\n7. Habits of self-reliance or confidence. — Condition : Never ask a class\nof pupils to do what they cannot do well. Every individual effort which\nsucceeds in a certain field will add to the consciousness of power in that\nfield. By a certain arrangement of the exercises a boy is able to get high\ncredit for his work. He gets the approbation of the teacher, and, furthermore^— this is the stronger factor — he sees for himself that he has been\nable to do a certain task well. These experiences are repeated time after\ntime. Every one of these successful efforts will add to his consciousness\nof power in the field in question ; in other words, it will add strength to\na habit under formation, the moral habit of confidence, based upon\npower.\nManual training is well adapted to further the development of this\nhabit, because the success of the effort is apparent to the pupil himself.\nHe will not have to be told by the teacher, as the case is in most other\nsubjects. I look upon the development of this habit as one of the chief\nends of manual training.\nIt is evident, however, that this habit of confidence is as many-sided\nas there are fields of activity. Manual training will arouse confidence in\none's power in anything where similar difficulties are present. Success in\narithmetic will develop confidence in one's power in solving arithmetical\nproblems, etc., but we can claim for manual training, however, a wide\nrange of application in this respect, on the ground that there are common elements in all fields of manual activity. And in so far as these\ncommon elements exist, the confidence gained thru a systematically\narranged course of manual training can be carried over into other, related\nfields of activity.\nThis qualification applies to all the other habits mentioned above.\nWe do not by any means claim general training as the result of manual\ntraining, except in so far as related elements exist in the different fields\nof activity.\nThe aim of an educational subject decides the methods to be employed.\nOn the basis of the previous discussion we may now arrive at some general conclusions in regard to the teaching of manual training, the progression ofthe exercises, etc.\nThe progression of the exercises in a course of manual training should\nbe such as to manifest to the pupil a constantly growing power, this\nbeing the condition for a growing interest. We should never ask a pupil\nto do what he cannot do well.\nHis work in manual training should be a line of continuous victories\n\n"}
{"page": 267, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\n7 RAINING\n\nIN DETROIT\n\nSCHOOLS\n\n255\n\nover difficulties gradually increasing, but not surpassing his power at any\nstage. Continued failure is worse than no attempt. Success is a greater\nfactor in the educational value of manual training than in any other subject. If we ask a pupil to make a box of cardboard of a certain size, he\nshould be prepared for that model thru previous simpler exercises. The\nremark that a child cannot read perfectly the first time a book is put into\nhis hand, or make a perfect sketch at his first trial, has no application to\nmanual training. Our aim is not the development of technical skill, but\nthe development of habits. The fact that a boy cannot read well the first\ntime he opens a book is no excuse for accepting an imperfect model as\nthe earlier results in manual training. If a boy does not succeed in cutting his card to accurate dimensions, in the fourth grade for instance, he\nhas lost the vital educational results of the exercise. Continued failure\nin this respect will have injurious effects upon the child's development.\nThe habits we have enumerated above will fail to develop, and in place of\nthem he will acquire habits of carelessness, inaccuracy in its moral and\nactual significance ; moreover, he will lose confidence in the use of his\nhands. Manual training under such conditions becomes a farce. The\nvery fact that pupils are making certain articles out of wood or cardboard\ndoes not make their activity manual training. Above all other things I\nlook upon thoroness as the vital end of our instruction in manual training.\nAccuracy, as we have noticed, is an element that enters as a condition\nfor the development of the most important habits resulting from manual\ntraining. It is therefore of importance to illustrate what this term \" accuracy \"implies during the different school periods.\nIn the previous discussion the word \"accuracy\" has been applied to\ntwo different aspects of manual training, namely: (i) accuracy of expression ;(2) accuracy of measurements.\nIf a primary class in studying the baker's trade is making, as a matter\nof illustration, a baking-pan of paper, we expect this model to give a comparatively exact illustration of the shape of this utensil, so that a clear and\nexact idea remains as the result of the constructive exercise. This kind\nof accuracy does not include measurements ; it is simply accuracy in\nexpression. On the other hand, if the pupils in a grammar class are making a box, the drawing of which calls for a certain length, we expect the\npupils to make a model of the length called for by the drawing. This I\nhave called accuracy of dimensions.\nIt is only accuracy of expression that we should strive for in the first\nthree years in school. This, besides neatness in arranging and planning\npatterns and carefulness in cutting, should be the only requirements of\nthe work in the first three grades in regard to accuracy.\nIn the fourth grade another element enters ; that is, accuracy of dimensions. The idea of measurements should there be introduced. In this\ngrade the pupils are perfectly able to use the rule with absolute accuracy,\n\n"}
{"page": 268, "printed_page": null, "text": "NATIONAL\n\n256\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nand I believe it should be insisted upon. That is, if a model is to be 4^\ninches long, there is no reason why not 85 per cent, of the pupils should\nget it this dimension, and not -^ inch more or less. We should never,\nhowever, ask. for accuracy before the pupils are properly prepared for such\nexercises as imply this element ; but at the age of nine it does not seem\ntoo extravagant to expect a pupil to locate a point a certain distance from\nanother point, when the process simply means putting the pencil point\nopposite a certain figure. Neither are the cutting exercises beyond the\npupil's power, if cardboard is used as the material of construction.\nJust as we insisted upon the accuracy of expression during the first\nthree years in school, we should thereafter insist upon accuracy of dimensions or measurements. Later in school life we introduce accuracy of a\nhigher grade or nature which will call into action the aesthetic ideas of\nproportion and beauty. Accuracy in one sense or the other is the keynote\nto the disciplinary significance of manual training.\nThis discussion on accuracy will again emphasize the necessity of careful progression of the exercises. At no stage of the work should we ask\na class of pupils to do what they cannot do well.\nx g\nI look upon it as unfortunate that this principle is being\noften\nviolated.\nTABLE\n\nOF\n\nSTATISTICS\nM\n\nGrade\n\nFourth\n\n0\n\nza\nM\nCardboard\nconstruction\n\n1\n\nO (A\n\nOS\n0\n\n*\n\nOF MANUAL\nTRAINING\nPUBLIC\nSCHOOLS\nW 0\n\na\n\nu\n\nH03\n\nX\n\nPS PS g\n\npd\n9\n\n<a\n\n0\n\nE\n\nsa\n\nGrade\nteacher\n\nOh\n\nag*l\n\n£\n\nPS\n\nCardboard\nconstruction\n\nGrade . 35\nteacher\n\nSeventh\n\nEighth\n\nKnife-work\nin cardboard\nand wood\nWood\nconstruction\nWood\nconstruction\n\n1\n\niH\n\nis40\n\nGrade\nteacher\n\nh Z\nO HM\n\n25\n\n1\n\niH\n\n1\n\nK Z g;\n> w j\n\na\" 554. <<«\nj y j\n\n, PS\n\n15\n1\n\n*2S\n\n3 tn a\nPh\n\nBO\n\nBoys\nSixth\n\n<MB.\n\nen ■\"\n\nBoys\ngirls\n\nX\nu\n\n1\n\n1\n\nDETROIT\n\nzin a£j\nw cr\n\na x <->\n\n25\n\nFifth\n\nTHE\n\n0 B <\n0 w\n\nBoys\nand\n\nIN\n\nw\n2\n#35\nW S\n\n<H wo.Ph»\n\ngsw\n\n$0.06\n\n$0.06\n\n$ts25 #0.08\n\n#0.08\n\n25\n\nNone\n\n15\n50\n\n$0.\n12\n#0.35\n\n#0.12\n\n>-\n\nBoys\nSpecial\nteacher\n\n#2.92\n12\n\nteacher\nSpecial\n\n$0.45\n\nBoys\n#400\nNone\n\nWhat has been said above in regard to accuracy of dimensions applies\n#3-°2\nespecially to the regular series of models that is followed by all the pupils\n\n"}
{"page": 269, "printed_page": null, "text": "Superintendence!\n\nDOMESTIC\n\nSCIENCE\n\nIN CHICAGO\n\nSCHOOLS\n\n257\n\nin the class. More freedom should be given to the pupils in their work\non models of their own invention. Independent activity of this nature\nshould be encouraged, and, if accuracy has been attained on the regular\nmodels, the pupils will be guided by the habits thus formed in this independent work.\nIn the chart of the statistics of manual training in the Detroit public\nschools you will notice that we have special teachers for the boys only in\nthe seventh and eighth grades.\nIn the fourth, fifth, and sixth grades the work is in charge of the\nregular grade teachers, each class of boys receiving their instruction in\nmanual training while the girls have their lesson in sewing from special\nteachers. The course, as you notice, is cardboard construction in the\nfourth and fifth grades, and knife-work in cardboard and in wood in the\nsixth grade. I instruct the grade teachers in the different exercises and\nillustrate the method of teaching the different models, besides emphasizing the aim of the lesson.\nIn my first talk to new teachers I spend quite a good deal of time\ndefining the aim of manual training as definitely as possible, besides giving as many lessons as my time permits to the different classes in the\npresence of the teachers. With this assistance I believe the grade teachers\ncan teach the boys manual training just as well as, or better than, special\ninstructors. In the first place, they know their pupils ; secondly, they can\ncorrelate the instruction in manual training with that of other, related subjects, thus helping to make this new subject an integral part of the curriculum ;and, thirdly, they have had extensive experience in teaching. These\nthree conditions are not so easily fulfilled by a special teacher, and they\nare vital conditions for the success in teaching manual training.\n\nTHE\n\nPROGRESS\nTHE\nHENRY\n\nAND AIMS\nOF DOMESTIC SCIENCE\nPUBLIC SCHOOLS OF CHICAGO\n\nS. TIBBITS,\n\nPRINCIPAL\n\nSPRY\n\nSCHOOL,\n\nCHICAGO,\n\nIN\n\nILL.\n\nThe teaching of cooking and sewing, for local reasons called \" household arts,\" was introduced into the Chicago public schools two and a half\nyears ago. A special committee of five members of the board of education inspected at the Hammond School the teaching of these subjects\nwhich they had permitted at private expense. Twenty-five thousand dollars was appropriated for providing equipment and initiating the work\nfor its first year. Of this but $18,500 was used. Equipments for cooking\nwere placed in eleven schools, and have been placed in the new Dewey\nSchool. Each of these has been a center to which several neighboring\nschools have sent the girls of the seventh and eighth grades for cooking\nlessons, one period of an hour and a half each week.\nThe number of\n\n"}
{"page": 270, "printed_page": null, "text": "258\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\npupils taught at a center averages 450. In other schools, not contiguous\nto cooking centers, eleven teachers of sewing have given lessons of an\nhour and a half each week to the girls of the seventh and eighth grades,\nthe teachers being peripatetic.\nNovember 1, 1900, 4,372 pupils were receiving instruction in cooking\nand 4,853 pupils in sewing, or 9,225 out of a total of 13,000 girls of those\ngrades.\nThe teachers are required to be high-school graduates who have taken\na course in domestic science in some secondary institution. This secures\nan able corps of teachers, several of whom have been called to more\nlucrative positions in other cities.\nThe courses of lessons in both cooking and sewing are eclectic, having\nbeen arranged by the respective associations of teachers. They have been\nrevised and modified as experience has dictated. The cooking lessons\nare distinctly a plain-food course — lobster salad and charlotte russe being\nomitted. Each pupil cooks the prescribed food, and either eats it or\ncarries it home. The proof of the pudding is in the eating. The success\nor failure of a lesson is immediately apparent. Much effort has been\ngiven to securing the practical helpfulness of the lessons of the day in the\nhome, where a failure is analyzed and perplexities are dissolved. The\ngrade teachers have often wisely correlated with cooking, physiology,\nnature study, and some topics of practical arithmetic.\nInstruction in sewing is practical in a similar way. A study of the\nnature of cloth is succeeded by the various processes of its adaptation to\nclothing. Finally, simple garments are made by the pupil for her own\nuse. The related subjects of invention, growth, and manufacture of\ncloth materials, fibers and fabrics, good taste in dressing, shopping, and\nlaundering, are developed.\nSociologically considered, the church industrial schools have been\nvastly improved upon in the public school, where not simply the poor,\ngood girl is taught sewing, but every girl in the schoolroom, rich or poor,\nopen-minded or clam-like. ..\"\nThe cost of domestic science is $1.81 per pupil per year; the cost of\nmanual training is $3.34; the cost of German is $4.86. This is based\nupon the average for the past year. These figures are significant for comparison either with other studies or with domestic science in other cities.\nThe salaries of teachers of cooking and sewing in Chicago are the same\nas those of grade teachers, ranging from $500 the first year to $900 for\nthe tenth year. Much of the success of the teaching of cooking depends,\nof course, upon the method. It is distinctly a laboratory subject, and,\nlike all other laboratory work, is vastly superior when individual equipment is supplied. Hence we have the individual sets of dishes and a\nstove for each pupil. By using small portions, when they suffice, the\nexpense for material is inconsiderable, even with individual instruction.\n\n"}
{"page": 271, "printed_page": null, "text": "Superintendence]\n\nDOMESTIC\n\nSCIENCE\n\nIN\n\nCHICAGO\n\nSCHOOLS\n\n259\n\nOne and one-fourth cents per pupil per week is the allowance in Chicago.\nWhile individual desires will ever increase the cost of equipment, it is\npossible and wise to equip for the teaching of cooking upon just as\naccurate and scientific principles and practical use at the expense of $150\nfor a class of twenty-four as at the rate of $500.\nOne of the noblest movements of the present day is that which would\nmagnify the home. The chair, bright light, and gorgeous embellishments are a more harmful element in the saloon than its alcohol. If the\nhonest arts of the home may be made less irksome because they are\nbetter understood, and more attractive because they are more artistic, we\nshall have come to the root of this matter. The evening meal of the\nfactory hand may be made more tempting than the lunch counter, and\nthe clothing of the family, as well as the arrangement and tidiness of the\nliving-room at home, may be as attractive as the gilded home of vice.\nDomestic science may become the unsuspected, and yet not the least\nefficient, enemy of the saloon.\nInstruction in cooking in Chicago is well amplified in its scientific\nrelations. The simple biology of yeast and vinegar is developed. A\ncareful classification of food values as fats, proteids, carbohydrates,\nmineral matter, etc., accompanies the study of the composition of the\nhuman body and its food requisites. The dietetic principles of suitable\nproportions of these food elements are given, and the complementary\nnature of certain foods is shown. The reasons for the use of hot or cold\nwater; the relative merits of boiling or baking, of the raw and cooked\nstates, of acid and base — such scientific data, adapted to the age and\nknowledge of pupils, enter into cooking lessons and furnish the science to\nenrich the household arts. The dealing- with material things introduces\nelements of accuracy and order not found in the strictly intellectual subjects. Just as in all forms of manual training, small groups of muscles\nare co-ordinated and deft manipulations mastered, thus realizing complete\nand extended reactions.\nThe useful hints, skilled methods, and adept ways acquired by the\nteachers in their special training are imparted in turn to the pupils, and,\nas in all education, the experience of the race is placed at the disposal of\nthe child. The girl accustomed to black bread and beer for dinner, to\npoorly cooked food wastefully used, learns to prepare palatable dishes\nfrom economical materials. It is difficult to measure the beneficent\npractical value of domestic science in these humble homes. It is a theme\nfor eloquence, and insures permanency to the subject of study, no\nmatter how much it may be temporarily buffeted about as a fad. To\nthe girl of luxury, with servants at home, whose life may be distinctly\nsocial, frivolous, and gay, domestic science yields an appropriate sense of\nthe importance of the human body, its nourishment and clothing — thus\nintroducing a more harmonious and reasonable life. In the wealthier\n\n"}
{"page": 272, "printed_page": null, "text": "260\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nschool districts of Chicago domestic science has been as welcome to the\ngirls as in the districts of humbler homes.\nIt has never been seriously charged or believed that domestic science\ndemeans the course of study, or is a preparation for domestics. We\nteach cooking and sewing at the age when pupils unconsciously learn that\nhonest toil is not disgraceful. Mrs. Richards found in Boston that\nfourth-grade girls gladly received lessons in scrubbing and cleaning\nwhich older girls disdained.\nThe impotency of the woman who says she cannot sew on a button\nor mend a rent is a disease peculiar to modern urban life. The young\nbridegroom may profess to the wife who forgets to salt her first oatmeal\nthat he likes the oatmeal very much better that way; but sentiment does\nnot blossom freely from a ground of indigestion.\nAside from the general effects of domestic-science training, its specific\neffect, upon every third or fourth girl of distinctly motor predominance,\nis marked and extremely salutary. Every teacher of manual training,\ncooking, or sewing will bear witness to the aptitude of certain otherwise\nbackward pupils in these studies which involve the more extended motor\nreactions. The course of study is thus flexibly adapted - to the predominant activity of the pupil.\nThe teaching of sewing and cooking may be considered again in the\nlight of school occupations. While they train hand and eye, there is ever\npresent a directing mind having in view a distinct end. \" I made this\nloaf of bread.\" \"I planned and sewed my own dress.\" The peculiar\nadvantage of cooking and sewing as school occupations is that they each\nparallel practical arts at home. The home is the practice department for\nthe lessons of domestic science. No need can be more evident than that\nof food and clothing. It springs from a fundamental instinct. Few\ndesires are more strong than to be well fed and well clothed. Reason\ngives as a secondary basis the desire for long life and a life of bodily\ncomfort. Theoretically this gives us a most substantial basis for interest.\nPractically it proves a true -basis, for pupils of cooking and sewing in\nChicago never ask to be excused from the studies because they dislike\nthem. There is increasing call for the introduction of the studies in the\nschools which do not now have them. Despite the disadvantages of\nbeing compelled to walk a. long distance from the home school once a\nweek in variable weather, the girls who study cooking are enthusiastic and regular in their attendance, altho the subject is quasi-optional\nand no other subject compels such travel. The interest is sufficient to\novercome all reluctance to preparing material and cleaning utensils. An\ninterest in digestion becomes an all-around satisfied interest when the\npupil actually cooks and eats and comfortably assimilates the food of\nwhich she has just been studying in her physiology.\nDomestic science is an integral part of any scheme of sound correlation.\n\n"}
{"page": 273, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nIN MENOMONIE\n\nSCHOOLS\n\n'\n\n261\n\nIf the school of the future does not bend all subjects into a mechanical circle of correlation, it will certainly harmonize subjects, multiply\ninterrelations, and remove many of the present partitions. It will find\nits basis of interest largely in the occupations. Cooking and sewing\nare occupations closely related to the life of woman.\nThe educational commission of the city of Chicago in 1899 indorsed\ndomestic science, sewing, and cooking for the curriculum of the Chicago\npublic schools.\nThe objection to special teachers for special subjects, so called,\nwhether German or Latin, manual training or cooking, singing or drawing, is overcome in the face of the diversity of modern life. With the\ngreat variety of specialists in the medical profession, for example, can it\nbe reasonably demanded that there shall be but one kind of teacher ?\nA very considerable portion of the business world is occupied in supplying the food and clothing for mankind. Hence the relation of\ndomestic science to the economics of the world. Scientists inform us that\nman does not live as long as he might in comparison with the life of\nanimals. The relation of malnutrition and indigestion to the harmful\neffects of foods and to the shortness of human life is clear. The theory\nmay be boldly stated that, if man ate wisely appropriate food, he would\nlive longer and more happily. It is the aim of teachers of domestic\nscience to teach and bring into practical use knowledge of proper food\nand the best methods of preparation.\nDomestic science has been styled a fad by a certain portion of the\npublic, along with drawing, music, physical culture, manual training, and\nGerman, and has endured with them the storm and stress period in\nChicago. One week ago the board of education raised the salaries of\nteachers of Chicago, as one expressed it, \"scraping together\" all the\nmoney they could for the teachers. At the same time they scraped off\ntwo months of the term of domestic science, providing this year for only\neight months' instruction. This will be restored ; but shows the necessary nursing which the subject requires. The most helpful sign of the\nprogress of domestic science in Chicago is the increasing interest in the\nsubject among teachers and principals, and especially among the pupils.\nIt is easy to predict that another generation will take a more generous\ninterest and largely increase the teaching of this subject.\n\nMANUAL\n\nTRAINING\n\nSUPERINTENDENT\n\nIN THE MENOMONIE\nSCHOOLS\n\nJUDSON\n\nE.\n\nHOYT,\n\nMENOMONIE,\n\nPUBLIC\nWIS.\n\nI am requested by the president of this department to present a brief\npaper which shall constitute a \" Report of Work in Manual Training in\nthe Menomonie Public Schools.\"\n\n"}
{"page": 274, "printed_page": null, "text": "262\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nFollowing the interesting and instructive papers from two cities which\nnobody has difficulty in locating on the map, the only excuse which a\nsomewhat obscure town of less than six thousand inhabitants has for\noccupying time in this important session is that it has been the fortunate\nsubject of a rare opportunity and the scene of a relatively extraordinary\neducational development.\nIn this attempt at exposition there is room for grave doubt as to\nwhether by mere brief statement of the nature, aims, and extent of the\ngeneral scheme, and by outlines of the manual-training courses, unaided\nby pictures of appliances, or exhibits of pupils' products, showing subjectmatter and quality of work, we shall be able to convey such a true and\nadequate conception as will seem to justify the prominence that is generously accorded to this enterprise.\nMenomonie is the county seat of Dunn county in the northwestern\npart of Wisconsin, and is on the main line of the Chicago & Northwestern\nRailway between Chicago and St. Paul, sixty-five miles southeast of the\nlatter city. In 1846 Mr. John H. Knapp and Captain William Wilson,\nwho with their families were the first permanent settlers, laid here the\nfoundations of a lumber-manufacturing enterprise which has grown into\nthe now extensive, wealthy, and widely known corporation, the firm of\nKnapp, Stout & Co. This business establishment was the nucleus of the\ntown, and still remains its leading industry, tho others of considerable\nproportions have in recent years sprung up, which will insure for the\ntown permanence and growth beyond the time of inevitable extinction of\nthe forest wealth.\nOver a period of thirty-eight years, from 1852 to 1890, the school system of Menomonie had a gradual growth from a one-room school, which\nwas established and for five years supported by or under the management\nof the company, to a city system occupying five buildings in different\nparts of the town, having twenty-:four separate schools and employing\ntwenty-seven teachers. In 1890, the year of the introduction of manual\ntraining, there was a total population in the city of 5,500, a school population (ages between four and twenty years) of 1,750, and an enrollment\nin the schools of 1,350, of which 109 were in the high-school department.\nIn this earlier period only an organization and curriculum of the usual\ntype were aimed at. Free-hand drawing and music were the only special\nbranches.\nAt the present time the population of the city is 5,650 ; the school\npopulation, 2,250; the total enrollment of pupils, 1,650, of which 148 are\nin the high school. Nine buildings, providing for twenty-nine separate\nschools, are occupied and forty-seven teachers employed, of whom five are\nteachers of special subjects.\nWhile in this ten-year period little change has taken place in the total\npopulation, and the ratio of school population to school enrollment\n\n"}
{"page": 275, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nIN MENOMONIE\n\nSCHOOLS\n\n263\n\nremains practically the same, great and fundamental changes, amounting\nto a complete revolution, have taken place in the aims and character of\nthe instruction thru the enlargement of facilities and teaching force, and\nthe incorporation of the ideas of the new education as these are embodied\nin the kindergarten and the manual-training school.\nThe school system now consists of a kindergarten system of three\nkindergartens, which, with the primary schools of the city, is under\nthe immediate care of a supervisor, who also is head of the kindergarten and primary training school ; of twenty-five lower-grade schools ;\nof a high school which offers four four- year courses; and of the manualtraining school which, having, as now conducted, no separate student\nbody, belongs to the school system as a whole and is an aggregation in one building of the rooms, appliances, and instructional force\nfor the teaching of the purely manual, industrial, and art phases of\nthe manual-training courses, together with the special knowledge-matter\non which these are based.\nTo Hon. James H. Stout, a resident member of the firm of Knapp,\nStout & Co., a gentleman of large means, philanthropic disposition, and\ndeep interest in all forms of educational effort, the city of Menomonie is\nindebted for its initial prompting, as well as the provision of the material\nmeans for the introduction of both manual training and the kindergarten\nwork into the public schools. We have here an instance of a people being\nled out into a way which they knew not, which they did not choose originally for themselves, by the deeper insight, strong purpose, and wise leadership of a single public-spirited individual, supported by a liberal use of\nprivate funds.\nThe first step toward manual training was taken when in October,\n1890, Mr. Stout made to the board of education the following proposition :\nI will place upon the school grounds, in a place to be designated by the board of\neducation, a building of proper size and kind, furnished with all the equipments necessary\nfor the instruction of classes of boys and girls in the subjects included in the first-year\ncourse in manual training. I will also pay the salaries of the necessary teachers, the cost\nof all necessary materials and supplies, and all the contingent expenses for three terms\nor for a time equivalent to three school terms, except such a part thereof as shall be paid\nby five hundred dollars which is to be provided by the board of education.\n\nThe proposition was of course accepted, and the building and equipments were provided. The work of instruction was begun, in high-school\nclasses, in January of the following year.\nSo successful and popular did the manual-training work, in all its\nphases, soon become, and so cordially was it supported by the people, by\nwhom, after the first year, funds were supplied for the running expenses,\nthat Mr. Stout was encouraged to provide the school with a more ample\nand convenient building and a whole complement of furniture and equipments, which should enable the extension in due time of manual-training\n\n"}
{"page": 276, "printed_page": null, "text": "264\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\ncourses, for both boys and girls, over the entire lower grades and highschool period.\nThe test of the popular appreciation, as well as of Mr. Stout's devotion to the enterprise, came when, after four years of the use of this second\nbuilding, it, together with the large central school building on the same\ngrounds, was destroyed by fire. There was no wavering on the part of\nthe people. They appropriately indicated to Mr. Stout, by a memorial\nnumerously signed, their recognition and appreciation of the benefactions\nalready received, their wish that the provisions for manual training might\nbe restored, and their ready Willingness to carry still, as they had hitherto\ndone, the increased taxation necessary to provide for the running expenses\nof the work. Mr. Stout, on his part, awaited only an unmistakable assurance\nof this wish and attitude.\nThe great opportunity was now at hand for planning two buildings,\neach the counterpart of the other, which together should embody the\nmaterial arrangements and appliances corresponding to a broad scheme\nof elementary and secondary education in accordance with approved\nmodern conceptions. One of these buildings was to house a gymnasium,\na kindergarten, nine lower-grade schools, and the high school, providing\nthe latter amply with library, recitation rooms, and laboratories. The\nother was to afford facilities, as its forerunner had done, for extensive\ncourses in manual training, including, for boys, free-hand and mechanical drawing, sloyd, cabinet work, wood-turning, pattern-making, molding\nand casting, forge-work, and machine-shop practice; and, for girls, drawing and art work, sewing and dressmaking, cooking and serving, housekeeping and laundry work.\nLiberal plans were amply realized, and the buildings, with their furniture and equipments, stand today the wonder and delight of every intelligent visitor, and a model for progressive schoolmen. Detailed description\nwould not be in place here, but some idea of their extent and quality may\nbe obtained from their cost. Upon the central school building the city\nhas expended $60,000, and Mr. Stout has made additions in various forms\namounting to fully $25,000, while the manual-training building, with its\nfurniture and equipments, represents a cost of over $190,000, which was,\nof course, provided wholly by Mr. Stout.\nThe aim of the undertaking in the Menomonie schools has been from\nthe outset to provide manual training and art education in suitable courses\nto all pupils, in and from the kindergarten thru the high school, as a\ncollateral and complement to the usual oral and text-book instruction, to\nthe extent of making some exercise in doing a part of the daily experience\nof every pupil, arid for the purpose of securing to the pupil all the various\nadvantages which these courses are adapted to give.\nBoth boys and girls are provided for. The artistic and educational\nconceptions of manual training have been kept in ascendency over the\n\n"}
{"page": 277, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nIN MENOMONIE\n\nSCHOOLS\n\n265\n\nutilitarian and technical, tho the claims of the latter have not been ignored.\nIn the lower grades the work is required. In the high school it is professedly optional ; but, with only an occasional exception, the associated\nmanual-training branch is elected. Three academic subjects and one\nfifty-five minute manual-training period per day constitute the standard\namount of work. While it is possible for a pupil in a regular high-school\ncourse to get, within school hours, more than this allotment, still the\nmanual-training subjects are held quite strictly as collaterals to academic\nwork. However, separate arrangements are made for pupils who for any\nreason have abandoned their academic studies, and for young men and\nwomen from within or without the city, by which they are enabled to\ndevote their time quite exclusively to manual-training subjects, and so\nget a more specialized and technical training.\nThe courses in the several manual-training subjects have from the first\nundergone a progressive development, and at some important points are\nstill in transition. But the place of each process, and the kind and\namount of work to be expected of the pupil under the particular conditions which obtain at our school, have been approximately settled. No\nclaim of originality is made ; no presumption is indulged in that a pace\nhas been set which any other school should follow. We have simply\nselected from the common stock of manual-training knowledge and usage\nthe kinds and amounts of work that are adapted to our needs.\nTime will not permit such a detailed statement of our courses as will\nreveal whatever may be distinctive, but the following outlines may be of\ninterest :\nTHE\nI.\n\nIN\n\nMANUAL-TRAINING\nGRADES\n\nBELOW\n\nTHE\n\nCOURSES\nHIGH\n\nSCHOOL\n\nA course in free-hand drawing, for boys' and girls alike, extending\nover the entire period from the kindergarten to the high school, is taught\nby the regular teachers in the several schoolrooms, under the supervision\nof the art teacher of the manual-training school. It is based on the art\nidea, and has little direct reference to construction, except that in the first\nfour years, before other forms of manual work begin, it is made especially\nfull in exercises involving manipulation of materials, such as stick-laying,\npaper-cutting, clay-modeling, paper-folding, cardboard construction,\nbrush-drawing, color-painting, and basket-weaving. In the later years\nthis course gives itself wide latitude in the choice of mediums, processes,\nand subjects ; uses pencil, charcoal, pen-and-ink, and brush, in sepia and\nin color. It concerns itself in regular sequence, frequent recurrence, and\nin due degree with nature study, model- and object-drawing, illustration,\nmeasurements and working drawings, light and shade, historic ornament,\nthe planning of ornament, conventionalizing of natural forms, water-color\npainting, design, and perspective.\nThis may seem an ambitious and too varied program, but in the test\n\n"}
{"page": 278, "printed_page": null, "text": "266\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nof use under good teaching it yields a very considerable insight and\nskill, and develops interest and real artistic feeling.\nThe course in plain sewing, for girls, begins in the fourth grade and\nruns, at two periods of thirty to fifty minutes a week, thru the fourth, fifth,\nsixth, and seventh grades. All pupils above the fourth grade, except those\nof one remote school, come to the manual-training building for this work.\nThe usual course in plain sewing, in which each new exercise isolated for\nthe purpose of teaching is followed more or less closely by application in\na completed whole, is taught with much insistence on accuracy and neatness. This practice is accompanied by the presentation of much information matter about fabrics — their raw materials, manufacture, characteristics,\nand utilities. The seventh year is given almost wholly to garmentmaking.\nThe sewing work is interrupted at this stage in order that the eighthgrade year may be given to the introductory stage of a three-year course\nin cooking, serving, housekeeping, hygiene, and sanitation.\nThe aim of the instruction in this year is to give to all girls, especially\nto those who will not go on into the high school, the requisite knowledge\nof food-stuffs and food classes, of fundamental processes, and a degree of\nskill in their use, which will enable the successful preparation of the\ncommon foods.\nFor boys, the work in the grades consists of a course of bench-work\nbased on the sloyd idea. This begins in the fifth grade with a series of\nexercises in whittling and the making of surface forms in thin wood. It\npasses on to the use, by gradual introduction, of all the usual tools, in\nthe execution of a graded series of exercises as represented in models,\ninvolving form-work and joinery, in increasingly complicated, completed\nproducts.\nThe lay-out of the model to be made is placed before the pupil in\nblue-prints or . blackboard sketches, and the work demonstrated when\ndesirable. The reading and making of working drawings are taught in\nthis connection, but little of \"the pupil's time is applied to the making of\nthose which he actually uses. In addition to the standard series of\nmodels, which is not held to as a sine qua non, the boy is given large\nopportunity to make things in which he is himself interested, and to\nexpress himself in plan and style of work.\nThe time allotment of this course is two fifty-five minute periods per\nweek thru the fifth, sixth, seventh, and eighth grades.\nII.\n\nCONTINUATION\n\nOF\n\nTHE\n\nMANUAL-TRAINING\n\nCOURSES\n\nIN\n\nTHE\n\nHIGH\n\nSCHOOL\n\nThe drawing courses. — Drawing has thus far been taught in the several\nschoolrooms, substantially the same work being given to both boys and\ngirls. When the high school is reached, mechanical drawing comes into\nprominence as a separate subject, and claims the time of the boys, and\n\n"}
{"page": 279, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nIN MENOMONIE\n\nSCHOOLS\n\n267\n\nsuch of the girls as are specially interested. The girls as a rule continue\nin the line of free-hand drawing and art study. All pupils henceforth\ncome to the manual-training building for their exercises.\nThe general aim of the art work is to educate to an appreciation of\nthe beautiful, to stimulate the artistic and inventive faculties, and to train\nthe eye and hand to become the ready servants of the mind in the expression of ideas. These aims are sought to be realized by surrounding the\npupil with an environment of beauty in the schoolrooms, and especially\nin the several rooms of the art department, by a study, in connection\nwith practice, of the principles involved in the several forms of art\nessayed, and of examples in curios, pictures, and casts of historic and\npresent-day art. Relatively speaking, the school is well provided for in\nthese directions. A rich and varied, but well systematized, course is given,\nwhich cannot be adequately represented in a brief outline.\nMechanical drawing is taught as a mental discipline, as concrete mathematics, as training of eye and hand, as the language of construction, and\nas technical training. That the course may be more systematic and thoro,\nlittle attempt is made at correlations with the shop-work. Exercises to\ngive command of the instruments, lettering, geometrical problems, projections, intersections, development of surface, mechanical perspective,\nline and wash shading, conventional colors, are each laid under contribution, and together give a fair degree of mastery of mechanical drawing\nas a method and means.\nTwo years having been thus occupied, the remaining two years are\ngiven to applications in either of the two lines, machine or architectural\ndrawing, with a view to the acquirement of something like technical\nknowledge and skill. This course is held by graduates of the school to\nbe a most valuable general discipline, apart from the use of the attainment in practical ways. Two fifty-five minute periods a week are given to\nthis course for four years.\nThe work in domestic arts in the high school consists in the continuation of the course in cooking which was begun in the eighth grade, and a\ncourse in dressmaking. Three fifty-five minute periods per week are the\nallotment of time in each of these subjects.\nIn the first high-school year a review and extension of the study of\nfood-stuffs, of their composition, dietetic values, and proper combination,\nare accompanied by practice in the preparation, cooking, and serving of\nall the usual foods. Marketing, housekeeping, and care of laundry are\nengaged in, both for training and in the service of the school.\nWhat may be regarded the refinements of cooking receive attention in the second high-school year. In addition, study and practice in\nplanning, marketing for, and serving of meals and lunches to invited\nguests, and assistance in preparation of, and serving at, occasional banquets, afford attractive and valuable experience.\nHygiene and home\n\n"}
{"page": 280, "printed_page": null, "text": "268\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nsanitation, invalid cookery, and the care of the sick and injured receive\na liberal allotment of time proportioned to their importance.\nThe course in dressmaking runs thru the third high-school year.\nIn this instruction effort is made to base the work on principles, and to\ngive a mastery of processes which will be available beyond the limited\namount of practice that can be had under the eye of the teacher. Planning, selecting of materials, measuring, the making and use of patterns,\nuse of models, fitting, trimming, and other like means, receive careful\nteaching. Discussions of the characteristics and suitableness of materials\nfor various uses, of comparative cost, of hygiene and good taste in dress,\nand other relevant topics, accompany the work as occasion requires.\nThe domestic-arts courses are well taught, are attractive to pupils, and\ncommand the confidence and cordial support of the mothers and all\npatrons of the school.\nThe mechanic-arts courses are, with the exception of one sloyd class,\nall taught in the manual-training building. Each has a time allotment\nof three fifty-five minute periods per week.\nThe boy having thru his lower-grade work been confined to one\nshop and to a series of processes upon wood, involving the use of comparatively few tools, now upon entering the high school has opened to\nhim quite rapidly the range of the mechanic- arts shops. He is introduced to machinery, and is subjected to the necessity of bringing his own\naction into correspondence with the motion of the machine.\nWood-turning is the first machine process, and upon this he spends\nthe first high-school year.\nPattern-making, molding, and casting, in a series of alternations, fill\nthe second year, and give the boy a practical introduction to foundry\nwork.\nCasting is done in iron and brass.\nThe third year is passed in the blacksmith shop, where an especially\nwell-planned course in the common processes of forging, welding, and\ntool construction is taught. No course in the series is more attractive to\nthe boys or more. effective as-training than this.\nThe machine shop, into which the pupil passes for the work of the\nfourth year, is a model in its completeness, and in the grade of the\nmachine tools and the thoroness of their installment. The meager time\nwhich pupils in the regular courses can give to the work of this shop\nprevents full realization of the opportunities here afforded.\nA period of bench-work in chipping and filing is followed by the systematic working of a series of exercises in iron and steel, involving use of\nthe engine lathe, the speed lathe, the drill press, and the shaper. Incidentally, knowledge of the utilities and insight into the working of several\nother more special and complicated machines are acquired, but practice\nwith these is left to an advanced course after high-school graduation.\nThe foregoing review of courses is necessarily incomplete, but it errs\n\n"}
{"page": 281, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nIN MENOMONIE\n\nSCHOOLS\n\n269\n\non the side of omission rather than overstatement. Classes are now\nfully differentiated, and all the lines of work enumerated are in actual\noperation.\nA committee of the Society for the Promotion of Engineering Education is now investigating the assigned subject, \"American Industrial\nEducation — What Shall it Be ?\" The preliminary report of this committee, presented in New York last July, having mentioned by name the\nschool which is the subject of this paper, makes this strong statement :\n\" Both the appliances and the instruction in this school are of the\nhighest order, and the results are well calculated to astonish anyone who\nhas never seen this system of public instruction in successful operation\nfrom the kindergarten through the high school.\"\nDISCUSSION\nPresident F. W. Parker, Chicago Institute. — In 1883, in a basement of the Cook\nCounty Normal School, with a few rude benches and a good teacher, we introduced\nmanual training. That was probably the first attempt to put manual training into\nelementary schools in this country. Manual training is not for external uses, but for\ninternal development. In its earlier history it was begun in the high schools. Things\nnearly always begin at the wrong end. It is better and will be better for the children\nwhen the youngest of them can have the benefit of the right kind of manual training.\nIt has not been so very long since this subject was not very favorably considered by an\neducational body. Manual training was demolished by a number of educational gentlemen in Washington in 1884, but since that demolition nothing has flourished like manual\ntraining.\nI never saw a child that did not like manual training. Boys and girls love it alike.\nThe fundamental error (Dr. G. Stanley Hall suggested this a number of years ago, and I\nsaw it) lies in logical sequence. This is the fundamental error in all education. What\nwe have learned is that the child is full of activity. When children go into the shops and\nfind that they have to do something themselves, delight seizes their souls. They take the\nschool home with them. When education penetrates the home and when home penetrates\nthe school, then things move on.\nMr. J. H. Stout, Menomonie, Wis. — We are not facing the conditions of today in\nour school work. We are looking too much to the past. We need to look to the conditions that are confronting us now in providing measures and methods in education.\nAmong the adjuncts of the public schools there is one especially valuable, and that is the\nlibrary. The traveling-library plan is an excellent one. Wisconsin has spent a million\nand a quarter dollars for libraries in the last year or two.\nMr. Bevans, Aurora, 111. — I wish to speak in favor of employing useful objects in\nmanual-training work. The boy's interest in manual training is increased if the object\nwhich he makes has a use to which he may wish to put it.\nIn Aurora a boy failed on a simple piece involving a principle given him by his\nteacher. The same boy wanted to make a bookcase. His teacher let him try, and he\nturned out a creditable product.\nSuperintendent Joseph Carter, Champaign, 111. — There is danger now in our\nsmaller towns, after the experience at Menomonie, of the prevalence of the feeling that,\nunless some rich man will do something toward manual training, one cannot do anything.\n\n"}
{"page": 282, "printed_page": null, "text": "270\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nTChicago\n\nIt has been my fortune to serve as superintendent in the schools of two towns, neither\nof which could be said to be especially well-to-do. In both of these towns something in\nthe way of manual training was undertaken. We would teach the use of a few common\ntools — of the saw and the needle — and this without very much cost. I honor rich men\nwho make ma»ual training in the schools possible. I honor more a community which\nsays that it ought to do these things for the children and proceeds to do them.\nProfessor C. M. Woodward, St. Louis, Mo. — I experience a deep feeling of\nsatisfaction that the department is in such excellent temper as I find it in today. It has\nnot always been so well disposed toward manual training. Some years ago there was a\ngood deal of opposition to it, but now all are looking one way.\nThere is much more in manual training than in making carpenters and blacksmiths.\nIt develops capability in more than one direction. Manual training has brought in a\ngood deal. It has grown down until it meets the young children and answers their needs.\nOne of the bugbears, as to expense, has been done away with. In St. Louis it costs 1\ncent per day per pupil. Domestic science has taken on a systematic educational method,\nso that there is a chance of its blossoming into something of a larger shape.\nI wish to testify to the interest of the children in domestic economy. In a certain\ncolored school in St. Louis, where this subject is taught, it costs pupils 10 cents a day to\nget there, but the attendance in that school is the best in the city. It is easy in any\ncommunity to establish manual training, if you have faith in yourself, faith in your cause,\nand faith in the community.\nSuperintendent George Griffith, Utica, N. Y. — I have thought that some\nfigures as to the expense of conducting manual training might be interesting.\nFor the\ninstruction of 2,800 pupils the cost is as follows :\nFor five teachers\nFor supplies\n............\nFor additional equipment\n\n$4,200\n540\ngg\n\nMaking a total cost of #1.73 per pupil. The original and total cost of equipment is\nas follows : for two kitchens, one manual-training room, and equipment in each of fourteen ward schools, in fifth and sixth grades, #1,744.\nProfessor J. H. Trybom, Detroit, Mich. — Both sewing and cooking may be made\nto serve the ends of manual training — sewing in particular. Altho the same variety\nof tools and materials as in wood construction, for instance, may not be possible, it can\nnot be said by any means that the girls have not the advantages of manual training. In\nregarding the value of manual training, the economic side is worth some consideration.\nWith due emphasis upon the educational side in teaching sewing, with careful progression\nof the exercises, and with models suitable to the age of the pupils, the aims of manual\ntraining can well be realized thru this subject.\n\nPOSSIBILITIES\n\nOF MANUAL\n\nR.\n\nSUPERVISOR\nPORT\n\nCHARLES\n\nBATES,\n\nTRAINING\n\nFOR MORAL\n\nOF MANUAL\nTRAINING,\nDEPOSIT,\nMD.\n\nTOME\n\nENDS\n\nINSTITUTE,\n\nI have been asked by our president to give some observations upon\nmy work at Elmira, N. Y., covering five years as director of manual\ntraining at the New York State Reformatory, and I have consented to do\nso, altho my relations with that institution terminated over a year ago.\nThe characteristics of manual training at the reformatory, as compared\n\n"}
{"page": 283, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nFOR\n\nMORAL\n\nENDS\n\n271\n\nwith manual training in our public-school system, arise from the fact that\nit was organized and operated for the special purpose of treating forms of\nmental and moral diseases, much as hospitals and sanitariums exist for\nthe treatment of special maladies ; and, next, that it was of value as a\nstimulus toward reformation for many who were not susceptible to other\nagencies. Manual training as a reformative agent became acceptable\nonly after searching investigation covering numbers of inmates of varying\nages, nationalities, and degrees of intelligence, and after extended observation covering a long period of time.\nIn order that you may fully appreciate what influence manual training\nhad upon these specially abnormal pupils, I shall define somewhat the\ncharacteristics of the subject, his environment before and during confinement, and his relation to society after his release. Investigation\nshows that of all persons committed to reformatories about 85 per cent,\nhave not had the advantages of good home training during the formative\nperiod, or of even respectable parents. These spores of society have been\nleft to roam ad libitum ; many could not read or write. Before conviction\nfor felony they have figured in juvenile crimes cataloged as misdemeanors ;many have spent the larger part of their lives in houses of\nrefuge, homes for boys, boys' farm schools, or like institutions. In time\nthese boys have grown into young manhood without that training which\nshould fit them for the duties of American citizenship. As a result of\ntheir environment they have learned to be deceptive, to misrepresent, to\ndissemble, to be defiant, and, what is worse, to feel that they have been\nsegregated because of their heroism ; for it is a peculiar trait in the\ncharacter of the criminally abnormal classes to feel that all society is\nwrong ; that they are sufferers at the hands of scheming speculators in\nhuman will and sovereign freedom. The state of New York maintains\njuvenile reform schools. Catholic and Protestant societies are sponsors\nfor similar schools. Into these places the spores of infected humanity are\ncrowded ; but these schools do not change criminal habits or supply new\nmotives thru well-directed self-activity. In short, they are not fitted to\ndeal with this abnormal element ; they have neither the personnel in their\nteaching force nor the apparatus ; they are for the most part officered by\nmen who have not been trained for this work ; neither are these officers\nsufficiently interested in the problems of social regeneration to fit themselves for their onerous task. So these reform schools and protectorates\nbecome houses of detention rather than schools for training in the duties\nof citizenship. In many cases they are simply treadmills of useless\nroutine without appliances for stimulating to strength of purpose or for\ndeveloping active intelligence thru profitable industry ; neither do they\nappeal thru the physical sensory organs to the higher self, to the end that\neach individual may adjust himself to the existing social laws. The real\npurpose of reform schools, protectorates, and reformatories should be to\n\n"}
{"page": 284, "printed_page": null, "text": "272\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nsuppress the disposition toward criminal habits by supplying new\nmotives, by teaching frugality and industry, and by cultivating ideals\nworthy of a pure manhood.\nAt the Elmira Reformatory these ideals have been wisely wrought out\nunder the direction of that seer, Hon. Z. R. Brockway. For a large\nnumber of inmates the usual industrial, literary, and civic regulations\nwere sufficient to inspire to a more perfect manhood, and in almost all\n• cases there has been sufficient response to these reformative agencies to\nshow that the discharged inmate has complied with recognized legal\nstandards of correct living. There were, however, a number of inmates\nwho did not respond to these agencies, and for such manual training\nwas established, the results of which lead us to the subject of this paper,\n\" Possibilities of Manual Training for Moral Ends.\"\nWith the knowledge gained from a wide experience with manual\ntraining in public schools, and its value as related to the problems in\neducation, we have a basis for operation. Manual training for defectives\nis based on this psychological fact, namely, that for every important part\nof the body under control of the will there is a region of the brain from\nwhich these parts are controlled; these are known as motor centers.\nFor instance, what we commonly call muscular paralysis is but the result\nof a suspension of the motor function of that part of the brain controlling that set of muscles ; or conversely, if these sources of stimuli are\nundeveloped or have become diseased, it is possible that they may become\naccelerated in functioning thru a development of the muscle or muscles\nwhich they control. This fact has been quite largely developed under\nthe direction of Professor Scripture, of Yale University ; many of his\nexperiments have been based upon data furnished by me while at\nElmira.\nThe influence of manual training upon the life of any pupil depends\nupon two things : first, the nature of. the tool-activities ; and, secondly, the\nrelation of these tool-activities to the life of the pupil thru the things\nfurnished as a project. These are further modified by the personality of\nthe teacher and his special fitness for the work.\nAt Elmira the selection of tool projects and the processes for the\nperformance of these ends were designed to meet and overcome the\nspecial defect in particular groups by using materials of paper, wood,\nmetal, and clay. From these materials and carefully designed models we\ncould illustrate a principle in mathematics or enforce a moral law; thus,\na force may be set in motion which shall act upon the mind, the brain,\nand the body to produce healthy beneficial thought and action. If this\nmanual work is intelligently maintained, new interests are awakened, wellordered habits lead to active discrimination, and earnest concentration\nand decisions are formed which lead to increased mental and moral\nenlargement.\n\n"}
{"page": 285, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nFOR\n\nMORAL\n\nENDS\n\n273\n\nBy careful selection of these non-responsive prisoners, based on\nclosely tabulated daily observations, we discovered that these inmates\ncould be properly grouped under one of three general classifications\nof recognized defectives. Our duty now lay in adapting manual training\nto overcome these defects and to restore the individual to a more normal\ncondition, wherein he would become susceptible to reformative influences\naffecting his release, and thereby fit himself for his return to society as a\ncontributive citizen rather than a parasitic individual.\nTo speak analytically on these classifications, I must name the groups\nand show causes for classification :\nGroup 1, mathematical defectives. — These pupils fail specially in arithmetic, likewise in trades classes where the demand for mathematical acuteness and manual expression therefrom make it difficult for these defectives\nto comprehend or intelligently pursue the outlines. This defect, if\nallowed to continue or await its eradication under the usual school\ninstruction and trades teaching, would mean much incumbrance to the\nclass organization, and thus deprive those fitted to advance of that share\nof active intellectual work which they need to qualify for parole release.\nAs soon as this arithmetical defect is recognized, the pupils are\nassigned to the manual-training school, and retained there for treatment\nuntil such time as we feel they are capable of pursuing the routine work\nof the school of letters and the mathematics involved in the projects of\nthe technological class to which they are assigned for trades teaching.\nThe manual subjects selected for this class of defectives are as follows :\nfirst term — 35 hours a week for 17 weeks: mechanical drawing, sloyd,\nwood-work, athletics and calisthenics, clay-modeling, and mental arithmetic; second term — same as above, except cardboard constructions\nsubstituted for clay-modeling; third term — same as above, except woodturning substituted for cardboard constructions.\nThe time at my disposal does not permit giving a detailed description\nof methods and showing the relation of the several tool processes to the\ndevelopment of mathematical acquisitiveness, or of showing quantitatively the moral improvement among those pupils whom I shall later\ndesignate as \"control defectives,\" or even the third group, designated as\n\"mentally deficient.\" You must accept the statements of results as I\nknow them, and as they are attested by such eminent authorities as\nProfessor Scripture, of Yale University ; Professor Richards, of Teachers\nCollege, Columbia University ; Dr. Henderson, of the department of\nsociology, University of Chicago; the late Charles Dudley Warner;\nEdward Atkinson ; Hon. Frederick Wines, of the Census Department,\nWashington, D. C; and others who might be named.\nIt is difficult to express degrees of human intelligence or moral predication interms of percentages; yet it is the accepted method for comparison, and I follow it for want of a better. So I give briefly these statistics :\n\n"}
{"page": 286, "printed_page": null, "text": "274\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\ntotal number assigned during one year for treatment as mathematical\ndefectives, 120; those improved, 46 per cent.; those unimproved, 53 per\ncent.; average time of attendance, 9 months, 3 days.\nGroup 2, control defectives. — These are persons who in the reformatory\ncommunity are anti-social. Their indifference to the rules governing\nfree society, with added antipathy to all forms of regulation which mean\nthe subordination of depraved tastes and vicious habits to well-ordered\nhabits, follows in the social organization of the reformatory ; this depravity\nis yet a part of their organism as they enter into this new life of enforced\nobservance of those necessary qualifications for citizenship ; so they do\nnot easily adjust themselves to the regulations of the new environment\nwhich requires that their habits shall be such as will develop self-respect,\nrecognize authority, and become self-sustaining thru well-directed industry, thereby forming a part of a well-adjusted fraternity. That these spores\nof humanity do not conform to regulations approximating those in free\nsociety is evidence to us of a defect in character. This is a defect in\nself-control, and it exhibits itself in many ways. These improper physical and mental manifestations indicate certain other mental and moral\nlesions ; these must be met and overcome before the subject is amenable\nto his environment, which so nearly approaches that of organized\nsociety.\nAs soon as this control defect is recognized, the pupils are assigned\nfor treatment in the manual-training school for the purpose of supplying a more intensive atmosphere. Our object is to secure a conscious\nself-activity in right directions by doing the things which make for selfrespect ; to secure thru manual performances a more earnest expression of\npermanent change of habits; to habituate them to do definite, honorable\nacts thru honest tool performances, and thru good designs, paintings, etc.,\nto suggest enjoyment for the beautiful in life ; in short, to lead them to\nhigher motives and more noble purposes.\nWe follow out this idea of manual occupation by securing projects\nwhich subordinate the physical nature, projects which tend to lift the\nmind above the ignominy of its confinement and thru regularity of tool\nperformances secure a habitual orderly employment of all the many forces\nwhich these active but badly adjusted individuals have at their command.\nThe tool processes selected for these control defectives are as follows :\nfirst term — 35 hours a week for 17 weeks: athletics and calisthenics,\ngeometric constructions, wood-turning, pattern-making, mechanical and\nfree-hand drawing, wood-carving ; second term — same as above, except\nsubstitution of molding for wood-turning; third term — same as second\nterm, except chipping and filing for molding.\nStatistical data of results in the case of control defectives : total number\nassigned and under treatment, 257 ; those improved, 30 per cent.; unimproved, 70 per cent.\n\n"}
{"page": 287, "printed_page": null, "text": "Superintendence]\n\nMANUAL\n\nTRAINING\n\nFOR\n\nMORAL\n\nENDS\n\n275\n\nGroup 3, general defectives. — This class of pupils are among the lowest order, intellectually and physically, in prison society ; men in whom\nhereditary influences for generations show a legacy of diseased bodies,\ndisordered minds, enervated brains ; and these organs have been further\nweakened by unnatural sexual practices. These pupils are between the\ndensely ignorant and the imbecile ; many of them should not have been\nsent to the reformatory, but to some permanent home for imbeciles.\nFor many of them we can, thru manual processes, physical training,\nbaths, dietary, and special elementary-school work correlated to manual\ntraining, develop sufficient mental expression to cause them to respond to\nthe general demands of school and demeanor regulations, and thus fit\nthem for some kind of honest labor after release.\nThe manual processes for these defectives are as follows : athletics and\ncalisthenics, free-hand drawing, elementary wood-work, mental arithmetic,\nand sentence-building.\nTotal number assigned for treatment, 61; those improved, 30 per\ncent.; those unimproved, 70 per cent.; average time in attendance, 11\nmonths, 18 days.\nFrom the foregoing remarks we have seen that manual training is not\nonly of value as an educational factor leading to self-activity and mental\ndevelopment, but it becomes, in the hands of the scientist — one conversant\nwith pedagogy, physiology, psychology, and applied mechanics — a potent\nfactor for moral ends. It opens up avenues for activities which are in\ndirect consonance with the laws governing moral expression. All morality\nis but a harmonious adjustment of one's higher nature with known elements in human character, which elements are the vital forces in society\nthat lift it above license, above conspiracy, above abuse. It is that force\nin human affairs which removes the disposition to riotousness, to selfabasement, and puts one in an atmosphere of conscious relation to divine\nlaw. It is clear to my mind that the presence of manual training in our\npublic-school system will have a far-reaching influence upon human activities, because it gives that delightful balance in mental growth which indicates the wisely educated person. For defectives in public institutions\nit is possible thru manual training to awaken dormant consciousness of\ncreative force ; and, further, it brings into use the neglected motor areas\nof the brain thru the enforced functioning of their corresponding muscular agents.\nI cannot close this paper on the \"Possibilities of Manual Training for\nMoral Ends \" without reference to the pertinent remark of Ruskin, made\nlong before the science of teaching was as well understood as at the present : \" A boy cannot learn to take a straight shaving or drive a fine curve\nwithout learning a multitude of other matters which the life of man could\nnot teach him.\"\n\n"}
{"page": 288, "printed_page": null, "text": "276\n\nNATIONAL\n\nEDUCATIONAL\n\nROUND\nROUND\nLEADER\n\nTABLE\n\nASSOCIATION\n\nTABLES\n\nOF SUPERINTENDENTS\n\nSUPERINTENDENT\n\n[Chicago\n\nF. LOUIS\n\nOF LARGE\n\nSOLDAN,\n\nCITIES\n\nST. LOUIS, MO.\n\nGeneral topic : Organization of the Work of Inspection and Supervision thru Assistant Teachers and Principals, so as to Reach the Grade\nTeacher.\nIn opening the discussion of the topics submitted by the president of the department,\nMr. Soldan called attention to some of the inherent difficulties growing out of the fact\nthat the number of teachers is usually so great as to render personal acquaintance with\ntheir work by the superintendent impossible, and to the necessity of depending in a\nlarge measure upon the visits of inspection made by assistants and principals.\nSuperintendent L. H. Jones, Cleveland, O. — The superintendent himself should\nmake a series of visits to the same teacher on the same day — three or four visits of short\nduration, say five minutes. On the next day he should visit the same teacher again to\nobserve how the lessons succeeding the ones which he had observed are given, to determine if the teacher had benefited by the suggestions offered by him on the preceding\nday. The superintendent cannot visit all teachers in this way, but he can visit the best\nteachers and the poorest teachers ; then thru meetings with the supervising officers he\ncan establish the general policy which shall govern the work. Meetings with principals\nshould be of the same nature.\nSuperintendent W. F. Slaton, Atlanta, Ga., with one assistant supervises the\nwork of 258 teachers. He visits each one once in each year. He emphasizes the need of\nprotecting the individuality of the teacher. He holds grade meetings, followed by general\nmeetings of all the teachers.\nSuperintendent Soldan, the chairman, pointed out the need of encouragement,\nshowing that even criticism can be made in such a way as to stimulate the teacher to\nrenewed effort. He spoke of the importance of personal talks with the teacher to correct faulty methods of questioning and kindred errors. He raised the question whether\nsupervision is for the purpose of stimulating or for lopping off, or for the combination of\nboth.\nSuperintendent Jones said that conference for the purpose of stimulating to better\nwork was the only kind that should be conducted in the schoolroom. Interviews for any\nother purpose should be conducted -in the superintendent's office.\nSuperintendent H. O. R. Siefert, Milwaukee, Wis., emphasized the importance of\nacquaintance with the teacher. Principals are the superintendent's cabinet. Teachers\nare to be influenced thru the principal. The superintendent really knows a class only by\ntaking it himself. He should, whenever possible, commend the work of the teacher as\nshown by the work of the class. He corrects his own record of a teacher's efficiency by\ncomparing it with the record of his assistant and of the principal. Men, as a rule, are\nmore helpful as principals than women. In grade meetings the teachers form their own\norganization.\nDistrict Superintendent Leslie Lewis, Chicago. — It is the duty of superintendent and principal to aid the teacher to succeed. Quite generally, if the teacher fails,\nit is our fault. To help the teacher there must be acquaintance. Such acquaintance cannot be made in five- or ten-minute visits. Criticisms may sometimes be made in the presence of the principal. Criticisms may be kindly given, and when so given are as a rule\ngratefully received. Men and women are equally valuable as principals. Teachers must\nbe informed kindly but firmly of the exact ground of the criticism.\n\n"}
{"page": 289, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLES\n\nOF\n\nCITY\n\nSUPERINTENDENTS\n\n277\n\nMr. Soldan quoted one of Lincoln's sayings, \"One drop of honey catches more\nflies than a gallon of vinegar,\" and another from the Talmud, \" There is a soul of goodness in things evil.\" He then raised the question of how to avoid collision of authority\nin making suggestions to teachers.\nMr. Lewis answered that he makes such suggestions in the presence of the principals.\nMr. Siefert advised telling the teacher, \"Do as the principal told you,\" and then\nworking with the principal to make the correction.\nMr. Jones recommended such an understanding with supervising officers that such\ndifficulties will rarely occur.\nSuperintendent W. N. Hailmann, Dayton, O. — The superintendent must deal\ndirectly with the principal, conferring with him before making criticisms of teachers. Let\nthe principal deal with the matter without help, unless he wishes it. Kindness and benevolence should be exercised, but, in some instances, a time comes when a teacher must\nbe asked to resign. The principal must be made to feel his responsibility as well as his\npower. Organizations help. The superintendent should seek the advice of his principals, should encourage free discussion, should give credit for assistance. He should not\nrequire things done in this way or that way, but should aim only at the accomplishment of certain results. Thru teachers' meetings teachers realize their own shortcomings. Teachers may sometimes be transferred to a more appreciative principal. Both\nprincipals and teachers should be led to understand that they, not the superintendent,\nmake the school.\nTeachers in Dayton are divided into chapters for the study of certain lines of work,\nas literature, history, geography, etc. Those deficient in any direction are advised to join\nthe chapter devoted to the study of that subject. The superintendent calls attention to\nsources of information. He places the stress of supervision upon the attitude of the\nteacher toward the children.\nEx-Superintendent Anderson, Milwaukee, Wis., holds that the superintendent's\nservices are more effective in speaking to the entire body of teachers about meritorious as\nwell as about faulty methods, since he can select those which are typical. He does not\napprove of meetings presided over by elected officers.\nHe would appoint the officers.\nSuperintendent Hailmann has three times a year what he calls a house-cleaning\nday. The good things observed are summed up, and errors pointed out. Teachers of\nrecognized ability are invariably selected by the teachers to lead the chapters ; highschool teachers often being among them.\nSuperintendent Soldan explained the character of the teachers' meetings held in\nSt. Louis. At the opening of school each year the 1,700 teachers are invited to come\ntogether to hear an address given by the superintendent. Attendance is voluntary, yet\nmore teachers attend than when attendance was required. The opening lecture is a condensation ofthe experience of the previous year. There are weekly meetings of teachers\nin various departments, all of which are voluntary. These meetings occur usually at\n3 : 30 in the afternoon, with permission to those who wish to attend to close their schools in\ntime to reach the place of meeting. Principals' meetings occur as often as once in six\nweeks. The superintendent formulates certain broad principles as a basis for discussion.\nTeachers are encouraged to criticise the administration. Thanks are always returned to\nthe teachers for such criticisms. Tho anonymous criticisms deserve nothing better\nthan the wastebasket, yet, on the ground that no principal should be kept in ignorance of\nany statement affecting the work, such communications are sent to the principal to whom\nthey refer, with an explanation of the superintendent's low estimation of their value and\nwith the request that they be returned.\nTeachers in St. Louis are appointed from among the graduates of the city normal\n\n"}
{"page": 290, "printed_page": null, "text": "278\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nschool after one year of apprentice teaching. They meet every second Saturday\nduring that apprentice year for the purpose of receiving instruction or for observing\na model lesson given by a teacher of some class that has demonstrated the excellence\nof its work. A pedagogical society was organized in 1869, with membership dues of\n$1 a year. Membership at present is 900. Thru this organization professional spirit is\nenhanced.\nSuperintendent Z. H. Brown, Nashville, Tenn., never criticises a teacher until\nthe principal has been consulted. The superintendent may sometimes be mistaken. His\nvisits to teachers last from five minutes to thirty minutes. His teachers meet by groups\nto study certain subjects, each teacher being required to attend one of two possible meetings every two weeks. A large majority of them attend both meetings. These meetings\noccur at 3 : 30 in the afternoon, and last forty-five minutes. When a subject occurs in\nthe grades, extending up into the high school, the high-school teacher of that subject is\nthe leader of the class.\nSuperintendent William J. M. Cox, Moline, 111. — Criticism, when it must be\ngiven, had better be given in the presence of the teacher alone. Mr. Brown never criticises a teacher in the presence of a third person. He expects the principal to request the\nteacher to correct such faults as he himself may discover, or as the superintendent may\npoint out.\nDistrict Superintendent Miss M. Elizabeth Farson, Chicago, considers it\njust as wrong for the superintendent to be continually talking about poor teachers as\nit is for the teacher to be continually talking about bad children. Show the teachers\nhow to become better teachers. Superintendents of Chicago, Miss Farson believes, are\nvisiting their schools largely for the sake of learning. Superintendents can learn far\nmore than they teach. Their function is to find commendable things and extend them.\nOn taking charge in her district, in the first four days she visited each principal in her\ndistrict. Before making suggestions she heard what each had to say. This was also her\ncourse with the teachers. What the teachers need is more courage. No superintendent\nhas a right to go into a schoolroom except as an expert. He must be able to do everything that he expects his teachers to do. Everything in the room is a sign of the teacher.\nEverything in a building is a sign of the principal. All meetings of teachers are\nvoluntary. In closing she said : \" Test the atmosphere of the schoolroom, look for\nthe strong things, show the principals and teachers that you are there to help them.\nTry to create an atmosphere in which the teacher can work out her own salvation with\nfreedom.\"\nSuperintendent T. M. Balliet, Springfield, Mass., called attention to the danger\nconfronting the superintendent of losing himself in a mass of petty details. The tendency in college administration and in school supervision is to make so prominent the\nbusiness side as to consume all the time at command in the mechanism of the work, to\nleave no time for personal growth, on which all effective leadership depends. The superintendent must secure time for study. Unless he is a student, he will find it absolutely\nimpossible to get his teachers to study.\nThe things we have to do should be classified. Some of them are so comparatively\nunimportant that we should put them off until the next day and then forget to do them\nat all. It is more important with another class of duties to make a decision promptly\nrather than carefully. Any decision is better than delay. Then there is a third class of\nduties that must be performed only after the most careful consideration and after consultation with principals and teachers of special ability.\nSet apart sacredly one half-day each week for study. Go where no one can find\nyou. Mr. Balliet stated that his own practice had been to devote the month of April\nmainly to study; in that month visiting schools only occasionally and not with any definite purpose. He emphasized the value of scraps of time for reading.\nIf we let our\n\n"}
{"page": 291, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLES\n\nOF CITY SUPERINTENDENTS\n\n279\n\ninterest in study die, we ought to resign. Read thoroly in one or two lines and broadly\nin other lines. In our meetings it is a mistake to confine our discussions to details. For\ninstance, a talk upon discipline once in ten years should be sufficient. Let results of\nreading come out in teachers' meetings. We need to reach a certain point before we get\nthe desire to go on. The high-school graduate and the graduate of the normal school\nhave not reached this point. If the superintendent has reached it, he can inspire his\nteachers to reach it.\nMr. Jones said the superintendent has two chief duties : first, to develop ideals and\nstandards ; second, to inspire teachers to work.\nSuperintendent E. H. Mark, Louisville, Ky. — Some work must be detail work.\nYou cannot give the teacher adequate help in general meetings. Those are for inspiration. On account of their excellence some rooms need to be visited but seldom. The\nsuperintendent is employed as an expert. He is a physician who must diagnose diseases. If the teacher is a noisy teacher, help may be given by taking her without comment to visit a room of the same kind in a distant building. After such a visit one\nteacher said, after observing the example for a few minutes : \" Let me go back to my\nroom ; you needn't say a word.\" Teachers work better if they themselves discover their\nfailings.\nIt is Mr. Mark's practice to hold conferences with teachers, inviting to such conferences those needing help and those able to give the help needed. He would avoid\ncreating antagonism.\nDistrict Superintendent A. G. Lane, Chicago. — The agencies set in motion\nby the superintendents should be to aid the teacher to greater efficiency. The principal\nis the central power in directing the work. The greatest efficiency is secured thru those\nprincipals who can step into a schoolroom and illustrate the kind of work that should be\ndone in any grade ; therefore he should help the principal to become master of every part\nof the work. Sympathy between superintendent and teacher, and between teacher and\npupils, is essential. The superintendent should hold meetings with principals to inculcate high ideals and to cultivate the proper spirit. The principal has the general direction of the work in his building. The superintendent goes into the rooms to see that\nthese directions are carried out. About one-half of the principals promptly carry out suggestions. Individual work has to be done with the others. One of the most effective\nmeans for improving work and establishing high ideals is the grade meeting in which\nillustrative class exercises are given by skilled teachers and observed by visiting teachers.\nThe week before the opening of school in September is devoted to voluntary meetings of\nteachers whose professional spirit brings them together to make preparation for the work\nof the year.\nSuperintendent C. G. Pearse, Omaha, Neb., emphasized the importance of the\nbusiness side of supervision. The office of superintendent of schools is of American origin.\nEach superintendent has developed along individual lines. In time we shall have the man\nstrong on both the business and the educational side. Mr. Pearse commended the idea\nthat the superintendent is to set up standards. He held that it is sometimes necessary to\nspeak of the poor teachers, of the \"dead wood\" in the profession. We cannot deal\nwholly with inspiration, tho that is pleasant.\nDistrict Superintendent Charles D. Lowry, Chicago, finds teachers always\nwilling to do hard and tiresome things because they require the least thought. He finds\nit difficult to get them to give up useless drudgery. He regards it important for the\nsuperintendent to show them how to do their work with as little expenditure of energy\nas possible, as for instance in the minute marking of examination papers. A teacher can\neasily use all of her time and that of a secretary in doing unprofitable routine work.\nShe should reserve her strength for teaching rather than for recording, for personal rest\nand for broad study.\n\n"}
{"page": 292, "printed_page": null, "text": "28 o\nROUND\n\nNATIONAL\nTABLES\n\nEDUCATIONAL\n\nOF SUPERINTENDENTS\nSECTION\n\nLEADER\n\nASSOCIATION\n\nSUPERINTENDENT\n\nOF SMALL\n\n[Chicago\n\nCITIES\n\nA\n\nL. E. WOLFE,\n\nKANSAS\n\nCITY, KAN.\n\nGeneral topic: The Work of the Superintendent in Small Cities in\nDeveloping Greater Efficiency in the Teaching Force.\nSub-topics:\ni. What must the superintendent do to insure the advancement of pupils thru the grades along a straight,\nrather than a broken, line of progress ?\n2. Necessity for grade teachers knowing the purpose, scope, and plan of work in grades higher and\nlower than their own.\n3. What knowledge of the grade work should high-school teachers have ?\n4. Means for increasing power of individual teachers in testing, teaching, drilling, and in the proper\nassignment of the lesson.\n\nSuperintendent A. K. Whitcomb, Lowell, Mass. — \" What must the superintendent do to insure the advancement of pupils thru the grades along a straight, rather\nthan a broken, line of progress ? \"\nI question whether there should be uniform progress thru the grades. I take the\nquestion to mean uniform opportunity. I believe in allowing teachers the largest possible\nliberty. In Lowell the teachers are made sufficiently uniform in method by being introduced into the corps thru a year's work in the training school. 1 commend teachers'\nmeetings. I also give examinations for promotion of pupils, having as one object the\nshowing of teachers what work it is expected to accomplish, and the power which\npupils are expected to possess in passing from the grade.\nSuperintendent J. H. Glotfelter, Atchison, Kan. — Some teachers will not\nkeep their work up to the general level of excellence required. If the superintendent\nhas realized his aims in any degree^he has, thru his teachers' meetings and personal\nwork, developed the varied excellencies of his corps. The new teacher will get the\ninspiration needed in the teachers' meetings, from contact with other teachers, and from\nconference with the superintendent. The superintendent may also direct the professional\nreading in part, and thus give direction to their methods. The teachers' grade meeting,\nvisiting other teachers in their rooms, conversation with other teachers, and personal\nvisitation, with sympathetic criticism, directing of the professional reading, are the means\na superintendent may employ in unifying the work of his teachers, so that each may\noffer inspiring, interesting work.\nSuperintendent W. F. Selleck, Austin, Minn. — The visiting days are excellent\nmeans of acquainting new teachers with the work of the schools.\nSuperintendent Joseph Carter, Champaign, 111. — In Champaign the teachers\nof each grade hold teachers' meetings at the room of one of their number while school is\nin session. The work of the room is discussed, and the supplies are examined. Each\nteacher is allowed a sum of money to purchase such materials as she wants. The superintendent leaves the teachers together to discuss their work, and feels that their discussion\nwill be freer in his absence.\nThe teachers are also sent to other cities to visit.\nSuperintendent Darius Steward, Stillwater, Minn. — An institute of one week,\nconducted by the superintendent, held just before the opening of school, is an excellent\nmeans of unifying the work of the various teachers. The superintendent should hold\nexaminations for the purpose of getting acquainted with teachers ; he should also do\nillustrative teaching in their presence.\nPresident I. C. McNeil, West Superior Normal School, Wis. — \" What must the\nsuperintendent do to insure the advancement of pupils thru the grades along a straight,\nrather than a broken, line of progress, with experienced teachers ? \" is a question that\nshould claim the attention of superintendents of small cities, and the attention of others\n\n"}
{"page": 293, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLES\n\nOF CITY\n\nSUPERINTENDENTS\n\n281\n\nwho are interested in the problems of education. As I look at the question, the superintendent must know what a straight line of progress is, and how it may be established. In order that this knowledge may be his, the superintendent should be a man\nof liberal culture, of active sympathies, of wide experience with the affairs of the world,\nand of methodical professional training. The fact that a person has graduated from a\nuniversity is but a small element in the qualifications he should possess in order to have\na true knowledge of the duties and responsibilities of a superintendent.\nThe superintendent needs all the help that may come from courses in normal schools,\nor from pedagogical courses in universities that are equipped to invite the attention of\nmen and women to the problem of instruction or of school management. It is true that\nmany of the most capable and distinguished superintendents in this country today have\nlearned thru failures — thru harm done to pupils and teachers — what to do and what to\navoid. It is quite true that many qf the things that are harmful, and that draw attention\naway from the straight line of progress, may be overcome by a proper study of supervision and its allied problems, in properly conducted professional institutions. It is\nequally true that there must be something in the aptitude of the individual for the work\nattempted, for many never can become apt, tactful, forceful superintendents. The superintendent with insight and adjustability must learn, somehow and somewhere, what the\nstraight line of progress is, and how to establish it.\nAgain, the superintendent should, thru personal contact, by observation of classroom work, and by noting the development of pupils, have an intimate knowledge of the\nworking power, scholarship, educational philosophy, habits, and abilities of his teachers\nto stimulate the advancement of pupils thru the grades in a straight line. Knowing, as\nthe superintendent should, what ideals are right and what are wrong ; knowing what\nmethods are wasteful and what methods are helpful ; knowing what philosophy tends to\nmovement along straight lines and what brings little returns ; knowing what character is\nsteady and what character is vacillating; and knowing how to adjust means to ends, he\nwill find the problem partly solved by being factored.\nWhen the teacher's qualifications, methods, character, and aims are understood, the\nsuperintendent must put himself in such relations with each teacher as will cause her to\nkeep on doing well the things that are now done well, and to change ideals and\nphilosophy in those items of work that are done poorly. In the final summing up it\nwill be found that occasionally a person cannot be led or persuaded to approach a\nstraight line of progress because of deficiency in character, in scholarship, or in educational ideals.\nThe next step in solving the problem is to determine what is best to be done after\nthe causes of waste, friction, or demoralization are known. Occasional removals of\nteachers who do not strive to approach a straight line of progress and to make growth\nwill stimulate to better endeavor others who are weak on the character side. Teachers\nof right character, but weak in scholarship, should be induced to seek sufficient academic\ntraining in good professional schools, and they should find their positions open to them\nagain when they have had the training which results in sound scholarship. It is a\nwonderful help to schools to have teachers leave for a year or two to study. Example is\ncontagious ; many superintendents in Wisconsin have found the plan outlined a good one.\nScholarship and professional investigation will raise educational ideals as nothing else\ncan. Agitation of educational questions, leading to personal introspection and consequent assimilation, will help to keep the teachers of experience in the grades along the\nstraight line of progress ; provided the superintendent, because of natural and acquired\npowers, is able to guide his own activity, and that of others, to direct and purposeful ends.\nSuperintendent Arthur Powell, Marion, O. — A good course of instruction,\ncorrelation of work by teachers, and large common-sense on the part of the superintendent are the essentials.\n\n"}
{"page": 294, "printed_page": null, "text": "282\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[\"Chicago\n\nSuperintendent R. A. Ogg, Kokomo, Ind. — There is danger of placing too much\nemphasis on the course of study — danger that the teacher will become \" professional,\"\nand that the influence of her personality will be lost.\nSuperintendent F. Treudley, Youngstown, O. — There is danger of becoming so\nentangled in the school machinery that the womanliness of the woman or the manliness\nof the man will be lost. Men and women of rare culture and great spirit should be\nbrought before the teachers. They should be led to study something besides the course\nof instruction, in order to liberate themselves from their own whims.\nPresident John R. Kirk, State Normal School, Kirksville, Mo. — Lectures by the\nsuperintendent the day or week before school opens in the fall are not likely to be very\nprofitable. They are usually full of abstractions and platitudes which the superintendent\nhas collected during the summer. Most of them are difficult to digest and impossible to\nassimilate. To the superintendent himself they may be very satisfying. To the teachers\nat large they are often nauseating in the extreme. The teachers sometimes listen respectfully, because they cannot help themselves. Of course, I may be mistaken, but it does\nseem to me that the superintendents who have spoken here today do enormously exaggerate the importance of their official dogmatizing before their teachers.\nCertainly all teachers should know what is taught in the grades above and below\ntheirs, but the whole tendency of our time is against such knowledge. Each college\nprofessor devotes his life to his specialty and usually has little sympathy with anything\noutside of it. He is engaged in plowing out for himself grooves which sometimes hide\nhim from the eyes of men.\nTeaching in one grade for several years has a strong tendency to circumscribe the\nhorizon and destroy the versatility and the adaptability of the mind. We are all more or\nless creatures of habit. The longer we work in a single department or with a single grade\nthe more completely automatic we become, and the more largely our mental action passes\nbelow the plane of consciousness. So great is the tendency to specialize in the high\nschools and in specific grades that a great many excellent people become useless for any\npurpose excepting the work of their department or their grade. They therefore become\nalmost as mechanical as the wheels in any other machine. In too many cases the chief\nbusiness of the superintendent seems to be to make the machine as perfect as possible,\nregardless of the effect on the wheels.\nThe summer school is the salvation of many souls that are pedagogically and academically dying. The teacher in the grades should spend at least each alternate summer in\nsuch a school, refreshing and expanding the soul by actually studying out and reciting\nsomething in advance of former studies. It is sheer folly to suppose that anyone is hurt\nby summer work.\nThe healthiest people are those who work in summer.\nTeachers in the grades usually suffer from an excess of stuff alleged to be pedagogy.\nThey need the emancipation which comes from the habit of delving in fresh new knowledge. They need to be transferred from one grade to another about once every three\nyears or oftener.\nOtherwise they are likely to become little more than automatons.\nSuperintendent M. A. Whitney, Elgin, 111. — Teachers of grades should know\nthe work of every grade. Specialization is detrimental to harmonious development thruout grades.\nSuperintendent F. V. Hubbard, Redwing, Minn. — The Redwing schools are\nleaning toward specialization in the seventh and eighth grades. The teachers should\nvisit other schools to get better views on their special lines.\nSuperintendent John Richeson, East St. Louis, 111. — So much emphasis of the\ncourse of study tends to a loss of the feeling of personal responsibility on the part of the\nteachers. They want to shift it upon the superintendent. Specialization is a curse in\nthe grammar schools. The teachers should be specialists only in boy study and girl\nstudy.\nEvery teacher should be able intellectually to take any grade.\n\n"}
{"page": 295, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLES\n\nOF\n\nCITY\n\nSUPERINTENDENTS\n\n283\n\nSuperintendent A. K. Whitcomb, Lowell, Mass. — Many schools do not have\nsupervising principals to unify the work of the teachers. How shall teachers be made to\nappreciate the work of grades above and below their own ?\nSuperintendent G. V. Buchanan, Sedalia, Mo. — Teachers ought to know, and do\nknow, each year's work. Teachers' meetings in the buildings in which the problems of\nall the grades are discussed keep teachers posted on the entire work. Revisions of the\ncourse of study are made with the assistance of a committee of teachers from all grades.\nTeachers visit all grades ; thus they keep in touch with the entire work.\nSuperintendent McDonald, Henderson, Ky. — I secure courses of instruction from\nother superintendents and place them in the hands of my teachers for study. Teachers'\nmeetings at which the methods of teaching single subjects are discussed are excellent\nfor keeping teachers posted on the entire grade work. Teachers will benefit by being\nrequired to plan work for all the grades.\nProfessor C. M. Woodward, St. Louis. — It takes more than a year to complete\neach year's work. Teachers sin tremendously in keeping children back who ought to go\non. The ages of pupils in each grade ought to be published in our reports.\nSuperintendent Aaron Gove, Denver, Colo. — Teachers ought to be very familiar\nwith the work of all the grades. This discussion has dealt too largely with the machine.\nTemperament, beauty of character, and adaptability should be made the basis of assignment. The teacher with the temperament, character, and spiritual power adapted to small\nchildren ought to be teaching them, and her salary for such work should be no less than\nfor a more advanced grade. Let us have less worry over the mechanical side and more\nattention to the spiritual side — the character side.\nSuperintendent P. R. Walker, Rockford, 111. — Teachers should know the grade\nwork fully. High -school teachers who do not understand what is done in the grades\nmisjudge pupils entering their classes. Better results will be secured in every grade when\nthe teacher knows the work of the preceding grades.\nSuperintendent George Griffith, Utica, N. Y., in discussing sub-topic No. 4\nsaid : I shall assume that my sub-topic covers all that we are wont to include under the\nexpression good teaching. I exclude from special consideration the items of discipline,\npersonal influence, loyalty, etc. The question thus becomes : \" How shall we secure better\nteaching from those under our supervision ? \" Next to that of selecting good teachers,\nthis is the most important of a superintendent's duties.\nI shall presuppose that the superintendent is competent, is absolutely honest in his\nwork and dealings with the teachers, has sympathy with the teachers and with the children in all he does, and has to some extent the power of inspiration.\nIn order that we may bring, not simply a few, but all, of our teachers to a higher\nefficiency, three mediate results must be accomplished : (1) The right spirit must be generated among the teachers collectively and individually. We must secure the wish to grow\nand the willingness to work for that growth. (2) Our teachers must be given the opportunity to know what better work is and how to do it. (3) Those not reached in other ways\nmust be compelled to improve, or resign. The means for accomplishing these three\nresults are as well known to you as they are to me. We differ mainly in the relative\nimportance we attach to some of them. Allow me briefly to classify these means with\nreference to the above-mentioned three results, and to place my personal emphasis upon\nsome of them.\nTo bring into our teaching corps the desire to grow and the willingness to work, we\nneed teachers' meetings of various kinds ; a professional library and some way to get the\nteachers to read it ; a chance for teachers to see, either in their own schoolrooms or in\nschools where they may be visiting, some really skillful teaching; and, lastly, the certain\nknowledge\nthat improvement\nand superior work will be rewarded\nby promotion.\n\n"}
{"page": 296, "printed_page": null, "text": "284\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nTeachers' meetings are of various kinds and for various purposes. The kind to which I\nrefer in this connection is for the entire body of teachers, is not too frequently called, and\nis addressed by some inspiring educational leader, like Dr. G. Stanley Hall, Dr. E. E.\nWhite, Colonel Parker, or President Draper (I speak of those we have had); or, on rare\noccasions, may be addressed by the superintendent himself when he has some living message to deliver.\nVisitation by the teachers to other schools is very important. If I were asked to\nname the one thing that, more than anything else, brought a new spirit of progress into\nour Utica schools, I would say that it was the visitation, by different teachers, of schools\nin other cities. It is one of the very best antidotes to the poison sure to come into any\ncity school system by the policy of training and employing only local teachers. It\nendangers the complacency almost certain to creep into any system long continued under\none management. Leave of absence without loss of pay should be freely granted teachers\nwho will visit schools in other places. In some way the inspiration they thus catch, and\nwhat they thus learn, should be communicated, upon their return, to their fellow-teachers.\nMost of us and most of our teachers are human, and if there is to be a universal\ndesire and determination to improve, there must be certainty of reward for the superior\nteacher. We should help our teachers to the better positions in our own city. We should\nhelp our best teachers to better positions in other cities. Do you say this course will\nlose to us our best teachers ? True. We lost eleven one year, and I am happy to say I helped\nnine of them to get these better positions. Our board of education knew I did it. I say\nto the board and to my teachers that I shall continue to do this. The board says that it is\nright, and immediately releases a teacher, or raises his salary, whenever he can do better\nelsewhere. Altho by this policy we lose some of our teachers every year, our belief\nis now well established that it puts all teachers on their best endeavors, pays in all\nrespects, and is just.\nAmong the means a superintendent may use for bringing to the knowledge of his\nteachers what better work is and how to do it, I mention teachers' meetings, study classes,\nprofessional reading, summer schools or institutes, illustrative teaching before the teacher,\nand visitation of other schools. I emphasize study classes and illustrative reading. With\nfew exceptions, we have under our supervision a large number of teachers who have never\nhad an opportunity for systematic scientific study of education, and many of them are\nanxious to do that kind of work. Now, if we as superintendents can unite such teachers\ninto a class to take hold of the subject and study it week after week thru a year, we can\ndo an incalculable amount of good. All these classes should be elective to the teachers.\nThey join on their own option •, but when 'they have once joined, they are enrolled, the roll\nis called, attendance is expected so long as they belong to the class, and the preparation\nof lessons is expected. Such classes I have carried on in psychology, in child study, in\nmethods in two or three common branches, and in the study of valuable educational\nbooks. I know my teachers have been helped by them. Let me emphasize that these\nare not the regular teachers' meetings, that they are not lectures, but that they are regular\nclasses for study.\nThere is a power and there is a danger in the use of illustrative or model teaching\nbefore a teacher as a means of increasing her skill. Nothing makes a direction or suggestion so well understood by the average teacher as to see it put into concrete form then\nand there. This should also be followed by discussion of what was done. This illustrative teaching may be done by the superintendent or principal in a teacher's room for her\nindividual benefit, or by the superintendent or some teacher before a body of teachers as\nan illustration of principles or as a basis of discussion. Wherever it is done it has the\npower always attaching to the concrete. The attendant danger against which we must\nguard is that it may be done or received simply for imitation. Deliver me from the\nsuperintendent who sets a pattern when he should illustrate a principle, and from the\nteacher who adopts when she should adapt what she may have seen.\n\n"}
{"page": 297, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLES\n\nOF\n\nCITY\n\nSUPERINTENDENTS\n\n285\n\nWhat I shall say under my third head belongs, perhaps, more to the general topic of\nthis round table than to my special sub-topic ; still I think it has legitimate bearing upon\nthe lesser topic. Those teachers not reached in other ways must be compelled to improve\nor resign. We should deal with them frankly, in a straightforward manner, and with no\nshifting about at all. We should have plain talks with them. We should offer criticism,\nfavorable and encouraging, wherever there is any work upon which to base such commendation. We should look for such things as we can justly praise ; but when the sum\ntotal of a teacher's work is decidedly bad, honesty to ourselves, fairness to her, and justice\nto the children should preclude us from leaving the impression upon the teacher that she\nis doing as well as she should. There will be some times with some teachers when we\nshall be obliged to say with all soberness : \" That was poor work ; \" or, \" You are doing\npoor work. I want you to go home and think about it and then come and see me again ; \"\nor, \" You are doing no better than when I talked with you before, and I am forced now\nto the position of saying to you frankly that, unless there is improvement within a certain\nreasonable time, I shall be obliged to report you to the teachers' committee for dismissal.\"\nIf this, added to all other possible efforts, does not bring the desired result, the time has\ncome when I, as a superintendent, must realize my responsibility and save the little\nchildren who are helpless and almost hopeless in the hands of such teachers. How shall\nI do it ? I will tell you what I believe in doing, and what I have done time and again.\nI have put a recommendation in writing — in black and white — directed to the teachers'\ncommittee, recommending that such and such teachers' resignations be asked for, and if\nthey are not forthcoming, that their places be declared vacant, for reasons which are\ndefinitely stated. \" Now, gentlemen,\" I say, \" the responsibility is no longer mine.\" I tell\nyou, fellow-superintendents, that there are not many teachers' committees which will not\nfeel, under such conditions, that your recommendation is based upon the right in the matter.\nThey will take that written recommendation and will act upon it. I can talk to them and\nsuggest, and even urge, such action, but frequently there is no action taken ; but when I\nput that recommendation into black and white, it will accomplish something. Such a\ncourse has definitely placed the responsibility, and there are few boards that will not take\naction.\nA word in closing. I want to say that I would never dictate to teachers. I want to\ngive the greatest possible freedom to my teachers. I wish them to study and think. So\nfar as possible I wish them to be original in their methods. I do not want uniformity\nin my schools. The highest tribute I ever received to my work was when an able superintendent said to me, after a day or two spent in my schools : \" I have not found two\nschools alike.\"\nFrom this somewhat long, and I fear tiresome, inventory of ways of working to\nimprove teachers in service, we must select and modify according to the conditions under\nwhich we work or the ends we would attain. Over and above all ways of working are\nthe clear recognition by the superintendent of high ideals, well-digested plans for attaining the desired ends, and a never-failing determination to \"get there.\"\nSECTION\nLEADER — SUPERINTENDENT\n\nWILLIAM\n\nB.\nJ. SHEARER,\n\nELIZABETH,\n\nN. J.\n\nGeneral topic: Grading for Efficient Organization in the Interests\nof Pupils.\nSuperintendent Shearer, the leader, stated that the need of greater elasticity\nin grading and promoting was generally conceded. He quoted from data collected\nby Dr. Harris in confirmation of his position. He also called attention to the frequency of this general topic on the programs of the Department of Superintendence\nfor a number of years back, as showing the deep interest in the question.\nHe said that\n\n"}
{"page": 298, "printed_page": null, "text": "286\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nno single scheme should be adopted to the exclusion of all other plans, but insisted\nthat, in all schemes, the individuality of the pupils should be given that freedom essential under our American ideals. He stated the three essentials of a good plan of grading\nand promoting to be : first, accurate classification of pupils ; second, proper provision\nfor reclassification ; third, a proper apportionment of work, with no specific assignment\nof a given quantity of work to be done in a given time. In closing, he urged that\nwritten examinations should not be made the basis of promotions.\nSuperintendent E. M. Coleman, Fort Dodge, la., in opening the discussion stated\nthat he had been requested to present the plan of grading and classifying that he had\nbeen using for the past nine years. In doing this, he wished to be understood as not\nclaiming his plan as the only one, or as a perfect one ; but said that he had found it well\nadapted to the conditions under which it had been used. He also took occasion to give\nthe credit to Dr. Harris, as it was essentially the plan of short intervals between classes\nused by the doctor in St. Louis some years ago. He recommended the plan for any\nschool having eight grades below the high school. In the lower four of these grades\nthree classes should be given to each teacher, and in each of the other four grades, only\ntwo classes. As the work of the grades is generally considered to consist of eight years'\nwork, of thirty-six weeks each, or 288 weeks in all, these twenty classes would make the\nclass interval about fourteen weeks, if the rate of progress of the slower or average\npupils be taken as the standard. But the rate of advancement should be determined by\nthe needs of the best and of the poorest in the class. That is, the work should be given\nas rapidly as the best of the class can maintain a strong standing in it, and not rapidly\nenough to prevent the slowest members of the class from getting a fair hold on the work\nbeing passed over. In actual practice this rate is found to be about twice as fast as\nwhen the effort is to have all, or most, of the class master the work the first time over.\nFrom this it appears that the rate of progress over the course reduces the class interval\nfrom about fourteen weeks, as given above, to about seven weeks.\nIn order to protect the pupils who do not master the work the first time over, each\nclass is turned back to the place in the course of study just reached by the next lower\nclass, at intervals varying in practice from six to ten weeks, and the work is again passed\nover at about the same rate as before. This gives to the pupils who did not at first\nmaster the work the chance to take it a second time, while it is still fresh in their memories ;and experience has shown that they profit greatly by this opportunity, as very few\npupils under this plan are in a discouraged or indifferent attitude of mind. On the other\nhand, it is urged that the habit thus engendered of trying to do the best they are capable\nof doing changes many a so-called dull pupil into a strong pupil.\nAs each class turns back to the place reached in the course of study by the class next\nbelow it, and then takes the work* at the pace suited to the needs of the best and of the\npoorest, as explained above, it is an easy matter to provide for the very strong members\nof each class at the time of these reviews, by simply advancing them into the class that\nhas reviewed back to meet their class. In other words, these strong pupils merely omit\nthe review, and go on without omission of any of the work. The only difference that\nhas been made with them is that they are now reciting with another set of pupils, where\nit may not be so easy for them to stand at once at the head of the class. In practice\nmost pupils pass over the work at least twice. A great many of the pupils who\nwere in the lower class of a room remain with the same teacher a whole year, while\nit is seldom that a pupil changes teachers more than once in a given year, if he starts in\nthe lower class of a room. It is possible for a pupil to change teachers twice in the year,\nif he is in the higher class of his room at the opening of the year, but the number so\ndoing is not as large as might be imagined, nor has it seemed to be seriously to their disadvantage when it has occurred.\nThe basis for determining the fitnes of pupils to advance is the judgment of the\nteacher in charge of the work.\nWritten work may be given by her as often as desired,\n\n"}
{"page": 299, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLES\n\nOF\n\nCITY\n\nSUPERINTENDENTS\n\n287\n\nbut it is never to be made the sole basis of promotion. It is not only what a child has\ndone, but also what he can do, that should determine this question ; and it is sometimes\nsimply a question as to where he will get the most good, even tho he has not attained to a\nsatisfactory standard of work passed over. Some children should be promoted to the\nnext work simply because they have done all they are able to do with the work already\npassed over.\nIn closing, Superintendent Coleman said that he valued the plan more for the interest\nit develops in a school, and for the influence it exerts toward bringing out the best that is\nin a child, than he does for any capacity it may have for getting children rapidly over a\ngiven amount of work in a given time.\nGreat interest was manifested in the discussion which followed, and the expression of\napproval of the principles presented was practically unanimous. A number of superintendents explained how they were reaching a similar result by plans varying more or less\nfrom the one outlined by Superintendent Coleman.\nSECTION\nLEADER\n\nSUPERINTENDENT\n\nT.\n\nC\nA.\n\nMOTT,\n\nRICHMOND,\n\nIND.\n\nGeneral topic: Correlation of High-School and Grammar-Grade\nWork.\nSuperintendent F. D. Boynton, Ithaca, N. Y., emphasized the following points :\n1. By such correlation one year of time can be saved for advance work without\nincreasing the burden of either teacher or pupil. This can be done by correlating the\nwork of the seventh, eighth, and ninth grades.\n2. A better secondary program can be offered. The question is : Are we giving\nvalue received in our high-school work ? High schools should be distributed geographically over the city and thereby brought nearer the masses.\n3. Pupils will come under the teaching of both men and women. He would advocate the employment of more men as teachers in the higher grades. Boys at this age\nshould have the advantage of being taught by both sexes.\n4. The grammar-school program will thereby be . truly enriched with the essentials\nof knowledge — Latin, French, German, English, with history. Enrichment of the\ngrammar-school course has taken the form of additions instead of correlations. The\nproblem before us is : How can we induce our pupils to continue their work into the\nhigh school ? He would give only a usable knowledge of geography ; would stop the\nstudy of English grammar early, and give an option in the seventh and eighth years in\nLatin, French, German, or literature. No subject in the public-school course is so important and so essential as history, and especially civil government. These should be put so\nlow down in the course that the pupil will stay there until he gets them. They should be\ngiven him before he reaches the age at which he escapes the truant law. Manual-training\nand commercial courses should be continued into the high school.\n5. The financial problem outside the great cities does not present insurmountable\ndifficulties.\nIn the large cities the present grammar-school buildings may be used.\nProfessor A. F. Smith, Kansas City, Mo., showed that seven years covered time\nspent in the elementary schools of that city, and eleven years the time spent in both elementary and high school.\nProfessor Daniel E. Phillips, Denver University, had canvassed various systems\nof schools, and strongly indorsed the position taken by Superintendent Boynton.\nPrincipal George H. Rockwood, Chicago, would look at a subject from the\nstandpoint of the child and would not scatter the fiigh schools. The question is, after all, a\nfinancial one.\nHe spoke of a reaction in some schools against algebra and Latin in the\n\n"}
{"page": 300, "printed_page": null, "text": "288\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\neighth grade.\nHe did not think that Latin in the seventh and eighth grades had accomplished all that had been expected from it.\nSuperintendent T. A. Mott, Richmond, Ind., described the working of the system\nin his schools. All seventh and eighth grades in the city are collected in one building, and\nwork is done on a departmental plan. In one and one-half years pupils do a strong\nhigh-school year's work in Latin and German. Parents elect whether pupils shall take\nLatin and German. Subjects such as algebra, etc., are well fitted for eighth-grade\nchildren.\nSuperintendent Smith, Danville, 111., gave it as his observation and experience\nthat pupils taking algebra in the eighth grade were not better prepared for high-school\nwork.\nSuperintendent J. F. Keating, Pueblo, Colo., gave as his judgment that the\nwork in algebra was not applicable to grade pupils, and could not be taken in grammar\ngrades without anticipating the work of the high school.\nSuperintendent Justin N. Study, Fort Wayne, Ind., gave his experience in\ntwo cities. The algebra work of the grades introduces the student to the work of the\nhigh school. He would have pupils get technicalities out of the way as early as possible.\nThe testimony of high-school teachers is that algebra work well done in the grades is\nadvantageous to high-school work.\nSuperintendent Edward Ayres, La Fayette, Ind., stated that algebra is a subject adapted to eighth-grade pupils. This is evidenced by the intense interest manifested\nin its study.\nIt encourages pupils to enter the high school.\nSuperintendent J. W. Carr, Anderson, Ind., said that courses of study must not\nbe enriched by adding on. We must take out some of the things already in the course,\nif we wish to enrich it. Work in reading and language must be strengthened. All work\nmust be done well, and children must have time to grow.\nSuperintendent B. F. Moore, Marion, Ind., advocated the introduction of departmental work in the higher grammar grades. High-school and grammar-grade methods\nmight be correlated as well as subjects.\nSECTION\nLEADER\n\nAUGUSTUS\n\nS.\n\nD\n\nDOWNING,\nTEACHERS'\nNEW\nYORK, N. Y.\n\nTRAINING\n\nSCHOOL,\n\nGeneral topic: Literature in Grades below the High School.\nSub-topics:\ni. What knowledge of literature should pupils have before completing eighth-grade work?\n2. When should the teaching of literature be begun in the grades, and how organized so as to make it\ncontinuous, systematic, and valuable for knowledge; for power in appreciation, thought, and expression; and\nfor the development of ideals, taste, and love for good literature ?\n3. What material is needed, and how can it be made available?\nMISS\n\nMAE\n\nE. SCHREIBER,\n\nDEPARTMENT\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nMADISON,\n\nWIS.\n\nThe pupil who has studied literature in our public schools should leave the grades\nwith a taste for good literature developed and the habit of reading formed. He should\nknow and practice a method of reading which is right, natural, and practical, and which\nhe can use after he leaves school. He ought to know how to handle a book, how to use\nan index, how to read to a topic, i. <?., to read by skipping, taking only that which he may\nwish at any particular time. He should have some idea of the entirety of literature\nbecause he has read a good part of the best literature. He should have a large body of\ninformation gained from literature ; not only that which has been used to vivify and\n\n"}
{"page": 301, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLES\n\nOF CITY SUPERINTENDENTS\n\n289\n\nillume his other school work, but that which has thrown light on human life and experience. His mind should have been awakened, his imagination quickened, and his\ninterests so aroused that he is in touch with life around him. He should have been\nbroadened by emotional experience, and have received a deeper insight and inspiration\nand uplift. Above all, he should feel that literature is not a thing apart from his life, but\nthat it has a message and a meaning for him.\nDoes literature, as generally taught in our schools, do this for the pupil ? It does\nnot. And the chief reason for the failure is due to the mistaken idea of what studying\nliterature means.\nIt is a mistake to believe that the study of literature is the study of the history of\nliterature. To stuff the mind with biographies of authors and to memorize lists of\nbooks they have written is not to know the masters. To learn what others have said of\nliterature will never cultivate the taste and judgment.\nThe analyzing of a piece of literature till it degenerates into parsing and wordanalysis is not experiencing literature. It is taking the very life out of it. For, as\nBates says : \" The study of literature is neither less nor more than experiencing literature, the taking it to heart and the getting to its heart.\"\nThe study of literature must begin with the first day of school, and it must be\nfollowed broadly and intelligently during the entire school years. It must be a course\nwhich shall, first of all and always, recognize literature as a revelation of life, and that\nthe study of literature should be the interpretation of the things of life. It must be a\ncourse which recognizes the child as a living human being, with a heart as well as a\nmind, and a certain limited body of knowledge, experience, and feeling with which to\ninterpret life. This is the most vital consideration in any course, and is oftenest ignored.\nIt must be a course which recognizes the joy of reading, and does everything possible to\nenhance that joy. It must be a course which recognizes interest as a determining basis\nfor what shall be read, and which aims to develop certain interests which shall persist\nand shape the child's reading after he leaves school. It must be a course which recognizes the individual — that each child has many interests and many moods, and that all\nchildren have not the same tastes and interests.\nIt cannot be a course in the accepted sense of the term as used in teaching today.\nThere can be no laying out of so many pieces of literature to be read in so much time by\neach child, no regular examinations of the typical form. Under such conditions the study\nof literature will become rigid and lifeless — a name only.\nWHAT\n\nMATERIAL\n\nIS NEEDED\n\n?\n\nExamine courses in literature, and one cannot help but feel that in most cases they\nhave been made out with no thought of the child. This is especially true in courses\nwhere only certain of the great classics are to be read. The great pieces of literature are\nthose which have endured for all time, because they express the deepest insight into the\nrealities of human life ; because they express the greatest emotional experience ; because\nthey express the supreme triumphs of the imagination ; because they are the most beautiful. But that insight is lost upon him who has not had a broad experience with which to\ncomprehend. That emotional stress does not thrill him who has not felt deeply and\nwhose emotional nature has not been cultivated. That divine power of the imagination\nstirs not him whose imagination has not been trained. And he is blind to that beauty\nwhose sense of the beautiful has not been cultivated. That which a master has\nconceived only a master can completely comprehend. It took so much of thought,\nexperience, imagination, and feeling to write the classics; it takes just so much thought,\nexperience, imagination, and feeling to fully comprehend them.\nAnd yet we bring these classics to the child with his little world of thought, experience, and feeling, and expect him to understand. The child gets very little out of the\nbook that he does not bring to it — or, rather, it is not what he gets out of the book, but\n\n"}
{"page": 302, "printed_page": null, "text": "290\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nwhat the book gets out of him. The child lives in the now. He demands the specific\nand the concrete. The literature of today is the expression of the life of today. The\nliterature of today is filled with his life, and is quick with his blood ; and, because he is\nof it, it is easiest understood by him, and he must read this life into the literature. I am\nmaking no plea for the namby-pamby so-called juvenile literature, or, worst of all, the\nclassics written down to children — I am not shutting out those of the great classics\nwhich in their simplicity and directness do appeal to the child-heart ; but I do say that a\npiece of literature shall be placed in any course of literature, not because it is the best,\nbut because it is the best for the child.\nFirst on every list should stand books of inspiration — books which uplift the child\nby presenting higher ideals ; books which teach the love of the beautiful and of truth ;\nbooks which arouse sympathy, which teach the common brotherhood of mankind, and\nwhich draw him closer to the Father.\nThere must be many books, on many subjects, and in many lines of reading, so that\neach child may find his own. There is no one piece of literature which will touch the\nlives and meet the needs of all children. He is to learn truth, not by one impression,\nbut by many, each deeper and wider than the one before. Every new relation of the\ntruth helps to correct, clear, and extend the meaning. Instead of trying to get the whole\nmeaning at one time, and in any one piece of literature, read on, getting at truth in its\ndifferent relations and deepening and enriching experience at the same time.\nThe varied interests of our complex civilization demand that the man shall have\nmany interests, and that he shall read widely. If our common school is to be a factor in\nthis civilization, it must meet this condition.\nThe teacher must have in mind that the children's reading must be well balanced.\nFiction will always hold the first place, and rightly; but there must be poetry, essays,\nreadings in science, travel, history, and biography. A child will not read profitably\nunless he is interested, and he can best be guided and led in his reading by means of his\ninterests. The teacher must lead the child from the interests of today to higher and\nwider interests. Tho each pupil in a grade reads as his interests lead him, still at the\nend of the year he ought to have completed the circle of subjects.\nIn all grades the teacher should read much to the children. It gives variety to the\nwork, is often a joy shared, and enables her to bring to them literature they are not able\nto read for themselves. Memorizing choice selections should constitute a part of every\ncourse.\nHOW\n\nCAN\n\nTHIS\n\nMATERIAL\n\nBE\n\nMADE\n\nAVAILABLE?\n\nThe work in literature should be carried on in such a way as to teach the child how\nto read — how to interpret life. At the same time there must be a quickening and\ninspiring of the higher forces as we lead him into this world of imagination, of truth, and\nof beauty.\nEach form of literature has its special place in the expression of life, and each must\nbe studied for the essentials. Poetry portrays the emotional side of life. It breathes the\njoys, hopes, fears, sorrows, strivings, and aspirations of humanity. It gives us the divine\nfire of genius, teaches us the love of the beautiful, swings us into the world of imagination,\nand encourages us to do and to be. Fiction portrays life on the social side as no other\nform of literature does. Social conditions, standards, forces, and conventions are\nrevealed, and the problem of the individual life is worked out with full recognition of\ncountless social influences. Essays and prose composition reveal the thought of mankind.\nThe work will be essentially the same in character in all the grades, differing only\nin amount and degree as the children grow and develop. We study life in its social\naspect, whether in real life or in books, by studying the things which make up life — the\nindividuals as types, their appearance and dress, food, homes, occupations, amusements,\neducation, and religion. And the work is the same, whether it be a little girl in the\nsecond grade reading to find how Agoonack lived in the cold countries, or you and I\n\n"}
{"page": 303, "printed_page": null, "text": "Superintendence!\n\nROUND\n\nTABLES\n\nOF CITY SUPERINTENDENTS\n\n291\n\nreading to get the life of the Eskimo in Nansen's latest book. We judge the character\nof a person by his appearance, what he says, what he does, what others say of him, how\nothers feel toward him, and how he feels toward others, whether he be in real life or live\nonly in the story-book. Thus the child makes his judgments on little Jarvis as we must\non Abraham Lincoln. Actions in real life are judged by the results for good or evil ; it\nis the same in the story-book.\nThere must be a gradual growth and development in the work thruout the grades in\nthe demand for appreciation, and the power to discriminate and to judge. At first only\nrecognition and appreciation, then comparison and discrimination, and finally certain\njudgments.\nRead first of all for the pleasure ; at the same time we wish the child to read thru his\nbook into life. Try to make the great characters in literature real by dwelling on how\nthey look, what they love, what they hate, what they say, what they do. Make them so\nreal that bright, jolly Joe; sweet, suffering Beth; brave, loyal little Jarvis; generous,\nloving Timothy; and a host of others will come into the schoolroom and sit with the\nchildren and teach them and preach to them as the teacher never could. Bring to them\nchildren who will comfort them because of bitter experience shared — children whose\nweakness and suffering will make them sorry and leave them with hearts longing to help.\nMake real to the pupils men, women, and children whose experience they will share,\nwhose nobility and sweetness will go into their lives, and who will fill them with a desire\nto be and a courage to do. Make human to them the dwellers in distant lands and times\nby studying the things which go to make up their lives. Ask for judgments on certain\nacts, and, as the children grow older and gain in reasoning power, consequences of\ncertain acts may be traced, motives discovered, and generalizations made.\nA poem is a work of art to be admired, enjoyed, and felt. Music, beauty, imagination, passion, insight, inspiration, and faith are the essential characteristics of poetry.\nWith children we cannot do much more than to get them to feel these. Our work must\nbe to get them to give themselves up to these influences. Then often all we have to do is to\nget out from between the child and the master and let the child feel the divine fire of\ngenius. Ask for passages, or poems, that the children love best, and almost always they\nwill select those expressing passion, inspiration, insight, truth, and faith. Because they\nselect these, be sure they appreciate in some degree.\nOne of the greatest charms of poetry is the rhythm or music. Read it to them. Let\nthem feel the music, and after a time they will find it varied — sometimes smooth and\nflowing, and again rough and broken ; sometimes light and quick, and again heavy and\nslow-moving. Reading a number of poems by a single poet, they will find there is\na sameness about his way of singing ; that Tennyson's music is varied, polished, and\nexquisite ; that Bryant's music is deep, full, and resounding ; that Riley's is dainty and\nlight.\nThat the children shall see beauty in the world around them, bring to them the beautiful pictures of nature which the poet has painted, so that they may learn to see with his\neyes and love with his love — for who is so sure of the beauty of the world as the poet ?\nWe can learn beauty only by seeing beauty. Not one beautiful picture, but many pictures.\nAs the children look at picture after picture, comparing them with each other, and finding their counterparts in nature, they are learning to know the beautiful, and, because\nthey know, to love the beautiful. Finally, after much reading and a grouping of the\npaintings about the poet, they will know him as a painter and share with him his love for\nthe beautiful. They will learn that Tennyson sees only the beautiful in nature, and paints\nexquisite landscapes filled with detail ; that Scott's pictures are highly colored ; that\nByron paints nature in her grandeur.\nIn reading for thought it must be remembered that there are not only the mental\nprocesses necessary to the understanding of the facts, but there are further mental processes of relating and organizing.\nThe aim should be to cultivate the power to grasp a\n\n"}
{"page": 304, "printed_page": null, "text": "292\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\npiece of literature as a unit. That unit should be small with the young children, and larger\nand more complex as the child grows in thinking and reasoning powers.\nThe first step is to get the general idea of the piece of literature — it may be a paragraph, a chapter, or an entire book ; then the parts upon which the general idea is\nbased. If descriptive, the things which go to make up the picture ; if narrative, the events\nwhich form the narration ; if argumentative, the points on which the author has based his\narguments ; etc., etc. In seeing the relation of these parts to each other and to the general idea — discriminating, comparing, judging — the pupil is thinking with the author.\nThe pupil has been using the knowledge he already has to interpret the new knowledge,\nbut he ought consciously to bring up what he already knows on the subject, gained thru\nexperience or previous reading. For instance, he has just read Carlyle's idea of a great\nman ; he compares with Emerson's idea as gained in previous reading ; also with Lowell's\nidea. These ideas, together with his own knowledge of great men, constitute his body\nof knowledge of great men, which he will use in gaining new knowledge on the subject,\nwhich new knowledge will in turn be compared with the old.\nMuch of this reading will be cursory. Cursory reading does not mean skimming\nthru a book and throwing it aside with no future thought. It means rapid reading to\nget the pith and point, which implies skill in the right way of reading and in the use\nof books.\nAs the pupil reads under our direction, selecting that which he enjoys, that which\nuplifts him, that which gives him new ideas of truth and beauty, comparing, judging, his\ntaste is being cultivated.\nMore and more writings may be grouped about an author till the pupils learn to know\nhim as an individual thru his work : as the poet who looks at and paints nature so and\nso ; as the man who sees men and women and understands human motives this way; as\nthe man who loves that and hates this ; as the man they love because he touches their lives\nand has a sympathy and a message for them.\nThe recitations should consist of reports on what has been read, and these reports\nshould be mainly oral. It is not necessary that all read and report on the same piece of\nliterature or on different books in the same subject. The recitation ought to be an exchange\nof impressions and feelings, a talking over of what has been found enjoyable, good, beautiful, and helpful. The pupil makes his report as a contribution to the whole, and stands\nready to answer questions by his classmates and teachers ; to discuss with them what he\nhas found ; and to compare his judgments with theirs.\nThus all take part in the recitation, and attention is secured. Do not ask the pupils\nto report on everything they read. Many times the best report has been given with never\na word spoken. The kindling eye, the tear, the laughter, the tense absorption, have told\nthe teacher more than words everxould.\nThis work cannot be done except by a living teacher ; one who reads life into literature, and literature into life.\nMany a teacher is afraid of cursory reading. 'Tis something new in school. The\n\" good old way \" is so easy to examine and mark; the lesson can be exact. She feels\nmore sure of herself, for that is the way she was taught. But how about the busy men\nand women, in their rush for a living ? What are they reading ? Those children with\nwhom she spent ten weeks on Snow Bound? Do they read in the \" good old way \" ?\nThey never imagined even then that it was reading — it was \"literature.\" And when the\nlast poem was analyzed and the last examination passed, they were thru with \" literature.\"\nAnd the pity of it is, because it was so thoroly done, they have never opened their book\nsince, and have a distaste for what they imagine is literature.\nBut all men and women and children, no matter how busy, are interested in life —\nthey are living it ; and with literature taught as an interpretation of life, skill gained in\ngetting life out of books quickly and readily, a habit formed of reading, men, women, and\nchildren will turn to books for knowledge, recreation, and uplift.\n\n"}
{"page": 305, "printed_page": null, "text": "Superintendence]\nROUND\n\nSTATE\nTABLE\n\nLEADER —\n\nAND\n\nCOUNTY\n\nOF STATE\n\nSTATE\n\nAND\n\nSUPERINTENDENTS\nCOUNTY\n\nSUPERINTENDENT\n\n293\n\nSUPERINTENDENTS\n\nL. D. BONEBRAKE,\n\nOHIO\n\nGeneral topic : The Consolidation of Schools and the Transportation of Pupils.\nState Superintendent Alfred Bayliss of Illinois gave an account of the\ngrowth of the graded schools, and the decrease in number and attendance of ungraded\nschools. There are three hundred schools in Illinois reported as having fewer than ten\npupils enrolled, and many of these have fewer than five pupils. He then reported on his\nvisit to the centralized schools of northeastern Ohio. In Gustavus township, Trumbull\ncounty, O., nine districts are consolidated. The actual cost for a year is $265 more than\nunder the old plan. But the increase in attendance is so great that the per capita cost,\n$1.29, is less than the per capita cost of the separate schools. The. increase in attendance\nwas mostly of the older boys and girls, who usually leave the rural school for want of companionship. Green township had been in doubt in regard to the consolidation plan, so she\nwatched and criticised her neighbor, Gustavus township, for two years, then changed her\nmind, and eight districts were united and a substantial six-room brick building was\nerected. There are now in Ohio twenty-three whole townships centralized, and many\nmore partly centralized.\nCounty Superintendent O. J. Kern, Rockford, 111., was the second speaker. He\nhad accompanied Superintendent Bayliss on his Ohio trip. He gave additional information\nconcerning those schools. Mr. Kern also gave the meeting the following list for further\nstudy of the subject: Bulletin 71, entitled \"The Consolidation of Rural Schools and\nTransportation of Pupils,\" issued by the Department of Agriculture of Pennsylvania —\naddress John Hamilton, Harrisburg, Pa.; report of County Superintendent O. J. Kern,\nRockford, 111., on his visit to the centralized schools of northeastern Ohio ; report of\nSuperintendent O. T. Bright of Cook county; report of the Committee of Twelve of the\nNational Educational Association ; Bulletin of Information No. 5, sent out by State\nSuperintendent L. D. Harvey of Wisconsin.\nMr. Gross, of De Kalb county, 111., presented some figures which showed the\nestimates that farmers were making of the cost of this plan. The cost, in general, is\ngreatly overestimated, for in no case where it has been tried has the cost been materially\nincreased.\nState Superintendent Frank L. Jones of Indiana gave an account of the\nresults in his state, where centralization has been tried for eleven years. He gave as an\nillustration Webster township, where two wagons are used for transportation, and a highschool course of three years is maintained. The actual cost is one-third less than that of\nthe separate schools. There are now in Indiana forty-four counties where pupils are\ntransported.\nThere are in that state 115 schools of five pupils or less.\nProfessor A. J. Hutton, of the Whitewater Normal School, said that it is only a\nquestion of time until this plan will supersede our present system for rural schools.\nEducators can help by agitating the question and leading people to consider it. In\nWisconsin the state superintendent of public instruction sent seven men thru the state\nto conduct institutes, and particular effort was made to bring this subject to the favorable\nattention of the farmers. The schools were visited, and many were found with only five\nto ten pupils present. Such schools were deadening to the teacher as well as to the\npupil.\nSuperintendent A. B. Graham, of Ohio, who has had several years' experience\nin the practical working of his plan, showed how the sentiment of a board of thirteen\nmen, who opposed the plan, gradually changed until all were united in its support.\n\n"}
{"page": 306, "printed_page": null, "text": "294\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nState Superintendent J. W. Olsen of Minnesota wished to know the effect of\nthis plan upon the character of the men chosen to act as boards of education. The\ncommon testimony from the states where the plan has been in operation for some time\nis that better-qualified officers are chosen.\nState Superintendent Barrett of Iowa reported that in his state there were\nforty-seven districts in twenty-five counties where the children were transported at public\nexpense.\nState Superintendent Skinner of New York said that the rural-school problem is the greatest educational problem of the time. In New York there are 3,500\ndistricts with an attendance of ten or less. In that state one district may contract with\nanother for the education of its children. Last year 250 districts contracted in this way,\nand had better school facilities in many cases. The uselessness of the school of five or\nten pupils was again emphasized.\nCounty Superintendent Nattrass of Lafayette county, Wis., told of a visit of\nan institute conductor to his county. He found sixty-four schools, each with less than\ntwenty-one pupils. Superintendent Nattrass thought the people would generally favor\nthe centralization plan if they thoroly understood it, and that the county superintendent\nshould take the lead in presenting it to the people.\nCounty Superintendent Fanny G. Gies of Mower county, Minn., thought that\nthe small village schools could often be used as a nucleus around which several rural\ndistricts might centralize.\nOther states are trying this plan.\nCounty Superintendent Bright of Cook county, 111., suggested that the county\nsuperintendent might give talks illustrated by stereopticon views, showing conditions of\nvarious schoolhouses, good and bad, and introducing pictures of the centralized schools.\nState Superintendent W. T. Carrington of Missouri said that in his state\nthe rural districts were centralizing around the village and city schools.\nState Superintendent T. T. Tynan of Wyoming showed that his state was\nstill too sparsely settled to make centralization a practical plan.\nDivision Superintendent M. S. Stone, of the Philippine Islands, was then introduced bythe chairman. He, in a few words, interested his hearers in his work, and made a\nrequest for help in obtaining for the Philippines teachers who represent what is purest\nand best here. The following are the requirements necessary for those desiring to teach\nthere : they must be normal or college graduates ; they must now be engaged in educational work ; they must be physically sound and able to withstand the tropical climate ;\nthey must be willing to take whatever position is given them ; they must expect to teach\nthree years in that country.\n\nROUND\nLEADER\n\nMISS\n\nTABLE\nISABEL\n\nOF TRAINING\nLAWRENCE,\n\nTEACHERS\nST.\n\nCLOUD,\n\nMINN.\n\nGeneral topic: Observation of Experts as a Means of Training — Its\nValue and Limitations.\nMiss Sarah C. Brooks, St. Paul, Minn., opened the discussion by saying that a\nyoung, undirected teacher is apt to observe merely the superficial aspects of a lesson —\nchiefly discipline and success or non-success.\nProfessor J. S. Gaylord, State Normal School, Winona, Minn., argued that under\ncertain circumstances observation may be very helpful, and gave his plan for conducting\nthe same.\nThis led to a discussion of the various plans for conducting observation.\nThe general opinion seemed to prevail that observation without careful direction by\n\n"}
{"page": 307, "printed_page": null, "text": "Superintendence]\n\nNEED\n\nOF INDIVIDUAL\n\nINSTRUCTION\n\n295\n\nthe training teacher is in the main wasteful of time. Observation by outlines was criticised as being somewhat too mechanical. On the other hand, it was argued that definite\ndirections are necessary, but that these outlines should be varied in character to suit the\nneeds of the student observing.\nMr. Gaylord suggested a plan of sending a student to observe a lesson with the purpose in view of telling or dramatizing in the psychology class what takes place on the\npart of both child and teacher. This report is to induce careful, concrete observation\nand a sympathetic attitude on the part of the observer. Objections were made to his\nplan on the ground that the teacher observed may be displeased with such a method.\nMiss Hughes, London, England, spoke of the necessity of observation of children\nas well as of teaching. Speaking of her training school in England, she said that the\nstudent teacher was required to give a party to her class before beginning to teach it.\n\" Unless she is fit to play with her class, she is not fit to teach it.\"\nThe relative amount and time of observation and practice was thought to depend\nupon conditions. A teacher may observe so poorly that she needs to teach in order to\nknow what to look for in a lesson, and a student may teach so poorly that her class must\nbe taken from her and observation required.\nDean James E. Russell of Teachers College, Columbia University, said that he had\nno use for a perfect model school ; that student teachers learn to teach in a practice\nschool ; and that experienced teachers are incapable of getting good from the observation\nof perfect teaching.\nProfessor Dimon Roberts, of the Normal School at Ypsilanti, Mich., suggested\nthat at least half of the teaching in a normal training school should be done by the\nregular critic.\n\nTHE\n\nNEED\n\nOF INDIVIDUAL\n\nSUPERINTENDENT\n\nJOHN\n\nKENNEDY,\n\nINSTRUCTION\nBATAVIA,\n\nN.\n\nY.\n\nIn our little town of ten thousand inhabitants we have been for two\nyears and a half carrying on an experiment in individual instruction\nwhich has interested us very much, and which I hope may interest you.\nThe value of the experiment is minimized much by the shortness of the\ntime and the narrowness of the scope. Possibly your wider experience and\ntrained discernment will detect at once weak spots that have hitherto\nescaped our observation, and destroy the illusion under which we have\nbeen laboring. But we shall part with the illusion with some regret, for I\nassure you that it has been a very pleasant one. The pathway of experiment is not usually thru flowery meadows and vocal groves and by purling\ncrystal streams. It is more likely to be suggestive of burning deserts and\nflinty heights and polar snows.\nWe have been experimenting with individual instruction, not as a\nsubstitute for class recitation, but as a supplement to it. No one can\nappreciate more fully than we do the value and benefit of recitations.\nThe fundamental and vital defect of mere tutoring is that it rails to give\nthe many-sided stimulus supplied by a class. The very existence of\nschools argues that that mode of education has failed. The salient\nweakness of the district school is its inability to form and maintain classes.\nBut we are beginning to recognize in the district school a very favorable\n\n"}
{"page": 308, "printed_page": null, "text": "296\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nfeature in the opportunity which it affords for getting directly at the\nindividual child and teaching him from the standpoint of his immediate\npersonal needs. The tribute which we are all constantly paying to this\nfeature of the district school is a virtual concession on our part that some\nteaching needs to be done at close range. Our experiment seems to be\ndriving us to the conclusion that these are not necessarily distinct and\ncontrasted forms of education, that they are not two kinds of education,\nbut that they are two necessary phases of one sound, productive form of\neducation. We have not been led to regard any part of our educational\nmachinery as obsolete. On the contrary, we are more grateful than ever\nfor the entire framework of education made ready to our hands.\nWe drifted into our experiment. We began it because we could not\nwell help ourselves. We continue it on the ground that when a good\nthing comes to us it is folly to throw it away. We will drop it when we\nare convinced that it is wrong ; when we find that it is a delusion and a\nsnare. We will drop it when we cease to feel that it is bringing health\nand happiness to our children, our teachers, and our homes. We will\ndrop it when we cease to feel that it is doubling the most desirable results,\nand at the same time taking all the killing pinch and strain out of education.\nBut you doubtless wish to know what it is that I am talking about,\nand I will hasten to tell you. Prior to two and a half years ago we\nalways divided an overcrowded room. We then had a room that we\ncould not conveniently divide. We were compelled to handle all those\nchildren in that one room. It is perhaps needless to say that no compulsion would have induced us to commit the crime of keeping the\nchildren together if the room had been a small one. We made our\nexperiment because our rooms were large enough to justify it. But for\nthe spaciousness of the rooms, I doubt whether the experiment would ever\nhave occurred to our minds. If any general or permanent good is to\ncome from the experiment, the credit will be due to the broad-gauge men\nwho planned our central school building nearly thirty years ago.\nWe put into our overflowing room an extra teacher, and then, with\nclear consciences, bade it flow on. We wanted neither a Babel nor a\nsilence produced by two conflicting sound-waves, so we directed the\nsecond teacher to do only a silent work, and to do it with individuals in\naccordance with their needs. Her instructions were quite as laconic as\nthose which sent Dewey to Manila Bay. Her instructions were to find\nthe weak spots in the room and make them the strong spots, and to do\nthis in such a way as not to disturb the established work of the room.\nWe were vaguely conscious of doing a good thing. But it was largely\nan arrow shot at a venture ; it was a mode of escape from a cul-de-sac.\nWe passed thru much perplexity before we saw how to use two teachers\nin one room. Plan after plan was brought forward and successively\ndemolished by the strong practical judgment of the board of education.\n\n"}
{"page": 309, "printed_page": null, "text": "Superintendence]\n\nNEED\n\nOF INDIVIDUAL\n\nINSTRUCTION\n\n297\n\nWhen the present plan was suggested it was unanimously hailed with\ndelight and voted in at once, accompanied by this epigrammatic remark\nfrom the president of the board : \"That is not only a revelation, but a\nrevolution.\" He saw at a flash a form of educational work that is absolutely free from every fierce criticism that has been discharged at the\ngraded-school system. No charge of overpressure and overstrain could\nbe made against such a system, and no charge could be made against it\nof riding children down. No charge of cruelty to the slower minds\ncould be made against a system that had made such ample provision for\nrescuing them from their difficulties, their perplexities, their sorrows, their\ndespair. No charge of keeping bright children marking time and losing\ntheir interest in education could be made against a system that provides\nsystematically for getting all the drags moved forward on to the most\nadvanced line. No charge of overstraining teachers could be made\nagainst a system that brought special relief to the very points where the\nkilling strain came in. No charge of destroying the health of teachers\nand children could be brought against a system that provided systematically for the elimination of worry and despair. A system that could send\nthe children home to sleep and let their parents sleep was not to be\nattacked on sanitary grounds. And I am informed by some of our\nmedical men that our revolution came just in time to ward off such an\nattack. We got out of a practical difficulty by thinking our way out.\nWe felt that we were right, and anticipated great things. But what we\nanticipated was but a small part of what we have realized.\nI do not know how it may strike the general educational world, but\nwith us it is a revolution. I doubt whether we shall ever again divide an\noverflowing room. We have not done so up to the present time, at least,\ntho no less than five rooms have in the interim required relief. We\nthought we learned many things from putting that individual-instruction\nteacher into that first room, and they all seem good things — blessed\nthings. When the Roman Campagna is made as salubrious as the shore\nof Lake Lucerne, the transformation will not be greater nor more astonishing than seemed to us the change in the whole atmosphere of that\nroom.\n\nSweetness and light will scarcely express the influence disseminated by that teacher who came in there to minister to the exact needs of\nthose identical little children. And, before she knew it, the other teacher\nwas transformed into a ministering angel also. There came over her features an unwonted serenity ; her voice took on an unaccustomed note of\nsweetness ; we actually found her beaming on the children that she had\nbeen hitherto nagging and scolding. The room flowed on, and the very\nwoman\n\nthat had been an the verge of hysterics with forty-nine was throw-\n\ning the broad mantle of a mother's love over seventy-eight. And they\nwere all precious in her sight. Nor was her case singular. It was quite\ntypical of the tendencies of the old work and the blessedness of the new.\n\n"}
{"page": 310, "printed_page": null, "text": "298\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nWe have had no occasion to be stern or exacting, or to make fierce\ndemands on the children and their parents, since we could not divide that\nroom and start another storm-center.\nThe irate parent is now almost a thing unknown. Indeed, the benediction of the parents was one of our earliest, and continues to be one of\nour sweetest, rewards. They say that the change in our work has brought\nsunshine into their homes; and in saying this I report to you their\nlanguage, not mine. No more wretched children bringing home their\narrears of school work to worry them into illness and to disseminate\nwretchedness and illness thruout the household. No more sharp collisions on the question of discipline where the overwrought teacher\nhas gone just a little too far, and where the overwrought parent was\nkeenly sensitive to what seemed at least unkindness, if not manifest\ninjustice. All is now serene. Every teacher's presence is now a benediction ;and no couch at home is any longer the reclining place of restless or feverish sorrow.\nBut we got at once something else from our experiment besides happiness. And it is wonderful what capacity for happiness children do\nreveal. But when they are warmed up, it is wonderful what a capacity\nthey show for other things besides happiness. We found that happy children have a capacity for thinking and learning. \" Out of the mouth of\nbabes and sucklings cometh instruction ; \" that room of little people,\nwhen apparently properly organized and conducted, taught us to put on\nsackcloth and ashes for some of bur past misdeeds. We have all heard of\nthe father who directed the boarding-school authorities to buy his daughter a capacity when informed that she lacked it. But we think we\nhave found a better way than that. Just put her into the incubator of a\nroom supplied with individual instruction, and ere long you are likely to\nfind that you have on your hands a Sappho, a Cornelia, or a Vittoria\nColonna, instead of a Nicholas Nickleby's child-wife. We think that we\nhave learned that a slow mind is likely to be merely a chilled mind. It\njust needs warming up a little. If we read our experiment aright, you\ndon't need any special promotions nor short grade intervals to keep the\nbrighter pupils from marking time. Just warm up the slow ones, and\nthey will put the quick ones onto the \"double-quick.\"\nWe have seen this done in scores of instances. And it is so satisfactory to be able to keep your little troops and companies and regiments\ntogether. We are not ready yet to assert that absolute uniformity of progress and attainment may be secured in the children of a grade. But we\nare ready to say that such an approach to it may be secured as to render\nreclassification almost unnecessary. We are prepared to say that very\nmany apparently hopelessly dull pupils may be intellectualized, and that\na school may find its master-minds coming up out of that class. And\nwhere master-mind comes up out of that class, it is almost sure to come\n\n"}
{"page": 311, "printed_page": null, "text": "Superintendence]\n\nNEED\n\nOF\n\nINDIVIDUAL\n\nINSTRUCTION\n\n299\n\nwith a pre-endowment of master-character. We have seen the most\nastonishing awakenings where there had been the most hopeless dragging. We are now moving our grades forward in something like solid\nphalanx, and we think that marking time has almost ceased. Our former\ngrade lines were very much askew, and we used to keep snipping off the\nleaders and slipping them into the grade beyond. We still find individuals who need to be replaced, but they are becoming rare exceptions.\nThe lines have become tolerably well rectified ; there are no longer the\nextremes of irksome waiting or crushed despair.\nOur experiment in the two-teacher rooms has left us nothing to be\ndesired. The arrangement seems ideal, and the effects and results seem\nto us marvelous. We have yet many rooms in which there is but a single\nteacher, because there are in those rooms pupils enough for only one\nteacher. We are not so rich nor so foolish as to put two persons to doing\nthe work of one. Each of our rooms will doubtless have a second teacher\nwhen the number of pupils will make a second teacher necessary. Meanwhile we varied our experiment so as to introduce individual instruction\ninto our one-teacher rooms and into the classes of our high school. This\nwe have done by stopping half the recitations and devoting half the recitation periods to individual instruction. And the results compare very\nfavorably with those obtained in the two-teacher rooms.\nIt will be maintained, no doubt, that the power is in the teacher rather\nthan in the method. And in a measure this is true. It was David who\nstruck down Goliath, and not the sling. It was the Theban formation,\nhowever, that struck down the hegemony of Sparta. Epaminondas won\nby creating and perfecting his instrument. It was the Macedonian development of the Theban phalanx that changed the history of the world.\nThe work of the needle-gun and the ironclad battleship is fresh in our\nmind. The whole military world is watching with feverish interest for the\nappearance of the next empire-maker. The whole commercial world\nstands ready to abandon all its machinery. Competition must have the\nlatest instruments. And so will the mere necessities of competition compel new moves in education.\nAside from the great matters of life, health, character, and happiness\nthat are involved, I do not think that pure class-teaching or mass-teaching can reach educational results at all comparable with those reached by\nthe due combination of class and individual instruction ; and this I say\nafter experience with both forms of school work. Teachers wear out only\nwhere they are doing the inferior form of work. We have not had time yet\nto see what percentage of a primary class may be carried to the threshhold of\nthe high school and to the door of the college under the combined stimulus of class and individual instruction. We have had time, however, to\nascertain what percentage have desires and hopes, and even expectations, of\nreaching the high school, and it is a very large one.\nWe have had time\n\n"}
{"page": 312, "printed_page": null, "text": "300\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nto see even now a most remarkable congestion taking place in our high\nschool. Our high school has increased 30 per cent, in the past year,\nwhereas one-fifth of that rate would more than cover the increase in the\nfirst primary grade. Of course, there is a limit to such disparity of\nincrease ; but it would seem to show that we are restoring some normal\nconditions that had been previously disturbed. It makes us believe now\nthat, if education is to be a pyramid, it will be like that of Cestius by the\nOstian gate of Rome, not all on the ground, but shooting its sharp and\nshapely and nearly vertical triangles far into the upper air. But even\nmore noticeable than the increase in numbers is the improvement in the\nwork of the students and in the general esprit de corps We have less and\nless demand for easy courses ; and every test shows the advancing standard of scholarship.\nThis increase and rehabilitation of our upper stories must be in\nresponse to some beneficent law; and \" How far can it go on ? \" is the interesting question now before our minds. How do we keep our children ?\nPartly by keeping them well ; partly by encouraging them ; partly by\ntraining them to put forth the shrinking effort of latent powers. We no\nlonger nag them ; we no longer mortify them ; we no longer pile upon\ntheir poor discouraged hearts the intolerable mountain of our impatience.\nWe no longer punish misfortune ; we go down to it, take it kindly by the\nhand, and bring it forward. And we reap the reward of a school system\nflowing at the top ; we reap the reward of wholesome labor free from all\nviolence, pinch, or strain ; we reap the reward of a new lease of life ; we\nreap the reward of a conscience void of offense; we reap the reward of\ncomfort, growth, and popularity; we reap the reward of seeing our school\nthe fountain of happiness, vigor, and enterprise.\nIt might seem at first glance that individual instruction would produce\ndependence. In fact, it produces the very reverse, and tends constantly\nto its own elimination. It is only the equity of education, not its law;\nit is but a special means of relief wherein class-teaching, by reason of its\nuniversality, is deficient. II is my opinion that this equity of teaching\nshould be provided for the whole period of youth and adolescence,\nextending into the second year in college.\nIt is one thing to promote a movement ; it is quite another thing to\nforce it. Force is always ready for violence. Nor can we successfully\nforce our ends against the Creator's laws. We can force catastrophe and\nmark our pathway with ruin. Davy Crockett's advice would save us all\nfrom a great deal of worse than wasted force : \"Be sure you are right, and\nthen go ahead.\"\nFrom an experience of three years with individual instruction as the\nsupplement and corrective of class-teaching, I am compelled to look upon\nit not only as a great educational departure, but as an imperative humanitarian reform.\n\n"}
{"page": 313, "printed_page": null, "text": "Superintendence]\n\nNEED\n\nOF INDIVIDUAL\n\nINSTRUCTION\n\n30I\n\nDISCUSSION\nPresident J. F. Millspaugh, State Normal School, Winona, Minn. — I am interested in this very attractive movement. My attitude, however, is one of questioning.\nThe reader of the paper has fallen into the danger of presenting extremes ; he has given\na view of the very best in one system and the very poorest in the other.\nThe many excellencies in the system presented may come from good supervision and\na strong teaching force. They may be due in large part to the spirit of the teachers and\nto their desire to contribute to the welfare of the children. The presentation just made is\nstrong because it does not seek to destroy the present class system, but to supplement it.\nI think the scheme, however, not the wisest that could be devised. It proposes that\nthe amount of individual instruction should be equal in amount to class instruction.\nThere is danger of loss here, danger that the teacher will give instruction when it is not\nneeded. One of the evils of our public-school system is that our pupils are overtaught.\nThere is so much of development of topics, so much of explanation, that pupils are weakened. What is most needed by pupils is habituation to industry — a disposition to\novercome difficulty. Children should not fall into the habit of neglecting even difficult\nduty, nor be deprived of those experiences which put iron into the blood. If instruction\nis given where it is not needed, it is vicious in its tendency.\nAnother objection to the system proposed is that special buildings must be constructed for this purpose.\nFew towns have buildings with rooms fit for this scheme.\nI believe also that that is a most fortunate district which finds teachers of such temperament that two can be placed in the same room without incurring some danger of\nfriction. From these and other considerations it would seem that some modification of\nthe plan would be advisable. If, for example, a small number of pupils of the same\ngrade were placed under one teacher, she could alternate class instruction and individual\ninstruction, with the result that each would reinforce and not subvert the other.\nThe methods and the system set forth in the paper have much in them to admire.\nIt is a misfortune that many of the attempts to remedy evils in the public-school systems\nhave taken the form of attacks. Mr. Kennedy has been wise in refraining from such an\nattitude.\nPresident G. Stanley Hall of Clark University. — This is the most important\nquestion that has been discussed at this session, and the most important of the questions\nnow before the educational public. I have recently read the manuscript of a new book\nby Superintendent Search, of Holyoke, Mass., in which he sets forth his views on individual instruction, with which you are somewhat familiar. Years of experience have\nseasoned the views of Mr. Search, and his present discussion is not without merit. It is\nutterly impossible to interest anybody in the feasibility of that scheme who is interested\nin the mechanics of our school system. Our mechanism is well-nigh perfect, and many\ngive much time to still further perfecting it. We have reached a standpoint in our\nknowledge of the child where we can say that a change in the mechanics of our schools\nmust be made to suit his needs.\nThe question of individuality is a vastly important thing, and we need to realize\nmore the misfortune of retarding the better half of the child. There is an inspiration in\nthis kind of individual work. And inspiration in teaching, a passion for teaching, is a\ngreat thing in the teacher.\nThere is also a financial argument here. A woman guided by her divine instinct is\nfar more effective and worth more money for being so guided. Individual instruction will\ntend to bring this out in the teacher.\nAll that amounts to anything in my work is not in lecturing, not in class effects, but\nwhen I sit down in my study and talk with a single young man, and there move upon\nhim. Tho I may not know of the fruit, it is a blessed privilege to feel that the seed so\nplanted will grow.\n\n"}
{"page": 314, "printed_page": null, "text": "302\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nI wish to express a fundamental conviction. Without losing anything that is good,\nwe are to see a radical transformation in our school work thru more service to the individual child. The lines followed by the party of order are good, but no less glorious is\nthe work of those who are guided by the idea of the importance of the individual. There\nis one compass that always points toward the pole of human destiny, and that is the\ndeveloping of the individual child up to its highest maturity. When this new time arrives,\nwe shall have less mechanism, but we shall have more of the thing that inspires the\nteacher who gets into close contact with the individual child. That is the supreme end\nto which everything else will be subordinated.\nSuperintendent A. K. Whitcomb, Lowell, Mass. — I have had an experiment in\nindividual instruction forced upon me. The city of Lowell is a mill town, having about\ntwenty-five thousand operatives employed in its factories. There is annually a great influx\nof foreigners. The laws of Massachusetts provide for the maintenance of evening schools,\nand Lowell has conducted such schools for a number of years. The present enrollment\nin our evening schools is 2,000. Many of the attendants are illiterate ; some can read\nand write a little. Individual instruction has been the invariable rule in these schools\nfor a long time until recently. Each teacher was charged with the instruction of ten or\nfifteen pupils. He would go from pupil to pupil, giving aid where he could ; but if the\npupil was very illiterate, he was, of course, unable to do anything or to make use of any\nsuggestions, and, being tired from his day's work, would put his head down on the desk\nand go to sleep.\nWhen I began to investigate the instruction there I proposed that, if the teachers\nwould teach two pupils at once, they would get around twice as fast. The teachers\nanswered that no sort of classification was possible. However, an attempt at classification was made. Pupils who could work together were put together. The result is that\nthe instruction in the evening schools of Lowell has been entirely changed. No one will\nbe found asleep there now, but interest and enthusiasm predominate. There has been a\ndoubling of efficiency by putting pupils together. This is my experience with individualism.\nState Superintendent Delos Fall of Michigan. — I believe the time has come\nto abandon the idea that has grown up around the recitation — the teacher on the platform wise, the pupil down below docile. My thought is this : The recitation hour is but\na continuation, under better conditions, of the work hour ; the platform is banished, the\nteacher is on a level with the pupils, so that the work that has just preceded the recitation\nshall be enlarged upon and impressed. The teacher is not to conduct the recitation in\nthe ordinary way, but is to stimulate the pupils to continue their work under better conditions than the preceding hour.\nSuperintendent Thomas M.*Balliet, Springfield, Mass. — We have passed from\nthe extreme of the county school and the city graded school to get rid of the bad features\nof individual instruction. We are now engaged in establishing transportation of pupils\nin order to improve still further in this direction. The two extremes have been presented\nby Mr. Whitcomb, against which the reader of the paper has made a protest. The need\nof individual instruction can be reduced by reaching the individual thru class instruction.\nWhat we need today is far more oral instruction than we now have. We have done much\nto check mere talking in the recitation. Instruction now is not oral teaching; it is talking. True, oral teaching consists in having the matter of the lesson arranged methodically in the mind of the teacher, presented in an artistic way, and the child held\nresponsible. It is no use for us to talk about Herbartian methods unless we can get\naway from book-teaching and this aimless and endless talking.\nThe fault of the grammar-school and high-school teacher is that he is not master of\nhis material. Our normal schools are responsible here. They are weak in that they turn\nout a half-dozen primary teachers who are well prepared to one well-prepared grammarschool teacher1.\n\n"}
{"page": 315, "printed_page": null, "text": "Superintendence]\n\nA\n\nSTANDARD\n\nCOURSE\n\nOF\n\nSTUDY\n\n303\n\nTeachers do not map out a scheme, but follow the text-book instead. With effective\noral instruction there will be fewer pupils who will fall behind the class. Oral instruction will put the teacher in closer touch with the child, and a waking up will result.\nThere is no nation on earth where there is so much dependence on books as in America,\nand no nation where books are so good and so well prepared. We need books, but pupils\nmust be prepared to use them. The way to prepare to use a book is to train pupils to\nthink in the subject which it presents.\nI agree with President Hall that we ought to take care of the bright boys and girls.\nOne disadvantage of the public school is that it does not provide for the bright pupils.\nThe whole machinery should not be given over to the benefit of the dull pupils. I would\nhave two kinds of grammar schools — one of them industrial for those pupils whom such\na school will most benefit, and one for bright pupils where the study of modern languages\nis begun, and where pupils are so fitted for the high school that they will save a year or\ntwo of time in the high school.\nGrammar-school work should be differentiated and district lines should be abolished.\nThis is not undemocratic. Democracy consists, not in taking care of the poorest ones,\nbut in providing for every class — the best as well as the poorest.\nSuch a plan as I have outlined will solve a number of questions — among others, the\nintroduction of high-school studies into the grammar school. To introduce into all\nschools what is fitted for only a few schools is always unsatisfactory.\nSuperintendent Kennedy closed the discussion. He said, in answer to the question, \"What is done with the extra teacher?\" \"She looks after individual pupils, finds\nthe weak spots and the strong ones, too.\" In answer to the question, \" Would one extra\nteacher in a six-room building solve the question ? \" he said : \" I should prefer to have\nthe regular teachers care for the work in a small building.\" Replying to the objection\nthat two teachers in a room may not get on harmoniously, he said : \" The teachers we\nhave co-operate and work together in perfect harmony.\" Continuing, he said : \" Individual instruction is not synonymous with help, but it is the kind of help that brings out\nthe faculties of the pupil.\" It had been said during the discussion that care should be\ntaken in classification to provide for the bright pupils. Superintendent Kennedy replied :\n\"We are liable to be mistaken as to who the bright pupils are.\"\n\nA STANDARD\n\nCOURSE OF STUDY FOR\nSCHOOLS LN CLTLES\n\nSUPERINTENDENT\n\nR. G. BOONE,\n\nELEMENTARY\n\nCINCINNATI,\n\nO.\n\nThe prevalent unrest concerning courses of study is a hopeful sign.\nSome things have perhaps been settled; a good many others are yet\nsubjects for controversy. What things shall be taught ? In what proportion shall each be employed ? What is the best, that is, the most\nprofitable, sequence of topics in each for the uses of the school ? What\nare the really essential subjects, and what are the possible ones which\nmay be used at the option of the teacher or the principal of the school ?\nWhat are the subjects that have highest educational value, and what are\nchiefly valuable for training or giving a coveted skill ? To what extent\nshould the latter be acquired thru working with the former? Can they\nbe so acquired ?\n\n"}
{"page": 316, "printed_page": null, "text": "304\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nSuch are a few of the questions that must occur to everyone interested in arranging or interpreting a course of study. I am asked to\nsubmit for the consideration of this body \"A Standard Course of Study\nfor Elementary Schools in Cities.\" Of necessity it must be more or less\nof a skeleton, an outline, a form to be filled in by the respective schools\nwith some regard to local conditions.\nHaving in mind what was done by the Committee of Fifteen, and\nusing such familiarity as I have with the school systems of a score of\nthe larger cities, and the contemporary movements of cities of smaller\nsize in a dozen states of the middle and central West, the following\ntheses are submitted as conditioning a \"standard course\" :\nTHESES\ni. Because of (a) the manifoldness of science and the rapid increase\nin the sum of knowledge, available as instruments for instruction, and\n(6) the better equipment of teachers, courses of study in the future may\nsafely and wisely be less prescriptive and more suggestive.\nThis is the first of the three distinctively characteristic points in the\nrecommendations of this paper : that a course of study cannot easily be\nmade, as it might once have been, narrowly prescriptive as inventorying\na number of things that must be taught. In the multitude of knowledges,\nit would seem reasonable to suppose that at any given stage in a class'\nattainments there will be available a considerable number of approaches\nto the understanding and skill and interest of its members, which may\nbe selected as the school exercises, and used somewhat indifferently; each\nserving the teacher's purpose, tho some may be used to better advantage\nthan others.\n2. The successive stages in the child's growth, however, and the distribution ofwork among the several grades in a given system, will probably always require that the sequence of steps in the course should be\nsomewhat rigidly prescribed and adhered to.\nThis cannot, without danger to children, be made a matter of indifference. With what ideas a course in geography, for example, should begin,'\nand how the successive steps should follow each other, how or by what\nmental process they articulate, and how the child-order or empirical\nsequence is or should be modified by the logical relations of the ideas,\nare questions to which the accepted course of study must be taken as the\nanswer. A course of study, therefore, is primarily an attempt to select\nfrom the various threads of interest in the child's environment, that will\nappeal to him thru his growing years, that one in each branch which is\nlikely to be most effective in his maturing.\nThis is a crucial test of a course of study — the fact and principles of\na right succession of lessons and exercises in any given subject. It is\neasy to compile a list of topics to be followed thru eight years in history,\n\n"}
{"page": 317, "printed_page": null, "text": "Superintendence]\n\nA STANDARD\n\nCOURSE\n\nOF STUDY\n\n305\n\nor thru three years, to prepare the way for a text-book study of geography, or a nature-study group, or an elementary-science course for the\ngrammar grades, or a primary course in literature ; but to agree upon a\nsequence in any or several of these, or in others that will occur to you —\na sequence whose following by the school will affect individual power,\nand an integrated interest, and fix the habit of a logical use of experience— requires scholarship and right training in both the maker of the\ncourse and the teacher who is left to execute it.\n3. In all important branches, for each step in the course there should\nbe provided co-ordinate topics of like grade, any one or a minimum\nnumber of which may be used as the prescription for the class, at the\noption of the teacher and the principal.\nThere would thus be arranged for each grade co-ordinate studies in\nhistory for a given class, co-ordinate topics in nature work or science,\nco-ordinate readings in literature, individual options among constructive exercises, etc.\nThis I submit as the second distinctively characteristic point in the\nrecommendations of the paper.\nIn geography, for example, there is the double purpose of teaching :\n(a) the years of study shall leave the child with a reliable and fairly\ncomplete knowledge of the earth as the home of man and the occasion\nof his gradual elevation ; and (6) it shall serve to cultivate in him a\nkeen and stimulating geographical sense. This is accomplished, not in\nany one grade, nor by any exhaustive teacher, but by a group of children\nor by a single child, in their progress thru the years. Something is\naccomplished each term, and each successive term or year adds to the\nnotion or picture acquired, or clarifies the fine sense of personal interest. But at any given period, for either purpose, different topics and a\ndifferent succession of exercises upon them may be chosen and profitably\npursued. No two rooms having the same grade need follow the same\nsequence or use the same lessons, tho they may be working upon the\nsame constituent elements of the subject. Indeed, the same teacher\nmay strengthen her work by changing in successive years both the list of\nlessons and the sequence of exercises in which the lessons are presented.\nAs the thesis recites, a minimum number of these co-ordinate topics\nwill constitute the prescription in that subject for that grade. Which\ntopic should be chosen of the possible topics for that grade at that time\nmay be determined by the attainments, the personal and social furnishings of the members of the class ; by the abundant or meager equipments\nof the school ; by the qualifications of the teacher; by the local social\nand recent or current educational biases of the neighborhood, or by the\npreferences of the principal ; or by a composite of all of these influences\ncombined.\n\n"}
{"page": 318, "printed_page": null, "text": "306\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nWhat is here said of co-ordinate topics in geography, might, without other change of wording, be applied also to the studies in history\nfor a given class, to nature work or science, to readings in literature, and\nto constructive exercises. The work in elementary history, civic and\nsocial studies, story, myth, biography, and art, furnishes pertinent examples. Here, again, the school has a twofold aim : (a) to make the pupil\nfairly acquainted with the forces and achievements by which the race has\nrisen in civilization, or by which it has gone into decay; and (£>) to arouse\nand direct the native history sense.\nIf the particular idea to which the interest of children is to be\ndirected be the civilizing and culturing influence upon the race of toolusing and mechanical invention (and this may be very profitably begun\nas early as the second or third school year), it can be approached and\nexemplified by a study of the mechanical tasks of some primitive people,\ntheir unaided handwork, the crude products and poor service, and few\nhome and personal comforts, and the low plane of life, as compared with\nothers better situated ; or the study may begin with a more developed\npeople, whose life is easier and richer; or it may find material for the\nsame study in the comparison of the commercial products and social\nconditions of their own time and community as revealing skilled or\nunskilled labor. There is little preference, per se, in any of the three\norders. The first may be better suited to certain conditions, the second\nor third to others. But a course of study would fail of its purpose were\nit confined to a single prescription, or to follow, for successive years, the\nsame unvarying order.\n4. These co-ordinate topics, in sequence thru the elementary course,\nwould form so many possible series, in a given subject, any one of which\nmight be followed according to the preference of teacher or principal,\nor as might be made necessary by the equipments of the school, or the\ncharacter of the contributing population.\nThis will appear most clearly perhaps in the course in literature.\nThe major series may be fixed by the series of books adopted for reading\ntexts ; the readers proper ; or a series in history ; or a series in collateral\ngeography readings ; or one in descriptive and appreciative nature\nstories ; or a line of art readings ; or a line of standard fiction ; or\nclassical and modern biographies chronologically arranged ; or masterpieces in literature suited to the several ages. Not all of these certainly\ncan find a place to any large extent, in any one school, for all pupils. But\nchildren would learn to read, and to read appreciatively, and have room\nfor a growing literary sense, by following any series named. The last\nsurely should not be neglected ; but any one of the remaining series\nmight, without serious mistake, be made the basis of the reading course,\nand be supplemented by readings from such of the others, or so many of\nthem, as time and the furnishings of the school will permit.\n\n"}
{"page": 319, "printed_page": null, "text": "Superintendence]\n\nA\n\nSTANDARD\n\nCOURSE\n\nOF\n\nSTUDY\n\n307\n\n5. Except in certain formal subjects, perhaps, each series should be\ncontinuous thruout the elementary-school years. The continuity of all\nlessons thru the several years of a child's school life is itself a means of\neducation.\nLessons^ in all human interests, personal, social, and institutional,\nhome life and occupations, the forces and institutions of culture, religion,\nart, conventionality, and government, should be begun in the earliest\nyears, and be fairly connected for the entire elementary-school period.\nThese exercises may be, for some subjects, daily thruout the course, for\nothers daily for a shorter period, and less frequently thereafter, as the\nimportance may seem to make advisable ; but interest in them should be\nkept up thru the years.\nThe same observations, in a general way, would be pertinent of geography, nature study and science, mathematics, literature, physical training, music, drawing, etc.\n6. While a minimum amount of work in one or more series of each\ngrade should be required of all, additional studies as voluntary work, in\nothers series in the same grade, should, within generous limits, be not\nonly permitted, but encouraged, both to individual pupils and to strong\nclasses.\nThis thesis is submitted as a third distinctively characteristic recommendation ofthe paper : that voluntary work, pertinent to the course for\nthe year, but additional to the prescription, be, within generous limits,\nnot only permitted, but encouraged.\nOne is educated effectively, chiefly, by what he does from his own\ninitiative. Home work that is required by the regulations of the school,\nand which is measured into the day's school record for a standing, and\nfailing of which one may fail of a passing grade, may be only nauseating.\nHome work or other out-of-school work, or extra exercises during the\nschool period, done for love of the work and with the purpose of accomplishing a specific result, whose only \"must\" is one's own interest and\nintelligent determination, is educative beyond anything — any other best\nthing — the school can do for the child. The wise teacher or principal\nwill learn how to give such voluntary work due recognition and as much\ncredit as may seem deserved.\nThe course should suggest more books in reading for each step than\nthe class can use, more reference texts in history and geography and\ntravel, more literary masterpieces and kindred writings, more observations of nature and experiments and investigations in science, more constructive exercises, than school conditions make possible.\nThese voluntary contributions, if intelligently made, should be almost\nas various as are the children themselves. They will include original,\nand perhaps very simple, studies among living forms, natural-history\ncollections, constructive uses of natural forces, the manufacture of toys,\n\n"}
{"page": 320, "printed_page": null, "text": "308\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nmachines, and useful articles, the conducting of simple experiments, the\nreading of books along collateral lines, free-hand or mechanical drawings,\npainting, carving, modeling, musical composition, original calculations,\nobservations and reports upon particular social or industrial conditions,\nthe growing and care of domestic or wild animals or plants, experimental\ngardening, the training of animals, and such like. But whatever the form\nor importance of this supplementary effort that results in some voluntary\nperformance, the product and the personal power should be utilized in\nthe school, to reinforce what the pupil is doing by assignment, and to\nmake clearer the connection between the school and the non-school life.\nThe course of study must be so flexible, and be so free from mere\nprescriptions, that due recognition may be made of these voluntary offerings.\n7. Such training exercises as current conventionality requires (language, social and business forms, contemporary local institutions, codes\nof right behavior, etc.), or such as the culture of the times demands,\nshould be carefully prescribed and mastered.\n8. The course as a whole, and, as far as applicable, every series thruout the several years, should provide exercises for both interpretation\nand use, for understanding and expression, for perception and construction.\nIt need not be argued here that no process is complete as an act\nof experience that does not in some way finally round itself out in\nuse. Whether it be knowing one's letters, or distinguishing the right, or\nunderstanding a civil law, or comprehending the calculations of bridge\nstrains, or seeing the meaning of a literary paragraph, or finding the\nelements of a work of art, or following the reactions of a chemical\nprocess, or interpreting the steps in a scientific experiment — the process\nfalls far short of its full promise unless the letters are used freely, the\nright is lived habitually, the law is intelligently obeyed, similar calculations of bridge strains become necessary and are made, something of the\nbeauties of the literary paragraph and the work of art is worked into\none's own life, the chemical process be directed and the scientific experiment controlled with a purpose.\nA course of study must therefore provide exercises involving construction and use, not less than understanding and appreciation. The\ndoing may follow the knowing, and always does follow close upon more\nor less of understanding what is to be done. Aimless doing is no more\nprofitable than do-less knowing. Or the knowing may follow or accompany the doing and be enriched by its reactions.\nIn history and literature, not less than in mathematics and science,\nproblems may be set, and investigations started, and comparisons inspired,\nthat will call knowledge into use, and afford reason for the exercise of\nmore or less of free skill and resourcefulness.\n\n"}
{"page": 321, "printed_page": null, "text": "Superintendence]\n\nA STANDARD\n\nCOURSE\n\nOF STUDY\n\n309\n\nManual training will be elsewhere considered, and should be made\na part in one form or another of the elementary as well as secondaryschool course.\n9. At every stage in the course, and daily, exercises should be provided for sight, or impromptu, or unprepared work ; and these exercises\nshould be such as, on the one hand, for purposes of training, are easily\nwithin the pupil's skill ; or, on the other, for purposes of education,\nchallenge his understanding.\nTo be able to meet the exigencies of life as they arise, often strange\nand unannounced, one must, at some time, have had practice in using\nwhat knowledge one has in stock in meeting exigencies. To work out\nat the moment an unprepared lesson which the teacher has been careful\nto see lies fairly within reach of the pupil's experience, reinforced by a\nreasonable resourcefulness, and to have fixed a habit of so doing by\nrepeated tasks of facing the unfamiliar prepares one for meeting difficulties in subsequent employment and conduct, as the most liberal\nknowing alone cannot do.\nOf course, if the purpose be to cultivate skill in training, many\nprocesses using familiar steps in new ways will need to be employed.\nHence supplementary texts for sight-reading should be chosen for\ntheir easy words and simple form. There should be much singing of\nfamiliar music, and easily intelligible scores, and often-recurring melodies, if facility in using musical notation be desired; the frequent\nemployment in drawing of the common elements of form and perspective\nand grouping in the efforts to express graphically the sense of manifold forms and combinations ; practice in putting into the choicest\nlanguage familiar conventional intercourse ; and repeated interpretation\nof more or less familiar geographic phenomena, where some minor factor\nis new.\nBut, for purposes of education, where powers are put to the stretch\nand the judgment must go prospecting, unprepared tasks must be occasionally set, less obviously of the nature of what is known, to challenge\nthe understanding and put the wits to test. Here effort and resourcefulness count for more than answers and a finished product. But answers\nand a product should be reached. It is no re-citation, but a new use of\nold citations, that is wanted. It means the construction, from old material,\nwhich is at best little more than raw material, of a new set of experiences\norganically related after the maker's own patterns. These exercises must\nbe such, indeed, as to challenge all of the pupil's resources. Not how he\nis able to pass an examination simply, involving the answer to catch\nquestions and the resolving of improbable situations, but how he can\ninterpret real difficulties of limit and right and responsibility and physical\nlaw and civic interest and fine-art influences and the personal life, is the\ntest of his progress in learning and manliness.\n\n"}
{"page": 322, "printed_page": null, "text": "3IO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nThis requirement and the voluntary work mentioned in the sixth thesis are of vital importance, and cannot safely be left to the options of\nindifferent and often immature teachers, but should be provided for in\nthe adopted scheme of instruction. As supplementing the course prescribed, which is to be or may be made the basis of the school's systematic instruction, let there be added, as suited to the attainments of pupils,\nfor each class, a carefully graded and suggestive list of real problems —\npractical problems, gathered from the science of the day ; the economic\nlife; travel and geography; civic and political movements; more or less\nobvious forces that are modifying contemporary history ; current manners\nand customs ; primitive life and habits, involving an explanation and\ninvestigation of their origin and decline ; literary and art products, and\ntheir interactions ; industrial movements, and the incident social and\ndomestic conditions; and such like.\nThese would be rather for the pupil's use than for the teacher's, and\nconstitute the voluntary collateral of the course, the free interest in which,\nby pupils, will be a most satisfactory mark of good teaching.\n10. The ideal to be kept in mind should aim at a distribution of subject-matter thru the course, rather than reference to books merely. Indeed,\nTheses i, 3, 4, 5, 6, and 9 would make this necessary. The book in most\nupper grades would come to be a text for a topic, possibly for an entire\ngrade in that subject, but not necessarily, not probably, for different\ngrades or for different rooms or classes of the same grade.\nThe last requirement, however, should, even in the extremest form,\npermit the use of books officially adopted as texts upon which to base the\nclass consideration of subjects.\nThe book would then count for not less, but more ; or, rather, books\nand things and men and human action and achievement and physical\nforces and phenomena would be co-ordinate as stimuli to the mind and\nthe raw material of experience. The book must always fill a large place\nin all formal schooling, and should. But much independent doing and\nobservation and the shaping o\"f knowledge to one's own uses, and helps\nto an original initiative, should be added. And the course of study must\nnot neglect either because the other seems so important. Indeed, a\ncourse based upon texts may very properly be greatly shortened. A\ncourse fixing the distribution of subject-matter, rather than making\nassignment of book exercises, would be more extended, less specific,\nliable to much misinterpretation, and subject to distortion by incompetent teachers and supervisors having strong biases. But even so, it is not\nthe text that is to be taught. The movements of nature, the doings of\nmen, the life of institutions, the art product, the constructive process, the\nsocial intercourse, the economic relations — these, not what somebody has\nsaid about them, only or chiefly, are the means of mental growth and personal enlargement.\n\n"}
{"page": 323, "printed_page": null, "text": "Superintendence]\n\nA STANDARD\n\nCOURSE\n\nOF STUDY\n\n311\n\nThis connection of the day's lessons with the science of the books,\nnot the books of science ; with history in the making, now or then, not an\nindoctrination into someone's views ; with real literature rather than a\nscrap-book manual or anthology; and with the business and customs of\nactual life rather than with arbitrary forms that fit to no business — such\nconnection of the day's lesson is both vitalizing as a means of education\nand usable when books are laid aside. The school should connect with\nlife not less than with the records of life. The school years should be a\nperiod of training for participation in this life on the highest plane of\npersonal and public efficiency.\n11. As far as the exigencies will permit, all arts of expression should be\nconnected with, and grow out of, the (school and non-school) interests of\nthe children in real knowledge and their use of it.\nThis thesis needs but little comment. Only its relation to the outline\ncourse makes its introduction here pertinent. The very term \" expression \"implies experience to be expressed. The experience must be the\nchild's own. Experience for him means, not what has come to him thru\nthe senses, but what he has brought thru senses ; not what he has heard,\nbut what he has assimilated; not the temptations that besiege him, but\nthose he has embraced ; not the perceptions, but the apperceptions ; not\nlife barnacled onto his, but the life he has domesticated. Of such experience only can he talk or write or draw or sing or carve or paint. And\nwhen such impressions have been brought into his life, or assimilated, or\nembraced, or apperceived, or domesticated, he will be able to talk and\nwrite and draw and sing and carve and paint. These will then become\nfor the pupil forms of real expression ; not certainly fine arts, of necessity,\nbut modes of setting himself forth, for which the school should make\nabundant provision, and the school course take formal recognition.\n12. For children in our public schools to fix an acquaintance with,\na habitual use of, and adjustment to, the requirements of American\ncivic and social life should be a constant and leading purpose recognized\nin the course of study.\nThe traditional course of study for elementary schools in cities makes\nlittle of either history or civics, or similar subjects; the rural-school\ncourses even less. Recent movements have been toward the story and\nbiography, the myth and primitive life ; and gradually the instruction is\nbecoming more comprehensive of human relations and more systematic.\nBut in many schools, even yet, the efforts include scarcely more than the\nstory, often mechanically told and with doubtful meaning, for the earliest\nyears ; moralizing thru biography for the two or three intermediate\ngrades ; and a text in history — United States history — introduced into\nthe seventh or eighth grade, sometimes both ; with more or fewer lessons,\noften scrappy and generally technical, upon government and civil relations, and almost no simplest attempt to lead the child to find himself in\n\n"}
{"page": 324, "printed_page": null, "text": "312\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthe great stream of race and individual effort ; or to equip him so that,\nas a man, he will certainly find himself an intelligent part of these human\ngroups.\nThe course here suggested assumes that an acquaintance with our\nAmerican civic and social life, and the habitual use of that knowledge,\nand the power and disposition to adjust one's self to its requirements,\nshould be a concern of the teacher for every pupil. This instruction\nshould begin in the first school years, and without break, tho not of necessity daily, and much of it is as an incident of the schoolroom life, and the\nhome and street and market experience ; continue thru the elementaryschool period, the text-book consideration, the historical story, the study\nof primitive peoples, classical myths, the literatures of different periods,\ncolonial and frontier life and customs, the development of industries, the\nchange in moral standards, the origin and readjustment of local and\nnational institutions, the fine-art reference among different people and\nunder varying conditions, popular rights and responsibilities and their\nimprovement, and the marvelous economic and material progress of the\ncontemporary nations ; being woven into one whole of interest and character for the child, who is to take his place as a citizen, who has responsibilities as well as rights, and who may reasonably claim from the schools\na fair equipment for his task.\nSuch studies, too, lay the foundation for the true civic character. It\ncalls for no contention here that this involves more than a knowledge of\nthe forms of government, the provisions of constitutions and charters,\nand acquaintance with official duties. Civic relations are citizenship relations ;the place and functions and privileges and duties of subjects, not\nless than sovereigns ; public and neighborhood support of law and order\nand decency; and the equal citizenship right of protest and petition that\nmakes for the common welfare as well as the stability of the state. From\nthe child's earliest familiar intercourse with neighbors and strangers,\nofficials, dealers, teachers, physicians, companions, friends and enemies ;\nfrom his first acquaintance with the post-office and city administration,\nand public policing and conventional order, and family rights and the\nplace of the church, and the meaning of the school, he has been gathering the experience out of which must be organized the notion of his civic\nlife. This is not something that must be left until he takes up a book\nupon civics or the constitution or political order, but should be treated as\nthe atmosphere in which the school life of lessons and restriction and\ncommand goes on. A right inventory and sequence of these humanistic lessons must make up one important part of the course.\n13. As a means of cultivating alertness of mind, and manifoldness of\ninterest, and a familiar use of the causal relation, exercises in interpreting, enjoying, and using nature and natural forces should be prescribed\nthruout the course.\n\n"}
{"page": 325, "printed_page": null, "text": "Superintendence]\n\nA STANDARD\n\nCOURSE\n\nOF STUDY\n\n313\n\nThis does not at first, or of necessity, mean science — organized\nknowledge of nature ; but acquaintance with the physical world of\naggregate phenomena, of which some do, and some do not, appeal to the\ngrowing child, but the door to which may be opened that shall give every\nmaterial happening an interest to the observant among children. The\nteacher should see that if a child have a habit of following up his thread\nof interest in something, anything that appeals to him strongly, so that it\nbe something real, the bent of mind is already fixed for the larger interest\nthat embraces all of nature.\nIf the school be really interested, the material can be found. Every\nphase of nature undertaken should be investigated in part, and in as\nlarge part as the circumstances of the school will permit, where this phase\nof nature is native. Study the plant where it grows and as it grows ; the\nanimal alive and at freedom, watching its habits and behavior ; the soil\nin the midst of its soil surroundings; minerals in their ores and housed\nby the sheltering hills ; coal in its fixed deposits; snow, ice, and rain, and\nthe conditions of their forming ; seeds in their germination and growth;\ninsects as they pass thru their several stages ; crystals in their self-shaping ;\nvegetation in the process of decay; streams at their work ; the disintegration of rocks and the making of soils ; and whatever nature does, at its\ndoing. Free opportunity for field excursions should be provided for and\nmade as much a part of the instructional machinery as are books and lessons and schoolroom exercises. Where it is possible for the small children in cities to have a corner of the yard for a school garden, for the\ngrowing of plants and trees, not much may be done with plants and\ntrees, but the result with the little ones will be worth all of the trouble.\nMake use of the home garden, if there be one, of house plants at home\nand at school, of public gardens and parks, home and personal pets\namong animals, zoological collections, choice pictures, and specimens\nof materials — presenting as nearly as may be their natural surroundings\nand growth and uses.\nIf the result coveted were mere information about nature, such an\narrangement would not be possible, certainly not practicable. But if the\npurpose be to cultivate alertness of mind, an abiding interest in one's\nsurroundings, and a habitual taking into account of the causal relation\namong happenings, the uniformity of subject-matter in lessons becomes\nless important.\nUse each season for what it can be made to do for the pupils, and the\nintegration of experiences will take care of itself.\n14. Of mathematics for the elementary grades the course should\ninclude the simple number and form lessons for the first year or two,\nused incidentally; the four fundamental processes of arithmetic, with\nimportant applications, up to and thru the seventh school year ; and the\nelements of algebra and constructive geometry in the year following.\n\n"}
{"page": 326, "printed_page": null, "text": "314\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\n.The reader of the paper is not unmindful of the disciplinary uses of\na mathematical course ; but it seems altogether probable that these\nadvantages or their equivalent may be secured by an arrangement that\ngives less than one-third of the school period to the work, and which now\ntoo often comprises little else than the most mechanical tagging in the\nwake of a memorized and ill-understood rule. The mastery of the simpler number and form lessons, and facility and accuracy of calculation\nunder the fundamental forms, come now thru the use of number and\nform and calculation as needed, not thru the solving of possible tho\nimprobable problems, assigned because they are difficult and tax the\nlogical ingenuity.\nMagnitude and multitude relations should be constantly used with all\nexperiences to which size, form, and number are applicable. The connection should be seen to be a natural one, and the need for their use\napparent. The necessity for accuracy; ideas of proportion and magnitude relation ; the studies of force, and the changes in matter and form\nand size ; the work of the natural forces in earth and air and sky and\namong animals and plants ; in mechanics and invention and human\nachievement; in personal and domestic economics, will make sufficient\nrequisition for calculation and the quantifying of experience to give\nabundant practice. The lessons in logic will then have familiar experience upon which to work.\n15. Thruout the course, language as a means of expression, and language as a means of interpretation, must receive constant attention ; both\nuses having recognition from the earliest years, the former predominating\nin the primary grades, the latter gaining in importance relatively with\nthe advancement of pupils.\nThruout both the earlier and later years of the course, however, far\nmore than the usual attention should be given to training in expression\nby the voice. All must talk, and should be encouraged to talk, and the\nschool should fix the habit of_ talking well — not eloquently, nor oratorically, nor of necessity rhetorically, but effectively; with confidence, as one\nwho has a message ; intelligently, as one who has reflected upon his\nspeech ; skillfully, as one who has been accustomed to talk at his best.\nThe home cannot do this for the child, and the street will not do it.\nIt is one of the great burdens laid upon the school.\nReading aloud for its own sake is perhaps less important than was\nonce thought; but for its influence upon one's speech it is both powerful and discriminating among all the means of training. The silent\nexample of the teacher is great. She should be both an appreciative\nreader, thoughtful of the effect of her reading, and careful of her daily\nspeech. But the school, as a purposeful instrument of education, should\nmake her personal and professional intercourse among the children a\ntraining in right habits in these particulars.\n\n"}
{"page": 327, "printed_page": null, "text": "Superintendence]\n\nA STANDARD\n\nCOURSE\n\nOF\n\nSTUDY\n\n315\n\nBut more important than this power of strong and authoritative\nexpression, much as it means in a free neighborhood democracy, is a keen\ninsight into and appreciation of the meanings and niceties af language as\nheard and read. To make boys and girls good listeners, and masters of\nthe printed page, to the end that they are made possessors of the wealth\nof the world's best thought and skill and science, is an achievement to be\ncoveted, by the teacher for the children and by the children as their\nlegitimate claim upon the schools. The course of study must take daily\ninto account this need of children for an appreciative sense of the best\nliterature suited to their attainments and their ideals. The library must\nbe made more and more a factor in accomplishing the school's purposes. That there are libraries is not sufficient. The teacher must see\nto it that the libraries are rightly used ; and they must be where they\ncan be so used, or so administered thru the school's co-operation, that\nthe riches of the shelf are used to good ends. What is learned in the\nclass-room is forgotten ; but the books remain, and new ones are published hourly; and the sharp, fine sense of joy over a new thing, or an\nold one well said, is an abiding power that makes for all sorts of\nrighteousness.\n16. In a similar way, drawing, writing, music, manual work, etc., have\ntheir primary use as a means of expression, and should be freely drawn\nupon to reinforce the language exercises — talking and reading — but\nshould look toward fine-art appreciation in their respective domains as a\nfuller later development.\nThe pictures which primary children sketch do not mean much as\npictures. They are generally crude ; they are not certainly works of art.\nThey are not very successful as forms of expression. The label or the\ncontext only saves some of them from being meaningless. But as a mark\nof effort to express the real perception of the child they are eminently\nsuccessful. They are improved as the thought takes on more definite\nshape, and as the mind's control of fingers and tools is surer. The habit\nof expressing one's self so is of more significance than the artistic finish\nof the product or the skill in the process. A like observation may be\nmade of writing. What system is used is relatively unimportant. Three\nresults may fairly be sought : (a) easy legibility ; (b) a. clean, attractive\npage ; and (c) so much facility and rapidity as the uses of writing require.\nIt is no more important that children write alike or uniformly than that\nthey draw alike, or speak with the same movement and intonation, or\nwalk with equal stride, or use the same solution of a problem, or note the\ncharacteristics of a flower in the same order, or use the same phraseology\nin their essays. If a boy have the artist's instinct for that sort of work, it\nwill be discovered, and should be recognized ; but why must we expect\nall others to pattern after his greater skill ?\nConcerning manual exercises it only remains to be said that there are\n\n"}
{"page": 328, "printed_page": null, "text": "316\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\ntwo or three reasons why, in cities, these in some form or other should be\nincluded as a part of the regular prescribed course.\n(i) As was mentioned under Thesis 8, no experience is complete\nuntil it has been rounded out in some form of concreted product. Manual work is an attempt to realize in material form what the mind has\ndiscriminated. No course that omits this can well be made to serve\nthe child fully. In the present day the deficiencies are only the more\nnoticeable.\n(2) A second reason for including manual training in the commonschool course lies in the fact that it serves to retain many children of both\nsexes in school, who would and do otherwise leave their sludies as soon\nas the law allows.\n(3) A third reason is incident to these two. Constituted as society is,\nand fitted to labor as is man's estate, every child is in need of a training\nthat shall fasten upon him the manufacturing habit. I trust that my\nhearers will generously construe this last statement in the light of what\nhas heen said elsewhere, as a context. But if there were no other reason\nthan this for the prescription of manual training, as a part of the elementary-school course, for most children under fourteen years of age, the\nresult would justify the means.\nBut drawing, music, and manual work have in common another, and\ndoubtless a higher, function to perform in schooling. In the words of the\nbare thesis, they should all look as their fuller or later development\ntoward fine-art appreciation in their respective domains. For most children of any community the schools must be held to do this rather than\nthe home. The best pictures, in reprints at least ; the best statuary and\ncasts ; the best architectural illustrations ; the best specimens of fine printing; beautiful works of mechanic art; examples of fine products of nature\n— trees, flowers, landscapes; the best musical compositions, and dramatic\nrepresentations of superior artistic and historical merit ; the best available\nexamples of excellence in platform and pulpit speaking, and in public\nreading, should, as occasion offers and the resources of the school will\npermit, be kept before children of all social classes, and, in all natural\nconnections with their work, called consciously to their attention, in such\nway as to furnish standards of superior achievement, cultivate a familiar\ninterest in them, and a habit of enjoying them. While the primary function of these arts may be to strengthen the pupil's expression, and aid\nhim in utilizing his experiences, much may be done, even with the youngest children, in facing them toward excellence in their own efforts. And\nthis is the true fine-art reference, as I take it, for the improving child. The\nschool must see to it that whatever is best and finest in nature or art is given\na place in the child's experience. It softens the asperities in a life that, for\nmost of them, is stern enough at best ; it transfers the center of interest\nand concern from self to some \"other\" that lies in the outside, larger\n\n"}
{"page": 329, "printed_page": null, "text": "Superintendence]\n\nA STANDARD\n\nCOURSE\n\nOF STUDY\n\n3J7\n\nuniverse; it raises the plane of living, by raising the plane of enjoyment,\nand dignifies all human purposes. Thru learning to love the beautiful\nanywhere there is cultivated a sense for beauty elsewhere. Drawing,\nmusic, reading, the bodily carriage, social intercourse, the exercise of\nauthority, and mechanical skill are exalted above the level of mere doing,\nto doing at one's best.\nAll of which is on the way to fine art.\n17. Thruout the years of childhood there should be systematic and\ncarefully graded instruction upon the nature and functions of the body\nand the bodily organs, the conditions of health, and the physiology of\nexercise, sleep, eating, etc.; and the purposeful daily practice of simple\nphysical exercises and hygienic rules for sound, vigorous bodies ; to the\nend that a habit may be fixed of intelligently and regularly caring for\nthese things.\nHere, as elsewhere, men know enough of what ought to be done, but\nthe years of training in the right way have been too few, or the instruction has been desultory or perfunctory ; while the ignorant practice of\nthe wrong way has been all but constant. The right care of one's body\nis no exception.\nThat health may be preserved, and the years of productive life lengthened, and the sum of happiness increased, is reason enough for carefully\nordering a system of instruction in, and practice of, the best-known principles of private and public hygiene. The course, including daily exercises in one or another form of the subject, should continue thruout the\nelementary period.\n18. As a corollary to what has been said in former paragraphs, it\nremains to be stated that such a system of purposeful teaching as is outlined would be partial in its results and incomplete in its scope, unless\nthe kindergarten for children from four to six years of age be made an\norganic part of the system.\nThat the kindergarten has not been universally commended by school\npeople, and is not now, requires no extended statement. Children so\nstarted upon their school career do not readily adjust themselves to a\nrigid \"must\" and \"must not\" order of deportment. Their behavior is\noften not \"good\" as measured by the standards of quiet prescribed in\nmany schools. Even for their age they take fewer things upon mere\nauthority than do those who have entered at once upon book lessons.\nThey are more restless under restraint. And if that restraint be arbitrary,\nthey are likely to resent it. But all of these are qualities that show protest against needless forms of behavior and manifold directions from the\nteacher. The kindergarten, if it be a sensible one, has laid the foundation for a wise self-initiative that the schools often fail to reach, and for\nan intelligent alertness that the schools have generally repressed. It has\ngiven deftness of finger and the manufacturing impulse. Things are\nworked with, combined, and made up into new forms, often after the little\n\n"}
{"page": 330, "printed_page": null, "text": "318\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\none's own design, and self-helpfully. It has cultivated .resourcefulness\nand paved the way for a many-sided interest in the subsequent school\nyears. It has fixed the habit of reasonable social intercourse, and the\nconsiderateness that marks the behavior of the gentleman or lady. To\nthe kindergarten-trained child the constructive exercises of the grades\nmakes a natural appeal. Simple handwork in the primary years, sloyd,\nand carving and sewing later, and tool-work in the grammar grades,\nfollow in easy succession. The kindergarten furnishes an excellent preparatory training for these constructive exercises.\nMoreover, the argument should not be ignored that without these two\nkindergarten years the most responsive period of a child's life, educationally, are neglected. Almost no home in this busy day in cities can\ngive the little one just the attention he needs. Certainly not the household of those where both father and mother must spend ten to twelve of\nthe child's waking hours at their own tasks ; not in the house of the rich\nand leisure class, where the little ones are largely left to servants ; nor\nyet in the hovel, whose adult members are often indifferent.\nBesides, the kindergarten is organized to generate just those qualities\nof mind and life for which books and the formal lessons of the school\nare, theoretically, employed to secure to the child : clean lives ; habits of\nindustry and honesty; vigor of mind and body; joyous, hopeful, aggressive boys and girls.\nDISCUSSION\nPresident A. S. Draper, Champaign, 111. — We have just heard a very carefully\nprepared document by Dr. Boone, a past master in pedagogy. The paper teaches the\nimportance of freedom in schools and flexibility in teaching.\nI should like to ask if there is anything that should not be undertaken by a school.\nHow much of the course presented in the paper may the child safely undertake ? Too\nmuch attention is being given to standardizing courses of study. The teacher of the\ngrade below should not have to give too much attention to the work of the grade above.\nMore attention should be given to., the teacher and the quality of the teaching. More\nattention should be given to pupils' temperaments and environments. Too little attention\nis being given to what a child may easily do in our schools.\nTeachers in cities are asked to do more than they can do well. The teacher's work\nshould look to generating enthusiasm. When children become interested in a subject,\nthey will continue investigation without the direction of the teacher. Much of the work\ndone in the schools is discouraging to the child. Many superintendents and teachers\nattempt to do what they are not prepared to do, and confusion is the result.\nThere can be no standardizing of courses of study. Teach teachers to teach something and to teach it well. More stress should be laid upon the companionship between\npupil and teacher.\nIf certain tendencies in the public-school work are not corrected, the schools will\ncease to be common schools. There is nothing more important than that the common\nschools should remain common.\nSuperintendent M. A. Whitney, Elgin, 111., asked : \" Where should the pruning\nof courses of study begin ?\"\n\n"}
{"page": 331, "printed_page": null, "text": "Superintendence]\n\nA STANDARD\n\nCOURSE\n\nOF STUDY\n\n319\n\nPresident Draper replied that he would permit the doctors of pedagogy to answer\nthat question.\nSuperintendent F. Louis Soldan, St. Louis. — I am in hearty sympathy with this\npaper. A systematic course of study relieves the principals and teachers of much worry\nand responsibility while performing the duties of their respective positions. Every course\nof study grows out of the large experience of the teacher. Since pupils pass from one\nteacher to another, a course of study is necessary in order to prevent confusion. With a\ngeneral course of study to follow, the teacher is not left in doubt as to what she is to do.\nA rational course of study, marking out the territory to be covered, is not an infringement upon the liberty and freedom of the teacher. It does not hamper her in her\nwork.\nDr. C. A. McMurry, State Normal School, De Kalb, 111. — We are inclined to think\nsometimes that a course of study is a product of the malicious feeling of the schoolmaster.\nIt is no new thing to find that the course of study is overloaded. The filling up and overloading ofthe course of study is not the work of the schoolmaster. It is the result of our\ncivilization. The course of study is the expression of the life of the people. It represents\nthose things that are common in the life 'of the people. The difficulty arises from the\nfact that we are endeavoring to absorb into the course of study so many of the demands\nof the life of the people. The world is pressing for recognition, and is no longer satisfied\nwith the courses of study of our grandfathers.\nThe present course is a conglomerate mass — the teacher is not yet ready to grasp\nwith the problem. There is a great necessity for a condensation or simplification of the\nmaterials now in use in our courses of study. This ought to receive attention by this\nassociation of schoolmasters. Literature can be made an engine of power to introduce\nmany facts of education by this process of correlation.\nSuperintendent W. N. Hailmann, Dayton, O. — I am in hearty sympathy with\nDr. Boone. He has beautifully and systematically presented the essentials of a course of\nstudy. We' do not believe in the theory of those who are beginning to yield to the signs\nof the times. We take no stock in that strawman. The course of study is not overloaded. Those who criticise the present course speak of the frill of nature study, the frill\nof music, art, etc. The so-called frills have transformed the world. These frills help to\nmake life worth living. The function of the frill is to help make the school subjects\nmore vital in the life of the child and in the life of the school. These frills give the child\na higher notion of life.\nThere is no amusement aimed at in the kindergarten. It is real enjoyment that the\nkindergarten proposes to give the child; a joy that comes by doing — by doing things\nourselves and thus making our environments more pleasing.\nDr. Harris has so clearly shown us that the importance of teaching the different subjects of the course of study is not for the sake of the study, but rather to give the child\npower and skill.\nPresident R. H. Halsey, State Normal School, Oshkosh, Wis. — The course of\nstudy should be more prescriptive and less suggestive. The same principles that should\ngovern in the self-activity of the child should govern in the training of the teacher. Give\nthe teacher more responsibility in the initial training of the child. Co-ordinate topics\nshould be introduced into the different grades for the sake of variety. We must look\ntoward the training of both classes of pupils — the bright and the dull.\nIt is a dangerous thing to put the bright pupils ahead of the other members of the\nclass. Thoroness should precede promotion. Give the pupil more work in the grade of\nwhich he is a member, rather than remove him by special promotion. Pupils who\" enter\nthe high school are too often very poorly prepared for the work. They should remain in\nthe same grade with additional work, giving them new territory, rather than have them\npass over the same territory again.\n\n"}
{"page": 332, "printed_page": null, "text": "320\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nSuperintendent Boone. — There should be a course — a real sequence of topics —\nso correlated that it becomes a unit. It may suggest typical studies for each grade, but\nthe same grades in a city need not study the same subject, but the typical subject. The\nsubjects to be studied must be determined by the locality, equipments of the school, etc.\nChildren should have a chance to do something and do it well. The work should be\nlargely voluntary. In the matter of the promotion of a pupil it is not a question of having\ncompleted the work of a grade, but the question is : Can he get more work out of the next\ngrade than he can out of the one of which he is a member now ?\n\nSOME\n\nASPECTS\n\nOF\n\nGRAMMAR-SCHOOL\n\nPROFESSOR\n\nL.\n\nR.\n\nB.\n\nBRIGGS,' HARVARD\n\nTRAINING\nCOLLEGE\n\nWhoever looks into systems of education is almost sure to see something that needs reform, and is inclined to believe that the methods of\nhis own day are all wrong. Thus it has come to pass that every year or\nevery month, according to the degree of progressiveness in the community, new theories of education are sprung on us, and, it may be, tried\non our children. Now, as everybody knows, it is ten times as easy to\ndestroy as to reconstruct, and a hundred times as easy to find fault as to\nsuggest practicable and wise and durable improvement. The history of\neducation, like the history of the world, is a history of countless mistakes, with much noble effort and many noble results. There is no\nreason why education should not admit new light as other sciences admit\nit — as medicine, for example, admits it; reform in education has been,\nand still is, alloyed with religious prejudice, with politics, and with personal power and whim, till in our less hopeful moments the education of\nboys and girls seems the stamping-ground of experiment and fad. In\nthese experiments for the enlightenment of colleges and schools we\nsometimes forget the oldest and the best truths of education itself.\nFrom Milton, tho parts of his one pamphlet on education are an\nastounding example of the reformer's lack of practical sense, we may get\nas good a definition as has ever been devised. \" I call a complete and\ngenerous education,\" says Milton, \"that which fits a man to perform\njustly, skillfully, and magnanimously all the offices, both private and\npublic, of peace and war.\" Accepting this definition, I come with an\nold story, a story which I have told before, and must tell the worse when\nI try to put it into new language ; a story, therefore, which here and there\nI shall let other people tell for me.\nAt the start I must disclaim any inside knowledge of school systems ;\nand for this reason it may seem that I ought not to speak of school systems at all. My excuse is twofold — the a priori principle in the relation\nof hard work to solid success, and the unmistakable signs that in modern\ntheories of education this principle is often slighted or ignored.\nIn a\n\n"}
{"page": 333, "printed_page": null, "text": "Superintendence]\n\nSOME\n\nASPECTS\n\nOF GRAMMAR-SCHOOL\n\nTRAINING\n\n321\n\ncertain sense I speak as an outsider, yet as an outsider who has, and who\nfeels his right to have, a conviction — a conviction that the end of the\nAmerican public school is to insure the intellectual discipline which is\nitself a moral force, and which may point for its result to an educated\nnation.\nThe first lesson of education is the lesson of getting down to hard\nwork, and doing the work thoroly. It may be learned by a boy or girl\nwho never goes to school, learned in a mill or on a farm ; but the highest\nwork in this part of the world must commonly be done by people who\nfor a greater or less number. of years have spent the best part of at least\nfive days out of seven for some forty weeks a year in what we call education. The first business of a school is to teach concentration, application, power of tackling intellectual work — qualities which sooner or later\na man must have if he is to succeed in life, and which he got in his boyhood if he had the right kind of parents, was the right kind of boy, and\nwent to the right kind of school. (I speak of boys. I bid good-by to\nthe girls here and now, leaving them to be \"understood\" thruout most of\nwhat I have to say.)\nSome of us now in middle life recall the days when, as one of my old\nneighbors puts it, \"we were on earth the first time,\" and we recall the\ngrammar schools of those days ; the bare walls, the single dictionary as\nthe library of each room, and the curriculum, which nobody had dreamt\nof \"enriching\" — reading, writing, spelling, arithmetic (quite enough\narithmetic), English grammar, and Quackenboss' History of the United\nStates; nothing to attract the eye, no festivity except at recess, no music,\nno intellectual food outside of the curriculum except an occasional\naddress of five minutes by a more or less illiterate mayor and an occasional question from a rather bashful superintendent (those were early\ndays). For discipline, besides a flogging now and then, the boy who\nturned his head round to the boy behind him had to stand on the platform with a spring clothespin on his nose till he saw another boy turn\nhis head and transferred the clothespin to him.\nSuch education had its drawbacks, moral, intellectual, and above all\naesthetic ; yet some of us may well look back to it as the surest and truest\ndiscipline of our lives — for we were taught to work. Sometimes, if you\nare to turn a college loafer into a man, you send him to a factory, with\nlong and early hours, and immediate responsibility to an officer. You\ndo this because his salvation is work, and because, blind as he now is to\nthe beauty of the intellectual work that he may do, he needs to be educated by manual labor that he must do. You give him work as education.\nAll education is work. This obvious but endangered doctrine is what I\nam here to preach.\nWork [says Bushnell] is activity^?- an end ; play activity as an end. One prepares the\nfund or resources of enjoyment ; the other is enjoyment itself. When a man goes into\n\n"}
{"page": 334, "printed_page": null, "text": "32 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\n[agriculture, trade, or the shop, he consents to undertake a certain expenditure of\ncare and labor, which is only a form of painstaking (rightly named) in order to obtain\nsome ulterior good which is to be his reward ; but when a child goes to his play, it is no\npainstaking, no means to an end ; it is itself, rather, both end and joy.\n\nNow, the tendency of education in this country is to turn work into\nplay, just as the tendency of outdoor games in this country is to turn\nplay into work. For early education we have the kindergarten ; for football we have relentless training. Have you ever thought of one reason\nwhy athletics in American colleges mean so much ? It is athletics in\nwhich many a youth, pampered at home and at school, gets his only\ntaste of the stern discipline without which he cannot be a man. His\nstudies he evades, and his friends pardon the evasion ; his football he\ncannot evade, or he is branded as a \"quitter, as \"soft,\" or \"sandless.\"\nFrom his studies he gets more or less culture, but no backbone ; from his\nfootball he gets the stuff and substance of his education. The businessman often prefers in his office a successful college athlete to a successful\ncollege scholar; for the athlete, as the business-man says, \"has done\nsomething.\"\nThe public school should have at least as much educational power as\nfootball. Setting aside the question of manual training, a question of\ngreat importance to many boys, and speaking of a grammar school, which\nhas for its object intellectual discipline, I believe that the business of the\ngrammar school is to teach a few subjects, essential or of prime importance,\nand, in teaching them, to give the training which enables people \"to do\nthings.\" The grammar school is for the greatest good of the greatest\nnumber. If we are inclined to condemn it for ignoring the individual,\nwe should remember that strength may come to the individual from being\nignored, from being treated as one among many who are treated and\ntrained alike. Individual education is the right of a man ; to a less\ndegree it is the right of a youth ; to some degree it is the right of everybody; but everybody has also that other right of education in common\nwith his equals, with his superiors, and even with his inferiors, education\nin which he may see the effect of teaching on a variety of minds, each different from his own, and may learn from his fellows as they may learn\nfrom him.\nAgain and again I have seen, in college, students who have become\nalmost hopelessly debilitated from excessive attention to their individual\nneeds — or, rather, to what their parents have believed to be their\nindividual needs ; who have never known the stimulus of competition ;\nwhose sharp corners have been carefully sharpened more and more, and\nnever rounded off ; the bent of whose minds has been followed till their\nminds have lost all power of attention and concentration — unless something new has come to fascinate them, so that their very attention has\nseemed a weakness rather than a strength, a yielding of the mind rather\n\n"}
{"page": 335, "printed_page": null, "text": "Superintendence]\n\nSOME\n\nASPECTS\n\nOF GRAMMAR-SCHOOL\n\nTRAINING\n\n323\n\nthan a conquering by the mind. The business of the grammar school is\nnot to follow the mind, but to lead it; nor is it to entertain or amuse, tho\na good teacher will entertain and amuse incidentally; nor is it to teach\nso many things that none can be taught well. It is to drill and drill and\ndrill, to teach accuracy, concentration, self-command, so that he who has\nbeen faithful in a few things may be fit, with increasing years and ripening powers, to be ruler over many things. In the grammar school few\nsubjects are essential. Chief among these is the use of the English\nlanguage. If enough sensible trainers of the voice could be found, I\nshould be tempted to add elocution. Who does not know the strained,\nhigh voice of a reciting child or of a chiding schoolmistress ? Who that\nhas to use his voice in a large room does not know the weariness of not\nusing it well ? A little mathematics, a little geography and history,\npossibly a little physics, and a great deal of reading, writing, and speaking in the English tongue — these things well taught make a foundation\non which any structure of intellectual education may safely rest. Narrow,\nif you will, but about as wide as a child's foundation can be laid and laid\nfirmly. A few fundamental studies with the habit of mastering the work\nin hand are an infinitely better basis for the child than a heterogeneous\ncollection of half-learned, cultivating diversions over which he may sprawl,\nbut on which he can never stand. A few studies rightly taught are the\nfirst intellectual step toward \" that which fits a man to perform justly,\nskillfully, and magnanimously all the offices, both private and public, of\npeace and war.\" Sometimes people complain of drill as benumbing the\nmind of a child; and the complaint, if the child is young and the drill\nsevere, has foundation. Yet these same persons fail to see how demoralizing to the minds of children an excessive number of studies may be.\nChildren, as everybody knows, love repetition in their amusements, and\ncan stand much more of it in their instruction than their elders can. By\nmultiplying the subjects which we set before them, we run the risk, not\nmerely of dissipating their minds, but of overstimulating them. I do not\nmean that even a grammar school should ignore the value of variety, and\nI am glad that music is now taught in our public schools. I mean much\nwhat a correspondent of mine meant when he wrote: \"I would have a\nboy use the English language decently, even if he loses the opportunity\nto study German in the grammar school.\" What threatens our early\neducation nowadays is the amusement and variety theory. Working\nupward from the kindergarten it bids fair to weaken the intellect and to\nsap the will. A well-known teacher in Boston had no difficulty in picking\nout the members of his school who had begun their education in the\nkindergarten ; and he picked them out because of a weakness in their\nintellectual processes. There are exceptions and notable ones ; and there\nis, as everybody knows, a lovely side to the kindergarten ; but the danger\nof the kindergarten principle is felt by many a teacher who hardly dares\n\n"}
{"page": 336, "printed_page": null, "text": "324\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nhint at it. An elective system in college gives a noble liberty to the man\nwho has been so trained that he can use his liberty wisely ; but when an\nelective system goes lower and lower into our schools till it meets children\nwho have been amused thru the years in which they should have been\neducated, what chance have these children for the best thing in education?\n\" On a huge hill\nCragged and steep, Truth stands ; and he that will\nReach her about must, and about it go,\nAnd what the hill's suddenness resists, win so.\"\n\nThat I am not fighting shadows or knocking down men of straw, the\ntestimony of a hundred teachers and parents makes clear. The amusement theory, starting in an honest and benignant desire to show children\nthe beauty of the world about them and to rouse their interest in study,\nespecially in the study of nature, may end with the sacrifice of strength\nin the pupil and of truth in the teacher; may become a sweetmeat theory,\ngiving the children food which debilitates and deranges the organs that\ncrave it.\nCertainly the education of boys should not be a bore and a bugbear,\nnor should it ignore culture. Yet the culture should not crowd out training ;it should rather be atmospheric; it should come to the boy from the\nfiner, maturer, and more sensitive character of his teacher; it should take\nlittle or no visible or tangible part in the school program ; it should pervade the whole. In the best teacher, also, is a personal force that inspires\nsome boys with the desire to work and compels others to work, till work\nbecomes a precious, even a priceless, habit of their lives. He is not full\nof devices and patent appliances for interesting his pupils; he is not full\nof theories and fads ; he does his own work, even the drudgery of it, with\nenthusiasm for it and for his calling. He corrects, chastens, guides,\nkindles the love of learning ; and constantly he gives to eager eyes some\nglimpses of that high enjoyment to which learning and discipline may\nlead; but he never sacrifices the discipline to any royal road of pleasure.\nThis is another way of saying that the good teacher does not sacrifice\ntruth \"to make things interesting.\" I have lately read an admirable paper\nby Miss Soule, of Brookline, Mass., on the foolish untruthfulness of some\nbooksdesigned to interest children in nature. Miss Soulecitesawell-known\nsuperintendent of public schools who maintains that plants, if they are to\ninterest children, \" must be instinct with human attributes ;\" and to illustrate\nhis theory about animals as well as plants she has collected from books for\nchildren a good many specimens of biological mendacity. Children, she\nsays, are taught that \" the kind cow \" gives them her milk ; that \"a plant does\nnot like to send its young, delicate leaves and flowers into the cold world\nwithout wrapping them up, any more than your mother would like to send\nyour baby brother out for the first time without a great deal of such\nbundling up ;\" that the queen bee \"is very generous to the young queen,\n\n"}
{"page": 337, "printed_page": null, "text": "Superintendence]\n\nSOME\n\nASPECTS\n\nOF GRAMMAR-SCHOOL\n\nTRAINING\n\n325\n\nwho of course is her own daughter, and leaves all the furniture and silver\nspoons and everything of that sort behind.\" \"What,\" says Miss Soule,\n\"is gained by this?\" She tells the effect of it on two children. One\nwho was literal said : \" Why, she couldn't leave furniture and silver spoons,\nbecause she didn't have any to leave. That is not a very true book, is\nit?\" Another, and brighter, child exclaimed: \"How silly that is! It\nis so stupid to pretend things like that when they could not ever be.\"\n\"Yet,\" says Miss Soule, \"this child is very imaginative, delights in fairy\ntales, and lived Alice in Wonderland for weeks.\" Imaginative literature\nmay do what it likes with plants and animals. Alice in Wonderland, tho\nshe may not teach children respectful manners, cannot teach them biological untruth. Mr. Kipling's Rikki Tikki Tavi is one of the best stories\nin the English language for old or young; and his Toontai of the\nElephants has a poetic beauty which it is a distinction for a child to feel.\nImaginative literature is one thing, and books for instruction are quite\nanother. Yet one teacher cited to Miss Soule that dismal joke about the\nqueen bee and the silver spoons as \"so taking, so cute!\" \"This method\nof awakening interest,\" says Miss Soule, \" puts child and animals into false\nrelations, and nothing is gained by it except possibly an added interest\non the part of the child. Since this interest is based upon conditions\nwhich do not exist, the child has no right to it. The animals are not\ninteresting in that way.\" In the same paper Miss Soule compares \"soft\npedagogies \" with peptonized food.\nAfter reading Miss Soule's paper, one of the best graduates of one of\nthe best kindergarten schools wrote to the author that she (the teacher)\n\"was circulating that paper among all the teachers she knew, because it\nhad shown her that she and the other kindergarten teachers were doing\ndishonest work for the sake of ease and arousing interest, and that the\nmodern schoolbooks all tended to increase this dishonesty.\" \"It is\nbetter,\" said an American humorist, \" not to know so much than to know\nso many things that ain't so.\"\nAn able teacher in Boston, struggling against what she believes to be\ndebilitating methods in the education of today, writes of her own work\nas \"an uphill, out-of-date attempt to keep a simple, healthy school;\"\nand adds that in the attempt she is \"constantly losing her grip on the\nBack Bay.\" From another teacher of long experience, who writes about\nmodern methods of teaching languages, I quote at some length :\nSince the attack on the old system of teaching languages, English as well as Latin\nand Greek, became effective in an iconoclastic sense, and ineffective in the way of suggesting abetter system, the teacher in the secondary schools has been swamped in what\nI, remembering my friends' experiences with Dr. Sauveur many years ago, have been\ninclined to call Sauveurism. Sauveurism in teaching, you will remember, spread rapidly,\nattacked many college centers, and infected violently the opponents of the classical system. It was for a time hailed as the true scientific treatment of all language study, and\nit really had in it one element of true scientific method, the cumulative gathering of facts\n\n"}
{"page": 338, "printed_page": null, "text": "326\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\non which to theorize ; but the gathering of facts proved in the main to be desultory and\nthe theories nebulous and valueless. This Sauveur rage, while it had its good side in\npractical training for the spoken language, struck at the root of all sound scientific\nmethod in language study. The good in it was as old as the hills, and was already as\neffectively used in good schools of the classical order as it ever was by Sauveur. The\nevil in it was its claim that a no-system was better than a system. It threw out what was\nknown and classified. Where true science teaches by rule and tests by experiment, this\nheld that cumulative laboratory work was all-in-all. The Sauveur method was the first\nwild attempt to replace with a working system the old grammatical training of the\nschools. It failed and is forgotten. Taking what was good in it — not from Sauveur,\nbut from the old methods, as old as the hills — a few practical teachers, like Daniell and\nCollar, themselves trained in the old schools, have reintroduced good grammatical work\nin Latin and Greek instruction. This is elementary training only, but it serves to shorten\nthe period of drudgery and open up early the rich stores of Latin and Greek literature\n— stores to be best enjoyed without the excess of annotation and cross-reference which\nsome of the literature specialists are attaching to our English classics intended for schools.\nEnglish grammar also has its method and should, I believe, be taught early and thoroly\n— the dry details not shunned. In getting these the memory may receive as exact a\ntraining as it used to get in the old [Boston] Latin School under Gardner. Once bedded\nin the mind, the grammatical details should be allowed to repose there, as well forgotten\nas the flower seed is forgotten when the blossom is sweet in the winds. If they are\nstirred again, as the young college specialists (not the best of them) are stirring them, I\nbelieve the mind will never acquire that fine sense of literary charm that used to be\nacquired under Channing and Child. I have recalled Sauveur only because he stands in\nmy memory as the bete noir of some years of my life spent in teaching English and the\nclassics. But he has passed and is forgotten. Other fads have taken the place of his\nin language and other studies.\n\nThis teacher expresses \"doubt as to the robustness of vigor acquired\nby rolling downhill along the lines of least resistance,\" \"as if,\" he says,\n\" mental vigor were to be got in the malarial tracts and not on the windy\nand difficult heights.\" \"Some years ago,\" he adds, \"when I asked my\nboy what he would like to do for a living, his answer was : ' I would like\nto loaf on salary.' As he has had no such soft elective open to him, he\nis now doing very honest work.\"\nThe windy and difficult heights ! Can any healthy man or woman\ncompare the pleasure of \"loafing on salary\" to the pleasure of scaling\n\" the windy and difficult heights \" ? Indeed, the cry of those who scale these\nheights is : \" Give a boy liberty, and he too will scale them. He will use\nliberty wisely, because in the wise use of it he will find the keenest enjoyment of the intellectual life.\" But a boy, while he is a boy, does not see\nall this. A student from a famous preparatory school, the head master\nof which is a vigorous and cultivated man, knew almost nothing of the\nEnglish language. \"With the methods of teaching they have now,\" said\nhis father, \"I do not see how a boy learns anything. I really believe,\"\nhe added, \" that the reason my boy does poorly in his mathematics is\nbecause he does not know the language in which it is taught. It would\nnever occur to him to look up a word in the dictionary.\" This is the\nkind of boy who expects in college that form of education which Mr.\n\n"}
{"page": 339, "printed_page": null, "text": "Superintendence]\n\nSOME\n\nASPECTS\n\nOF GRAMMAR-SCHOOL\n\nTRAINING\n\n327\n\nDooley describes when he says : \"Th' prisidint takes him into a Turkish\nroom, gives him- a cigareet, an' says : ' Me dear boy, what special branch\niv larnin' wud ye like to have studied f'r ye be our compitint professors ? ' \"\nthe kind of boy that leads the same philosopher not to care what the\nchildren study so long as it is disagreeable to them.\nNow and then a man born of the best stock, trained with the best\ntraining of an earlier generation, filled with high purpose and noble\nenthusiasm, fails to see that the average child of today may be swamped\nby a liberty which to him would be buoyant life. He has learned the\ntriumphant happiness of difficult work well done, and forgets the time\nwhen even he, in a school of today, might not have learned it. Let us\nthank every teacher who has helped us to see that, if we do anything as\nwell as we can and keep on doing it, it must become interesting. I too\nbelieve that boys and girls should enjoy education, should love the work\nof it. By and by they must spend the greater part of their waking hours\nin work; and if they cannot enjoy work, the work that lies before them,\nthey will lead unhappy lives. The late Professor Dunbar assigned as one\ncause of President Eliot's extraordinary success his keen enjoyment of\nwork. Some men live on \"the windy and difficult heights,\" mountainclimbers by instinct and by training ; but will the youth of vulgar heritage and custom-made education grapple with the cliffs, or will he light a\ncigarette and lie down ?\nI am not attacking the elective system in colleges. I believe with\nPresident Tucker that \" a considerable amount of unawakened, uninterested\nmind in our colleges has been recovered by this system ;\" that \"it represents the final appeal to the indifferent student;\" and that \"it gives\nresponsibility and stimulus to the diligent.\" Yet its representing the\nfinal intellectual appeal is a confession of weakness in some early processes. Besides, if the elective system gets into the grammar school, it\nwill in some measure defeat its own end in the college. It will cut off\nmany a boy from the liberty in whose name it was created, by sending\nhim to college unfit for a number of the elective courses which would\notherwise be open to him. Then, if roused at last to an interest in work,\nhe will \"feel the weight\" of the \"chance desires\" which led him blindly\naway from what was to be his goal. Suppose he loves literature, but not\nlanguage, and in the complacency of youth sets out to be a specialist in\nliterature with \" no use,\" as he says, for the ancient classics : the higher\nhe rises in his specialty, the more keenly he will feel the want of the Greek\nand Latin which he might have mastered once so much more readily than\nhe can master them now. Or, not to mention Greek and Latin, suppose\nhe loves to write, but not to study grammar : he may be clever and may\nacquire skill in writing; but the greater his success, the deeper will be his\nregret, if he comes to write of difficult subjects, that he threw away the\nopportunity of early grammatical training.\n\n"}
{"page": 340, "printed_page": null, "text": "328\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nThe early studies, I repeat, should be the studies that are at the root\nof all. These are the right studies for boys whose book-learning stops\nwith the grammar school ; they are equally right for boys who will in time\nbe doctors of philosophy. In the hands of a good teacher they are interesting, with no strain on truth; first, because to an awakened mind every\nstudy has its charm ; and, next, because thru them a good teacher may\ntrain a boy to the enjoyment of vigorous work.\nI am talking of intellectual work. Sewing for girls and carving for\nboys are first-rate things and may well be taught in public institutions;\nbut they should not in an American grammar school crowd out intellectual opportunity. As to the hundred pretty and interesting things with\nwhich we are tempted to decorate school programs, let us remember that\n\" the foundation must be stronger than the superstructure.\" \" Fine stockings, fine shoes, fine yellow hair,\" and a \"double ruffle round her neck \"\ndid not make up in Ducky Dilver's lamented wife for the want of a\npetticoat; and it is even so with frills in education. Without the essential\ngarments of the mind the frills may become a mockery.\nSays Cardinal Newman :\nI will tell you, gentlemen, what has been the practical error of the last twenty years\n[we must add many more years now]. Not to load the memory of the student with a\nmass of undigested knowledge ; but to force upon him so much that he has rejected all.\nIt has been the error of distracting and enfeebling the mind by an unmeaning profusion\nof subjects ; of implying that a smattering in a dozen branches of study is not shallowness, which it really is, but enlargement, which it is not ; of considering an acquaintance\nwith the learned names of things and persons, and the possession of clever duodecimos,\nand attendance on eloquent lecturers, and membership with scientific institutions, and\nthe sight of the experiments of a platform, and the specimens of a museum — that all\nthis was not dissipation of mind, but progress. All things now are to be learned at\nonce ; not first one thing and then another ; not one well, but many badly. Learning is\nto be without exertion, without attention, without toil, without grounding, without\nadvance, without finish.\nThere are youths [says the same great writer] who certainly have a taste for reading, but in whom it is little more than the result of mental restlessness and curiosity.\nSuch minds cannot fix their gaze o*n one object for two seconds together ; the very\nimpulse that leads them to read at all leads them to read on, and never to stay or hang\nover any one idea. The pleasurable excitement of reading what is new is their\nmotive principle, and the imagination that they are doing something, and the boyish\nvanity that accompanies it, are their reward. Such youths often profess to like poetry,\nor to like history or biography ; they are fond of lectures on certain of the physical sciences; or they may possibly have a real and true taste for natural history or other\ncognate subjects ; and so far they may be regarded with satisfaction ; but, on the other\nhand, they profess that they do not like logic, they do not like algebra, they have no\ntaste for mathematics; which only means that they do not like application, they do not\nlike attention, they shrink from the effort and labor of thinking, and the process of true\nintellectual gymnastics. The consequence will be that, when they grow up, they may, if\nit so happen, be agreeable in conversation ; they may be well informed in this or that\ndepartment of knowledge ; they may be what is called literary; but they will have no consistency, steadiness, or perseverance ; they will not be able to make a telling speech,\nor to write a good letter, or to fling in debate a smart antagonist, unless so far as, now\n\n"}
{"page": 341, "printed_page": null, "text": "Superintendence]\n\nSOME\n\nASPECTS\n\nOF GRAMMAR-SCHOOL\n\nTRAINING\n\n329\n\nand then, mother-wit supplies a sudden capacity, which cannot be ordinarily counted on.\nThey cannot state an argument or a question, or take a clear survey of a whole transaction, or give sensible and appropriate advice under difficulties, or do any of those\nthings which inspire confidence and gain influence, which raise a man in life, and make\nhim useful to his religion or his country.\n\nElsewhere Cardinal Newman says :\nThe displays of eloquence, or the interesting matter contained in their lectures, though\nadmirable in themselves, and advantageous to the student at a later stage of his course,\nnever can serve as a substitute for methodical and laborious teaching. A young man of\nsharp and active intellect, who has had no other training, has little to show for it besides\na litter of ideas heaped up in his mind anyhow. He can utter a number of truths or\nsophisms, as the case may be ; and one is as good to him as another. He is up with a\nnumber of doctrines and a number of facts ; but they are all loose and straggling, for he\nhas no principles set up in his mind round which to aggregate and locate them. He can\nsay a word or two on half a dozen sciences, but not a dozen words on any one. He says\none thing now, and another presently ; and when he attempts to write down distinctly\nwhat he holds upon a point in dispute, or what he understands by its terms, he breaks\ndown, and is surprised at his failure. He sees objections more clearly than truths, and\ncan ask a thousand questions which the wisest of men cannot answer ; and withal he has\na very good opinion of himself, and is well satisfied with his attainments, and he declares\nagainst others, as opposed to the spread of knowledge altogether, who do not happen to\nadopt his ways of furthering it, or the opinions in which he considers it to result.\n\nStill again :\nBut the intellect which has been disciplined to the perfection of its powers, which\nknows, and thinks while it knows, which has learned to leaven the dense mass of facts\nand events with the elastic force of reason, such an intellect cannot be partial, cannot be\nexclusive, cannot be impetuous, cannot be at a loss, cannot but be patient, collected, and\nmajestically calm, because it discerns the end in every beginning, the origin in every\nend, the law in every interruption, the limit in each delay ; because it ever knows where\nit stands, and how its path lies from one point to another.\n\nMen look at any system of education, and are dissatisfied because no\nsystem does for everybody what education should do. They would gather\ngrapes from thorns and figs from thistles. They forget that even the\nbest seed may fall on stony ground or be eaten by the fowls of the air.\nThey forget that no schoolmaster and no school system can make over\na boy's ancestors, or banish his temptations, or give eyes to the blind ;\nand they have their visions, their theories, their panaceas ; and people\nrush after their panaceas as people rush after other panaceas, to find that\nthe panacea comes and goes, while the disease abides; and the steadfast\nold teacher almost loses heart, like the steadfast old physician who sees\npeople stake their money and their lives on a new patent medicine, on\nirrational healers of all sorts, on people who prescribe from examining\nlocks of hair or from looking at the stars ; but by and by he says to himself :\"This, too, shall pass. Of the new teachers the dishonest will soon\nreveal themselves ; and from the honestly mistaken some good may come.\nI will stand by a few things that I know. I know that it is better to concentrate the mind than to dissipate it, to train it than to pamper it. I\nknow that there is no courage and no intellectual joy like the courage and\n\n"}
{"page": 342, "printed_page": null, "text": "33°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthe joy of that effort which ends in mastery. New systems may come and\ngo. I will take with gratitude whatever in any one of them adds beauty,\ninterest, helpful variety, cultivating influence, any kind of strength or\nglory, to a task as perplexing as it is noble ; yet not for one moment\nshall I forget that sound training comes before varied accomplishment ;\nthat there is no strength and no glory like that of duty steadily and\nbravely done.\"\nDISCUSSION\nDr William T. Harris, United States Commissioner of Education.1 — Being called\nout to make some remarks on the general subject of discussion, I shall utter some of the\nreflections which passed thru my mind as I listened to the fascinating paper which has\njust now been read.\nThe objection to the kindergarten which was quoted in the paper reminds me of\nforebodings which were often published thirty years ago in regard to the kindergarten\nwhen the first experiments were in progress in this country. I do not think, however,\nthat experience verified those forebodings, for it would seem that, on the whole, the children from the kindergarten have a more highly developed power of interesting themselves in their regular work than those who have not received kindergarten training.\nThey are, on an average, somewhat better able to help themselves. They do not\ndepend upon the teacher quite so much as the others. It goes without saying that,\nwhile this is generally true, there are many exceptions. The difference caused by the\ntraining of a good kindergarten is often more than made up for by native talent, or by\nsome species of training obtained in the experience which the child has found in his life ;\nand it must be admitted that some kindergartens of a most unhappy sort have a tendency to develop in children the faculty of getting in the way of each other, and of needing\nconstant supervision on the part of the teacher, who is obliged to interfere with their work.\nMost of my reflections related to what the speaker said with reference to formal discipline. recall\nI\nvividly my protest in early life against formal discipline in the college.\nI was told that Latin and Greek were useful as disciplinary studies. In fact, the arguments made for Latin and Greek would seem to apply to Arabic and Sanscrit and languages\nof the Turanian tribes. I became thoroly tired of all this talk about mental discipline as\nsecured thru the study of dead languages. But in later years I changed my view on this\nsubject, and found that the study of Latin and Greek is generally of great value in one's\neducation. In fact, there is no substitute for Latin and Greek so far as the Anglo-Saxon\nor any other Teutonic people is concerned, because Latin and Greek are the languages\nof the two classes of people who have furnished us the most valuable elements that enter\nour civilization. Our civilization is composite, getting one strand from Greece and one\nstrand from Rome. The languages of those two nationalities belong to the culturestudies of our youth, because they help one to understand the two strands which enter\nhis civilization from those sources. I invented the expression \" embryology of civilization\" to make clear this thought. Inasmuch as one has to study an animal in its embryology in order to know it scientifically, so, it seemed to me, one has to study his own\ncivilization in its embryology in order to understand it. But I will readily admit that the\nstudy of Latin and Greek remains in some instances only a study of embryos, without\nfurnishing valuable concrete results, without strengthening the youth to grapple with the\nproblems of life as they are now. I have seen students at Oxford and Cambridge, resident graduates at those venerable institutions, who had devoted so much time to the\nembryology of civilization that no leisure or taste remained for the study of the civilization which had hatched out of those embryos.\ni Revised and extended by the author.\n\n"}
{"page": 343, "printed_page": null, "text": "Superintendence] SOME\n\nASPECTS\n\nOF GRAMMAR-SCHOOL\n\nTRAINING\n\n331\n\nIt seems to me that it is a mistake to claim for the study of Latin and Greek a value\nsimply as a mental discipline, for a thoro study of Spanish, or French, or German, or\nArabic, or Chinese would develop an equal or greater amount of mental discipline.\nAnd hence the modern school might use one of those branches as a substitute for Latin\nand Greek ; but no one of those branches could give the youth an insight into the development of his civilization ; he would not be mentally prepared to understand the Roman\ncontribution nor the Greek contribution to the laws and usages of civil society and to\nthe forms of literature and art and science.\nThis may be taken as a counter-statement to the position set forth by Dean Briggs\nin his paper. But I had in my own mind a general assent to all that he said, and I was\nvery glad to hear what he said. My suggestion is only that more stress should be laid on\nthe fitness of the college studies to prepare the person for thinking out the problems of\nlater life, and not so much merely on the formal discipline ; that is to say, on\" the mere\ntraining of the will to industry. I think that this will be apparent when one considers\nthat mere dogged industry in some branches does not produce the effects that the same\nindustry produces in others. The one who studies Latin and Greek has more insight\ninto human nature as revealed in his own civilization than the one does who devotes his\nlife to the study of the native dialects of the Sandwich Islands. The one who learns the\nnigher mathematics has more insight into the laws that control matter and forces in\nnature than the one who devotes himself exclusively to manual training, but with equally\nstubborn industry. So, too, the industrious athlete at college does not acquire an ability\nto combine the human forces of an army of men into an all-conquering unity so much as\nthe study of the branches taught at West Point would do. It is true 'that Wellington\nlearned to conquer at Waterloo, as he said, from his early experience in the football\ngame at Eton, but it was at the military college that he learned the mathematical principles which gave him an insight into the football game and enabled him to understand\nhow to apply the principles involved in the combination of the football rush on the grand\nscale of the field of Waterloo.\nI have always felt some degree of impatience with my college teachers because they\ndid not impress upon us students the true view in regard to the studies which we pursued— they did not interpret them in the light of civilization. I had accidentally heard\nsomething of German philosophy. There was at one American college in the early\nfifties professors with some insight into the great revolution going on in German\nthinking ; a revolution which was inaugurated by the {publication of the great Critique\nof Kant ; some insight, I would say, into the upheaval in German thinking which lasted\nfor fifty years or so, namely, until after 1830. This revolution involved not only new\ninsights into all realms of intellect, but also revolutions in statecraft and productive\nindustry. For German thought introduced comparative, methods, not only into philosophy\nand natural science, but also into the study of national economy and civil service. Its\nfar-reaching revolutions became visible to all the world on the fields of Kdniggratz and\nSedan, and later they can now be seen in the specialization of German industry, by\nwhich the northern nations have learned how to emancipate themselves from a dependence on the tropical population for sugar.\nThe most important thing, perhaps, is the study of comparative religion, inaugurated by the new German studies in philosophy. But seventy years after the publication\nof Kant's Critique there was only one professor in an American college who possessed\nan insight into the work sufficient to explain it to a class of students ; or, indeed, to advise\nan earnest-minded young man as to a course of reading on the subject.\nI mention this because I think that the narrow view of formal discipline was the\ncause of this scandalous neglect of philosophy. For not only was German philosophy\nneglected, but the ancient Greek philosophy fared no better. Very absurd notions\nprevailed as to the doctrines taught by Plato and Aristotle, and as to their relations to each\nother.\nI have always considered it a piece of good fortune to me that I revolted against\n\n"}
{"page": 344, "printed_page": null, "text": "33 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nformal disciplinary studies and struck out for myself with the vague ambition to master\nthe philosophy of the Germans ; a philosophy so difficult that after many months' study\nI could not tell what any page of it meant.\nI hasten to say, in closing, that I admit that there is much good in mere industry\nand in the discipline of exerting one's will so as to conquer at a piece of work, at the\nblacksmith's forge, or the carpenter's bench, or in the college boat-race, or in the study\nof the language of a savage tribe, or in a game of chess ; but I wish to affirm that there\nis great virtue in the branches that form the regular course of study in the college or university. They afford insight as well as discipline.\n\nTHE\n\nSITUATION\nPROFESSOR\n\nAS REGARDS\nJOHN\n\nDEWEY,\n\nTHE\n\nCOURSE\n\nUNIVERSITY\n\nOF STUDY\n\nOF CHICAGO\n\nHorace Mann and the disciples of Pestalozzi did their peculiar missionary work so completely as intellectually to crowd the conservative to\nthe wall. For half a century after their time the ethical emotion, the\nbulk of exhortation, the current formulae and catchwords, the distinctive\nprinciples of theory have been found on the side of progress, of what is\nknown as reform. The supremacy of self-activity, the symmetrical development of all the powers, the priority of character to information, the\nnecessity of putting the real before the symbol, the concrete before the\nabstract, the necessity of following the order of nature and not the order\nof human convention — all these ideas, at the outset so revolutionary, have\nfiltered into the pedagogic consciousness and become the commonplace\nof pedagogic writing and of the gatherings where teachers meet for inspiration and admonition.\nIt is, however, sufficiently obvious that, while the field of theory and\nenthusiasm and preaching was taken possession of by the reformer, the\nconservative, so far as the course of study is concerned, was holding his\nown pretty obstinately in the region of practice. He could afford to\nneglect all these sayings ; nay, he could afford to take a part in a glib\nreiteration of the shibboleths, because, as a matter of fact, his own work\nremained so largely untouched. He retained actual control of school\nconditions ; it was he who brought about the final and actual contact\nbetween the theories and the child. And by the time the ideals and theories had been translated over into their working equivalents in the curriculum, the difference between them and what he as a conservative\nreally wished and practiced became often the simple difference between\ntweedle dum and tweedle dee. So the \"great big battle \"was fought\nwith mutual satisfaction, each side having an almost complete victory in its\nown field. Where the reformer made his headway was not in the region\nof studies, but rather in that of methods and atmosphere of school work.\nIn the last twenty or twenty-five years, however, more serious attempts\nhave been made to carry the theory into effective execution in the schoolroom, in subject-matter as well as method.\nThe unconscious insincerity\n\n"}
{"page": 345, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n333\n\nin continually turning the theory over and over in terms of itself, the\nunconscious self-deceit in using if simply to cast an idealized and emotional halo over a mechanical school routine with which it was fundamentally at odds, became somewhat painfully apparent ; consequently\nthe effort to change the concrete school materials and school subjectmatter so 'as to give the professed ends and aims a pou sto within the\nschool walls and in relation to the children.\nDrawing, music, nature study with the field excursion and the school\ngarden, manual training, the continuation of the constructive exercises\nof the kindergarten, the story and the tale, the biography, the dramatic\nepisode, and anniversary of heroic history found their way into the schoolrooms. We, they proclaim, are the working counterparts of the commands to follow nature ; to secure the complete development of the child ;\nto present the real before the symbolic, etc. Interest was transferred\nfrom the region of pedagogic principles and ideals, as such, to the child\nas affected by these principles and ideals. The formulas of pedagogics\nwere reduced in importance, and the present experience of the child was\nmagnified. The gospel of the emancipation of the child succeeded the\ngospel of the emancipation of the educational theorist. This gospel was\npublished abroad, and verily its day seemed at hand. It was apparently\nonly a question of pushing a few more old fogies out of the way, and\nwaiting for others to pass out of existence in the natural course of events,\nand the long-wished-for educational reformation would be accomplished.\nNeedless to say, the affair was not quite so simple. The conservative\nwas still there. He was there not only as a teacher in the schoolroom,\nbut he was there in the board of education ; he was there because he was\nstill in the heart and mind of the parent ; because he still possessed and\ncontrolled the intellectual and moral standards and expectations of the\ncommunity. We began to learn that an educational reform is but one\nphase of a general social modification.\nMoreover, certain evils began to show themselves. Studies were multiplied almost indefinitely, often overtaxing the physical and mental\nstrength of both teacher and child, leading to a congestion of the curriculum, to a distraction and dissipation of aim and effort on the part of\ninstructor and pupil. Too often an excess of emotional excitement and\nstrain abruptly replaced the former apathy and dull routine of the school.\nThere were complaints in every community of loss of efficiency in the\nolder studies, and of a letting down of the seriousness of mental training.\nIt is not necessary to consider how well founded these objections have\nbeen. The fact that they are so commonly made, the fact that these\nnewer studies are often regarded simply as fads and frills, is sufficient\nevidence of the main point, viz.: of the external and mechanical position\noccupied by these studies in the curriculum. Numbers of cities thruout\nthe country point the moral.\n\nWhen the winds blew and the rains fell —\n\n"}
{"page": 346, "printed_page": null, "text": "334\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nin the shape of a financial stringency in the community and the business\nconduct of the school — the new educational edifice too often fell. It\nmay not have been built entirely upon the sand, but at all events it was\nnot founded upon a rock. The taxpayer spoke, and somehow the studies\nwhich represented the symmetrical development of the child and the necessity of giving him the concrete before the abstract went into eclipse.\nIt is, of course, agreeable for those who believe in progress, in reform,\nin new ideals, to attribute these reactions to a hard and stiff-necked generation who willfully refuse to recognize the highest goods when they see\nthem. It is agreeable to regard such as barbarians who are interested\nsimply in turning back the wheels of progress. The simple fact, however,\nis that education is the one thing in which the American people believe\nwithout reserve, and to which they are without reserve committed.\nIndeed, I sometimes think that the necessity of education is the only\nsettled article in the shifting and confused social and moral creed of\nAmerica. If, then, the American public fails, in critical cases, to stand by\nthe educational newcomers, it is because these latter have not yet become\norganic parts of the educational whole — otherwise they could not be cut\nout. They are not really in the unity of educational movement- — otherwise they could not be arrested.\nThey are still insertions and additions.\nConsider the wave by which a new study is introduced into the curriculum. Someone feels that the school system of his (or quite frequently\nnowadays her) town is falling behind the times. There are rumors of\ngreat progress in education making elsewhere. Something new and\nimportant has been introduced ; education is being revolutionized by\nit ; the school superintendent, or members of the board of education,\nbecome somewhat uneasy; the matter is taken up by individuals and\nclubs ; pressure is brought to bear on the managers of the school system ;\nletters are written to the newspapers ; the editor himself is appealed to to\nuse his great power to advance the Cause of progress; editorials appear;\nfinally the school board ordains that on and after a certain date the particular new branch — be it nature study, industrial drawing, cooking,\nmanual training, or whatever — shall be taught in the public schools. The\nvictory is won, and everybody — unless it be some already overburdened\nand distracted teacher — congratulates everybody else that such advanced\nsteps are taking.\nThe next year, or possibly the next month, there comes an outcry that\nchildren do not write or spell or figure as well as they used to ; that they\ncannot do the necessary work in the upper grades, or in the high school,\nbecause of lack of ready command of the necessary tools of study. We\nare told that they also are not prepared for business, because their spelling\nis so poor, their work in addition and multiplication so slow and inaccurate, their handwriting so fearfully and wonderfully made. Some zealous\nsoul on the school board takes up this matter ; the newspapers are again\n\n"}
{"page": 347, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n335\n\nheard from ; investigations are set on foot ; and the edict goes forth that\nthere must be more drill in the fundamentals of writing, spelling, and\nnumber.\nMoreover, in the last year or two there are many signs that the older\nand traditional studies do not propose to be ignored. For a long time,\nas already intimated, the conservative was, upon the whole, quite content\nto surrender the intellectual and emotional territory, the sphere of theory\nand of warmly toned ideals, to the reformer. He was content because he,\nafter all, remained in possession of the field of action. But now there are\nsymptoms of another attitude ; the conservative is, so to speak, coming to\nintellectual and moral consciousness himself. He is asserting that in his\nconservatism he stands for more than the mere customs and traditions of\nan outworn past. He asserts that he stands for honesty of work, for stability, for thoroness, for singleness of aim and concentration of agencies,\nfor a reasonable simplicity. He is actively probing the innovator. He is\nasking questions regarding the guarantees of personal and intellectual discipline, of power of control, of ability to work. He is asking whether\nthere is not danger of both teacher and child being lost in the portentous\nmultiplication of studies. He is asking about the leisure requisite to\nintellectual and mental digestion, and subsequent growth. He is asking\nwhether there is not danger to integrity of character in arousing so many\ninterests and impulses that no one of them is carried thru to an effective result. These are not matters of mere school procedure or formal\narrangement of studies, but matters fundamental to intellectual and moral\nachievement. Moreover, some recent magazine articles seem to indicate\nthat some few, at least, of the reformers are themselves beginning to\ndraw back ; they are apparently wondering if this new-created child of\ntheirs be not a Frankenstein, which is to turn and rend its creator. They\nseem to be saying : \" Possibly we are in danger of going too fast and too\nfar; what and where are the limits of this thing we have entered upon?\"\nMy sketch, however inadequate, is yet, I hope, true to the logic, if not\nto the details, of history. What emerges from this , running account ?\nWhat does it all mean ? Does it not signify that we have a situation\nin process of forming rather than a definitive situation ? The history\nreflects both our lack of intellectual organization and the developing\nrecognition of the factors which must enter into any such organization.\nFrom this point of view, the renewed self-assertion, from the standpoint\nof theory, of the adherents of the traditional curriculum is a matter of\ncongratulation. It shows that we are emerging from the period of practical struggle to that of intellectual interpretation and adjustment. As\nyet, however, we have no conscious educational standard by which to test\nand place each aspiring claimant. We have hundreds of reasons for and\nagainst this or that study, but no reason. Having no sense of the unity\nof experience, and of the definitive relation of each branch of study to\n\n"}
{"page": 348, "printed_page": null, "text": "336\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n|Chicago\n\nthat unity, we have no criterion by which to judge and decide. We yield to\npopular pressure and clamor ; first on the side of the instinct for progress,\nand then on the side of the habit of inertia. As a result, every movement,\nwhether for nature study or spelling, for picture study or arithmetic, for\nmanual training or more legible handwriting, is treated as an isolated and\nindependent thing. It is this separation, this lack of vital unity, which\nleads to the confusion and contention which are so marked features of\nthe educational situation. Lacking a philosophy of unity, we have no\nbasis upon which to make connections, and our whole treatment becomes\npiecemeal, empirical, and at the mercy of external circumstances.\nThe problem of the course of study is thus, in effect, a part of the\nlarger problem so pressing in all departments of the organization of\nlife. Everywhere we have outgrown old methods and standards ; everywhere we are crowded by new resources, new instrumentalities ; we are\nbewildered by the multitude of new opportunities that present themselves.\nOur difficulties of today come, not from paucity or poverty, but from the\nmultiplication of means clear beyond our present powers of use and\nadministration. We have got away from the inherited and customary;\nwe have not come into complete possession and command of the present.\nUnification, organization, harmony, is the demand of every aspect of\nlife — politics, business, science. That education shares in the confusion\nof transition, and in the demand for reorganization, is a source of\nencouragement and not of despair. It proves how integrally the school\nis bound up with the entire movement of modern life.\nThe situation thus ceases to be a conflict between what is called the\nold education and the new. There is no longer any old education, save\nhere and there in some belated geographic area. There is no new education in definitive and supreme existence. What we have is certain\nvital tendencies. These tendencies ought to work together; each stands\nfor a phase of reality and contributes a factor of efficiency. But because\nof lack of organization, because of the lack of unified insight upon which\norganization depends, these tendencies are diverse and tangential. Too\noften we have their mechanical combination and irrational compromise.\nMore prophetic, because more vital, is the confusion which arises from\ntheir conflict. We have been putting new wine into old bottles, and that\nwhich was prophesied has come to pass.\nTo recognize that the situation is not the wholesale antagonism of\nso-called old education by the so-called new, but a question of the\nco-operative adjustment of necessary factors in a common situation, is\nto surrender our partisanship. It is to cease our recriminations and our\nself-conceits, and search for a more comprehensive end than is represented\nby either factor apart from the other. It is impossible to anticipate the\nexact and final outcome of this search. Only time, and the light that\ncomes with time, can reveal the answer.\nThe first step, however, is to\n\n"}
{"page": 349, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n337\n\nstudy the existing situation impartially, as students, not as partisans, and,\nhaving located the vital factors in it, consider what it is that makes them at\nthe present juncture antagonistic competitors instead of co-operative forces.\nThe question is just this : Why do the newer studies, drawing, music,\nnature study, manual training ; and the older studies, the three R's,\npractically conflict with, instead of reinforcing, one another? Why is it\nthat the practical problem is so often simply one of outward annexation\nor mechanical compromise ? Why is it that the adjustment of the conflict isleft to the mere push and pull of contending factors, to the pressure\nof local circumstances and of temporary reactions ?\nAn answer to this question is, I believe, the indispensable preliminary\nto any future understanding. Put roughly, we have two groups of studies ;\none represents the symbols of the intellectual life, which are the tools of\ncivilization itself ; the other group stands for the direct and present\nexpression of power on the part of one undergoing education, and for\nthe present and direct enrichment of his life-experience. For reasons\nhistorically adequate, the former group represents the traditional education ;the latter, the efforts of the innovator. Intrinsically speaking, in\nthe abstract, there is no reason to assume any fundamental, or even any\nminor, antagonism between these two groups. Such an assumption would\nmean that the requirements of civilization are fundamentally at war with\nthe conditions of individual development ; that the agencies by which\nsociety maintains itself are at radical odds with the forms by which individual experience is deepened and expanded. Unless we are ready to\nconcede such a fundamental contradiction in the make-up of life, we\nmust hold that the present contention is the result of conditions which\nare local and transitory.\nI offer the following proposition as giving the key to the conflict:\nThe studies of the symbolic and formal sort represented the aims\nand material of education for a sufficiently long time to call into existence a machinery of administration and of instruction thoroly adapted to\nthemselves. This machinery constituted the actual working scheme of\nadministration and instruction. The conditions thus constituted persist\nlong after the studies to which they are well adapted have lost their\ntheoretical supremacy. The conflict, the confusion, the compromise, is\nnot intrinsically between the older group of studies and the newer, but\nbetween the external conditions in which the former were realized and\nthe aims and standards represented by the newer.\nIt is easy to fall into the habit of regarding the mechanics of school\norganization and administration as something comparatively external and\nindifferent to educational purposes and ideals. We think of the grouping of children in classes, the arrangement of grades, the machinery by\nwhich the course of study is made out and laid down, the method by\nwhich it is carried into effect, the system of selecting teachers and of\n\n"}
{"page": 350, "printed_page": null, "text": "338\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nassigning them to their work, of paying and promoting them, as, in a way,\nmatters of mere practical convenience and expediency. We forget that\nit is precisely such things as these that really control the whole system,\neven on its distinctively educational side. No matter what is the accepted\nprecept and theory, no matter what the legislation of the school board\nor the mandate of the school superintendent, the reality of education is\nfound in the personal and face-to-face contact of teacher and child.\nThe conditions that underlie and regulate this contact dominate the\neducational situation.\nIn this contact, and in it alone, can the reality of current education\nbe got at. To get away from it is to be ignorant and to deceive ourselves.\nIt is in this contact that the real course of study, whatever be laid down\non paper, is actually found. Now, the conditions that determine this personal relationship are, upon the whole, the survival of the period when\nthe domination of the three R's was practically unquestioned. Their\neffectiveness lies in their adaptation to realizing the ends and aims of that\nform of education. They do not lend themselves to realizing the purposes\nof the newer studies. Consequently we never get the full benefit either\nof the old or of the new studies. They work at cross-purposes. The\nexcellence which the conditions would possess if they were directed solely\nat securing progress in reading, writing, and arithmetic, and allied topics,\nis lost because of the introduction of material irrelevant and distracting\nfrom the standpoint of the conditions. The new studies do not have an\nopportunity to show what they can do because hampered by machinery\nconstructed for turning out another kind of goods; they are not provided with their own distinctive set of instrumentalities. Granted this\ncontradiction, the only wonder is that the chaos is not greater than it\nactually is; the only wonder is that we are securing such positive results\nas actually come about.\nLet us study this contradiction somewhat more intimately, taking up\none by one some of its constituent elements. On the side of the machinery\nof school work I mention first the number of children in a room. This\nruns in the graded schools of our country anywhere from thirty-five to\nsixty. This can hardly be said to be an ideal condition, even from the\nstandpoint of uniform progress in reading, writing, and arithmetic, and\nthe symbols of geography and history ; but it certainly is indefinitely\nbetter adapted to securing these results than that of the symmetrical and\ncomplete development of all the powers, physical, mental, moral, aesthetic,\nof each individual child out of the entire fifty. From the standpoint of\nthe latter aim, the discrepancy is so great that the situation is either ridiculous or tragic. Under such circumstances, how do we have the face to\ncontinue to speak at all of the complete development of the individual as\nthe supreme end of educational effort ? Excepting here and there with\nthe genius who seems to rise above all conditions, the school environment\n\n"}
{"page": 351, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n339\n\nand machinery almost compel the more mechanical features of schoolwork to lord it over the more vital aims.\nWe get the same result when we consider, not the number of children\nin a given grade, but the arrangement of grades. The distribution into\nseparate years, each with its own distinctive and definite amount of ground\nto be covered, the assignment of one and only one teacher to a grade, the\nconfinement of the same teacher to the same grade year by year, save as\nshe is \"promoted\" to a higher grade, introduce an isolation which is\nfatal, I will not say to good work, but to the effective domination of the\nideal of continuous development of character and personal powers. The\nunity and wholeness of the child's development can be realized only in a\ncorresponding unity and continuity of school conditions. Anything that\nbreaks the latter up into fractions, into isolated parts, must have the same\ninfluence upon the educative growth of the child.1\nIt may, however, be admitted that these conditions, while highly important as regards the aims of education, have little or nothing to do with the\ncourse of study — with the subject-matter of instruction. But a little\nreflection will show that the material of study is profoundly affected. The\nconditions which compel the children to be dealt with en masse, which\ncompel them to be led in flocks, if not in hordes, make it necessary to\ngive the stress of attention to those studies in which some sort of definite\nresult can be most successfully attained, without much appeal to individual\ninitiative, judgment, or inquiry. Almost of necessity, attention to the\nnewer studies whose value is dependent upon personal appropriation,\nassimilation, and expression is incidental and superficial. The results\nwith the latter are naturally often so unsatisfactory that they are held\nresponsible for the evil consequences ; we fail to trace the matter back to\nthe conditions which control the result reached. Upon the whole, it is\ntestimony to the vitality of these studies that in such a situation the results\nare not worse than they actually are.\nUnless the teacher has opportunity and occasion to study the educative\nprocess as a whole, not as divided into eight or twelve or sixteen parts, it\nis impossible to see how he can deal effectively with the problem of the\ncomplete development of the child. The restriction of outlook to one\nlimited year of the child's growth will inevitably tend in one of two\ndirections : either the teacher's work becomes mechanical, because practically limited to covering the work assigned for the year, irrespective of its\nnutritive value in the child's growth ; or else less local and transitive\nphases of the child's development are seized upon — phases which too\noften go by the name of the interests of the child — and these are exaggerated out of all due bounds. Since the newer studies give most help in\nmaking this excessive and sensational appeal, these studies are held\nresponsible for the evils that subsequently show themselves.\nAs a matter\n1 1 am indebted to Mrs. Ella F. Young's thesis Isolation in the School for many suggestions.\n\n"}
{"page": 352, "printed_page": null, "text": "34°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nof fact, the cause of the difficulty lies in the isolation and restriction of\nthe work of the teacher which practically forbids his considering the\nsignificance of art, music, and nature study in the light of continuity and\ncompleteness of growth.\nThis unity and completeness must, however, be cared for somehow.\nSince not looked out for on the basis of the teacher's knowledge of the\nwhole process of which his own work is one organic member, it is taken\ncare of thru external supervision and the mechanics of examination and\npromotion. Connection must somehow be made between the various\nfractional parts — the successive grades. The supervisor, the principal,\nis the recourse. Acting, however, not thru the medium of the consciousness of the class-room teacher, but thru the medium of external prescription and advice, the inevitable tendency is to arrest attention upon those\nparts of the subject-matter which lend themselves to external assignment\nand conjunction. Even music, drawing, and manual training are profoundly influenced by this fact. Their own vital aims and spirit are\ncompromised, or even surrendered, to the necessities for laying out a\ncourse of study in such a manner that one year's work may fit externally\ninto that of the next. Thus they part with much of their own distinctive\nand characteristic value, and become, to a considerable extent, simple\nadditions to the number of routine studies carried by children and\nteacher. They serve no new purpose of their own, but add to the\nburden of the old. It is no wonder that, when the burden gets too great,\nthere is demand that they be lopped off as excrescences upon the educational system.\nThe matter of promotion from grade to grade has a precisely similar\neffect upon the course of study. It is, from the standpoint of the child,\njust what the isolation and external combination already alluded to are\nfrom the side of the teacher. The things of the spirit do not lend themselves easily to that kind of external- inspection which goes by the name\nof examination. They do not lend themselves easily to exact quantitative\nmeasurement. Technical proficiency, acquisition of skill and information,\npresent much less difficulty. So again emphasis is thrown upon those\ntraditional subjects of the school curriculum which permit most readily\nof a mechanical treatment — upon the three R's and upon the facts of\nexternal classification in history and science, matters of formal technique\nin music, drawing, and manual training. Continuity, order, must be\nsomehow maintained — if not the order and method of the spirit, then at\nleast of external conditions. Nothing is gained by throwing everything\ninto chaos. In this sense the conservative is thoroly right when he insists\nupon the maintenance of the established traditions of the school as\nregards the tests of the pupil's ability and preparation for promotion.\nHe fails, however, to recognize the other alternative : that the looseness and confusion, the vagueness in accomplishment and in test of\n\n"}
{"page": 353, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n341\n\naccomplishment of which he complains, may be due, not to the new\nstudies themselves, but to the unfit conditions under which they operate.\nI have already alluded to the fact that at present the teacher is hardly\nenabled to get a glimpse of the educative process as a whole, and\naccordingly is reduced to adding together the various external bits into\nwhich that unity is broken. We get exactly the same result when we\nconsider the way in which the course of study is determined. The fact\nthat this is fixed by board of education, superintendent, or supervisor, by\na power outside the teacher in the class-room who alone can make that\ncourse of study a living reality, is a fact too obvious to be concealed. It\nis, however, comparatively easy to conceal from ourselves the tremendous\nimport of this fact. As long as the teacher, who is after all the only real\neducator in the school system, has no definite and authoritative position\nin shaping the course of study, that is likely to remain an external thing\nto be externally applied to the child.\nA school board or a superintendent can lay out a course of study\ndown to the point of stating exactly the number of pages of text-books to\nbe covered in each year, each term and month of the year. It may prescribe the exact integers and fraction of integers with which the child\nshall make scholastic acquaintance during any period of his instruction ;\nit may directly or indirectly define the exact shapes to be reproduced in\ndrawing, or mention the exact recipes to be followed in cooking. Doubtless the experience of the individual teacher who makes the connections\nbetween these things and the life of the child will receive incidental\nattention in laying out these courses. But, so long as the teacher has no\ndefinite voice, the attention will be only incidental ; and, as a further\nconsequence, the average teacher will give only incidental study to the\nproblems involved. If his work is the task of carrying out the instructions imposed upon him, then his time and' thought must be absorbed in\nthe matter of execution. There is no motive for interest, of a thoroly\nvital and alert sort, in questions of the intrinsic value of the subjectmatter and its adaptation to the needs of child growth. He may be\ncalled upon by official requirements, or the pressure of circumstance, to\nbe a student of pedagogical books and journals ; but conditions relieve\nhim of the necessity of being a student of the most fundamental educational problems in their most urgent reality.\nThe teacher needs to study the mechanics of successfully carrying\ninto effect the prescribed matter of instruction ; he does not have to\nstudy that matter itself, or its educative bearing. Needless to say, the\neffect of this upon the actual course of study is to emphasize the thought\nand time given to those subjects, and phases of subjects, where there is\nmost promise of success in doing the exact things prescribed. The three\nR's are again magnified, and the technical and routine aspects of the\nnewer studies tend to crowd out those elements that- give them their\n\n"}
{"page": 354, "printed_page": null, "text": "342\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\ndeeper significance in intellectual and moral life. Since, however, the\nschool must have relief from monotony, must have \" interest,\" must have\ndiversification and recreation, these studies become too easily tools for\nthe introduction of the supposedly necessary excitement and amusement\nof the child. The judicious observer who sees below the surface, but not\nto the foundation, again discounts these studies. Meanwhile the actual\nefficiency of the three R's is hampered and lessened by the superaddition of the new ways of employing time, whether they be routine or\nexciting in character.\nIt may easily be said that the class-room teacher at present is not\nsufficiently educated to be intrusted with any part in shaping a course of\nstudy. I waive the fundamental question — the question of democracy —\nwhether the needed education can be secured without giving more responsibility even to the comparatively uneducated. The objection suggests\nanother fundamental condition in our present school procedure — the question of the status of the teacher as regards selection and appointment.\nThe real course of study must come to the child from the teacher.\nWhat gets to the child is dependent upon what is in the mind and consciousness of the teacher, and upon the way it is in his mind. It* is thru\nthe teacher that the value even of what is contained in the text-book is\nbrought home to the child ; just in the degree in which the teacher's\nunderstanding of the material of the lessons is vital, adequate, and comprehensive, will that material come to the child in the same form ; in the\ndegree in which the teacher's understanding is mechanical, superficial,\nand restricted, the child's appreciation will be correspondingly limited and\nperverted. If this be true, it is obviously futile to plan large expansions\nof the studies of the curriculum beyond the education of the teacher. I\nam far from denying the capacity on the part of truth above and beyond\nthe comprehension of the teacher to filter thru to the mind of an aspiring child; but, upon the whole, it is. certain beyond controversy that the\nsuccess of the teacher in teaching, and of the pupil in learning, will\ndepend upon the intellectual equipment of the teacher.\nTo put literature into a course of study quite irrespective of the\nteacher's personal appreciation of literary values — to say nothing of\naccurate discrimination as to the facts — is to go at the matter from the\nwrong end. To enact that at a given date all the grades of a certain city\nshall have nature study is to invite confusion and distraction. It would\nbe comic (if it were not tragic) to suppose that all that is required\nto make music and drawing a part of the course of study is to have\nthe school board legislate that a certain amount of the time of the\npupil, covering a certain prescribed ground, shall be given to work\nwith pencil and paper, and to musical exercises. There is no magic\nby which these things can pass over from the printed page of the school\nmanual to the child's consciousness.\nIf the teacher has no standard of\n\n"}
{"page": 355, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n343\n\nvalue in relation to them, no intimate personal response of feeling to\nthem, no conception of the methods of art which alone bring the child to\na corresponding intellectual and emotional attitude, these studies will\nremain what precisely they so often are — passing recreations, modes of\nshowing off, or exercises in technique.\nThe special teacher has arisen because of the recognition of the inadequate preparation of the average teacher to get the best results with these\nnewer subjects. Special teaching, however, shifts rather than solves the\nproblem. As already indicated, the question is a twofold one. It is a\nquestion, not only of what is known, but of how it is known. The special\ninstructor in nature study or art may have a better command of the what\n— of the actual material to be taught — but be deficient in the consciousness of the relations borne by that particular subject to other forms of\nexperience in the child, and, therefore, to his own personal growth.\nWhen this is the case we exchange King Log for King Stork. We exchange\nan ignorant and superficial teaching for a vigorous but one-sided, because\nover-specialized, mode of instruction. The special teacher in manual\ntraining or what not, having no philosophy of education — having, that is,\nno view of the whole of which his own subject is a part — isolates that study\nand works it out wholly in terms of itself. His beginning and his end, as\nwell as the intermediate materials and methods, fall within manual training. This may give technical facility, but it is not (save incidentally)\neducation.\nThis is not an attack upon special or departmental teaching. On the\ncontrary, I have just pointed out that this mode of teaching has arisen\nabsolutely in response to the demands of the situation. Since our present teachers are so largely an outcome of the older education, the\nso-called all-around teacher is for the most part a myth. Moreover, it is\na mistake to suppose that we can secure the all-around teacher merely by\ninstructing him in a larger number of branches. In the first place, human\ncapacity is limited. The person whose interests and powers are all-around\nis not as a rule teaching in grade schools. He is at the head of the great\nscientific, industrial, and political enterprises of civilization. But granted\nthat the average teacher could master ten dis-tinct studies as well as five,\nit still remains true that without intellectual organization, without definite\ninsight into the relation of these studies to one another and to the whole\nof life, without ability to present them to the child from the standpoint\nof such insight, we simply add an overburdened and confused teacher to\nthe overburdened and confused child. In a word, to make the teaching\nin the newer studies thoroly effective, whether by specialists or by the\nall-around teacher, there must, in addition to knowledge of the particular branch, be sanity, steadiness, and system in the mental attitude\nof the instructor. It is folly to suppose that we can carry on the education of the child apart from the education of the teacher.\n\n"}
{"page": 356, "printed_page": null, "text": "344\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nIf I were to touch upon certain other matters fundamentally connected with the problem of securing the teachers who make the nominal\ncourse of study a reality, I should be started upon an almost endless road.\nHowever, we must not pass on without at least noticing that the question\nis one of political, as well as of intellectual, organization. An adequate\nview of the whole situation would take into account the general social\nconditions upon which depends the actual supplying of teachers to the\nschoolroom. The education of the candidate, of the would-be teacher,\nmight be precisely that outlined above, and yet it would remain, to a large\nextent, inoperative, if the appointment of school-teachers was at the\nmercy of personal intrigue, political bargaining, and the effort of some\nindividual or class to get power in the community thru manipulation\nof patronage. It is sentimental to suppose that any large and decisive\nreform in the course of study can take place as long as such agencies\ninfluence what actually comes in a living way to the life of the child.\nNor in a more comprehensive view could we be entirely silent upon\nthe need of commercial as well as political reform. Publishing companies affect not only the text-books and apparatus, the garb with which\nthe curriculum clothes itself, but also and in direct fashion the course of\nstudy itself. New studies are introduced because some pushing firm, by\na happy coincidence, has exactly the books which are needed to make\nthat study successful. Old studies which should be entirely displaced (if\nthere be any logic in the introduction of the new one) are retained\nbecause there is a vested interest behind them. Happy is the large\nschool system which is free from the congestion and distraction arising\nfrom just such causes as these. And yet there are those who discuss the\nrelative merits of what they are pleased to call old and new education as\nif it were purely an abstract and intellectual matter.\nBut we cannot enter upon these larger phases. It is enough if we\nrecognize the typical signs indicating the impossibility of separating\neither the theoretical discussion of the course of study or the problem of\nits practical efficiency from intellectual and social conditions which at\nfirst sight are far removed ; it is enough if we recognize that the question\nof the course of study is a question in the organization of knowledge, in\nthe organization of life, in the organization of society. And, for more\nimmediate purposes, it is enough to recognize that certain conditions\nimbedded in the present scheme of school administration affect so\nprofoundly results reached by the newer studies, by manual training, art\nand nature study, that it is absurd to discuss the value or lack of value of\nthe latter, without taking these conditions into account. I recur to my\noriginal proposition : that these studies are not having their own career,\nare not exhibiting their own powers, but are hampered and compromised\nby a school machinery originated and developed with reference to quite\ndifferent ends and aims. The real conflict is not between a certain group\n\n"}
{"page": 357, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n345\n\nof studies, the three R's, those having to do with the symbols and tools\nof intellectual life, and other studies representing the personal development of the child, but between our professed ends and the means we\nare using to realize these ends.\nThe popular assumption, however, is to the contrary. It is still the\ncommon belief (and not merely in popular thought, but among those who\nprofess to speak with authority) that the two groups of studies are\ndefinitely opposed to each other in their aims and methods, in the mental\nattitude demanded from the child, in the kind of work called for from\nthe instructor. It is assumed that we have a conflict between one group\nof studies dealing only with the forms and symbols of knowledge, studies\nto be mastered by mechanical drill, and between those which appeal to\nthe vital concerns of child life and afford present satisfaction. This\nassumed opposition has been so clearly stated in a recent educational\ndocument that I may be pardoned quoting at length :\nIn regard to education we may divide the faculties into two classes — the doing\nfaculties and the thinking faculties. By the doing faculties I mean those mechanical\nhabits which are essential to the acquisition of knowledge, and are pure arts, such as the\nart of reading ; that of performing arithmetical operations with rapidity and correctness ;\nthat of expressing thoughts in legible characters, and in words of grammatical arrangement. These arts can only be acquired by laborious drilling on the part of the teacher,\nand labor on the part of the pupil. They require little instruction, but repetition until\nthey are performed with ease and almost pleasure. To neglect to impart these habits is\nto do a great injury to the child; nothing should be substituted for them, though instruction in other branches which require more thought and less art may be mingled as\nrecreations with them.\n\nI have never seen so condensed and comprehensive a statement of the\nincompatibility of aims and method for both teacher and pupil as is given\nhere. On one side we have \" doing faculties,\" by which is meant powers\nof pure external efficiency. These find their expression in what are\ntermed \"arts,\" which is interpreted to mean purely mechanical habits —\nsheer routine facility. These are acquired by continued drill on the part\nof the teacher, and continued laborious repetition on the part of the\nchild. Thought is not required in the process, nor is the result \"instruction \" — that is, a real building up of the mind; the outcome is simply\ncommand of powers, of value not in themselves, but as tools of further\nknowledge, as \"essential to the acquisition of knowledge.\" The scheme\nof contrasting studies is not so well developed. It is made clear, however,\nthat they appeal to thought, not to mechanical habits, and that they\nproceed by instruction, not by drill. It is further implied that their\nexercise is attended not so much with labor as with pleasure on the part\nof the child — which may be interpreted to mean that they have a present\nvalue in the life of the child, and are not mere instrumentalities of\nfurther advancement. The situation as regards school work is contained\nin the proposition that the mechanical facilities based upon sheer drill\n\n"}
{"page": 358, "printed_page": null, "text": "346\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nand laborious repetition must make up the bulk of the elementary education, while the studies which involve thought, the furnishing of the mind\nitself, and result in a direct expansion of life, \"may be mingled as recreations.\" They may be permitted, in other words, in the schoolroom as an\noccasional relief from the laborious drill of the more important studies.\nHere is the dividing wall. The wall has been somewhat undermined;\nbreaches have been worn in it ; it has, as it were, been bodily pushed\nalong until the studies of thought, of instruction, and of present satisfaction\noccupy a greater bulk of school time and work. But the wall is still there.\nThe mechanical habits that are essential to the acquisition of knowledge, the art of reading, of performing arithmetical operations, and\nof expressing thought legibly and grammatically, are still the serious\nbusiness of the schoolroom. Nature study, manual training, music, and\nart are incidents introduced because of the interests they provide, because\nthey appeal to ability to think, arouse general intelligence, and add to\nthe fund of information. A house divided against itself cannot stand.\nIf the results of our present system are not altogether and always satisfactory, shall we engage in crimination and recrimination — setting the\nold studies against the new and the new against the old — or shall we\nhold responsible the organization, or lack of organization, intellectual\nand administrative, in the school system itself? If the old bottles will\nnot hold the new wine, it is conceivable that we should blame neither the\nbottles nor the wine, but conditions which have brought the two into\nmechanical and external relation to each other.\nIf my remarks in dwelling upon the split and contradiction in the\npresent situation appear to take an unnecessarily gloomy view of the situation, it should be remembered that this view is optimism itself as compared with the theory which holds that the two groups of studies are\nradically opposed to each other in their ends, results, and methods. Such\na theory holds that there is a fundamental contradiction between the\npresent and the future needs of the child, between what his life requires\nas immediate nutritive material and what it needs as preparation for the\nfuture. It assumes a fundamental conflict between that which nourishes\nthe spirit of the child and that which affords the instrumentalities of\nsocial progress. The practical consequences are as disastrous as the\nlogical split is complete. If the opposition be an intrinsic one, then the\npresent conflict and confusion in the schoolroom are permanent and not\ntransitory. We shall be forever oscillating between extremes : now lending ourselves with enthusiasm to the introduction of art and music and\nmanual training, because they give vitality to the school work and relief to\nthe child ; now querulously complaining of the evil results reached, and\ninsisting with all positiveness upon the return of good old days when reading, writing, spelling, and arithmetic were adequately taught. Since by\nthe theory there is no possibility of an organic connection, of co operative\n\n"}
{"page": 359, "printed_page": null, "text": "Superintendence]\n\nSITUATION\n\nAS REGARDS\n\nCOURSE\n\nOF STUDY\n\n347\n\nrelation, between the two types of study, the relative position of each in\nthe curriculum must be decided from arbitrary and external grounds ; by\nthe wish and zeal of some strong man, or by the pressure of temporary\npopular sentiment. At the best we can get only a compromise ; at the\nworst we get a maximum of routine with a halo of sentiment thrown\nabout it, or a great wish-wash of superficiality covering up the residuum\nof grind.\nAs compared with such a view, the conception that the conflict is not\ninherent in the studies themselves, but arises from maladjustment of\nschool conditions, from survival of a mode of educational administration\nthat was adapted to different ends from those which now appeal to us, is\nencouragement itself. The problem becomes first an intellectual and then\na practical one. Intellectually what is needed is a philosophy of organization ;a view of the organic unity of the educative process and educative\nmaterial, and of the place occupied in this whole by each of its own\nparts. We need to know just what reading and writing and number do\nfor the present life of the child, and how they do it. We need to know\nwhat the method of mind is which underlies subject-matter in cooking,\nshop-work, and nature study, so that they may become effective for\ndiscipline, and not mere sources of present satisfaction and mere agencies\nof relief — so that they too may become as definitely modes of effective\npreparation for the needs of society as reading, writing, and arithmetic\nhave ever been.\nWith our minds possessed by a sane and coherent view of the whole\nsituation, we may attempt such a gradual, yet positive, modification of\nexisting procedure as will enable us to turn theory into practice. Let us\nnot be too precipitate, however, in demanding light upon just what to do\nnext. We should remember that there are times when the most practical\nthing is to face the intellectual problem, and to get a clear and comprehensive survey of the theoretical factors involved. The existing situation,\nwith all its rigidity and all its confusion, will nevertheless indicate plenty\nof points of leverage, plenty of intelligent ways of straightening things\nout, to one who approaches it with any clear conviction of the ends he\nwishes to reach, and of the obstacles in the way. An enlightenment of\nvision is the prerequisite of efficiency in conduct. The conservative may\ndevote himself to the place of reading and writing and arithmetic in the\ncurriculum so that they shall vitally connect with the present needs of the\nchild's life, and afford the satisfaction that always comes with the fulfillment, the expression, of present power. The reformer may attack the\nproblem, not at large and all over the entire field, but at the most promising point, whether it be art or manual training or nature study, and concentrate all his efforts upon educating alike the community, the teacher,\nand the child into the knowledge of fundamental methods of individual\nmind and of community life embodied in that study.\nAll can devote\n\n"}
{"page": 360, "printed_page": null, "text": "348\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthemselves to the problem of the better education of the teacher, and\ndoing away with the hindrances to placing the right teacher in the schoolroom ;to the hindrances of continued growth after he is placed there.\nThe American people believe in education above all else, and when the\neducators have come to some agreement as to what education is, the community will not be slow in placing at their disposal the equipment and\nresources necessary to make their ideal a reality.\nIn closing let me say that I have intentionally emphasized the obstacles\nto further progress, rather than congratulated you upon the progress\nalready made. The anomaly and confusion have, after all, been of some\nuse. In some respects the blind conflict of the last two generations of\neducational history has been a better way of changing the conditions than\nwould have been some wholesale and a priori rearrangement. The forms\nof genuine growth always come slowly. The struggle of the newer\nstudies to get a foothold in the curriculum, with all the attendant confusion, isan experiment carried out on a large scale ; an experiment in\nnatural selection, in the survival of the fit in educational forms.\nYet there must come a time when blind experimentation is to give\nway to something more directed. The struggle should bring out the\nfactors in the problem so that we can go more intelligently to work in\nits solution. The period of blind striving, of empirical adjustment, trying now this and now that, making this or that combination because it is\nfeasible for the time being, of advancing here and retreating there, of\ngiving headway now to the instinct of progress and now to the habit of\ninertia, should find an outcome in some illumination of vision, in some\nclearer revelation of the realities of the situation. As this comes, the\ntime grows ripe for scientific experimentation ; that is, for a more organized philosophy of experience in education, and for a corresponding\nattempt to regulate conditions so as to make actual the aims recognized as\ndesirable. It is uneconomical to prolong the period of conflict between\nincompatible tendencies. It makes for intellectual hypocrisy to suppose\nthat we are doing what we are not doing. It weakens the nerve of judgment and the fiber of action to submit to conditions which prevent the\nrealization of aims to which we profess ourselves to be devoted.\nMy topic is the situation as regards the course of study. In a somewhat more limited and precise view than I have previously taken of the\nsituation, I believe we are now nearing the close of the time of tentative,\nblind, empirical experimentation; that we are close to the opportunity of\nplanning our work on the basis of a coherent philosophy of experience\nand of the relation of school studies to that experience ; that we can\naccordingly take up steadily and wisely the effort of changing school\nconditions so as to make real the aims that command the assent of intelligence.\n\n"}
{"page": 361, "printed_page": null, "text": "NATIONAL\n\nCOUNCIL\n\nOF EDUCATION\n\nCONSTITUTION\nPREAMBLE\nThe National Council of Education shall have for its object the consideration and\ndiscussion of educational questions of general interest and public importance, and the\npresentation, thru printed reports, of the substance of the discussions, and the conclusions\nformulated. It shall be its object to reach and disseminate correct thinking on educational questions ; and, for this purpose, it shall be the aim of the Council, in conducting\nits discussions, to define and state with accuracy the different views and theories on the\nsubject under consideration, and, secondly, to discover and represent fairly the grounds\nand reasons for each theory or view, so far as to show, as completely as possible, the\ngenesis of opinion on the subject. It shall be the duty of the Council, in pursuance of\nthis object, to encourage from all its members the most careful statement of differences in\nopinion, together with the completest statement of grounds for the same. It shall further\nrequire the careful preservation and presentation of the individual differences of opinion,\nwhenever grounds have been furnished for the same by members of the Council. It shall\ninvite the freest discussion and embody the new suggestions developed by such discussions. Any member making such suggestion or objection may put in writing his view,\nand the grounds therefor, and furnish the same to the secretary for the records of the\nCouncil. It shall prepare, thru its president, an annual report to the National Educational\nAssociation, setting forth the questions considered by the Council during the previous\nyear, and placing before the association, in succinct form, the work accomplished. It\nshall embody 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\nnumber, committees representing the several departments of education, and thereby\nfacilitate the exchange of opinion among its members on such special topics as demand\nthe attention of the profession or of the public.\nARTICLE\n\nI — MEMBERSHIP\n\n1. The National Council of Education shall consist of sixty members, selected from\nthe membership 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\nprovided.\n2. In the year 1885 the Board of Directors shall elect eight members — four members\nfor six years, two for four years, and two for two years ; and the Council shall elect eight\nmembers — five 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\nsix years, or until his successor is elected.\n3. The annual election of members of the Council shall be held in connection with\nthe annual meetings of the association.\nIf the Board of Directors shall fail, for any\n349\n\n"}
{"page": 362, "printed_page": null, "text": "35°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nreason, to fill its quota of members annually, the vacancy or vacancies shall be filled by\nthe Council.\n4. The term of service of the several members of the Council chosen at the first\nelection shall be arranged by the Executive Committee of the Council.\n5. The absence of a member from two consecutive annual meetings of the Council\nshall be considered equivalent to resignation of membership, and the Council shall fill\nvacancies caused by absence from the Council as herein defined, as well as vacancies\ncaused by death or resignation, for the unexpired term. All persons who have belonged\nto the Council shall, on the expiration of their membership, become honorary members,\nwith the privilege of attending its regular sessions, and participating in its discussions.\nNo state shall be represented in the Council by more than eight members.\nARTICLE II — QUALIFICATION FOR MEMBERSHIP\nAll members of the Council shall be either life or active members of the National\nEducational Association.\nARTICLE\n\nIII— MEETINGS\n\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\nthis meeting. There may be special meetings of the Council, subject to the call of the\nExecutive Committee, but the attendance at these meetings shall be entirely voluntary.\nA majority of the Council shall constitute a quorum for the transaction of business at\nany meeting, whether regular or called ; but any less number, exceeding eight members,\nmay constitute a quorum for the transaction of business at the regular annual meeting, as\ndefined in this article.\nARTICLE\n\nIV — THE\n\nWORK\n\nOF THE\n\nCOUNCIL\n\nThe Council shall, from time to time, undertake to initiate, conduct, and guide the\nthoro investigation of important educational questions originating in the Council ; also to\nconduct like investigations originating in the National Educational Association, or any\nof its departments, and requiring the expenditure of funds.\nARTICLE\n\nV — THE\n\nAPPOINTMENT OF SPECIAL\nEXPERTS\n\nCOMMITTEES\n\nAND\n\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.\nARTICLE\n\nVI — THE\n\nPROGRAM\n\nIt shall be 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\nand exists.\nARTICLE VII — STANDING COMMITTEES\n1. There shall be three standing committees : an Executive Committee, a Committee\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\nmay be chosen each year, beginning with the year 1899.\n3. It shall be the duty of the Executive Committee to provide an annual program\nby selecting, whenever feasible, subjects for investigation, and appointing committees to\n\n"}
{"page": 363, "printed_page": null, "text": "Council]\n\nOFFICERS\n\n35 1\n\nconduct such investigations. It shall be the duty of the Executive Committee to carryout the provisions contained in this constitution referring to volunteer and invited papers.\nIt shall be the duty of the Executive Committee to provide a place on the program for\nthe report on any investigation which may be ordered by the National Educational\nAssociation 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.\nARTICLE\n\nVIII — THE\n\nDUTIES\n\nOF THE\n\nCOUNCIL\n\n1. It shall be the duty of the Council to further the objects of the National Educational\nAssociation, and to use its best efforts to promote the cause of education in general.\n2. The meetings of the Council shall be, for the most part, of a \"round table\"\ncharacter.\nARTICLE\n\nIX — AMENDMENTS\n\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\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\n\nCOMMITTEES,\n\nOFFICERS\nCHARLES\n\nM.JORDAN\n\nMiss BETTIE A. DUTTON\nJ. H. PHILLIPS\n\n. .\n\nFOR\n\nMEMBERS\n\n1900-1901\n\nMinneapolis, Minn\n\nPresident\n\nCleveland, O\nBirmingham, Ala\n\nVice-President\nSecretary\n\nEXECUTIVE\n\nCOMMITTEE\n\nThe President, ex officio\nElmer E. Brown, Berkeley, Cal\nNicholas Murray Butler, New York, N. Y\nJoseph Swain, Bloomington, lnd.\n\nOFFICERS\nJ.H.PHILLIPS\nMiss MARY E. N ICHOLSON\nJ. F. MILLSPAUGH\n\nFOR\n\nTerm expires in 1901\nTerm expires in 1902\nTerm expires in 1903\n\n1901-1902\n\nBirmingham, Ala\nIndianapolis, lnd\nWinona, Minn\nEXECUTIVE\n\nPresident\nVice-President\nSecretary\n\nCOMMITTEE\n\nThe President, ex officio\nNicholas Murray Butler, New York, N. Y\nJoseph Swain, Bloomington, lnd\nRichard G. Boone, Cincinnati, O\n\nTerm expires in 1902\nTerm expires in 1903\nTerm expires in 1904\n\n"}
{"page": 364, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nOFFICERS\n\nFOR\n\nASSOCIATION\n\n352\n\n[National\n\nCOMMITTEE\n\n1901-1902 — continued\nON\n\nMEMBERSHIP\n\nThe President, ex officio\nJ. M. Greenwood, Kansas City, Mo\nJ. H. Van Sickle, Baltimore, Md\nW. T. Harris, Washington, D. C\nE. E. White, Columbus, O\n\nTerm\nTerm\nTerm\nTerm\n\nexpires\nexpires\nexpires\nexpires\n\nin 1903\nin 1903\nin 1905\nin 1905\n\nVacant by reason of non-election\nL. D. Harvey, Madison, Wis\n\nTerm expires in 1907\nTerm expires in 1907\n\nMEMBERS\nNote : The* letter \" A \" following a name denotes that the member is of the class elected by the association the\n;\nletter \" C,\" by the Council.\nTerm expires\nTerm expires\n*W. H. Bartholomew, Louisville, Ky\nA 1905\n♦Charles F. Thwing, Cleveland, O\nA 1902\n•Frank A. Fitzpatrick, Boston, Mass\nA 1905\n♦Albert G. Lane, Chicago, 111\nA 1902\nEdwin A. Alderman, New Orleans, La. . . A 1902\n•I. C. McNeill, West Superior, Wis\nA 1905\n*E. Oram Lyte, Millersville, Pa\nA 1905\n•Charles M. Jordan, Minneapolis, Minn. . . A 1902\n*J. M. Greenwood, Kansas City, Mo\nA 1905\n*J. F. Millspaugh, Winona, Minn\nA 1902\n•Reuben S. Bingham, Tacoma, Wash\nC 1905\n*W. M. Davidson, Topeka, Kan\nC 1902\nE. W. Coy, Cincinnati, O\nC 1902\n♦Joseph Swain, Bloomington, Ind\nC 1905\n•Nathan\nC.\nSchaeffer,\nHarrisburg,\nPa.\n...\nC\n1905\n*0. T. Corson, Columbus, O\nC 1902\n•Lewis C. Greenlee, Denver, Colo\nC 1905\n*James E. Russell, New York, N..Y\nC 1902\n*Z. X. Snyder, Greeley, Colo\nC 1905\n•Oliver S. Westcott, Chicago, 111\nC 1902\n*W. T. Harris, Washington, D. C\nA 1903\n•James A. Foshay , Los Angeles, Cal\nA 1906\n*C. B. Gilbert, Rochester, N. Y\nA 1903\n•J. H. Phillips, Birmingham, Ala\nA 1906\nEmerson E. White, Columbus, O\nA 1906\n•William R. Harper, Chicago, 111\nA 1903\n•George J. Ramsey, Richmond, Va\nA 1903\n•James H. Baker, Boulder, Colo\nA 1906\nCharles R. Skinner, Albany, N. Y\nA 1903\nOscar H. Cooper, Waco, Tex\nA 1906\n•Charles C. Rounds, New York, N. Y\nC 1903\n•Lucia Stickney, Cleveland, O\nC 1906\n•L. H. Jones, Cleveland, O\nC 1903\n•Irwin Shepard, Winona, Minn\nC 1906\n*Aaron\nGove,\nDenver,\nColo\nC\n1906\n•Elmer E. Brown, Berkeley, Cal\nC 1903\n*W. H. Black, Marshall, Mo\nC 1903\n•J. W, Carr, Anderson, Ind\nC 1906\n•Frank A. Hill, Boston, Mass\nC 1906\n•Nicholas Murray Butler, New York, N. Y. C 1903\n•Richard G. Boone, Cincinnati, O.\nA 1904\n•James M. Green, Trenton, N. J\nA 1907\n*F. Louis Soldan, St. Louis, Mo\nA 1904\n•Augustus S. Downing, New York, N. Y.. A 1907\n*L. D. Harvey, Madison, Wis\nA 1904\n•A. R. Taylor, Decatur, 111\nA 1907\n•Charles D. Mclver, Greensboro, N. C\nA 1907\n•L. H. Halsey, Oshkosh, Wis\nA 1904\n*R.\nB.\nFulton,\nUniversity,\nMiss\nA 1907\n•Carroll G. Pearse, Omaha, Neb\nA 1904\nGeorge P. Brown, Bloomington, 111.\nC 1907\n•Francis W. Parker, Chicago, 111\nC 1904\n•Bettie A. Dutton, Cleveland, O\nC 1907\n•Mrs. Josephine Heermans, Kans. City, Ma.\nC 1904\n•Charles H. Keyes, Hartford, Conn\nC 1907\n•James H. Van Sickle, Baltimore, Md\nC 1904\nJohn Dewey, Chicago, 111\nC 1904\n•Edward R. Shaw, New York, N. Y\nC 1907\n•William F. King, Mt. Vernon, la\nC 1907\n*N. C. Dougherty, Peoria, 111\n. C 1904\n\nHONORARY\nEarl Barnes, London, England.\nWilliam N. Barringer, Newark, N. J.\nNewton Bateman, Galesburg, 111.\nD. Bemiss, Spokane, Wash.\nThomas W. Bicknell, Providence, R. I.\nAlbert G. Boyden, Bridgewater, Mass.\nAnna C. Bracken, New York, N. Y.\nJohn E. Bradley, Randolph, Mass.\n*\n•Present at the Council sessions at Detroit, 1901.\n\nMEMBERS\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\n"}
{"page": 365, "printed_page": null, "text": "353\n\nMEMBERS\n\nCouncil]\n\nHONORARY\n\nMEMBERS\n\n— continued\n\nMary E. Nicholson, Indianapolis, Ind.\nJohn M. Ordway, New Orleans, La.\nWarren D. Parker, Madison, Wis.\nW. H. Payne, Ann Arbor, Mich.\nSelim H. Peabody, Chicago, 111.\nJohn B. Peaslee, Cincinnati, O.\nWilliam F. Phelps, Duluth, Minn.\nJosiah L. Pickard, Brunswick, Me.\nEdward T. Pierce, Los Angeles, Cal.\nWilliam B. Powell, New York, N. Y.\nJ. R. Preston, Jackson, Miss.\nJohn T. Prince, Boston, Mass.\nFrank Rigler, Portland, Ore.\nWilliam H. Ruffner, Lexington, Va.\nEllen C. Sabin, Milwaukee, Wis.\nHenry Sabin, Des Moines, la.\nJ. G. Schurman, Ithaca, N. Y.\nH. H. Seerley, Cedar Falls, la.\nH. E. Shepard, New York, N. Y.\nEdgar A. Singer, Philadelphia, Pa.\nEuler B. Smith, Athens, Ga.\nHomer B. Sprague, East Orange, N. J.\nJ. W. Stearns, Madison, Wis.\nThomas B. Stockwell, Providence, R. I.\nGrace Bibb Sudborough, Omaha, Neb.\n\nWilliam J. Corthell, Gorham, Me.\nJ. L. M. Curry, Washington, D. C.\nCharles DeGarmo, Ithaca, N. Y.\nV. C. Dibble, Charleston, S. C.\nJohn W. Dickinson, Newtonville, Mass.\nAndrew S. Draper, Champaign, 111.\nJohn Eaton, Washington, D. C.\nCharles W. Eliot, Cambridge, Mass.\nWilliam W. Folwell, Minneapolis, Minn.\nW. R. Garrett, Nashville, Tenn.\nDaniel C. Gilman, Washington, D. C.\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, Farmington, Mass.\nE. J. James, Chicago, 111.\nE. S. Joynes, Columbia, S. C.\nDavid L. Kiehle, Minneapolis, Minn.\nThomas Kirkland, Toronto, Canada.\nHenry M. Leipziger, New York, N. Y.\nJames MacAlister, Philadelphia, Pa.\nAlbert P. Marble, New York, N. Y.\nFrancis A. March, Easton, Pa.\nLillie J. Martin, San Francisco, Cal.\nWilliam H. Maxwell, New York, N. Y.\nCharles A. McMurry, De Kalb, 111.\nThomas J. Morgan, Washington, D. C.\nLemuel Moss, Minneapolis, Minn.\nWilliam A. Mowry, Hyde Park, Mass.\n\nJohn Swett, Martinez, Cal.\nH. S. Tarbell, Providence, R. I.\nW. R. Thigpen, Savannah, Ga.\nH. S. Thompson, New York, N. Y.\nL. S. Thompson, Jersey City, N. J.\nArnold Tompkins, Chicago, 111.\nJulia S. Tutwiler, Livingstone, Ala.\nDelia L. Williams, Delaware, O.\nJ. Ormond Wilson, Washington, D. C.\nLightner Witmer, Philadelphia, Pa.\nH. K. Wolfe, Lincoln, Neb.\nC. M. Woodward, St. Louis, Mo.\n\nDECEASED\nRobert Allyn\nIsrael W. Andrews\nJoseph Baldwin\nHenry Barnard\nNorman A. Calkins\nAaron L. Chapin\nN. R. H. Dawson\nLarkin Dunton\nSamuel S. Greene\nJohn M. Gregory\nGeorge T. Fairchild\nDaniel B. Hagar\nJohn Hancock\nWilliam D. Henkle\n\n1804\n1888\n1899\n1900\n1895\n1892\n1895\n1899\n1883\n1898\n1901\n1896\n1891\n1882\n\nElnathan E. Higbee\nBurke A. Hinsdale\nGeorge Howland\nJohn S. Irwin\nHenry N. James\n\n1889\n1900\n1892\n1901\n1901\n\nMEMBERS\nH. S.Jones\nMerrick Lyon\nJames McCosh\nM. A. Newell\nBirdseye G. Northrop\nEdward Olney\nGustavus J. Orr\nS.S.Parr\nJohn D. Philbrick\nMatilda S. Cooper Poucher.\nZalmon Richards\n\n.1894\n• 1893\n\n.1898\n.1888\n.1886\n.1885\n.1899\n.1899\n.1900\n• 1893\n.1900\n\nAndrew J. Rickoff\nJames A. Smart\nR. W. Stevenson\nEli T. Tappan\nCharles O. Thompson\n\n.1885\n.1900\n.1888\n.1891\n\nJames P. Wickersham\nS.G.Williams\n.1900\n\n"}
{"page": 366, "printed_page": null, "text": "354\n\nNATIONAL\n\nEDUCATIONAL\n\nSECRETARY'S\n\nASSOCIATION\n\n[National\n\nMINUTES\n\nFIRST DAY\nFIRST SESSION.— Monday, July 8, 1901, 9 a. m.\nThe Council met in the Y. M. C. A. Auditorium and was called to order at the\nappointed hour by President Charles M. Jordan.\nAfter a vocal solo by Miss Cora Cross, United States Commissioner William T.\nHarris presented a paper on \"Isolation in the School — How it Hinders and How it\nHelps.\"\nDiscussion of the paper was opened by Miss Ella F. Young, of Chicago, and continued by Francis W. Parker, F. Louis Soldan, F. A. Fitzpatrick, Aaron Gove, John W.\nCook, J. M. Greenwood, and Charles B. Gilbert.\nSECOND SESSION.— Monday, July 8, 2 p. m.\nThe Council reconvened in the Y. M. C. A. Auditorium.\nAfter a violin solo by Miss Margaret Street, Elmer E. Brown, of California, presented\na paper on \" Educational Progress During the Past Year.\"\nThe president appointed the following Committee on Nominations :\nL. H. Jones, of Ohio.\nC. B. Gilbert, of New York.\nF. A. Fitzpatrick, of Massachusetts.\n\nThe Council adjourned at 3:45 P. M., to accept an invitation to a boat ride courteously extended to the members of the Council and officers of the association by the citizens\nof Detroit.\nTHIRD SESSION — Monday, July 8, 8 p. m.\nThe Council reconvened in the Y. M. C. A. Auditorium.\nAfter a musical selection by a quartet, President James B. Angell of the University of Michigan delivered an address in memory of the late Dr. B. A. Hinsdale.\nThe quartet rendered another selection, \" Beyond the Smiling and the Weeping.\"\nAddresses in memory of the late Hon. Henry Barnard, LL.D., were then presented\nas follows :\n1. \"The Establishment of the Office of United States Commissioner of Education,\"\nby United States Commissioner William T. Harris.\n2. \" Henry Barnard's Influence in the Establishment of Normal Schools,\" by E.\nOram Lyte, of Pennsylvania.\n3. \"The Influence of Henry Barnard on Schools in the West,\" by Newton C.\nDougherty, of Illinois.\n4. \" Henry Barnard's Home Life, and His Work and Influence upon Education as\nCommissioner of Connecticut and Rhode Island,\" by Charles H. Keyes, of Connecticut.\n5. \" Henry Barnard as an Educational Critic,\" by Francis W. Parker, of Illinois.\nSECOND\n\nDAY.— Tuesday, July 9, 9 a. m.\n\nThe Council was called to order by the president at the appointed hour.\nAfter a cornet solo, papers were presented on \" Lessons of the Educational Exhibit\nat Paris,\" by Miss Anna Tolman Smith, of the United States Bureau of Education,\nWashington, D. C, and J. Howard Rogers, of New York, director of education and social\neconomy, United States Commission to the Paris Exposition. The papers were discussed\nby Superintendent Aaron Gove, of Colorado, and Mr. Cloudesley S. H. Brereton, of\nMelton Constable, England.\n\n"}
{"page": 367, "printed_page": null, "text": "Council]\n\nSECRETARY'S\n\nMINUTES\n\n355\n\nThe report of the Committee on a National University was then submitted by the\nchairman, President W. R. Harper of the University of Chicago. The report was discussed by President James H. Baker of the University of Colorado, ex-Governor John W.\nHoyt, of Washington, D. C, and Dr. Nicholas Murray Butler, of New York.\nPresident Swain of the University of Indiana offered the following resolution and\nmoved its adoption.\nSeconded :\nResolved:\ni. That the report of the committee be received and the committee discharged.\n2. That the National Council of Education hereby reaffirms the declarations of the National Educational\nAssociation in favor of the establishment of a national university.\n\nDr. Angell, being called upon, stated that he had attended one meeting of the committee. He gave as a reason for not signing the committee's report that in his opinion\nthe George Washington Memorial Association did not afford a sufficient basis for working\nout so important an undertaking as that upon which the committee had been appointed\nto report.\nDr. Cyrus Northrup, trustee of the Washington Memorial Association, favored\naccepting the committee's report, not as presenting the best possible plan, but as presenting a plan that would not in any way interfere with establishing a national university. If he could not get the ideal thing at once, he favored accepting the next best\nthing rather than standing still and refusing everything except in a certain form.\nMr. Keyes favored Mr. Swain's motion, saying that it saves us from expressing opposition to a national university, and leaves us free to take whatever measures may commend themselves to us in the future.\nMr. Pearse, of Omaha, thought that the Council is not ready to take a position\nadverse to a national university, and he therefore favored the resolution offered by Mr.\nSwain.\nThe motion, being put to vote, was adopted, twenty-two to four.\nTHIRD\n\nDAY.— Thursday, July 11,2: 30 p. m.\n\nThe Council met at the Y. M. C. A. Auditorium, and enjoyed a vocal solo by Mrs.\nJennie Standart.\nDr. G. Stanley Hall, of Clark University, then presented a paper on \" The Ideal\nSchool.\" The paper was discussed by Messrs. Aaron Gove, of Colorado ; J. M. Greenwood, of Missouri ; Francis W. Parker, of Illinois ; J. W. Cook, of Illinois ; and Miss\nStickney, of Ohio.\nJ. M. Greenwood, of Missouri, chairman of the special Committee on Investigations\nand Appropriations, submitted a communication from the Board of Directors regarding\nthe appropriation of $200 to defray the expenses of a committee to collect information\nconcerning the progress, means, and results of consolidating rural schools. The communication was referred to the special Committee on Appropriations.\nFOURTH\n\nDAY.— Friday, July 12, 2 : 30 p. m.\n\nThe Council convened at the Y. M. C. A. Auditorium, and was opened by a vocal\nsolo by Miss Esther St. John.\nA communication from the secretary of the American Medical Temperance Association was then submitted by the president, which, on motion, was received and ordered\nfiled.\nThe report of the special Committee on High-School Statistics was then read by the\nchairman, J. M. Greenwood, of Missouri. A motion was made by L. H. Jones, of Ohio,\nthat the report be accepted and the committee continued, to report next year. After\nsome discussion by Messrs. Jones, Gove, Greenwood, and Brown, the motion prevailed.\nChairman Greenwood of the special Committee on Appropriations then presented\nthe following resolutions, submitted by the Board of Directors for advisory action:\n\n"}
{"page": 368, "printed_page": null, "text": "356\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nResolved, That the sum of $200, or so much thereof as may be necessary, be, and hereby is, appropriated to defray the necessary clerical expenses of the committee named by a round table of the Department\nof Superintendence to collect information regarding the progress, means, and results of consolidating rural\nschools; provided that all bills against this appropriation shall be certified as correct by the chairman of the\ncommittee aforesaid.\nJ. M. Greenwood, Chairman,\nNicholas Murray Butler.\nAugustus L. Downing.\nL. D. Harvey.\n\nThe following substitute, presented by Dr. Nicholas Murray Butler, of New York,\nwas adopted :\nResolved, That the Council expresses its sympathy with, and approval of, the movement\nsolidation ofrural school districts and the transportation of children to central schools.\n\nfor the con-\n\nThe report of the Committee on Prize Essays on School Hygiene was then submitted byits chairman, A. R. Taylor, as follows :\nTo the Members of the National Council of Education:\nAt the Chattanooga meeting of the Department of Superintendence a Committee on School Hygiene\nwas appointed. That committee, thru its chairman, W. T. Harris, made a brief report at the meeting of\nthat department at Columbus, in February, 1899. By request, the report was also read before the Council at\nthe meeting at Los Angeles, in June of the same year. It proposed the offering of prizes for essays on heating, lighting, seating, and ventilation. The recommendations of the committee were approved, and the\nBoard of Directors of the general association appropriated $1,200 for prizes. Four first prizes of $200 each,\nand four second prizes of $100 each, on the subjects designated, were authorized.\nThe conduct of this competitive contest was intrusted to a committee of five, consisting of W. T. Harris,\nW. T. King, Aaron Gove, George P. Brown, and A. R. Taylor. This committee adopted suitable regulations for the competition and issued several thousand copies of a circular, which were mailed to superintendents,\nprincipals, school-supply houses, health boards, sanitary experts, educational and scientific journals, and to\nthe general press.\nDr. Mowry, of Hyde Park, Mass.; Principal W. E. Wilson, of Ellensburg, Washington; and Principal\nJohn R. Kirk, of Kirksville, Mo., were appointed to pass upon the merits of the essays submitted.\nThe result shows that little interest was awakened, for scarcely a dozen essays, few of those being of any\nmerit, were submitted. The regulations of the competition reserved the right of the committee to reject all\nmanuscripts, if they were found to be inferior. The judges were unanimous in reporting that in their estimation no essay submitted is worthy the award of a first prize and of publication by the association.\nYour committee regrets this outcome of its efforts to secure the desired essays. We are pleased, however,\nto note the appearance of several meritorious books on the general subject of school hygiene, and indulge the\nhope that the emphasis now given to the need for an authoritative and scientific treatment of the various problems involved may soon result in a treatise meeting the ideals set forth in the report to the Department of\nSuperintendence.\nRespectfully submitted,\nJuly 12, 1901.\nA. R. Taylor, Chairman.\nW. F. King.\nW. T. Harris.\nj-\n\nAaron\n\nGove.\n\nThe Committee on Nominations, thru its chairman, L. H. Jones, submitted the following report :\nTo the National Council of Education:\nYour Committee on Nomination of Officers has the honor to make the following recommendations :\nFor President — J. H. Phillips, of Alabama.\nFor Vice-President — Miss Mary E. Nicholson, of Indiana.\nFor Secretary — J. F. Millspaugh, of Minnesota.\nFor Member of Executive Committee — Superintendent R. G. Boone, of Ohio.\nFor Members of Committee on Membership — Superintendent J. H. Van Sickle, of Maryland; Superintendent L.D. Harvey, of Wisconsin.\n(Signed)\nL. H. Jones.\nChas. B. Gilbert.\nFrank A. Fitzpatrick.\n\nReport of the Committee on Membership :\nTo the National Council:\nYour committee respectfully submits the following nominations :\nGeorge P. Brown, Bloomington, 111., to succeed himself.\nCharles H. Keyes, Hartford. Conn., to succeed himself.\n\n"}
{"page": 369, "printed_page": null, "text": "Council]\n\nISOLATION\n\nIN\n\nTHE\n\nSCHOOL\n\n.\n\n357\n\nWilliam F. King, Mt. Vernon, la., to succeed himself.\nBettie A. Dutton, Cleveland, O., to succeed herself.\nAll of the above for the full term, six years.\nEdward R. Shaw, of New York, to succeed William B. Powell, full term.\nJohn Dewey, Chicago, 111., to succeed the late B. A. Hinsdale, term to expire 1904.\nZ. X. Snyder, of Greeley, Colo., to succeed Edward T. Pierce, term to expire 1905.\nC. H. Keyes.\nJ. M. Greenwood.\nJ. H. Van Sickle.\nW. T. Harris.\n\nAfter a roll-call of the Council, which disclosed the fact that forty-nine members had\nbeen present at its sessions, the president announced adjournment sine die.\nJ. H. Phillips, Secretary.\n\nPAPERS\nISOLATION\nW.\n\nT.\n\nHARRIS,\n\nIN THE\nUNITED\n\nAND\n\nDISCUSSIONS\n\nSCHOOL— HOW\nHOW IT HELPS\nSTATES\n\nIT HINDERS\n\nCOMMISSIONER\n\nOF\n\nAND\n\nEDUCATION\n\nOne of the earliest points at which educational reform begins to\nattack whatever it finds to be established as the order of school education\nfor its day is the isolation of the work of instruction and discipline from\nthe home life of the child.\nThere is a separation more or less abrupt between the occupations\nwithin the home and those in the school. There is a contrast in manner\nof behavior; the school expects a degree of self-restraint on the part of\nthe child, a considerate attention to the demands of the task before him,\nnot only as to its demands upon him, but also as to those on his fellowpupils and on his teachers.\nHe leaves behind him in the home a certain spontaneity of action\nand becomes self-repressive and sometimes painfully conscious of all his\nlittle impulses and tendencies. He must inhibit such action as will interfere with the grand purpose of the school.\nIn his six years of life he has already accumulated a stock of interests\nthat relate to the members of his family and the possessions of his household. He has supplemented this by experience in his neighborhood\nand discovered very much that goes to supply wants or needs in the\nstock of interests in his own home.\nAt the age of six he enters the school and commences\nand numbers as his chief business.\n\nto study letters\n\nThe school seems bent on changing him from an ear-minded person\nto an eye-minded person — from one to whom language consists only of\nspoken words heard by the ear, to one for whom language consists of\nprinted or written words, or of characters such as the Arabic notation\nfurnishes.\nAll his home and neighborhood interests are set aside in the\n\n"}
{"page": 370, "printed_page": null, "text": "358\n\n. NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nschoolroom, or at least subordinated to new disciplines of a comparatively abstract character. For reading and writing deal with arbitrary\ncharacters conventionally used to represent, not words, but sounds. The\nchild knows words by ear, but he has no theory of elementary sounds;\nthey are not observed by him, because he does not get so far as to\nanalyze his words. Letters, printed or written, and also the sounds that'\nthey represent, are alike strange objects to the child. But eye-mindedness will mean to the child the possibility of holding the word with such\na firm grip that he can think more precisely than he can with words\nknown orally, but not visually. It will mean that he can get beyond his\nmerely colloquial vocabulary of a few hundred words of a loose and\nuncertain meaning, and master new vocabularies invented by poets to\nexpress all the shades of feeling and character that human nature is\ncapable of, and other new vocabularies invented by specialists in science\nto collect and combine all the facts that man knows about nature and\nman.\nCivilization depends on the written and printed word. It has long\nappeared to be a necessity of society that the child should go to school,\njust for the sake of becoming eye-minded. But the work of the school\nis very different from the occupation of the child in the family in his\nfirst six years. It is isolated from the home life, and only refers to it\nincidentally for illustrations and examples ; for applications and rudimentary experiences that help to understand the lesson of the day.\nWhenever a topic comes up in school that relates in any way to the\nchild's experience, the good teacher always appeals to this body of -original observation as a sort of apperception fund — a fund of direct information which helps explain the subject presented in the school lesson.\nSo, too, the kindergarten has been invented, and a series of games\nand occupations offered to younger children as a method to connect\nmore closely the school and the home. But the child does not find the\nhome life continued in the kindergarten — not the home life of caprice\nand wild play. He has come into a social whole, and he must conform\nto the regulations necessary for the existence of a social whole. He\nmust play the game chosen by the \"teacher and work at the occupation\nset for his class. Everything is prescribed for him. His occupations are\nnot such as he has seen at home. They deal with elements that enter\ncertain processes of manufacture, that exist in his neighborhood, but they\nare almost as abstract as the letters used to spell words.\nThis fact has been well observed by educational reformers, and pedagogy has received the fruits of their labors to improve its methods.\nThe isolation of the school from the home life is made less by turns\nof skill in methods of instruction, or in methods of discipline; by inventions of a long series of short steps and easy gradients that place it within\nthe power of the child to climb to difficult heights.\n\n"}
{"page": 371, "printed_page": null, "text": "Council]\n\nISOLATION\n\nIN\n\nTHE\n\nSCHOOL\n\n359\n\nWere the child taken from the home entirely and kept in the schoolroom constantly, it would pretty effectually quench what the child had\nacquired of individuality in home life.\nThis has been a great evil in a certain class of boarding schools and\nin orphan asylums.\nBut, as a fact, the ordinary primary school takes only five hours of the\nday, five days of the week, and forty weeks of the year. This gives oneninth of the entire time to the schoolroom. If the child consumes fourninths of the time in sleep and four-ninths of the time in continuing his\nhome and neighborhood life, he will have, in the average case, sufficient\nelasticity to react against the cramp which is threatened by school life.\nThe concentration of mind on the part of the professional teacher to\ninvent means to lessen the step from home life to school life has tended\nto make him lose sight of the educative value of what is peculiar to the\nschool itself. The school is sometimes regarded as a sort of necessary\nevil, which it would be well to eliminate entirely from society, if a suitable\nsubstitute could be found. Sometimes, too. it comes to seem as if the\nhome life of the child contained all that is truly desirable. The one who\nholds this point of view is prone to fall into the same error in regard to\nthe state. He will think that the family should be all in all, and that\nthe state — that is to say, the political life of the people — should be dispensed with, and thereby an enormous saving effected in the life of man.\nSomething of this trend of thought in modern pedagogy is found\nprevailing in the thought of Europe in the last century. It was put\ninto application on a grand scale in France. It was a sort of objectlesson for all that part of mankind that read and think. The French\nRevolution had been for fifteen years a spectacle to all Europe of a\npeople trying to clear up its mind with regard to the relation between the\nindividual and the state. In the Reign of Terror all Europe made the\ndiscovery that with mere individualism each person of necessity comes to\nsuspect every other person. In such a condition society becomes a mob,\nand the individual finds no safety from suspicion and violence. The\nreaction in France from the time of the Reign of Terror led farther and\nfarther away from mere individualism, and not only from this, but from\nany mere life of nature. There came to be an insight into .the necessity\nof the government, the institution of the state, as the guarantee of the\nlife and liberty of the citizen. This insight came with more force to the\nthinkers living in other countries, and especially in Germany, than it did\neven to the people in France. In Germany it began to be seen that not\nonly the state, but other institutions, such as the church and the community of productive industry and the family, are institutions which are\nneeded to make possible the life and liberty of the citizen.\nThe ideal nature of man gets realized in his institutions. The family\nis an organization which protects the individual in his immature years of\n\n"}
{"page": 372, "printed_page": null, "text": "360\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\ninfancy, in his old age of decrepitude, and, in other words, equalizes the\ndifference of sex, age and condition of health, etc. Civil society is\norganized so that by division of labor each worker becomes skillful and\ncan accomplish a maximum of production, and yet each person depends\nupon others in his community, and, in fact, upon all the race, for the\nvariety of articles which he needs to supply his wants. By commerce\nthis dependence is converted into independence. Each citizen is made\nindependent of want by belonging to a social whole. The state, on the\nother hand, protects the weak against the strong, and secures justice, not\nby the individual, which would be private revenge, but by the state. The\nstate is the reality of the rational self, which is only partially realized in\neach individual. Again, the church devotes itself to the preservation of\nthe wisdom of the past. It teaches a view of the world as one in a\nrational purpose ; it offers a summary of this wisdom to all the people,\nwhether mature or immature ; it applies this wisdom more or less perfectly or imperfectly to the practical issues of the day in the life of each\nindividual.\nThe relation of the individual to this larger self incarnated in institutions is that of obedience to authority. The institution, which is a social\nwhole in one of its forms, prescribes to the individual, and he obeys. In\nall lower and lowest conditions of civilization the punishment of death is\nmost frequently awarded to the individual who deliberately disobeys this\nauthority, vested by institutions in responsible officers, or chiefs ; in the\nfamily, in civil society, in the state, in the church.\nWith the phenomena of the French Revolution before them, European thinkers saw how this element of authority comes by and by to be\nquestioned by an educated or enlightened people. Mere authority seems\nto be alien to the rational will of the individual. Hence, one school of\nthinkers came to call this rational world, embodied in institutions, the\nworld of self-estrangement (Selbstentfremdung). The individual who\nbecomes intensely conscious oi his personality, in the beginnings of a\nscientific education, comes to attack all authority as a foreign or alien\naffair. He does not see that it embodies the realization of his greater\nself. He does not see that to obey institutions is to obey his rational self.\nTo him it is a matter of blind obedience to what is irrational.\nMind, as it appears in infancy and childhood, is the potentiality of\nman, but not the reality of man. In order to become man in his\nmaturity, the immature child must estrange itself — become foreign to\nwhat it finds itself to be as child or infant — and it must study the\ngrounds of the commands of authority until it gets an insight into their\nrationality. Then it returns out of its estrangement and becomes at\nhome in the forms of reason that have been realized in the long course\nof the history of the human race. The child or infant has no longer the\nintense delight in his immediate environment, but he delights in finding\n\n"}
{"page": 373, "printed_page": null, "text": "Council]\n\nISOLATION\n\nIN THE\n\nSCHOOL\n\n361\n\nagain and again a new province of rationality at first strange or foreign to\nhim, and mastering it so that he becomes at home in it and becomes able\nto add its strength to his strength.\nMan thus goes from a state of weakness and feebleness, and of consequent subordination to his environment, over to the condition of mastering his environment, conquering nature, and making it his instrument of\nself-estrangement. He eats his daily bread and meat and assimilates or\ndigests it as a foreign material, making it over into a tissue of his own\nbody. Thus, too, he takes the wisdom of the race, both its forms of\ndoing and its forms of thinking, its scientific and spiritual insights, and,\nso to speak, digests or assimilates them by seeing their rationality and\nlearning how to do or act in right forms, and understand those forms.\nAll the while the little individual is growing in might by this process of\nassimilation. He is reinforcing his little will-power by the will-power of\nthe race ; he is reinforcing his feeble intellect by the aggregate intellect\nof man as a social whole.\nQuite frequently the philosophy of education has followed this way of\nlooking on the institutional world as a world of self-estrangement, and\nthe individual infant or savage is regarded as the point of departure, as\nan already complete world of reason, and the institutions are regarded as\nsomething less real and substantial than the various parts of education —\nnamely, that of the family — in the etiquette that makes possible the life of\nthe individual in the family or home; the conformity to the law of the\nstate, which makes the individual into a citizen, and the spiritual purification and holiness that come from obedience to the church, all these\nkinds of obedience are looked upon as something alien, as something\nisolated from the substantial and real life of the individual. According\nto this there is an isolation in the school, in the education of the state\nand the church and the family, and in the training for one's vocation ;\nthese are all species of isolation. But it is better to turn this view around\nand look upon the individual himself, when an infant or savage, as isolated\nfrom his true rational being.\nOne could say that all education, whether in the school, the family,\nthe state, the church, or civil society, is an attempt to overcome the isolation of the undeveloped individual, the immature specimen of the\nhuman race, i. e., the infant or the savage, for the child or the savage is\nisolated from the rationality of his true being. His thought is feeble,\nbecause he cannot reinforce it by the thought of the race. His action is\nfeeble, because it is not reinforced by the action of all mankind. Education strives to emancipate the individual child from his isolation. It is\nthe child and not the school that is self-estranged. In the school the\nchild recovers his true self.\nBut self-estrangement as a principle helps one understand many\nthings in education\nthat are otherwise\nenigmatic;\nfor example, how\n\n"}
{"page": 374, "printed_page": null, "text": "362\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nthe culture of all races proceeds by a mastery of a classic literature : the\nstudy of Confucius and Mencius in Chinese education ; the study of the\ncode of Manu, the Vedas, the Hitopadesa, among the East Indians ; the\nstudy of the Koran among the Mahommedans; and the study of the Bible\nand of Greek and Latin classics among modern Christian nations. It is\na sort of vicarious living over again of the far-off world — far off from the\npresent, and offering an earlier epoch of the nation's civilization.\nThe child cradled in his immediate present takes it for all in all and\nfor an isolated complete whole, but his education teaches him that it is\nnot independent, but that it is in causal relation with all its past, and in\na causal reaction with all that exists, however distant from it in space.\nFinding himself mistaken as to the completeness of his present life in\nthis isolation, the youth begins to take his steps with increasing wonder\nand delight at finding new worlds that were before invisible to him, but\nwhich, when once seen, help explain to him what is here and now. Every\nintellectual nation in the world, whether one begins with the Persian or\nEast Indian, the Egyptian, or the Greeks and Romans, has studied not\nonly its own classics, but also such elements as it possessed of abstract\nscience — like mathematics and astronomy — and has undertaken foreign\ntravel as an element of education. At home the school has symbolized\nits isolation, or its difference from the everyday life of the immediate\npresent, by the adoption of certain formal usages ; the wearing of some\nspecial garb to distinguish the order from the rest \\oi the community;\nthe adoption of some mode of life different from that of the family\nof the average citizen. The student, perhaps, has been aided in, rather\nthan hindered from, mastering the strange and far-off phases of the\nlife of his people by these matters of immediate garb, and the community life in the school or college. He takes some pride in thus celebrating his arrival at a step removed from the commonplace life which\nhe lived as an immature youth. • In the school, where he expects to be\nenlarged in his life by the addition of the will and intellect of the race,\nhe takes some pleasure in \"making this distinction of his new life from\nhis old life visible by a cap and gown, and by a college life in a system\nof barracks (college dormitories), rather than in the family life adopted\nby his civilization.\nAll culture begins with this first estrangement of the immature individual toward his immediate surroundings, material and spiritual, and\nwith the effort to make himself at home in what is at first strange and\ndifferent, but which he will soon render familiar by study and practice.\nHe will begin to see, step by step, his own rationality as realized in\ncivilization, and identify it with the purpose of the life of his race. He\nwill make over for himself a second nature in these other stages of\nrational life, isolated by time and space from him.\nHe will increase proportionally in his ability to think and to do.\nHe\n\n"}
{"page": 375, "printed_page": null, "text": "Council]\n\nISOLATION\n\nIN\n\nTHE\n\nSCHOOL\n\n363\n\nwill not be surprised at the discovery of a first difference from the manners and customs of his family or neighborhood. He will not be astonished at the habits of doing and thinking which he sees among foreigners,\nbut will explain them in the light which he has obtained from the comparative study of manners and customs and modes of doing things. He\nwill be able to criticise his own manners and customs and methods of\ndoing, and will see how to reform them in such a manner as to bring\nabout a better conformity with what is rational.\nIt is in connection with this process of self-estrangement that a\nseries of phenomena arises which take on the character of reaction\nagainst the ordinances of the institutions of culture — the phenomena\nof student life. It is marked in the entire history of the race that the\nculture world, the world of self-estrangement, as organized in the school,\nthe church, the state, and especially in the family, always assumes the\nattitude of authority and demands implicit obedience on the part of the\nchild or the individual citizen. This obedience — more in ancient times\nthan now — has been insisted upon to such an extent as to threaten to\nproduce the effacement of the individual. It was thought that the individual must be effaced before he could become a participator in the\nintellect and will of the social whole.\nIt sounds paradoxical to say that the pupil must be effaced before he\ncan be reinforced. All the improvements and reforms in pedagogy from\nthe beginning have made it a point of effort to correct this defect and\nprevent the complete effacement of the pupil ; for the more one can save\nof the strength of the pupil in will and intellect, the better, provided it is\nturned in the direction of conformity to the will and intellect of the\nsocial whole. Insight, as we have before stated, emancipates the person\nfrom authority. When insight is obtained, there is no longer any blind\nauthority, for the person does his deed freely and intentionally thru\ninsight into its rationality. He does not do it to oblige some other\nperson merely, but because he sees that it is in itself reasonable.\nIsolation of the school thus seems to mean something deeper than the\nmere lack of continuity with the home life, or even with the life of civil\nsociety in which the home life moves. It means the emancipation of the\nyouth from the immediate sway of what is near and the bringing of his\nmind into an appreciation of what is far off in time and space, but which\nnevertheless has been powerful in making the present world what it is.\nIt is a process of correcting the judgment of the individual as to what\nhis true self is, and as to what is of permanent value in human endeavor.\nDISCUSSION\nMrs. Ella F. Young, University of Chicago. — It is very difficult for me to oppose\nanything said by Dr. Harris ; I owe so much to him. His generous encouragement in the\npast has been to me a source of continued inspiration.\nDoubtless many of you have\n\n"}
{"page": 376, "printed_page": null, "text": "364\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nenjoyed similar experiences in your acquaintance with him. He has, however, asked me\nto discuss his paper, and he knows that there is a difference of opinion between us on this\nsubject.\nThe word \" isolation,\" as used in the paper just read, has not its customary significance. In the translation of Rosenkranz's Philosophy of Education, edited by Dr. Harris,\nthe term \"self-estrangement\" is not used as synonymous with \"isolation.\" lam not\ngoing to raise any opposition to \" self-estrangement and its removal \" as presented in that\nbook. But when the essayist treats the two, \"estrangement\" and \"isolation,\" as identical, he is plunging us into a war of words, because we are using the word \" isolation \"\nfrom different standpoints, or with different meanings. Self-estrangement is simply a\nstage in development of mind. The next stage in the process of culture, however, is the\novercoming of the estrangement.\nIsolation is a different thing. The child, the teacher, is put or puts himself into a\nplace to do a prescribed thing, in the doing of which he is not co-operative ; that is, a\ncertain result is demanded of the isolated worker who does not have determining power\nin originating the method of the work. To indicate just what product a teacher or a\nlearner is to aim to secure is to dictate the method of the individual. There is no greater\nbit of nonsense afloat than that which says : \" I leave the teacher free. It is results\nonly for which I ask.\" That means the teacher may work as she prefers in trying to\nduplicate the result which my mind has constructed. Carry this into the school, and there\nensues that pedagogical cramp which the essayist described as resulting from the continual\nbracing of the teacher against the child's tendency to break away from the aim of the\nschool work. Now, here you have the effect of isolation of the determination of the end\nfor which the child works, from his own mental activity.\nGreat stress was laid by the speaker on the desirability of differentiating the method\nof the school from that of the home. I can't see the necessity for such a differentiation. In that very change lies the answer to that oft-repeated question : Why does a\nchild learn so much by himself in the first six years of his life and so little, comparatively,\nin the school in the second six years ? If the method of the first period, the working on\nmaterial to obtain the answer which the child has raised, were adopted in the school,\nteachers would not suffer from pedagogical cramp. If this method should obtain thruout\nthe school, neither the children nor the teachers would be isolated, as too frequently they\nare, from that self-activity which Dr. Harris in his writings urges as the essential of life,\nand yet which, in the mere hearing of the paper, I miss.\nAaron Gove, Denver, Colo. — Some of us who are present, superintendents of larger\nand smaller cities, I am sure will be gratified if the discussion can take a more practical\nform. We are fond of the poets and philosophers, but some of us, who are neither poets\nnor philosophers, are placed in the practical part of the work and confronted with obstacles, the removal of which is necessary. I am one of a large number of superintendents\nwho have been made to realize within the last few years that the preparation of grammarschool pupils for the high school has not been as well done as formerly. Principals of\nthe high schools complain that pupils come to them fairly well versed in general knowledge, but lacking in accuracy in the essentials demanded for intelligent work in the first\nyear of the high school. This, we believe, has come about by the mellow training which\nthey have received in the grammar school as contrasted with the more severe discipline of\nprevious years. If this be true, generally, a halt must be called either in the number of\nsubjects involved in the preparatory course or in the character of the training. It is helpful for the young person to know whether the horse lies down first in front or behind ;\nwhether the maple grows faster than the poplar ; why mules and not horses are shipped\nto South Africa for military purposes ; but it is far more important, and quite necessary,\nthat the same young person shall be able to compute an arithmetical problem accurately,\nand be so well skilled in the elementary branches as to enable him to pursue intelligently\nthe studies of the high-school course.\n\n"}
{"page": 377, "printed_page": null, "text": "Council]\n\nISOLATION\n\nIN\n\nTHE\n\nSCHOOL\n\n365\n\nMrs. Young. — I broke off suddenly, a few moments ago, in discussing this paper,\nbecause my remarks were taking on a practical nature, and it was evident that the essayist\nwished a discussion of only the theoretical phase of the question. The two phases are\nso intimate that it is almost impossible for me to treat one and neglect the other.\nAs regards the work in the secondary schools at the present time, I believe it to be\nfar in advance of that of twenty years back. While it is true that the schools of the most\nmodern type are weak in developing in the pupils the idea of rounding out their knowledge of that which they seek, yet there is the gain that the boys and girls are approaching science and history from their own past ; are not looking at those subjects as if they\ndealt with something far above and away from the world in which the learners live.\nThe home, the past, of the pupils must be recognized in the school, otherwise pedagogical cramp and isolation will continue to play havoc in our work.\nCharles B. Gilbert, Rochester, N. Y. — There is here clearly stated a vital issue.\nBetween the two views is a great gulf fixed. The question is wholly of initiative. Is\nthe work of the school to be predetermined in accordance with principles wholly apart\nfrom the child, or is it to be continually determined in accordance with the demands of\nhis growing spirit ? Is education — in other words, growth — a force acting from within\nout thru the child's self-activity, or is it something to be put on like a coat, and that\nregardless of fit ? Are the child's previous growth and attainment to be ignored, or are\nhis apperceiving masses to be made use of in determining the subject-matter and method\nof his education ? I for one desire to be put on record as believing that education is\ngrowth and not a plaster.\nDr. Harris, in his paper, if I correctly heard it, spoke of the necessary effacement of\nthe child before he can come into his heritage. How does that differ from the old belief\nin the necessity of breaking the will or the theological dogma of total depravity — both\ndreadful ?\nThe child's entrance into the heritage of civilization and history is not cataclysmic ;\nit is the gradual and gentle movement characteristic of growth. The difference between\nthe two is as wide as the world.\nJohn W. Cook, president State Normal School, De Kalb, 111. — I understand it to be\nthe wish of the president of the department that the discussion of this remarkable paper\nshould assume the character of a round table. I trust that its distinguished author will\ncorrect me if I indicate by what I shall attempt to say that I do not understand its\npurport.\nThe term \" isolation \" is new to me in this connection. I assume that it is substantially synonymous with our old friend \" estrangement,\" which Dr. Rosenkranz has made\nfamiliar to students of the philosophy of education. I assume, further, that Dr. Harris,\nas is his usual custom, is seeking a fundamental category upon which our thinking may\nground itself in dealing with the problem of education.\nI am not surprised at the antagonisms which his discussion of his theme has aroused.\nSuch words as \" constraint,\" \" self-restraint,\" \" self-repression,\" \" effacement of individuality,\" and others of their kind are the especial horror of a certain school of — not educational thinkers exactly, for that term does not describe their most characteristic quality —\neducational leaders who are looking at the problem from the side of method rather than\nfrom the standpoint of the philosopher who is seeking the fundamental principle. These\nmen and women live in the schoolroom. They are in the constant companionship of\nchildhood. They have witnessed the blight and mildew that are the inevitable consequence of the wretched methods that have characterized the schools of the past. We all\nknow how Rousseau cried out against the enormities of the word-worshipers, and how the\ntender soul of Pestalozzi was stirred by the senseless formalism of his time. I sympathize\ndeeply with the solicitude of these ladies and gentlemen lest the children should be\ndeprived of their birthright of joy and freedom by the discipline of the school. But it\nsurely will be clear to these good soldiers in the great cause of educational liberty, if they\n\n"}
{"page": 378, "printed_page": null, "text": "366\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nwill dismiss their fears for a moment, that this is not a discussion of method, but of what is\ntrue of the educative process. _ With this fact in mind, I am unable to see how issue can\nbe maintained with any proposition that Dr. Harris has uttered.\nPray, what is it to become educated, if it is not to find one's self at home in regions\nthat were before foreign, and consequently unknown ? Is the child to live forever with\nthe inanities of the nursery ? What is the binominal theorem to the darlings of the kindergarten, in their little world a mile square ? Yet the time will come when superb\nformulae will be as simple as a nurse's tale. How ? By successive invasions of strange\nrealms, strange as a Greek letter to a three-year-old Polynesian, until they have lost their\nstrangeness because they have revealed to the explorer their kinship to his larger self.\nAnd when the soul is no longer confronted by an alien world and challenged to press\nitself against its mysteries, that soul has reached the vanishing point of education.\nAnd is this to be achieved without constraint or self-repression or submission to the\nauthority of the next year's self ? Is there to be no \" effacement \" of a small individuality in the interests of a large individuality ? \" Individuality \" is a ticklish word to deal\nwith in a \" free \" country. Was Huxley wrong when he asserted that \" the only freedom\nthat I care about is the freedom to do right ; the freedom to do wrong I am willing to\npart with on the cheapest terms to anyone who will take it of me.\" Is inhibition really\nto be banished from the educational terminology in the interests of the spontaneity of\nthe child ? Of course, when we are sane and not engaged in controversial discourse, we\nare not going to urge such absurdities, for when inhibition goes we know that a large\nslice of attention will go along with it. No, gentlemen ; I much mistake if every dissenter\non this floor today will not be in substantial agreement with the main contention of Dr.\nHarris when the opportunity for a careful study of what seems to me to be his most\ndelightful and revealing contribution to this aspect of educational thought shall be\nafforded by the publication of his address.\n\nELMER\n\nE.\n\nEDUCATIONAL\n\nPROGRESS\n\nOF THE\n\nYEAR\n\nBROWN,\nPROFESSOR\nUNIVERSITY\nOF\n\nOF THEORY AND\nPRACTICE\nOF\nCALIFORNIA, BERKELEY, CAL.\n\nEDUCATION,\n\nOne year ago the annual report on educational progress was presented\nto this Council by Professor Hinsdale, of the University of Michigan.\nI cannot enter upon the similar task to which I have been assigned without first calling up the memory of that great teacher, who in the interim\nhas been called from this earthly life.\nBurke Aaron Hinsdale was one of the most useful and distinguished\nmembers of this Council, of which he was president in 1897. His\nscholarship was notably broad and accurate; his judgment was sane and\nsure. In the meetings of the National Council and Association we have\nhad many opportunities of seeing how illuminating and conclusive he\ncould be in public debate. His logic was seasoned with genial humor;\nthere was about him a very human apprehension of actualities ; he was\nnever a doctrinaire. Some of his strongest work was done in the field\nof history, and particularly in the history of American education. The\nlast time I saw him he told me, with an almost boyish appearance of\ndiffidence, that he had ventured to think of writing a general history of\n\n"}
{"page": 379, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n367\n\neducation in the United States.\nWe have great reason to regret that this\nproject could not have been carried out.\nAs a member of some of his earliest classes in the University of\nMichigan, I desire to bear personal testimony to the helpful suggestiveness of his instruction, particularly in his seminary work in educational\nhistory. Doubtless many of those here present could tell of intellectual\nuplift and stimulus received in his class-room. And many more might\nspeak of his personal kindliness. His massive frame was well matched\nby his broad sympathy and large-heartedness, and his interest in the\nhomely necessary things of life.\n\" O mayster dere and fadir reverent —\nAlas that thou thine excellent prudence\nIn thy bed mortel mighteste not bequethe ! \"\n\nIt is well that in considering our educational progress we should not\nforget those who have fallen by the way. Henry Barnard is gone — full\nof years and of honor; Thomas Davidson, that knightly spirit, preeminent in learning, has been taken, in the very strength of his years;\nonly yesterday came the news that the venerable and honored Joseph\nLe Conte has passed away in the Yosemite Valley which he so greatly\nloved ; and others, worthy of such goodly company, have passed with\nthem. These men have deserved remembrance of their country and of\ntheir brethren. Our forward step is surer that they have lived and\nwrought with us.\nNow, in making a survey of the year's educational progress, we must\ntry to avoid bewilderment among particulars. We are too near to the\nfacts considered to get any true historical perspective; but already we\ncan see that they are bound up with the general progress of our civilization.\nAside from all things educational, this has been a year of mighty movements. Much has been said about \" expansion.\" In more ways than one,\nexpansion has been the striking characteristic of the past twelvemonth.\nFive years ago Mr. McKinley was elected president for the first time,\nafter a campaign which had turned largely on economic questions.\nBimetallism had been thrust forward as the best available embodiment of\na rising social unrest. But the new presidential term was only well\nbegun when a question of foreign policy overshadowed all things else.\nThe war with Spain was fought, and its success brought forward great\ninternational problems, such as our people had not faced before. The\ncongress at The Hague set us thinking of the world-peace and our part\nin maintaining it for the future ; but we now found ourselves thinking\nwhat it meant to be a world-power, and what we should do as a worldpower in the immediate present. The terrible business in China set us\nthinking fast and hard. We were already a world-power in the thick of\nthe world's affairs. Mr. McKinley was elected for the second time, and\nthe campaign which he won this time was fought mainly on questions\n\n"}
{"page": 380, "printed_page": null, "text": "368\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\ngrowing out of our new foreign relations. The policy of expansion was\napproved by the voters; and it has now received judicial confirmation in\none of the most important decisions ever rendered by the Supreme Court\nof the United States. It has been determined that the United States not\nonly possesses the power inherent in all true nations to expand in whatever way she can and will, but that this power may be exercised under\nthe old constitution handed down to us by the fathers.\nIn the meantime the industrial distresses which found such halfarticulate expression in the campaign of 1896 have been only temporarily\nobscured. They, too, are growing pains. Before long they must be\nacutely felt again. For industrial expansion is going along with political expansion, and within the past few months it has advanced at an\nastonishing rate. Railway combinations, more or less completely accomplished, for the control of lines belting the land from coast to coast, with\na pendant of ocean steamers at either end ; industrial combinations,\nsteadily increasing in magnitude; and now the United States Steel Corporation, overtopping all the rest, with a capital stock \"of over $1,100,000,000 and a bonded indebtedness of over $300,000,000 — are all in\nevidence. It is not the mere amount of money involved in these transactions that challenges the imagination, but the tremendous combination\nof forces and organizations brought into working unity. All of these\nmovements, political and industrial, have kept men straining hard to think\nthoughts large enough to meet the new situations presented.\nOther movements have taken place, under the influence of such industrial and international readjustments, and some of these have been of\nvery great significance. One of them may be mentioned more particularly. Irefer to the rise of a new South. The division of 1861 lasted\nin some sense till 1898, when the nation, without regard to sections, went\ninto the war with Spain. Northern Republicans had stood in an attitude\nof tutelage toward the South ; southern Democrats in an attitude of protest toward the North. Now. the southern states are simply proceeding\nto work out their own problems in their own way, as northern and western states have done. Some of the results may be bad in the South, as\nthey have been in the North and in the West ; but the ultimate outcome\nwill surely be for good.\nEnough has now been said to remind us that the past year has been\nmarked by far-reaching changes in our national life ; and that these\nchanges are the accompaniment of accelerated growth, of increasing complexity of internal and external relations.\nIn such a milieu American civilization has been making its way\nonward during the year just past. Religion, philosophy, science, art,\nliterature, polite society, medicine, jurisprudence, engineering, invention\n— all the great capital interests of human life have felt the tremendous\nstir that is still going on.\nSuch a time of sudden enlargement has in it\n\n"}
{"page": 381, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n369\n\nmuch of good and much of evil, sorrow and joy all mixed together. But\nit is mightily exhilarating to live in such a time, and to do even the\nsmallest thing toward making the better part overbalance the worse.\nWith such accompaniments education has been making its way. The\nopinion of mankind has continued to give it an honorable place. Education has been seeking to keep itself in working adjustment with the\nexpanding life of other human concerns. It has endeavored to discharge a growing responsibility for making the better part triumph over\nthe worse. The most of the year's happenings and movements, which\nwe have to record, will be found in some sort of connection with this\nprogressive adjustment to new conditions.\nOne further fact should be noted here, the fact that, in the social\nexpansion of our time, educational interests are expanding, not only\nactually, but also relatively. It is evident that social progress is becoming more and more largely dependent upon educational progress. The\nresponsibility resting upon our educational institutions is already beyond\nany parallel in the history of the world, and what it is to be we cannot at\nall foresee.\nNow, let us consider a little more particularly the kind of educational\nprogress that the past year has seen. The development and consolidation of American industries have been accompanied, not only by enormous accumulations of wealth, but also by enormous gifts on the part of\nthe accumulators of wealth ; and these gifts have taken more generally\nthe direction of contributions to educational inst itutions than any other.\nIt appears from such statistics as are now at hand that the gifts to educational institutions for the year 1900 amounted in the aggregate to not\nfar from $23,000,000 ; and the gifts to libraries not directly connected\nwith schools, to about $3,000,000 more. These statistics relate to gifts of\nnot less than $5,000 each, which were made, became operative, or were\ncompleted during the year 1900, and do not include the ordinary contributions of churches and other denominational organizations, nor\npublic appropriations, local, state, or national.\nMr. Carnegie, of course, has been one of the largest contributors to\nthis enormous sum. Mr. Rockefeller, who has been similarly distinguished, both as an accumulator and as a giver, recently proposed, at the\nconvocation of the University of Chicago, that cheers be given for Mr.\nCarnegie, whom he described as one \" who has given away more money\nthan any other living man.\" In fact, Mr. Carnegie's recent career is\nprofoundly interesting. He had doubtless done more than any other\none man to bring the steel industry of this country up to the point where\nthe next step was the formation of the United States Steel Corporation.\nHe had proved himself one of the most successful accumulators that this\ncountry has ever seen. At this point in his career, in accordance with a\nwell-considered theory of life, Mr. Carnegie brought his operations as an\n\n"}
{"page": 382, "printed_page": null, "text": "37°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\naccumulator to an end and entered upon the very different occupation of\na distributor. It takes a high degree of versatility to achieve equal success in these two very different parts. But Mr. Carnegie has made a\nvery promising beginning in his new role. He has made a gift of\n$5,000,000 to be used for the benefit of the employes of the companies\nwith which he was connected in Pittsburg and its vicinity. The income\nof a large part of this sum is to be used for the maintenance of a system\nof pensions to employe's, but another large part is to be devoted to the\nmaintenance of libraries and other purposes essentially educational. It\nis well known that Mr. Carnegie has made numerous gifts for the erection of library buildings in various cities of this country. How many\nsuch buildings he has erected it would be difficult to say. His most\nmagnificent performance in this line is the proposal to establish sixtyfive branch libraries in different portions of New York city, at an estimated cost of $5,200,000. As in the most of such instances, this gift is\nconditioned upon action by the community which receives the benefit.\nNew York is called upon to provide sites upon which these branch libraries may be built. There can be little doubt that the sites will be provided and the buildings secured in due time. The latest news of this\nsort is that this beautiful and hospitable city of Detroit has been similarly honored.\nUp to April 1 it was estimated that Mr. Carnegie's gifts had reached\nthe sum of 530,000,000. Since that time he has been in Europe, where\nhis visit has been signalized by the gift of $10,000,000 for the promotion\nof university education in Scotland. It is understood that the income of\na portion of this fund is to be used in defraying the expenses of capable\nand needy students in the four Scotch universities. Another considerable proportion is to be devoted to the development of university instruction, especial stress being laid upon scientific, economic, and historical\nstudies. Provision seems to have been made for the especial encouragement of graduate students and advanced research. So far as we can\njudge from the accounts that have come to us, Mr. Carnegie has provided\nfor the effective administration of this gift, and has not limited the\nadministrators unduly as to the objects to which the funds may be applied.\nThe recent commencement season has called forth the announcement of numerous gifts of great importance to American colleges and\nuniversities. Among the most notable of these is that of Mr. J. Pierpont\nMorgan to Harvard University, of $1,000,000, to be devoted to the promotion of research in the field of applied biology, that is, more particularly, of biology in its relation to medicine. Harvard received in the\ncourse of the academic year, in addition to this gift, somewhat more than\nthree-quarters of a million of dollars. Brown University has completed\na fund of $2,000,000, which she has been raising with large assistance\nfrom Mr. Rockefeller.\nYale University, preparatory to the celebration of\n\n"}
{"page": 383, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n37*\n\nher bi-centenary, has nearly completed the raising of a $2,000,000 fund.\nA beginning has now been made on the great architectural composition\nproposed by Mrs. Hearst for the University of California. And the list\nmight be very greatly extended.\nIt is evident that we are in the midst of a great era of gifts to institutions of higher learning. It is difficult to find anything in the history\nof the world with which these facts can be compared. There were times\nin the Middle Ages when enormous gifts were made to institutions of a\nspiritual character; but those institutions were primarily ecclesiastical\nand only secondarily educational. The greatest industrial development\nthat the world has ever seen is found to have as its corollary the greatest\nliberality in giving, and that particularly in giving to the extension of\nfacilities for education.\nThis is a fact of the utmost significance.\nIt is not strange that a fear should have arisen lest educational institutions should, under these circumstances, lose somewhat of their spiritual\nindependence ; and we find that the past year has been especially\nmarked by the reappearance in critical cases of the question of academic\nfreedom. Several institutions have been concerned with this question\nduring the past year ; but interest has centered in occurrences at the\nLeland Stanford Junior University. In the fall of 1900, soon after the\npresidential election, Edward A. Ross, professor of sociology in that\ninstitution, was dismissed under circumstances which have received various interpretations. It is known that Mrs. Stanford, the surviving\nfounder of the institution, is virtually sole trustee during her lifetime.\nCertain utterances of Professor Ross, with reference especially to the\nquestion of Chinese immigration, had given serious offense to Mrs. Stanford, and she desired his removal from the teaching force of the institution. President Jordan did not agree with Mrs. Stanford in this matter,\nbut found it advisable to follow her expressed desire. The removal of\nProfessor Ross was variously regarded, not only in the outer world, but\nalso within the teaching force of the university. A large majority of the\nmembers of the faculty sustained President Jordan. Other members\ndeclared emphatically their disapproval of his action, giving expression\nto their criticism both publicly and privately. The result has been that\nin the course of the year ten other members of the faculty have ceased\nto be connected with the institution, thru resignation or removal.\nI will not undertake to pass any final judgment in this celebrated\ncase. That may be left to writers who are able to make distance from\nthe scene serve for historical perspective. Such writers have, I believe,\ngenerally agreed that the rightful freedom of instruction has, in this\ninstance, been invaded.\nSo much as this, however, should be added : The sensitiveness displayed by the American people whenever the question of freedom of\nspeech arises in any form is likely to prevent any serious abridgment of\n\n"}
{"page": 384, "printed_page": null, "text": "372\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nsuch freedom in the future. Freedom of the press and freedom of\ninstruction go together, and both are intimately bound up with the\nhighest interests of our civilization ; but there is no such thing as freedom apart from responsibility. The university man, like every other\nman, must exercise his liberty in the light of his duty to society. Universities, too, like all other institutions, live only in the co-operation of\ntheir members. It is not enough that a university man speak the truth ;\nhe must help his university to speak the truth as a university — to speak\nit with a united voice which must be heard. It is not only in university\nfootball that team work must be done. Team work must be done in\nuniversity faculties. The responsibility for doing such team work goes\nhand in hand with the university instructor's claim to liberty of speech.\nLiberty is essential ; but such things as these must be considered in determining where liberty lies in any given case.\nThe question of freedom of instruction is bound up with the question\nof university responsibility in another subject which has been under sharp\ndebate during the past year. I refer to the subject of scientific instruction in the effects of stimulants and narcotics. The discussion of this\nsubject has laid new emphasis upon our American conception of the\nunity of educational interests. We will have no school science which\nis not in accord with real science, and universities are responsible to the\nschools for determining the rightful content of instruction. This is a\nsacred responsibility, and the sense of its sacredness is growing with the\ngrowth of our educational institutions. As the part of education in the\nmaking of our civilization grows larger, it becomes more evident that\neducational institutions of all sorts must work in unison. No other\nnation has grasped this conception as has our own. The perfecting of\nour integration of educational forces is going steadily forward ; and even\nthe nations of Europe are coming to have some sense of its significance.\nOne of the chief forms in which the responsibility of universities to\nthe lower schools has been coming to recognition is the training of\nteachers for those schools, and particularly for schools of secondary\ngrade. It was the state universities which first came to an understanding\nof this responsibility. Within the past year some very important steps\nhave been taken by our state universities in the direction of the improvement of their courses of pedagogical instruction. But the most important of recent movements in this direction seem to have been taken by\nColumbia and Chicago universities.\nAt Columbia University the Teachers College has had a very prosperous year. It has grown so greatly in numbers that the extensive\nbuildings which it occupies are no longer large enough to accommodate\nboth the college and the training school. A valuable piece of land has\nbeen acquired in the immediate vicinity of the college, and upon this has\nbeen erected a new building which provides separate accommodations for\n\n"}
{"page": 385, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n373\n\nthe training school. This extension has cost half a million of dollars.\nIn addition to this, the college has received a gift of $ 100,000 from Mr.\nand Mrs. James Speyer, for the establishment of an experimental school.\nThis school will be opened in one of the less-favored portions of the city.\nWith it will be connected a Columbia University Settlement. Ample\nprovision will be made for the introduction of the newer lines of school\ninstruction. This school will be very different in its organization and\npurpose from the training school, and so will add greatly to the facilities\nat the disposal of the college for illustrating the processes of education in\ntheir greatest variety. The university now gives to graduates of Teachers\nCollege the degree of bachelor of science. In other important ways the\nintegral relation of the college to the university has been abundantly\nemphasized.\nAt Chicago the important step has been taken of bringing the Chicago\nInstitute into union with the university. The educational world has been\ndeeply interested in this institute, from the time when Mrs. Emmons\nBlaine first announced her intention of establishing such a school. From\nthe start it has seemed unfortunate that the institute should not be connected with the University of Chicago. It has finally become evident to\nboth boards of trustees that the two institutions could accomplish much\nmore unitedly than they could ever hope to accomplish separately.\nAccordingly, President Harper was able to announce at the university\nconvocation in March that the union of the two had been accomplished.\nThe institution in its new connection will be known as the University of\nChicago School of Education. Mrs. Blaine, it is reported, has given a\nmillion dollars to further the work of this school. The Chicago Manual\nTraining School, one of the pioneer institutions of this sort, which has\nachieved great successes ; and also the South Side Academy, an efficient\nprivate secondary school, have been merged in this new School of Education. This makes a most notable combination of educational forces,\ndevoted to the training of teachers for the elementary and secondary\nschools.\nMeanwhile, the University Elementary School, carried on by the\ndepartment of education of the university, under the direction of Professor John Dewey, has continued its remarkable work. The conviction\nis growing among schoolmen that this elementary school, in its present\nform, constitutes one of the most significant experiments in the history\nof American education, or, in fact, of world education. We have here,\nwhat has rarely been seen, an actual school embodying a profound philosophy of education. Professor Dewey's doctrine that the school is life,\nin its variously significant bearings, is here put to the test in daily school\nwork under a carefully selected corps of teachers. It would seem of the\ngreatest importance to American education that this experiment should\ncontinue.\nIt can hardly be doubted that the university will honor itself,\n\n"}
{"page": 386, "printed_page": null, "text": "374\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nand continue its service to the cause of public education, in continuing\nthis school under the most favorable conditions obtainable.\nTwo years ago Superintendent Harvey, of Wisconsin, read a notable\npaper before this Council on the question, \"Do we need a university\ntrust?\" The question was answered in the affirmative. More recently\nPresident Hadley of Yale has said in a public address : \"We educators must\nform an educational trust.\" We may be sure that these eminent schoolmen have used the word \"trust\" in its better sense of an economical\ncombination of forces, and not in its worse sense of a monopoly. During the past year the question of an economical combination of university forces in this country has been repeatedly discussed. One of the\nmost important organizations actually effected for some such purpose as\nthis is the Association of American Universities, which held its second\nannual meeting at Chicago last February. This organization consists of\nfourteen of the leading universities of this country. Thus far it has\nattempted nothing in the nature of legislation, and has refrained even\nfrom proposing legislation to its constituent members. But its discussions are tending steadily toward a union of action among our foremost\nuniversities in matters relating to graduate instruction. It cannot be\ndoubted that the existence of such an association will do much to secure\nunity in the conduct of higher education in the United States, and a just\nrecognition of American higher education abroad.\nIt would seem to many that the one effective form of university\ntrust needed in this country is some sort of federal university at the city\nof Washington. The discussions of this subject within the past few years\nhave called forth widely divergent views ; but unanimity has been reached\nin the conviction that we need some sort of organization of advanced\nresearch in the capital of the nation. The difference of opinion as to the\nform of organization best calculated to accomplish this purpose is as great\nas ever ; but a highly important step has now been taken by those who\nbelieve that what we need is not a new university added to the goodly\nnumber of really national universities which we already possess, but\nrather an effective co-ordination of the opportunities for research already\nprovided in the various departments and institutions at Washington.\nThis step is the organization of the Washington Memorial Institution.\nIt is well known that provision had already been made by act of Congress\nextending to competent students the privileges of the various libraries\nand other means of investigation which abound in Washington. What\nhas been lacking has been the means of bringing such students most\nreadily into relations with such libraries and laboratories. The newly\norganized institution supplies this lack.\nOne of the noteworthy university happenings of the year was the withdrawal of President Gilman from the headship of the Johns Hopkins\nUniversity, after a highly successful term of service of a quarter of a\n\n"}
{"page": 387, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n375\n\ncentury in the initial presidency of our initial experiment in the real higher\neducation. The serious character of the new movement at Washington is\nemphasized by the fact that President Gilman was immediately called to\nthe directorship of the new institution. No better man could have been\nfound for the purpose. The personnel of the board of directors is such\nas commanded the confidence of the educational world as soon as it was\nannounced ; and that confidence has been strengthened by the appointment of President Gilman as their first director. It seems reasonable to\nexpect that with the establishment of this institution — less than a university,\nto be sure, in that it does not give degrees ; but more than a university in\nthat it exists in and thru its co-operation with many universities and institutions of government — the higher education of our country will receive\nsome such impetus and unification as it has so greatly needed. The\nWashington Memorial Institution should have, and doubtless will have,\nthe hearty support of the friends of American university education. We\nneed further information, however, with reference to its form of government and the range of its activities, before we undertake to determine the\nquestion whether it offers such organization of advanced research as we\nshould ultimately have at our national capital.\nIt is a significant fact that the year has brought new emphasis upon the\npromotion and endowment of research. This emphasis has appeared in the\nestablishment of the memorial institution to which reference has just been\nmade. It has appeared also in Mr. Pierpont Morgan's gift to Harvard University. Ithas appeared in another and very notable form in the gift by\nMr. Rockefeller of $200,000 for the promotion of research in the sciences\ndirectly connected with the practice of medicine. It is understood that\nthis gift of Mr. Rockefeller's is intended only as a beginning. A board\nof trustees has been organized to administer the fund and direct the\ninvestigations. Some of the investigations, we are told, will be conducted\nat the headquarters of the new institute in New York city. Others will\nbe conducted by various co-operating university laboratories. The field\nopen to such an institution is highly attractive, and embraces, moreover,\nnumberless problems of the utmost importance to the whole people. It\nis fortunate that the personnel of the board of directors is such as to command public confidence, and particularly the confidence of competent\nscientific men. We have every reason to expect from this new movement\nresults of the highest value, and its progress will be watched with the\nutmost interest.\nIt would seem a far cry from the consideration of the highest problems of university work to a discussion of the new problems of elementary\neducation in the South ; but the connection of all institutions of education isbecoming so close in this country that the education of any section, in any grade or in any social class, is seen to be bound up with the\neducation of all.\n\n"}
{"page": 388, "printed_page": null, "text": "376\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nThere is, moreover, a peculiarly intimate connection between the work\nof the University Elementary School in Chicago and the work of the institution for the education of colored people at Tuskegee in Alabama. The\nquestion of education in the South turns largely on the question of the\neducation of the colored people. The colored people are now making\ntheir own contribution to the solution of that question. Their contribution consists in a new recognition of the fact that education is life, and\nmakes for life ; and they are working it out in one of the most interesting\nforms at Tuskegee. No educational book of the past year has excited\nmore widespread interest than has the autobiography of Mr. Booker T.\nWashington. The unity of American interests, and particularly of American educational interests, has been emphasized by the reading of that\nbook in all grades and classes of our society.\nThe new political movement in the Sonth is understood by some to\nbe chiefly a movement for the disfranchisement of the negro because he\nis a negro. In its practical working out it is not likely that it will take that\nform. It is, however, taking the form of the disfranchisement of the ignorant, the improvident, and the criminal. There are very few real leaders\nin the South who do not see that the chief need of the South, in its relation to the negro, is the lessening of ignorance, improvidence, and crime.\nThere is great hope for the future in that southern white men and\nsouthern negroes are at one in recognizing this fact.\nThe Tuskegee program is very simple and comprehensible. It proposes that the negro shall make friends of his near neighbors, both white\nand colored ; that he shall make himself indispensable to the community\nin which he lives ; and that he shall let the question of social recognition\ntake care of itself. One other tenet should be added, namely, that the\nnegro shall keep himself very clean. There is a breadth of humanity and\ngood sense in these views, which has taken strong hold upon our people;\nand the progress of the past year in this respect has been very marked.\nIt is to be hoped that the South will understand that she has the\nheartiest good-will of the country at large in all the efforts which she is\nmaking to improve political and industrial conditions thru the improvement of education. The education of the negro and of the white must\nproceed on parallel lines. Elementary education must be especially\nemphasized ; but elementary education will not prosper continuously\nunless higher education receive also its due emphasis. The steady\nadvance of higher education in the South has been noted during the past\nyear by our people with great satisfaction, and it is hoped that by close\nco-operation between all educational institutions, from the lowest to the\nhighest, the difficult problems of civilization in our southern states may\nbe worked out in such ways as shall count for the good of the whole\nnation.\nThe past decade has been marked by a great movement\n\nfor the\n\n"}
{"page": 389, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n377\n\nimprovement of educational administration in American cities. The year\nwith which we have to do has seen no remarkable advance in this respect.\nThe newly organized systems have been going forward, with many a jolt\nand jar, to be sure; but they have undoubtedly been going forward.\nThe new charter provisions for the Greater New York have swept away\nthe last vestige of administrative functions in the hands of borough school\nboards. The system has been thoroly centralized, with the result that for\nthe first time responsibility has been definitely located. Inasmuch as the\nnew system still makes considerable provision for adaptation to local\nneeds, there can be little doubt that it will be a great improvement on\nthat which preceded it. The new schedule of salaries for teachers seems\nto be, on the whole, very liberal, and satisfactory to the members of the\nprofession. The Chicago Board of Education has had an interesting\nyear. More complete provision for the systematic study of school children\nhas been made by this board than is to be found in any other great American city. The first report of the investigations carried on under the\nauthority of the board is full of interest. One of the most recent reports\nfrom Chicago is to the effect that the board has adopted, by a large majority, ■\nthe proposed provision for free text-books in the primary schools.\nThe chief obstacle encountered in Chicago in the effort to introduce\nfree text-books was the opposition of the friends of parochial schools. In\nmany ways the problem of religious education, or of education under\necclesiastical auspices, has come to the front within the past year. Attention may be called especially to the impression produced by the meeting\nof the Association of Catholic Colleges at Chicago, in February. Mgr.\nConaty, president of the Catholic University at Washington, presided at\nthis meeting. In the course of his remarks he called attention to the\nvfact that the Roman Catholics had expended in this country during the pre\nceding year $25,000,000 on their institutions of education, not including\nthe colleges and universities. One million pupils were enrolled in these\nschools, about 13,000 of whom were in institutions of higher education.\nThe movement for the establishment of Roman Catholic parochial schools\nreceived its great impetus from the meeting of the third plenary council\nat Baltimore in 1884. Since that time the growth of Catholic parochial\nschools has been very remarkable. Thus far the Catholics have devoted\ntheir energies chiefly to schools of the elementary and higher grades.\nThe Association of Catholic Colleges at its meeting this year recommended that from this time on special attention be devoted to the establishment of Catholic high schools. A small number of such schools have\nalready been established. It seems not unlikely that this number will be\nvery greatly increased within the next few years.\nIt would appear to many that the movement for the establishment of\nparochial schools is the one discouraging feature in the outlook for unification of our American educational forces.\nIt should be said, however,\n\n"}
{"page": 390, "printed_page": null, "text": "378\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nthat the unification of education does not necessarily involve anything\nlike a government monopoly of education. The differentiation of our\neducational institutions to meet a variety of American tastes and tendencies\nis not necessarily dangerous, nor even undesirable. The main thing is\nthat those who are engaged in education of all kinds, in all its grades and\nbranches, shall understand one another. With the growth of parochial\nschools it becomes increasingly desirable that there shall be free intercourse between the teachers of these schools and of the public schools.\nWhatever their differences of educational ideal, purpose, and administration, teachers everywhere should present a solid front in the forward\nmovement of civilization, as against the forces of selfishness, ignorance,\nmaterialism, and all the powers of darkness. I believe that the teaching\nbodies of our educational institutions of all sorts are made up of patriotic\nAmericans ; and, as patriotic Americans, they will co-operate wholeheartedly for the promotion of the best things in American life, if only\nthey come freely together and learn to understand one another.\nThere are many movements of only less importance than those already\nreferred to of which we can offer no extended notice here, for lack of time.\nSome of these may be referred to with the utmost brevity.\nOur normal schools have, during the year, been moving forward in\nthe matter of entrance requirements. In the more favored states these\nschools are already in a position to enforce the requirement of high-school\ngraduation for admission. Other states are moving steadily toward this\nstandard.\nThe Herbart Society has been reorganized during the past year, taking\nthe name of the National Society for the Scientific Study of Education.\nIn its earlier form this society has done much good service; but it has\nnot been able to throw off entirely the character of a propagandist institution, which its very name seemed to fasten upon it. As reorganized, the\nsociety has adopted a very promising program. It swears by no master,\nand seeks only to apply the scientific spirit and scientific methods to the\nstudy of educational problems. There is a large field for such an organization, after all others of our educational societies have done their best;\nand it is hoped that it may prosper in all good works.\nThe College Entrance Examination Board of the Middle States and\nMaryland is now an accomplished fact. During the past month this\nboard has conducted its first examination. This examination has extended\nto the remotest sections of our own country, and even to foreign lands.\nThe leading institutions of the middle states have agreed to accept the\nresults of this examination, and in this they have been joined by institutions in other portions of the country. The Pedagogical Seminary\nbecomes gloriously militant in its attack upon the mechanism involved\nin these examinations.1\n\nIt may be said, however, in defense of the new\n\ni See the Pedagogical Seminary, Vol. 7, p. 450, October, 1900.\n\n"}
{"page": 391, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nVEAR\n\n379\n\nmovement, that a big machine is not necessarily more mechanical than\nforty little machines ; and that it is great gain if the secondary schools\ncan be relieved of the inconsistent whimsicalities of forty examining\nboards, by being brought into relations with one board, including representatives of the schools, under which the conduct of entrance examinations has been carefully unified. So long as our eastern brethren, in\nthe hardness of their hearts, pin their faith to entrance examinations, it is\nto be hoped that they may at least remove some of the more glaring\ndefects of the examination system, thru the operation of such a board as\nhas been organized. It will be good for the institutions concerned to\nwork together in this matter, and some real and large educational advantage seems likely to come out of it all.\nIn no other way have we more definitely taken up the \" white man's\nburden \" than in the attempt to build up American systems of education\nin our new possessions, and in Cuba. The migration of nearly fifteen\nhundred Cuban teachers to Cambridge last summer, and their participation in the summer school of Harvard University, had a certain spectacular value. The immediately educational results of this undertaking seem\nto have been small, as might have been expected ; but in a larger way its\neducational value was undoubtedly very significant. It called the attention\nof the Cubans in a striking manner to American ideals in education. And\nit called the attention of the American people, in an equally striking manner,\nto the educational problem in Cuba. Great credit is due to the authorities and members of Harvard University for their action in this matter.\nThe first report of the Taft commission to the Philippine Islands\nshows clearly that the hopes of American civilization in those islands are\nchiefly centered in the new educational movement. Dr. Fred W. Atkinson assumed the superintendency of the Philippine educational system\non September i, 1900. Already important progress has been made. A\nlarge number of American teachers have been taken to the islands to\nengage in instruction and the supervision of schools. Our American\nuniversities and normal schools have been sending some of their best\ngraduates to take part in this service. Forty-two have already been sent\nby the University of California alone. There is something very inspiring in a new crusade of enlightenment such as this promises to be. The\nTaft commission proposes that the educational administration of the\nislands shall, for the present, be strongly centralized, but that encouragement shall be given to local initiative and responsibility ; that all schools\nsupported by public funds shall be free and non-sectarian; that especial\nattention shall be paid to the utilitarian side of elementary education,\nwith a view to making every person self-dependent in the gaining of a\nlivelihood; that instruction in agriculture and in other subjects of a vocational value shall be promoted ; that the English language shall be introduced gradually ; that the salaries of teachers shall be raised ; that new\n\n"}
{"page": 392, "printed_page": null, "text": "380\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nteachers shall be brought in from the United States; and that a normal\nschool shall be maintained at Manila. Dr. Atkinson's estimates call for\nthe expenditure of more than $1,500,000 by the insular government for\nschools during the current year. It is reported that Mr. Atkinson has\nsent to this country for a thousand more American teachers, many of\nwhom are to be men.\nProfessor M. G. Brumbaugh began his work as commissioner of education for Porto Rico on August 6, 1900. Ten weeks later he presented\nhis first report. Here the management of the schools is not so strongly\ncentralized as in the Philippines, and progress must accordingly be slower.\nA normal school has been established, but its location seems to be not\naltogether eligible. Teachers have been gathered into institutes, but the\nsuccess of these gatherings seems to have been very uneven. Provision\nis made for one teacher of English for each graded school. When Professor Brumbaugh's report was rendered, there were 38,000 pupils in the\nschools — a very substantial increase over the preceding year. But there\nare still 300,000 children in the island for whom no schooling has been\nprovided.\nSo far as the Hawaiian Islands are concerned, it may be remarked\nthat they had long been provided with a well-organized system of schools\nbefore the group was annexed to the United States. The fine progress\nwhich the Hawaiian schools have been making in recent years is shown\nby the fact that the exhibit which they sent to the Paris Exposition of\n1900 was honored with the grand prix, the highest form of award given\nby the exposition.\nTwo suggestions occur to one as pertinent to this topic : first, it\nwould be advantageous if those who are working in these undeveloped\neducational fields might come into closer touch with those educational\nmethods which have proved so effective at Hampton and Tuskegee ;\nsecondly, it is eminently desirable that we strengthen the bonds of connection between this work in..our semi-foreign territories and the United\nStates Bureau of Education.\nIn spite of many obstacles, the American commission to the Paris\nExposition succeeded in making a very praiseworthy exhibit of American systems of education. This exhibit secured more awards than did\nthe educational exhibit of any other nation, with the single exception of\nFrance, the home country of the exposition. Hon. Howard J. Rogers,\nwho was in charge of our educational exhibit, has drawn up a list\nof these prizes. They include 41 awards of the grand prix, 64 gold\nmedals, 41 silver medals, 16 bronze medals, and 6 awards of honorable\nmention.\nIt appears from both American and foreign accounts that an excellent impression was produced by this exhibit. We are assured that foreign visitors to the exposition were especially impressed by the fact 'that\n\n"}
{"page": 393, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n381\n\nAmerican educational systems seek to give a broad, general training to\nall students alike, and to postpone specialization as far as possible; and\nthat they pay especial attention to developing the natural capacities of\nthe children, and giving them power of individual initiative. If foreign\nnations shall learn from us in these particulars, it is only a reasonable\nreturn for the many good things which we have learned from them. It\nwould seem that the nation which gets the most good from one of these\nworld expositions is the nation which shows the greatest capacity for both\ngiving and taking.\nThere has been much of interest during the past year in the educational progress of those culture lands whose interests lie nearest to our\nown. We find, too, that the movements with which we are familiar at\nhome are closely related with movements in these countries. The international character of our civilization receives repeated emphasis in these\ndays.\nIn England there are many signs that the expansion and integration\nof educational interests and institutions are proceeding, more slowly than\nwith us, to be sure, but perhaps quite as surely. The federation of the\nprovincial colleges of England goes steadily forward. Progress has been\nmade during the past year in the development of the new University of\nLondon. A large part of one of the great buildings at South Kensington\nhas now been set apart for the use of this university. Properly housed,\nit seems in a fair way to become a great metropolitan teaching university,\nwithout ceasing to be the institution for the conduct of examinations\nwhich it has been in the past.\nThe new board of education has appeared in English educational\naffairs like the dawning of a new day. One of the first acts of this board,\nunder the provisions of the statute which created it, has been the appointment of a very influential conservative committee, in which the various\nimportant educational bodies of the country are largely represented. As\nit was the consideration of the problem of secondary education which was\nlargely responsible for the formation of the board of education, so we\nfind, quite naturally, that this problem is among the most urgent of those\nwith which the new board is expected to deal. There is little to record\nas yet in the way of definite advance toward the solution of this problem.\nQne important occurrence of the past year, however, must be noted.\nThe local school boards in England have shown a disposition to extend\nin an upward direction the instruction offered in the schools under their\ncontrol. As a result, many of the board schools have been giving instruction of an advanced grade. This movement is closely analogous with\nthat which has been going on in America for the past sixty years or more,\nand has given us our great system of public high schools. The question\nwhether our local school authorities were justified in making such extension of the work of the. elementary schools came up for decision in the\n\n"}
{"page": 394, "printed_page": null, "text": "382\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\ncourts of Michigan in the famous Kalamazoo case of 1874. The decision\nof the supreme court of Michigan in that case, prepared by the late Judge\nThomas M. Cooley, marks a turning-point in the history of American education. Itdeclared unequivocally the right of communities to extend the\neducation given in the public schools so far as they might choose, provided\nonly that they were willing to tax themselves for the purpose. The corresponding English movement has come up for determination in an\nEnglish court during the past year, with a result directly opposite to\nthat in our own Kalamazoo case.\nThis question has not yet been decided in a court of last resort.\nWhatever the ultimate decision may be, there can be little doubt that, by\nparliamentary action, if need be, such extension of English elementary\neducation will sooner or later be authorized and encouraged. If this\nresult is secured, we may expect to see the upgrowth of a great system of\nlocal schools in England of higher-elementary, and even secondary,\ngrade. When we consider the fact that the development of American high\nschools has come to be a dominant force in the development of American\ncivilization, and has in particular given an unprecedented impetus to\nAmerican university education, we can understand the possibilities of\nsuch a movement among a sister-people like that of England.\nIn France, too, the dominant educational interest of the past year has\nhad to do with secondary education. Professor Nicholas Murray Butler,\nin his report on educational progress presented to this Council two years\nago, made note of the fact that the French Chamber of Deputies had\ninstituted a commission of thirty-three members, under the headship of\nM. Ribot, to make an extensive inquiry into the whole secondary-school\nproblem, and present a report of its findings. This report has now been\npresented in five large volumes ; and it is supplemented by a very important little book by the chairman, entitled La reforme de F enseignement\nsecondaire.\nThe recommendations of..this commission touch certain vital points in\nthe French secondary-school situation. In general, they call for a larger\namount of freedom on the part of local school authorities, within the\nlimits of very general prescription. They propose the discontinuance of\nthe baccalaureate at the close of the secondary-school course. On the\nquestion of the requirement of the classical languages for entrance upon\nall courses leading to the professions of law and medicine, the commission declares itself, by a majority of only one vote, in favor of maintaining the present requirement. Another recommendation is that free (or,\nas we should say, private) schools be subjected to state inspection. These\nfree schools are mainly ecclesiastical institutions. Since the state and\nthe church are openly competing in France for the upper hand in secondary education, the recommendation last mentioned touches a sensitive point. The discussion of this report, and of the recommendation\n\n"}
{"page": 395, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOF\n\nTHE\n\nYEAR\n\n383\n\nof other official bodies upon the same questions, has filled a large place\nin French educational thought during the past year. Speaking in general terms, an eminent French professor remarks, in substance, in a\nrecent letter : \" The spirit of our public education may be briefly summed\nup by saying that it tends to become more ' educative,' to draw nearer\nto life, to render the human spirit free and ready to express itself in\naction.\"\nIn Germany, again, one of the chief questions of the year has been a\nquestion relating to secondary education. It will be remembered that\nthe so-called Frankfort plan was first introduced in 1892. This plan provides, in all nine-year secondary-school courses, that the first three years\nshall be free of any requirement in Latin, French being substituted for\nLatin in this portion of the course. This plan is intended to give all\nforms of secondary schools a common foundation course, and so to postpone the final selection of a boy's course in life to as late a point as possible. The year 1901 is a critical year in the history of this experiment,\nbecause it is in this year that the first classes which entered upon courses\nof this sort reached the end of their secondary-school training. The\nFrankfort plan has, accordingly, been under especially active discussion\nduring the year just past. One of the most notable documents which\nhave appeared in the course of this discussion is the so-called Brunswick\nDeclaration (Braunschweiger Erklarung). A convention of the friends of\ntechnical and scientific education meeting in Berlin had declared in\nfavor of changes substantially the same as those made under the Frankfort plan, and also of the recognition of graduates of all nine-year secondary schools for admission to all of the higher courses of professional\ntraining. The German Gymnasium Association, which assembled a little\nlater in Brunswick, met this declaration with a counter-declaration. They\ndeclared their adhesion to the present gymnasial course, with its full nine\nyears of Latin, and demanded especially that there be no reduction of\nthe time devoted to Greek. But, in the second place, they put themselves on record as having no opposition to offer to the proposal that all\nnine-year courses be placed on an equality of rights and privileges. This\ndeclaration was then sent out for signature to friends of the Gymnasium\nthruout Germany, and was finally published in January of this year, with\nan appended list of 14,330 adherents, including almost every one of\nundoubted classical orthodoxy in all the land. The fact that such an\noverwhelming declaration in favor of the traditional course in the Gymnasium has been put forth would lead a foreigner to guess that the victory is well-nigh won for the opposing party; and this view is emphasized\nby the fact that, in their anxiety to maintain the status of the classical\nlanguages, the Gymnasium Association felt it necessary to disclaim all\nopposition to the proposal that graduates of the Oberrealschule and the\nRealgymnasium be granted equal rights with graduates of the Gymnasium.\n\n"}
{"page": 396, "printed_page": null, "text": "384\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nThe somewhat indefinite reports of student disturbances in the universities of Russia which have come to us have excited widespread interest. The fact that students and workingmen have joined in riotous\nopposition to the government is significant of the union of industrial and\neducational forces in the Russian liberal movement.\nReturning to our own land, we may take a brief glance at the educational literature of the past few months. It is to be noted, in the first\nplace, that the number of educational books which appeared during the\nyear 1900 was considerably greater than those of the preceding year.1 In\n1899 there were published in this country 387 new books on education,\nand 32 new editions of old books on education. During the year 1900\nthere were issued 431 new books and 210 new editions. Education still\nstands fourth in the order of publications, being surpassed in number by\nbooks of fiction, works on law, and juveniles.\nOf the books which appeared in the first half of the year 1900, Professor Hinsdale, in his report of a year ago, gave the first place to the\nseries of nineteen monographs on Education in the United States' edited\nby Professor Nicholas Murray Butler, as a contribution to the American\neducational exhibit at Paris. It may be added that this series of monographs received an abundance of praise and prizes at the hands of visitors\nand juries at the exposition.\nOf other books which appeared during the year 1900, a few which\nseem to be of especial significance may be mentioned here, at the risk\nof omitting many of equal importance. Attention should, however, be\ncalled, first of all, to two important contributions to our educational bibliography.refer\nI\nto the \" Bibliography of Education for the Year 1900,\"\nprepared by Mr. Wyer and Miss Lord ;3 and to the continuation of former\nbibliographies of child study, prepared by Mr. Wilson, of Clark University.4 Such work as this is of the utmost value to students of education\nin its several aspects. It may not be amiss to add that we need in this\ncountry something analogous to the publications of the Gesellschaft fur\ndeutsche Erziehungs- und Schulgeschichte. An American publication of\nthis sort, however, should include some account of current foreign publications, and particularly a summary of the principal official publications\nof other lands. This suggestion is respectfully submitted to the consideration of our Commissioner of Education.\nThe year 1900 gave us three important additions to our literature of\nthe history of American higher education, in the shape of the decennial\n1 See summary in The Publishers' Weekly for January 26, 1901.\n2 Nicholas Murray Butler (editor) , Education in the United States. A series of monographs\nprepared for the United States exhibit at the Paris Exposition of 1900. 2 vols., pp. 464, 514. Albany, N. Y. :\nJ. B. Lyon Co., 1900.\n3 James Ingersoll Wyer, Jr., and Isabel Ely Lord,\" Bibliography of Education for 1900,\" Educational Review, Vol. ax, pp. 382-421, April, 1901.\n4 Louis N. Wilson, \" Bibliography of Child Study for the Year 1899,\" Pedagogical Seminary,\nDecember, iqoi.\n\n"}
{"page": 397, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nPROGRESS\n\nOE\n\nTHE\n\nYEAR\n\n385\n\nvolume of Clark University,1 Montgomery's history of the University of\nPennsylvania,2 and Thwaites' history of the University of Wisconsin.3\nThe growing importance of universities in our national life makes\nsuch volumes as these greatly to be desired by all students of American\nhistory.\nAn important new series has been well started for us by the publication of Professor Smith's book on the teaching of mathematics.4\nThomas Davidson left us a choice legacy in his little book on the history\nof education5 — a work not crowded with mere information, but rich\nin interpretations. President Thwing has struck out a new and important line in his work on College Administration? Another new note has\nbeen sounded in the volume of lectures on Principles of Religious Education? a book which seems to show a new interest in the problem of\nreligious instruction.\nOf the books which have already appeared during the year 1901,\nattention has been called to the autobiography of Mr. Booker T. Washington.8 Another work, remote enough from this, but very significant\nin its own way, is Bennett and Bristol's The Teaching of Latin and Greek?\nThis book is not only of value in itself, but is also important as beginning\na new series. In Smith's book on the teaching of mathematics, and\nBennett and Bristol's book on the teaching of the classics, we see the\nbeginnings of a real literature of the pedagogy of secondary-school\nsubjects. The Germans have long been in possession of such a literature. We are just making our first essay in this field, but the beginnings\nare representative of some of the better tendencies in our American education, and promise well for the future.\nThe latest report of our Commissioner of Education is well up to the\nhigh standard of recent publications of this sort. Some recent state\nand city reports seem to indicate a rising standard in this important\nbranch of our educational literature. Valuable additions have been made\nduring the year to some of our well-known series, especially to the American Educational History series, published by the Bureau of Education ;\n•Clark University, 1889-99, decennial celebration.\n\nPp. 566.\n\nClark University, 1899.\n\n2T. H. Montgomery, A History of the University of Pennsylvania\n1770.\nPp.600.\nPhiladelphia: George W. Jacobs & Co., 1900.\n3R. G. Thwaites (editor), The University of Wisconsin;\nMadison : J. N. Purcell, 1900.\n312.\n\nfrom its Foundation\n\nto A. D.\n\nits History and its Alumni.\n\nPp. 900.\n\n4 David Eugene Smith, Teaching of Elementary\nNew York: The Macmillan Co., 1900.\n\nMathematics\n\n(Teachers' Professional Library). Pp.\n\n5 Thomas Davidson, A History of Education.\n<s Charles F. Thwing, College Administration.\n\nPp.292.\nNew York: Charles Scribner's Sons, 1900.\nPp. 321. New York : The Century Co., 1900.\n\n7 Principles of Religious Education; lectures delivered under the auspices of the Sunday-school commission ofthe diocese of New York.\nPp. 292.\nNew York: Longmans, Green & Co., 1900.\n8 Booker T. Washington,\nPage & Co., 1901.\n\nUp from Slavery: an Autobiography.\n\nPp. 330. New York: Doubleday,\n\n9 Charles E. Bennett and George P. Bristol, Teaching of Latin and Greek in the Secondary\nSchool.\nNew York: Longmans, Green & Co., 1901.\n\n"}
{"page": 398, "printed_page": null, "text": "386\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nthe International Education series ; the series of Handbooks to the Great\n(English) Public Schools ; and the Columbian University Contributions\nto Philosophy, Psychology, and Education.\nOur study of educational progress during the past year could not give\nus any sure or final estimate of the tendencies of this time. A few things,\nhowever, seem reasonably clear. As the year has been a year of tremendous expansion in many departments of life which vitally affect our\ncivilization, so it has been a year of expansion in our educational institutions and interests. Education has seen expansion because of its intimate\nconnection with all of the other interests of human life; because it is\nrapidly coming into more vital connection with those interests. It is\nexpanding with unexampled rapidity, because we are coming to look to\neducation more and more to help us in the great concerns of national,\nindustrial, and social life. But this expansion is not mere increase in\nbigness. \"It is not growing like a tree.\" It is an expansion which\ninvolves increasing complexity and fineness of relations, both internal\nand external. With this growth is coming a heightened sense of the\nunity of educational institutions, and an increasing disposition to bring\neducation into close co-operation with all other agencies which make for\nthe higher life. It is bringing with it increased seriousness and sense of\nhigh responsibility. On the whole, we may say that during the past\nyear our literature of educational institutions and educational practice has\nfilled a larger place than our literature of educational theory. The very\nfact that we are entering upon such tremendously great movements in the\npractice of education emphasizes our need of increased thoroness in the\nworking out of educational theory : not greater attention to petty detail,\nbut more of real fineness and thoroness of conception. In particular is it\ntrue that we need a more thoro mastery of the theory of education in its\ninstitutional aspects. The progress of the time seems to point hopefully\nto the development in the near future of a sound theory of education in\nvital connection with a sound theory of the modern state.\n\n"}
{"page": 399, "printed_page": null, "text": "\"fln flDemoriam\nDr. 3SSurftc Baron trtnsDale\nJAMES\n\nB.\n\nANGELL,\n\nPRESIDENT\n\nOF\n\nTHE\n\nUNIVERSITY\n\nOF\n\nMICHIGAN\n\nMembers of the National Council:\nAs you have today gathered at your annual meeting, you have\nprofoundly missed the presence of your friend and colleague, Dr. B. A.\nHinsdale. He was so deeply interested in the problems with which this\nbody has to deal ; as a member and as president of this Council, he has\ntaken so conspicuous a part in your proceedings ; he was looking forward\nwith so much enthusiasm to this occasion, and he would so certainly, if\nhis life had been spared, have participated in your discussions, and to the\nedification of us all, that we naturally and properly set apart a few minutes\nto consider his career and his services and his character.\nBurke Aaron Hinsdale was born at Wadsworth, O., March 31, 1837.\nHe came of good New England stock. His parents, born in Connecticut,\nremoved, like so many other natives of that state, to the Western Reserve,\nand engaged in farming. Here the son, as he grew up, was inured to the\ntoil of pioneer life. In his boyhood his educational facilities were limited\nto those furnished by the district school. At the age of sixteen, however,\nhe became a pupil in the Eclectic Institute at Hiram, afterward better\nknown as Hiram College. There as student, professor, and president\nmost of the time, the next thirty years of his life were spent. There\nhe formed that intimacy with Garfield which was to be so fruitful of good\nto both of them.\nFrom the outset of his college life Mr. Hinsdale showed remarkable\npowers of acquisition and that untiring industry which marked his whole\ncareer. As a professor at Hiram he made a marked impression on his\npupils by his thoroness, his breadth, and his suggestions. Almost, as\nsoon as he began his work of teaching, he also began the work of preaching, and continued both kinds of duties for years. As if those labors\nwere not enough, we find that he united with them the responsibility of\nassociate editor of a denominational weekly, to which he was a constant\ncontributor. While he was president of Hiram College, from 1870 to\n1882, he taught classes in history, rhetoric, literature, and philosophy,\ncontinued his preaching and his contributions on religious and educational subjects to the newspapers and reviews, gave frequent lectures in\nOhio, published two volumes on religious themes, prepared a campaign\ntext-book in 1880, when his friend Garfield was a candidate for the presidency, and immediately after the president's death brought out a book\n387\n\n"}
{"page": 400, "printed_page": null, "text": "388\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nentitled President Garfield and Education, and the following year an\nedition of Garfield's works. His power and his passion for labor seemed\nto pass all reasonable limits. But his herculean strength as yet endured\nthe strain.\nIn 1882 he accepted the position, which came to him unsought, of the\nsuperintendency of the Cleveland schools. This opened a new field of\neducational activity to him. But his reports and his addresses to the\nteachers soon showed that he was studying the problems in hand with the\nsame thoroness and activity which he had brought to his collegiate duties.\nHis experience and observation there led him later to commend in\nearnest terms the plan, which has since wrought so beneficent results in\nCleveland and others of our large cities, in allotting the business affairs\nand the educational affairs of the schools to different officers.\nAt the close of his four-years' term of service in Cleveland he wrote\nwhat is perhaps his most elaborate work, entitled The Old Northwest. Its\nhigh historical value has been recognized by our leading scholars. It\nfurnishes one of many proofs that few men were better read than he in\nthe original sources of American history, and has sometimes suggested\nexpressions of regret that he had not given more of his time to the\nproduction of other works on the history of our country.\nOn the resignation of W. H. Payne as the professor of the art and\nscience of teaching in the University of Michigan, Mr. Hinsdale was\nchosen as his successor. He entered upon his duties in February, 1888,\nand occupied the chair until his death, which occurred at Atlanta, Ga.,\non November 29, 1900. He filled the position with eminent success.\nHis historical tastes gave coloring and shape to his pedagogical work,\nwhile his wide and varied experience, ranging from that of a district\nschool-teacher to that of president of a college and that of superintendent\nof the schools of a large city, fitted him to enrich his instruction with\nsuggestive practical lessons. He naturally gave much time to the history\nof educational systems and experiments, and drew from them sane and\nvaluable conclusions. Tho familiar with the great variety of educational theories which the last few years have launched, and appreciating\nwhatever was valuable in them, he was guarded by his great store of\ncommon-sense from mounting any hobby, or from allowing his students\nto be carried away by any \"fad\" without having the advantage of proper\nwarning from him of the unwisdom of such a course. His class-room\nutterances, without assuming the air of dogmatism, had a certain judicial\nweight which usually carried conviction and always commanded respect.\nHe had strong personal sympathy with his students, and took the deepest\ninterest in assisting them in their professional career.\nHe was a most helpful and conscientious college officer. Tho\ncrowded with his own special work, he was most faithful in service on\ncommittees of the faculty.\nHe felt a deep concern in the general welfare\n\n"}
{"page": 401, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nB. A. HINSDALE\n\n389\n\nof the university, and was always ready to do all in his power to promote\nit. His counsels on questions of university policy and administration\nwere regarded by me and his colleagues as of the highest value. Especially was he deeply concerned about the relations of the university to the\nschools, and about our supreme duty to do all in our power to co-operate\nwith the schools and to improve their efficiency. He took the broadest\nview of the unity of our whole system of public education from the\nprimary school to the university.\nHis twelve years of life at the university were to him years of growth.\nHis mind became broader, richer, more vigorous with each passing year.\nIn addition to the scrupulous discharge of his duties as a professor, he\nproduced nearly a volume a year during his life at Ann Arbor. Among\nthem were the following : The American Government, How to Study and\nTeach History, Jesus as a Teacher, Teaching the Language Arts, Studies in\nEducation, Civil Government of Ohio, Life of Horace Mann, The Art of\nStudy. Each of these works has positive worth. Three or four of them\nhave very great value, and are familiar to you all. A History of the University ofMichigan, which cost him much work, and which was barely\nfinished at the time of his decease, is about to appear. Besides, he was\na constant contributor to newspapers and magazines and educational\njournals. He had in hand, when his last illness seized him, a considerable amount of material for other works. His zeal for labor was unabated. We who were his colleagues often besought him to take more\nrespite from his excessive toil. Trusting to the robustness of constitution\nwith which nature had endowed him, he was deaf to entreaties of that\nsort. There can be no doubt that he overtasked his strength, and so\nshortened his days. But life without the power to labor had no attractions for him. In one of my last conversations with him he said : \" If I\nam to be disabled so that I cannot work, I do not care to live.\"\nThe members of this body would certainly regard this sketch of our\nfriend as very incomplete, if a word were not said of his power in debate.\nHis mind was so thoroly disciplined, his stores of knowledge on any\nsubject which he was willing to speak upon were so ample, his settled\nopinions were so clearly and sharply defined, that, altho he would not\nbe deemed an orator, he never participated in a debate without contributing something weighty and convincing toward the right settlement of\nthe question under discussion. He was especially happy in summing up\nat the close of a debate the valid arguments which had been adduced on\neither side, and in exposing the weakness of positions which did not\ncommend themselves to his judgment.\nAltho Dr. Hinsdale was held in the highest esteem by those who\nknew him only thru his writings, by reason of his intellectual gifts and\nhis large attainments, to those who had the pleasure of a personal\nacquaintance with him he was even more endeared by their regard for\n\n"}
{"page": 402, "printed_page": null, "text": "39°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nhis pure and noble character. He was absolutely without guile, magnanimous and charitable in his judgments, helpful to all whom he could\nserve, manly in the amplest sense of the term. He was frank and fearless in forming and in expressing his opinions, but he cherished no\nbitterness toward those from whose views he dissented. He could differ\nwidely from another and discuss sharply with him without cherishing the\nslightest personal animosity toward him. There was a breadth and\nlargeness of make both in his mind and his heart. There was a downright honesty and integrity, and a certain robustness and vigor, both in\nhis intellectual and in his moral nature, which gave great weight to his\npersonality. The fruitage of his earnest and busy life has enriched his\ngeneration, and will be long and gratefully remembered by the thousands who have profited by the results of his labors. This Council and\nthe National Association, in both of which he has performed so many\nvaluable services, and in both of which he had the deepest interest, will\ncherish his memory as one of their dearest treasures.\n\nDr. f>entB JBarnarD\nHENRY\nELIPHALET\n\nBARNARD'S INFLUENCE ON\nNORMAL SCHOOLS IN THE\nORAM\n\nLYTE,\n\nTHE ESTABLISHMENT\nUNITED STATES\n\nPRINCIPAL\nFIRST\nPENNSYLVANIA\nSCHOOL,\nMILLERSVILLE,\nPA.\n\nSTATE\n\nOF\nNORMAL\n\nStanding on the bank of a tempestuous stream, which is rushing\nonward to the sea, and carrying with it soil and timber and even boulders, one would find it difficult to say which part of the stream carries the\nsoil, which part the timber, and which part the boulders. Somewhat the\nsame problem confronts one who attempts to say to what extent Henry\nBarnard influenced the establishment of normal schools in the United\nStates. His educational life seemed to carry educational institutions of\nall kinds with it in its onward sweep. Whatever it was best to do for the\nadvancement of education, Henry Barnard tried to do, whether it was to\norganize state systems of schools, to criticise existing systems, to suggest\nbetter systems, to start the wheels of educational machinery in city or\nstate, or to record the progress of educational institutions thruout the\nworld. His object was the furtherance of public education. The means\nused for this object were the means he could first seize hold of. A brief\nsketch of his labors in the direction of the establishment of normal\nschools will, however, not be out of place, tho it must necessarily be\nan insufficient presentation of the man himself.\nIn 1838 Henry Barnard became the actual head of the school system\nof Connecticut,\nat the early age of twenty-seven.\nHorace Mann had\n\n"}
{"page": 403, "printed_page": null, "text": "Council\n\nIN\n\nMEMO\n\nR I AM\n\nHENRY\n\nBARNARD\n\n391\n\nbegun his educational work in Massachusetts the year before. The conditions existing in the two states were, however, not the same, and Barnard's work must necessarily be on different lines. The common schools\nof Connecticut at that time were controlled by an organization known as\nthe \"School Society,\" and there was great indifference among the body\nof the people with respect to public-school education. Henry Barnard's\nfirst work was to arouse the people to a proper appreciation of the\ndeficiencies of the public-school system and to create a genuine public\nsentiment in favor of public schools. In 1837, as a member of the legislature of Connecticut, he had led the movement that culminated in the\npassage of the school law of 1838, which, as has been said, was the\nbeginning of a new era in the history of popular education in Connecticut. In his first speech before the legislature of Connecticut he referred\nto the establishment of schools for teachers in the following words :\nIt is idle to expect good schools until we have good teachers, and the people will rest\nsatisfied with such teachers as they have until their attention is directed to the subject,\nand until we can demonstrate the necessity of employing better, and show they can be\nmade better by proper training in classes or seminaries established for this specific purpose.\n\nThe law passed at that time provided for a state board of commissioners of common schools, and Henry Barnard was elected secretary of\nthe board. The duties of the secretary as prescribed by the board were,\nfirst, to ascertain the actual condition of the schools; second, to inform\nthe legislature of their condition, and present plans and suggestions for\nthe better organization and administration of the school system ; third,\nto address educational meetings in every county in the state; fourth, to\nedit a journal devoted to common-school education ; and fifth, to increase\nthe interest of the community in relation to popular education. Strange\nas it may seem, in 1842, only four years later, the legislature of the state\nreversed the policy adopted in 1838, and repealed the legislation of that\ntime ; but the movement started could not be repealed or reversed by a\nlegislature. The people of Connecticut became interested in the public\nschools, and in 1846 a convention of 250 teachers and friends of schools\nwas conducted for four days at Hartford, followed in 1847 by the two\nlargest school institutes that were ever held in Connecticut, and that were\nsaid by Superintendent Peirce to be \"the most important events in the\nhistory of the common schools for the last ten years.\"\nThe following year sixteen teachers' institutes were held, and in 1849\nthe joint committee on education in the legislature reported a bill to\nestablish and support a state normal school, and made an appropriation\nof $2,500 a year for this purpose. This school was founded in 1850, at\nNew Britain, and Henry Barnard was recalled from Rhode Island to take\nthe principalship of the New Britain State Normal School and the super intendency of the state of Connecticut.\nThe school at New Britain\n\n"}
{"page": 404, "printed_page": null, "text": "39 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nenrolled during the first year 154 students, and is still in existence, tho\nit was suspended from 1865 to 1869, and again in 1874 for a year. This\ninstitution was the fruitage of the seed sown by Henry Barnard during\nhis first term of service at the head of the schools of his native state.\nSoon after Henry Barnard was legislated out of office by the action of\nthe Connecticut legislature in 1842, he was invited by the governor and\nlegislature of Rhode Island to become the first commissioner of common\nschools of that state, and assumed the duties of this office in 1843.\nRhode Island had at this time a school law which is practically the foundation of the present system of public education in the state. The one\nlack of the system was the centralizing influence which comes from the\noffice of state superintendent of public schools, and this defect was\nremedied by the legislature this year enacting a provision for a state\nsuperintendency of common schools. To this office Mr. Barnard was\ncalled, and assumed the duties of his position September 1, 1843. His\nfirst work here, as in Connecticut, was to study the school system of the\nstate and learn its actual condition. During the first two years of his\nterm of office he visited every town in the state, inspected a large number\nof schools, held a great many public meetings, and issued a number of\ncirculars to teachers and school officials.\nAt all the meetings held, one of the most important topics discussed\nwas the necessity of a thoroly organized state normal school. In 1844\nthe legislature of Rhode Island invited Commissioner Barnard to prepare\na new school statute. Mr. Barnard's plan with respect to normal schools\nwas to have two state normal schools, one in Providence and one in the\ncountry ; and a bill was passed in 1845 authorizing the establishment of\na thoroly organized state normal school in the state. No appropriation,\nhowever, was made for carrying the law into effect. The people were\nauthorized to build a normal school and pay for it out of their private\npocketbooks, and declined to comply with the suggestion. As a result\nof Mr. Barnard's agitation of the subject of normal schools, however,\nBrown University a short time afterward established a professorship of\ndidactics. A few years later normal classes were taught in the Providence High School, and in the fall of 1852 a normal school was opened in\nrooms rented for the purpose, with three teachers and eighty-five students.\nIn May, 1854, upon the urgent recommendation of School Commissioner\nPotter, who succeeded Dr. Barnard, the general assembly passed an act\nestablishing a state normal school, and appropriated $3,000 for its support.\nThis school opened in May, with twenty-seven students, and was the forerunner of the Rhode Island Normal School established at Providence,\nwhich now has one of the largest and finest normal-school buildings in\nthe United States.\nAs early as 1856 School Commissioner\nreport to the general assembly :\n\nRobert Allyn said in his\n\n"}
{"page": 405, "printed_page": null, "text": "Council]\n\nIN MEMO RI AM\n\nHENRY\n\nBARNARD\n\n393\n\nThe effect of the graduates of the normal school is already felt to some extent for\ngood upon the teachers of the state. They have gone abroad into various schools, and\nby coming into contact with other teachers, and by making popular the methods of\ninstruction learned in the normal school, they are gradually but surely causing the standard of attainments in school-teachers to rise, as well as the standard amount of duties\nthey shall be required to perform. If such an influence begins to be apparent within two\nyears from its commencement, we may with certainty expect that its benefits will constantly increase till all parts of our state shall feel it and be made better thereby.\n\nHenry Barnard resigned from the superintendency of the Connecticut\nschools in 1855, and in June, 1859, he became chancellor of the University of Wisconsin and agent of the board of normal regents of the state.\nAt this time Wisconsin stood near the head of the common-school states\nin the proportional number of children of school age and in the size of\nher school fund. The state had been educationally aroused by the work\nof Hon. Lyman C. Draper. One of the most important topics under discussion at this time in the state was the question of training of teachers.\nIn 1857 the legislature had passed a law for the establishment of a new\nschool fund from the income of an extensive region of land. This\nincome was to be divided among such high schools, academies, and colleges as would submit themselves to an examination and parish supervision by a board of state normal regents. A normal department was\nalso established in the university, and a small appropriation was made for\na chair of pedagogy. Teachers' institutes had been established in a number of counties in the state, and several institutions had availed themselves\nof the appropriation for normal instruction. Dr. Barnard's duties as\nagent of the normal board of regents were \"to visit and exercise a supervising control over the normal departments of all such institutions as\nshall apply for a participation in the normal-school fund, to conduct\nteachers' institutes and normal instruction in the same, and to co-operate\nwith the superintendent of public instruction in procuring a series of\npublic educational addresses to be delivered in the various parts of the\nstate.\" During the autumn of 1851 he conducted a series of institutes in\ntwenty or more counties, and aided in laying the foundations of one of\nthe completest systems of state normal schools in the United States. In\nWisconsin, as in Pennsylvania and other states, teachers' institutes were\nthe forerunner of regular state normal schools.\nAs I said at the beginning of my remarks, Henry Barnard's work in\nthe establishment of normal schools was one of a number of objects, all\nleading to the one great object of elevating public education. An indefatigable worker, thoroly devoted to the cause of public education, with\nclear vision, he saw that no system of education could be successfully\nadministered without a system of state normal schools as an integral part\nof the general system of education. He realized that school machinery\nis deadening, that the teacher is the center of the school, and that all real\nprogress in school work must finally be made thru the teacher.\nWith\n\n"}
{"page": 406, "printed_page": null, "text": "394\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nthis clear view, it was impossible for Henry Barnard not to do all that\ncould be done for the establishment of schools for the training of teachers.\nIt is probably within the bounds of truth to say that in his work as editor\nof the American Journal of Education he did as much for the diffusion of\neducational literature and the elevation of the profession of teaching as\nin any other way. His influence thru this monumental publication\nreached localities and states that otherwise would not have felt his influence. As the result of this publication, better school buildings were\ndemanded, better teaching was required, and closer supervision became\nnecessary. Training schools were established in towns and cities, and\nthe necessity of special preparation for the vocation of teaching became\nimpressed upon schoolmen in all parts of our country.\nThe International Review for January, 1874, says of the American\nJournal of Education and its editor :\nThese volumes constitute an encyclopaedia of facts, arguments, and practical methods\nwhich no organizer or teacher can afford to be without. Besides the preparation of these\nworks, Dr. Barnard has delivered lectures and addresses on his favorite subject numbered\nliterally by thousands. Probably no one man in the United States has done as much to\nadvance, direct, and consolidate the movement for popular education. In looking back\nto the commencement of his lifelong labors, it would seem that he must contemplate with\neminent satisfaction the progress of public sentiment and the good results already attained,\nas well as the brightening prospects for the future. He has done a work for which his\ncountry and coming generations ought to thank him and do honor to his name.\n\nIt is not within the scope of these brief remarks to speak of Henry\nBarnard's labors in other directions. In the preparation of this report,\nin addition to the wealth of material to be found in the American fournal\nof Education, I have made free use of the reports of, the Commissioner of\nEducation, and particularly of the admirable sketch of the life of Henry\nBarnard by Rev. A. D. Mayo, published in a late report.\nHow much the influence of the strenuous educational life of Henry\nBarnard and his co-laborer, Horace Mann, reached and reaches beyond\nthe borders of their states, no.one can fully measure. There is no doubt,\nhowever, that all portions of the United States were affected by the labors\nof these great men. The question of the establishment of normal schools\nin Massachusetts began in 1835 and continued until the opening of the\nfirst school at Lexington, July 3, 1839, under the principalship of Rev.\nCyrus Peirce. In 1839 Governor William H. Seward of New York\nrecommended that \"normal-school instruction be ingrafted on our\npublic- school system,\" and in 1844 the first normal school was opened\nat Albany, with David P. Page as principal. In 1838 Superintendent\nThomas H. Burrowes, of Pennsylvania, advocated the establishment of\nschools in that state for the education of teachers, in which should be\ngiven \"a full and careful course of theoretic and practical instruction in\nthe art of teaching.\" In 1855 the State Normal School at Millersville,\nPa., began as a teachers' institute, and has continued without a break as\n\n"}
{"page": 407, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n395\n\na normal school ever since. In 1857 the legislature of Pennsylvania\npassed a law somewhat similar to that of Rhode Island, which was passed\na few years before, and which permitted the citizens of the state to put\ntheir private money into normal-school property. Unlike Rhode Island\nand many other states, the normal schools of Pennsylvania have been\nbuilt largely by private funds, altho they are state institutions. Ohio\nabout the same time began the agitation for state normal schools. In\n1 84 1 the secretary of state urged the legislature to establish normal schools\nsimilar to those of Massachusetts. The agitation then begun has kept\nup intermittently ever since, and has thus far resulted in the establishment of a number of purely private institutions whose main purpose is\nthe education of teachers. Elsewhere the great movement in public\nelementary education, which included as an essential factor the establishment of state normal schools, was wonderfully stimulated by the labors\nof Henry Barnard.\nA great leader like Henry Barnard is a great follower as well. Do\nyou remember the young woman at Lucknow who heard the Scottish\nhighlanders long before the others could hear them ? A great leader\nhears the unconscious cry of the multitude before the rest of us. He\nsees the rift in the sky at the break of dawn before the rest of us.\nHe tells the rest of us what to listen for, what to look for; and then we\nbegin to hear and to see. Some of us must always look backward when\ngoing forward. We say, \" History repeats itself,\" and wait and let it repeat\nitself. The leader never looks backward except to encourage his followers.\nHe peers into the future with the eye of faith. His vision is clear because\nhis faith becomes prophetic. We come and go, and thousands like us come\nand go. Henry Barnard and a few like him come and stay. To these\nmen the teachers' profession owes a greater debt than it can ever hope\nto repay. The least we can do is to pay a tribute to their memory by\ncarrying to full fruition the great reforms to which they gave their lives.\n\nTHE\n\nINFLUENCE\n\nNEWTON\n\nOF HENRY\n\nC. DOUGHERTY,\n\nBARNARD\n\nSUPERINTENDENT\n\nON SCHOOLS\n\nIN THE WEST\n\nOF\n\nPEORIA,\n\nSCHOOLS,\n\nILL.\n\nIn order that a man may influence any movement, he must in some\nway come in contact with it. Such contact does not necessarily involve\nbodily presence among the men and women to be influenced. And yet\nthe influence that one wields in the direction of human thought, and in\nthe development of human character, depends largely upon his personality. In many situations this element is by far the mightiest. In\nthe school, in the church, in the social circle, personality outranks all\nother sources of power. In all these relations we may say, as a rule, that\nthe quality of the soul, the purpose that animates the man or woman, has\n\n"}
{"page": 408, "printed_page": null, "text": "396\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\na more telling effect than intellectual culture. And yet there are ways in\nwhich, by the clear and convincing statement of significant facts, by the\nelucidation of principles, by the setting forth of vital truths, a powerful and\nlasting effect may be produced upon the thinking and motives of multitudes of men and women aside from the influence of personal character.\nBut we must not forget that much of what we call personal influence may\ndwell in the books that one writes, in the printed addresses, and even in\ncontributions to newspapers. By the thoughtful reading of the works of\nsuch writers as Wordsworth, Kingsley, and Longfellow, one may be\nbrought into close relations with the personal qualities of the writer.\nThe writer's noble aspirations and exalted ideals may impress us as if we\nwere in the personal presence.\nBy outward personal contact Mr. Barnard wielded but little influence\nin the western states. He was president of the State University of Wisconsin for two or three years. But it will be no injustice to him to say\nthat he did not in that capacity exhibit his most efficient power. His\ninfluence in the western states was mostly due to the educational literature that he made accessible to the people. And it may be further\nadded that his own writings played a comparatively secondary part in the\nwork to which we refer. This was not because his writings were of little\nworth, but simply for the reason that they formed a very small part of the\nliterature which he distributed.\nIn order to understand the importance to the western states of Mr.\nBarnard's work, let us briefly examine the educational conditions existing\nin those states about the time when he began the publication of the American Journal of Education. This was not the first of Mr. Barnard's publications. Many reports of his had appeared from the year 1839 and later,\nand he had also been previously connected with educational journals.\nBut the American Journal of Education was the chief work of his life.\nThe first number appeared in 1855.' At that time in the states west of the\nOhio river very little progress had been made in the development of universal education. It may be said that in each of these states there were\nmen and women who understood something of the educational needs of\nthe country, and who were doing what they could to arouse upon that\nsubject the communities in which they lived. Efforts were put forth to\nestablish normal schools and teachers' institutes. Educational journals\nwere started in various places for the purpose of enlightening the people\nand awakening their enthusiasm. But the success attained before the period\nto which we refer, namely, the year 1855, was not complete. Reports\nfrom the state of Ohio show that the average length of winter schools,\ntaught by men, was 1 fa months per annum, and the average length of\nsummer schools, taught by women, was iT8T months. The wages paid to\nmale teachers averaged $23 per month, and to female teachers $13. In the\nstate of Illinois a public-school law had been passed in 1825, but for thirty\n\n"}
{"page": 409, "printed_page": null, "text": "Council]\n\nIN ME MORI AM\n\nHENRY\n\nBARNARD\n\n397\n\nyears it continued substantially a dead letter. In 1855 a new law went\ninto operation, and from that date educational progress began. But it\nappears that as late as the year 1858 only thirty-eight counties in the\nstate, somewhat more than one-third of the entire number, held teachers'\ninstitutes. The first public normal school began its work in 1857. This\nsluggishness in educational work seems surprising when we consider the\nefforts that had been made in the Congress of the United States and\nin the state legislatures. We remember that by the ordinance of 1785\nthe present system of townships was established in the great Northwest\nTerritory. It provided that there should be preserved \"the lot No.\n16 of every township for the maintenance of public schools within the\ntownship.\" The next step was taken in the ordinance of 1787, in which\nit is declared that \"religion, morality, and knowledge being necessary for\nthe happiness of mankind, schools and the means of education shall\nforever be encouraged.\" These provisions were reiterated in the enabling\nact, passed by Congress April 18, 1818, by which the people of Illinois\nterritory were authorized to organize a state government. The same\nprovisions were adopted by the convention which formed the first state\nconstitution. By the latter authority funds were also provided for higher\ninstitutions of learning. Would it not seem as if provisions like these\nought to have stimulated the people to enthusiastic activity in the establishment and support of public schools ? But, as already stated, the\neffect was otherwise. In many instances the lands appropriated by Congress for educational purposes were frittered away — sold for paltry sums.\nIn many cases this was because the officials in charge did not foresee\nthe value of these lands. But there is reason to suspect that, in some\ncases, it was the result of dishonest collusion with the purchasers.\nMany reasons have been assigned for this continued failure to supply\nthe means of education so much needed. It is reasonable to suppose that\nthe comparative poverty of the people had some influence in this direction.\nThe pioneer settler has many unfavorable conditions to meet. He is not\nsurrounded with the comforts of life as men in older communities are.\nHard work, and much of it, is required to supply him and his family with\nthe necessaries of life. It is claimed that on this account the early settlers\nin the northwestern states gave little thought to the question of education.\nIt required all their energies to furnish their children with food and clothing. Their mental vision was narrowed, and their higher impulses were\nsuppressed by the constant pressure of these grosser needs. But it is also\nurged, as an explanation of the fact which we have been considering, that\na large majority of the early settlers of Illinois and some other western\nstates had emigrated from states in which there was no adequate provision\nfor universal education. As a historical statement, I think that this must\nbe conceded to be true. Public schools were but poorly maintained\nthruout the country except in a few of the eastern states.\nIndeed, at the\n\n"}
{"page": 410, "printed_page": null, "text": "398\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nbeginning of the present century it may be said that in no part of the\nunion were schools well supported and well patronized. The strenuous\nexperiences thru which the country had passed in the establishment of its\nindependence appear to have blunted the people's perception of the value\nof intellectual and aesthetic culture. And we have very good authority\nfor asserting that the educational failures of the early settlers in the Northwest Territory were not entirely due to their poverty. In the year 1854\nthe secretary of state for Arkansas, who was also the superintendent of\nschools, declared in his report : \"The great obstacle to the organization of\ncommon schools is not so much the deficiency in the means to sustain\nthem, as the indifference that pervades the public mind on the subject of\neducation.\"\nIn what has been stated, only a few illustrations have been given of the\nlow conditions of schools in the western states at the time to which we\nrefer. To make the whole case clear, to present an adequate picture of\nthe entire scene, would require more space than we have at our disposal.\nIn view of the conditions to which we have referred, what were the\neducational needs of the western states about the year 1850 ? I think we\nmay set aside the suggestion that the greatest need was money. In these\nstates wealth was already largely developed. The magnificent fertility of the\nsoil was beginning to be successfully utilized. Altho artificial means of\ntransportation were as yet limited, altho as yet railways had done very\nlittle in furnishing outlets for agricultural products, the natural avenues\nwere open. The great waterways could be utilized, and were utilized, for\nfurnishing eastern markets with the products of the western lands. And\naltho the commerce between the East and the West, and consequently\nbetween the West and all the outer world, was limited at this time, there\nwas enough of it to warrant a much larger expenditure than was made for\nthe cause of education. According to the testimony, may we not say that\nthe educational needs of the time may be classed under two heads ? First,\nthere was need of information as to what had been done elsewhere in promoting education. And, secondly, there was need that this information\nshould be put in such form as to act as a powerful stimulus. The western\npeople needed to be informed on the subject of schools, and they needed\nto be stirred to a resistless and successful activity. How admirably\nadapted was Barnard's Journal to supply both these wants ! As one\nglances thru the vast aggregation of thirty-one volumes, he cannot fail to\nbe impressed with the magnitude of the work represented therein. In\nthe language of a distinguished educational writer : \"The Journal is, in\nfact, a library of education in itself.\" In the first place, it gives information on the subject in all parts of the world. The history and methods\nof many of the most prominent schools in Europe and America are carefully set forth. Every volume of the Journal is made up of contributions\nfrom the ablest writers on educational topics in the United States and\n\n"}
{"page": 411, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n399\n\nelsewhere. The prevalent systems are clearly stated and illustrated. The\nphilosophy of education is thoroly and ably discussed. There is also\nmuch in the way of practical direction to inexperienced teachers. The\nJournal 'is a mine of intelligence on these topics. But it is more than this.\nIt is a source of inspiration. The period which the Journal covers was a\nperiod of intense and earnest thought, as well as of high aspiration, in\nregard to educational work. The questions were discussed with a serious\nenergy. The contributors to the Journal did not write in order to exhibit\ntheir literary graces ; the topics which they were discussing were to them\ngrave and serious matters. They believed, and rightly believed, that on\nthe right solution of questions which they were discussing would depend\nthe perpetuity of our free institutions, and also the welfare of the human\nrace. The educational literature of the time was marked by a high and\ninspiring ethical quality ; it exhibited a profound sense of moral responsibility ;and one of the effects was that it appealed to that which is noblest\nin the human character. The contributions to Barnard's Journal not only\nenlightened the understanding of men, but stirred their souls as well.\nThere was not only clearness of head, but also warmth of blood. This is\na point that is not always reached by the theoretical, hair-splitting discussions of modern times.\nAnd what could be more perfectly adapted to' the educational wants\nof the western country than this? For it must be understood that the\nwestern man is endowed with emotions as well as intellect. Cold logic is\nnot enough for him. He likes to be stirred. He likes to read of the\nforces which have impelled \"men to heroic activities.\nViewed from this standpoint, Mr. Barnard made a valuable contribution to educational progress in the western states. We have spoken of\nthe wielding of personal influence thru literature. That effect was\nproduced, in this case, not alone by Mr. Barnard's reports and lectures,\nwhich were the product of his own mind ; it was indirectly accomplished\nby all the high-grade literature which he spread before the country.\nAnd the effect was intensified by his personal history. In Mr. Barnard's\nday the time for great financial profits in educational work had not\narrived. The great mass of teachers were compelled to be content with\nmeager salaries, and educational publications were not, as a rule, financially profitable. Perhaps nothing in all the educational literature of\nthe time so forcibly illustrates this proposition as the American Journal of\nEducation itself. It was not a money-making enterprise ; on the contrary,\nit was continually published at a loss. Mr. Barnard, who had something\nof a fortune of his own, which might have been largely increased if he\nhad engaged in the practice of law, for which he was thoroly prepared,\ncarried on this publication at a sacrifice. And the statement is made, on\ngood authority, that his entire earthly possessions were devoted to this\nwork.\nHere, then, was an example of a man who engaged in a work\n\n"}
{"page": 412, "printed_page": null, "text": "400\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nwhich he thought essential to the progress of the race, a work which was\ngreatly needed by the nation, without hope of pecuniary reward. A life\nthus devoted cannot fail of inspiring men to deeds of unselfish philanthropy.\nWe are not assuming that Barnard's Journal was read by all the\nschool officers and teachers in the western states, or by any very large\nproportion of them. But it is one of the blessed results of the utterance\nof truth that it passes from mind to mind. A few men in the western\nstates knew what Mr. Barnard was saying. Their minds were enlightened,\nand their enthusiasm was enkindled, by what they found in the American\nJournal of Education. By these, the truths, thus disclosed, were disseminated. They were reiterated in educational meetings, in teachers'\ninstitutes, in normal and other schools. As a result, the educational\nreformers were strengthened by them, and in the course of time a majority\nof the people at large accepted them, and the result appeared in the\nincrease in the number and quality of schools, in the further distribution\nof educational intelligence, in the establishment of normal schools, in the\nimprovement of schoolhouses, and in the willing supply of funds for all\nthe expenditures involved.\n\nHENRY\n\nBARNARD'S HOME LIFE, AND HIS WORK AND INFLUENCE\nUPON EDUCATION AS COMMISSIONER OF CONNECTICUT AND\nRHODE ISLAND\n\nCHARLES\n\nH.\n\nKEYES,\n\nSUPERVISOR\nOF SCHOOLS,\nHARTFORD,\nCONN.\n\nSOUTH\n\nDISTRICT,\n\nTwo generations have passed away since Henry Barnard, a young\nlawyer of twenty-seven years, consecrated himself to the work of educational reform in his native state. The apathy of the wealthy, the interests\nof the cultivated in numerous private denominational institutions, and\nthe mismanagement of the \"school societies,\" to which Connecticut had\nabandoned her common schools, all conspired to make the outlook for\npractical education, in the land of steady habits, a gloomy one indeed at\nthe time that Henry Barnard was elected as a member of the state legislature.\nWithin one year he framed and pressed to passage an act to provide\nfor the better supervision of the common schools. He immediately\nsought and secured the appointment as commissioner of common schools\nfor Rev. T. H. Gallaudet, at that time one of the ablest educators of New\nEngland. Mr. Gallaudet could not see his way to the acceptance of this\ncommission, and Mr. Barnard himself was unanimously chosen as the\nfirst school commissioner of Connecticut, and, tho loath to accept, he\nwas finally persuaded to undertake the work.\nHe at once proceeded to learn by correspondence and visitation the\n\n"}
{"page": 413, "printed_page": null, "text": "Council]\n\nIN MEMOR1AM\n\nHENRY\n\nBARNARD\n\n4° I\n\nconditions existing in the schools, to awaken by public addresses and\npersonal interviews with teachers, officials, and taxpayers, in every quarter\nof the state, an earnest desire for better schools, and to formulate plans\nby which the legislature and state board of education might accomplish\nthe desired improvement. In the creation of an enlightened sentiment\nconcerning the needs of the languishing public schools he was eminently\nsuccessful. His personal devotion to the ministry of education, and his\nself-surrender to the work, made his naturally eloquent appeals irresistible. His perception of essential agencies for the successful accomplishment of school reform was evidence of the clear thought of one who had\nalready declared that the cause of true education — the complete education of every human being without regard to the accidents of birth or\nfortune — seemed most worthy of all his powers, and, if need be, of any\nsacrifice of time, money, and labor which he might be called upon to\nmake in its behalf.\nThe improvement of the teaching force, thru teachers' institutes ; the\nreturn to popular administration of the school ; the levy of adequate local\nschool taxes ; the building of schoolhouses with proper attention to light,\nwarmth, ventilation, furnishing, and decoration ; the establishment of\nschool libraries; and the intelligent selection of improved text-books\nand superior apparatus, were the chief points to which he devoted his\nefforts. He was determined, as he declared in his great speech in advocacy of the school law of 1838, \"that the common school should no\nlonger be regarded as common because it is cheap, inferior, and attended\nonly by the poor and those who are indifferent to the education of their\nchildren, but common as the sunshine and the air, because its blessings\nare open to all and enjoyed by all.\" In bringing this state of affairs to\npass, he declared his purpose to enjoy the satisfaction of the laborer,\nletting who would enter into the harvest.\nWithin two years of his undertaking this work, Horace Mann declared :\nThe cold torpidity of the state soon felt the sensation of returning vitality; its halfsuspended animation began to quicken with a warmer life ; much and most valuable\ninformation was diffused ; many parents began to appreciate more adequately what it was\nto be a parent; teachers were awakened; associations for mutual improvement were\nformed; system began to supersede confusion; some salutary laws were enacted; all\nthings gave favorable augury of a prosperous career; and it may be further affirmed that\nthe cause was so administered as to give occasion for offense to no one. All religious\nmen had reason to rejoice that a higher tone of moral and religious feeling was making\nits way into schools without giving occasion of jealousy to the one-sided views of any\ndenomination.\n\nFor years the work went bravely on, but, as it progressed, Mr. Barnard\nfound that the influence of the \"school societies,\" stung by the publication of reports setting forth the actual condition of the schools, had\nraised up a reactionary sentiment which was able to capture the machine\nof one political party and sweep the whole Barnard school code from the\n\n"}
{"page": 414, "printed_page": null, "text": "402\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nstatutes. Disappointed, but not embittered, by this action, which took\nfrom him the opportunity for which he had sacrificed so much, the\ndevoted young leader immediately began the collection of materials for\na history of education in the United States.\nIn October of the following year Rhode Island passed a law for the\nimprovement of her public schools, and Governor Fenner, urging upon\nHenry Barnard that \"it was better to make history than to write it,\" persuaded him to become the first superintendent of Rhode Island. The\nact constituting his office prescribed that he should \"visit and examine the\nrespective public schools in this state ; ascertain the length of time each\ndistrict school is kept, and at what season of the year ; the qualifications\nof the respective teachers of said school ; the mode of instruction therein ;\ncollect information of the actual condition and efficiency of our public\nschools and other means of popular education ; and diffuse as widely as\npossible among the people a knowledge of the most approved and successful method of arranging the studies and conducting the education\nof the young, to the end that the children of the state, who depend upon\ncommon schools for instruction, may have the best education that those\nschools may be made to impart; and shall make a report to,the legislature, with such observations and reflections as experience may suggest,\nupon the condition and efficiency of our system of popular education and\nthe most practical means of improving the same.\"\nMr. Barnard proceeded to procure knowledge of the condition by visiting every school in the state, holding public meetings in every town,\nand securing reports from teachers and school officers. With this information in his possession, he realized that almost every evil of the Connecticut situation was .reproduced in exaggerated form in Rhode Island ;\nand he proceeded to report the Connecticut campaign with such good\nresults that in two years both opposition and apathy were practically\neliminated.\nOn December 12, 1845, Mr-- W. H. Wells, for more than fifteen years\na prominent New England teacher, wrote from Andover, Mass., to the\nBoston Traveller as follows :\nHere, then, is a state which has completely reorganized its system of public schools\nand incorporated with it the best features of other states. During this period more than\nfive hundred addresses have been delivered in the different towns, and nearly one-sixth\nof the schoolhouses have been either rebuilt or remodeled. Town, county, and state\nassociations of teachers and friends of education have been formed, which have held more\nmeetings in two years than the same number of similar institutions in Massachusetts held\nin five. The novel feature of an itinerating normal-school agency operating directly upon\nthe several schools has here wrought out its most happy results. An educational tract has\ngone into every family in the state that takes an almanac ; and a library of education has\nbeen established in every town for the use of teachers and school committees ; to say nothing of the great variety of books and pamphlets relating to subjects of public instruction,\nwhich have been widely disseminated among all classes of citizens.\nThe superintendent has just closed a series of teachers' institutes through which a\n\n"}
{"page": 415, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n4^3\n\nlarge amount of knowledge has been imparted to more than half the teachers employed\nin the winter schools ; and, what is still better, a zeal for improvement as individuals and\nas a profession has been inspired, which must accomplish still greater results. I have\nenjoyed the privilege of being present at two of these institutes and have formed a very\nhigh estimate as to their utility. I have attended at different times a variety of teachers'\nconventions and associations, but justice requires me to say that I never before received\nso much valuable instruction on the subject of teaching in the same space of time.\n\nAt about the same time Mr. Wells said in a personal letter to Mr.\nBarnard :\nTeachers' institutes, as organized and conducted by you in Rhode Island, acting at\nonce upon teachers, school officers, and parents, on the home and the school, is a new\nagency in local school work and professional improvement. The county conventions\nand associations which I have attended since 1830 accomplished no such results ; the\nproceedings do not go so deep in any direction or on any one topic at a time, or reach\nout so far, and they leave no such intelligent, enthusiastic interest in the community\nwhere the meetings are held. Your institutes left the places where held in a red-hot\nglow. Your separation of practical professional work with teachers in your day sessions,\nfrom popular addresses to parents and the public generally in the evening, is most judicious. Your placing teachers, as well as your speakers and helpers, in the families of\nthe place, where the work done and to be done was sure to be talked over, is a stroke of\ngenius. Your educational tracts scattered broadcast before and after the meetings, your\nprovision for educational addresses in all the neighboring towns during the week preceding and during the session of the institute, was inspiring work of the best sort. The\nwhole thing to be appreciated needs to be seen and felt, and no teacher who has shared\nthe enthusiasm will ever forget a Rhode Island institute.\n\nFor five years the good work went on with such fruitage that Dr.\nMayo is warranted in saying that \"nowhere in the history of popular\neducation in the United States is there a more conspicuous example of\nmaking a new chapter in the history of education.\"\nIn 1849 failing health compelled Dr. Barnard to retire from office.\nBy unanimous vote of both branches of the legislature, the gratitude of\nthe citizens of Rhode Island was expressed. Every institute held in the\nstate during the year after he declared his intention of retiring gave\nutterance to the loyal and appreciative feeling of the teachers themselves.\nIn response to a communication of the state association, transmitting\na gift and memorial of his work and worth, Mr. Barnard said :\nIf, during the past five years, anything has been done to increase the facilities for\nindividual and professional improvement enjoyed by teachers, and to raise the social and\npecuniary estimation in which their services are held and rewarded ; if any advance has\nbeen made toward the better organization and administration of a system of public\nschools, and the more thorough, complete, and practical education of the whole people,\nthese results are the sum total of innumerable contributions, all of them as meritorious\nand many of them, I doubt not, more important than my own. Every teacher who has,\nwith or without the help of books, institutes, and sympathizing friends, made his school\nbetter than he found it; every school officer who has aimed faithfully to understand and\nexecute all the details in the local administration of the new system ; every person who,\nby his voice, pen, vote, his pecuniary aid, or his personal influence, has contributed to the\nearnest awakening of the legislature and the people to the importance of this muchneglected public interest, and in favor of liberal and efficient measures of educational\n\n"}
{"page": 416, "printed_page": null, "text": "404\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nreform, has labored with me in a common field of usefulness, and is entitled to whatever\ncredit may be attached to a successful beginning of the enterprise.\nSuch is the nature of the ever-extending results of educational labor that, if a successful beginning has been made in any department of this field, no matter how small\nmay be the measure of success, we should feel amply rewarded for our exertions, and,\nwith love, hope, and patience in our hearts, we should hold on and hold out to the end.\nWhoever else may fail or falter, may every teacher in the state persevere until Rhode\nIsland stands acknowledged before the world a model state for her wise system of popular education. Then will her workshops be filled with intelligent, inventive, and\ncontented laborers ; her cities and villages be crowned with institutions of religion,\nbenevolence, and charity; and every home throughout her borders be made a circle of\nunfading smiles.\nThe cause of true education, of the complete education of every human being, without regard to the accidents of birth or fortune, is worthy of the concentration of all our\npowers, and, if need be, of any sacrifice of time, money, and labor we may be called upon\nto make in its behalf. Ever since the Great Teacher condescended to dwell among men,\nthe progress of this cause has been upward and onward, and its final triumph has been\nlonged for and prayed for, as well as believed in, by every lover of his race. And\nalthough there is much that is dark and discouraging in the past and present condition of\nsociety, yet, when we study the nature of education, and the necessity and capabilities of\nimprovement all around us, with the sure word of prophecy in our minds, and with the\nevidence of what has already been accomplished, the future rises bright and glorious\nbefore us. On its forehead is the morning star, the herald of a better day than has yet\ndawned on our world. In this sublime possibility and in the sure word of God, let us, in\nour hours of doubt and despondency, reassure our hope, strengthen our faith, and confirm the unconquerable will. The cause of education cannot fail unless all the laws\nwhich have heretofore governed the progress of society shall cease to operate, Christianity\nprove to be a fable, and liberty a dream.\n\nAfter two years of rest, with health seemingly restored, he had the\nsatisfaction of knowing that his early work in his native state had not\nbeen without its fruitage. In August of 185 1 he was called to be principal of the New Connecticut State Normal School and state superintendent of public schools. At his installation Rev. Horace Bushnell\nsaid :\nAfter encountering years of untoward hindrance here, winning golden opinions\nmeantime from every other state in\" the republic, and from ministers of education in\nalmost every nation of the world, by his thoroughly practical understanding of all that\npertains to the subject ; after raising into vigorous action the school system of another\nstate, and setting it forward in a rich tide of progress, he returns to the scenes of his\nbeginnings, and permits us to congratulate both him and ourselves on the prospect that\nhis original choice and purpose are to be fulfilled.\n\nDuring four years he repeated his success in Rhode Island, but again\na lack of health compelled him to relinquish his leadership, amid the\nregrets of every friend of education in the commonwealth. Well might\nthe Connecticut School Journal say :\nWe will never forget the generous and indomitable spirit which prompted him in\nthe outset of his public life to plead the cause of the common school, without fee or hope\nof reward, before a cold and unwilling audience in the highest council of the state ; which\ninduced him to adandon a professional career, for which he had made a most costly and\ndiligent preparation, and in which, steadily pursued, he was sure to win both distinction\n\n"}
{"page": 417, "printed_page": null, "text": "Council]\n\nIN\n\nMEMO Rl 'AM HENRY\n\nBARNARD\n\n4° 5\n\nand wealth ; which has enabled him to turn a deaf ear to the voice of political ambition,\nand to close his heart to the seductions of popular applause, so easily gained by one\npossessed with his power of oratory in the discussion of questions of temporary interest ;\nwhich has led him to decline positions of the highest literary dignity in college and\nuniversity, that he might give himself up unreservedly to the cause of the common schools.\n\nAltho the official labors of this great leader in both Connecticut\nand Rhode Island were completed before I was born, it was my great\ngood fortune to know rather intimately the home life of Dr. Barnard\nduring the last four years that he was spared to the world, and I shall\nalways esteem the memory of his personal friendship as one of the abiding benedictions of my life. Dwelling during these years in the city of\nhis nativity, in the house which welcomed his birth at the close of the\nfirst decade of the nineteenth century, and from which his mortal\nremains were borne a few months before the opening of the twentieth\ncentury, the thought of his later life was ever keenly sympathetic with\nthe best spirit of the advancing age. The loss of his wife, a native of\nthe city in which we meet this evening, and, some years later, the death\nof a beloved son, who had already given evidence, in a brief but brilliant\ncareer at the bar of this city, that he inherited the talents of his distinguished father, saddened much the closing years of his life. But he,\nwho had given himself so generously to two generations, was rewarded\nand cheered by the rare devotion of his two daughters, Emily and\nJosephine Barnard, who were the constant companions of the happiest\nold age it has ever been my lot to know. To these two young women\nhe seemed in manner at times as much a gallant elder brother as a\nloved and loving father. Permitted to visit him by the hour in his\nparlor with other friends ; in his den, to which only a chosen few were\nadmitted ; at his table, where he was to the last the courteous host ; in the\nfine old garden, whose fruits were the product of the intelligent toil\nwhich became one of his regular pastimes ; in the library, amid the rarest\ncollection of pedagogical books in all America, I have been a charmed\nlistener as he spoke of the work the world had done and was doing. He\nhad little to say of his own work, but much of that of his contemporaries, and, as I listened to him, I wondered that his song was ever one\nof praise. He seemed to remember only the good endeavor and the\nsuccessful achievement of a vast number of his co-laborers in his numerous and widely separated fields of labor. I recall that, as I met him\nfirst, I went into his presence with a feeling of intense reverence, evoked\nby the knowledge of the great work he had done. This feeling was\nreinforced by his distinguished and venerable appearance, but I came\naway rather blaming myself for having been betrayed into the attitude\nof colleague and equal. As I watched him frequently thereafter, I discovered that this was characteristic of his intercourse with men and\nwomen, young and old. He made you forget age, rank, and station,\n\n"}
{"page": 418, "printed_page": null, "text": "406\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nfound a vital common interest with you, and impressed you as a friend\nof everyone whose heart responded to a noble impulse. His life and\nwork shed luster on the family and state which produced him, liberalized\nand dignified the cause which he served, and made his name one of the\nvery foremost in the history of popular education in our country.\n\nHENRY\nFRANCIS\n\nW.\n\nBARNARD\n\nPARKER,\n\nAS AN\n\nDIRECTOR\nOF\n\nThe common\n\nEDUCATIONAL\n\nOF SCHOOL\nCHICAGO\n\nOF\n\nCRITIC\n\nEDUCATION,\n\nUNIVERSITY\n\nschool is by far the most important institution ever\n\ndevised by man — most important, because any and all other institutions\ntogether have not as great influence upon the growth of our republic,\nand because the education of the masses is the one hope of the future.\nVery young in years, exceedingly crude in its beginnings, dependent\nupon traditions that are the product of other times and circumstances,\nopposed by the strongest conservatism, it has made its triumphant way up\nto the beginning of the new century. Never before in the history of the\nworld has there been so much thought and discussion on this topic, and\nsuch rapid, real, genuine progress in education. In order to realize this,\nwe have but to note that New York city spends twenty millions this year\nfor its children, and Chicago eleven millions ; that books upon education\nare issued from the press in rapid succession ; that the demand for educated, trained teachers is steadily growing. The common school is the\nchild of the people; nourished and supported by the people, its virtues\nand its faults are in the people. It is the one great central product of\ndemocracy. Its history has never been written, except in part, in local\nsketches and statements of general facts ; but the time has fully come\nwhen every teacher in the common schools needs the reinforcement of a\ngenuine, truthful history of ..the American school system. It is high\ntime for us to look back to the beginnings as we never did before, to\nlearn \" in what a forge and what a heat were shaped the anchors of our\nhope.\" We should know the patriot heroes, founders, and promoters of\nthe common-school system. They are many. Each state has its heroes;\neach movement its courageous supporters. Of the many heroes of education there stand out two imposing figures — Horace Mann and Henry\nBarnard. They both entered into the work under the same ideal. They,\nmore clearly than others, saw that a republic is an impossibility without\neducation, intelligence, and morality. Each gave up hopes of future\ngreatness and threw himself, body and soul, into the work which he\nbelieved to be intrinsic in the growth of the new country.\nThere are two distinct classes of educators : those who believe in the\npast, study its traditions, and try to prove that the education that has\n\n"}
{"page": 419, "printed_page": null, "text": "Council]\n\nIN\n\nMEMORIAM\n\nHENRY\n\nBARNARD\n\n40 7\n\nbeen — improved in many points, but kept as a unit in principle — is sufficient for the future ; and those who believe that we are marching along\nthe endless pathway of unrealized possibilities of human growth — those\nwho, in a word, believe that all that education has yet done, with its\nprinciples and methods, its reformers and its organization, is but a crude\nstep toward that which must be. The great incentive of the latter class\nis the needs of society. They believe that the inner development of\nthe human soul in righteousness is the one purpose of education.\nTo this class of educators belong Horace Mann and Henry Barnard.\nThey began with an awful scantiness and meagerness of resources ; they\nmet with sullen indifference as to common education on the part of the\npeople ; but they had sublime faith in the cause and in the people. Mann\nand Barnard both realized how little there was to begin with. Both cried\nout for means, for books, for men, for self-knowledge of education. The\nwork of Horace Mann was to study the situation in Massachusetts thoroly,\nto arouse the people to the belief which he so strongly held, and to\nchange conditions from chaos to organization. The legacy he has left\nus, the great product of his genius, is his twelve annual reports, which\nmay be read now by every teacher in the country with exceeding profit.\nHenry Barnard's great work was to introduce to the people of America\nthe best that had been done in education in all parts of the world and to\nreport progress. We know how little we received from our mothercountry. The work of the schoolmasters of Germany, the land of education, had scarcely affected our education in the time of these two great\neducators. Horace Mann, it is true, brought back from Germany the\nideas that aroused the bitter opposition of the Boston masters; but it\nwas Henry Barnard who introduced to English readers Comenius, Ratich,\nSturm, Fellenberg, Pestalozzi, Diesterweg, and Froebel. He gave the\nhistory, up to his time, of the evolution of education in the United\nStates, and biographies of the men and women to whom we owe our\nbeginnings. Henry Barnard sought for the best in all languages, and\nhis genius enabled him to find what the teachers of his time needed, and\nwhat, indeed, the teachers of today need. It is acknowledged that there\nis no cyclopaedia, no other work upon education in the world, that offers\nso much for all-around study as the American Journal of Education. It is\na marvel of selection and a wonder of completeness. It would be difficult to name any good work ever done in education that is not included\nin this wonderful journal. Turn over the leaves of the Connecticut School\nJournal, Vol. I, published in 1838. I doubt whether there is any\nschool publication today so rich with ideas and yet so adapted to the\nsituation of that time. Gallaudet urges the employment of women as\nteachers. Fellenberg gives his ideas upon the Bible in the schools. The\nfirst place in the volume is given to the education of teachers. School\nlaws are discussed, and improvements in organization suggested.\nReports\n\n"}
{"page": 420, "printed_page": null, "text": "408\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\non all educational institutions in America — common schools, academies,\nuniversities — are contained in the volume. The first volume of the Connecticut School Journal was published one year after Horace Mann took\nthe secretaryship of the Massachusetts board of education. Barnard continued the immense task in the American School Journal. The thirty-one\nvolumes published are replete with information concerning the schools of\nall the world. President Bache reports on the schools of Prussia, Hanover, Saxony, France, Egypt. The best the world had to offer in educational literature was critically chosen. Henry Barnard's incentive was\nthe tremendous necessity for intelligence in regard to education. His\nguide was the feeling in his soul of the absolute necessities for democratic growth.\nDr. Barnard did not select and collate by hazard or chance the best\neducational literature the world had to offer. He was in a broad and\ndeep sense an all-around educator. He comprehended principles and\ntheir application to school-teaching and training. He had a ready and\nclear insight, a practical discrimination of right and wrong, of the false\nand true in education. He could trace devices to their origin and beginnings. In crudeness he discovered the right tendencies, in over-elaboration the wrong motive. One of the most profitable days in my life was\nthe day I spent with Dr. Barnard in visiting schools. The best I can say\nof myself is that I was hungry to know and anxious to discard the useless\nand to select the useful. My guide was the keenest, truest critic of school\nwork I ever knew, and I have been fortunate in knowing many. It is\neasy to condemn that which is wrong, but difficult to appreciate right\nmotive, which should be the basis of all criticism.\nWe owe to Henry Barnard profound gratitude for a vast wealth of educational literature. We should cherish as a priceless inheritance his allcontrolling love for a free government, his devotion to a holy cause in its\ninception. As the needs of the republic were his guide and incentive, so\nlet them be ours in the presence of the ever-increasing necessities of\nhuman growth.\n\nESTABLISHMENT\n\nOF THE\n\nCATION OF THE\nTION TO IT\nWILLIAM\n\nT.\n\nHARRIS,\n\nOFFICE\n\nUNITED\n\nOF THE\n\nSTATES,\n\nUNITED\nSTATES\nWASHINGTON,\n\nAND\n\nCOMMISSIONER\nHENRY\n\nCOMMISSIONER\nD. C.\n\nOF EDU-\n\nBARNARD'S\nOF\n\nRELA-\n\nEDUCATION,\n\nAs members of the National Council of Education, we are assembled\nthis evening to pay our respects to the memory of Dr. Henry Barnard.\nBy common consent, Dr. Barnard ranks as the second of the two great\neducational heroes which America has furnished. Other members of the\nCouncil have prepared papers on his work as a critic of education, on his\n\n"}
{"page": 421, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n4°9\n\ninfluence in the establishment of normal schools in the country, on\nhis influence upon the schools in the western states, and finally on his\nhome life and his influence upon education in Rhode Island and Connecticut. To me has been assigned the preparation of a paper on the\nestablishment of the office of United States Commissioner of Education\nand Dr. Barnard's relation to it.\nThe discussions relating to the life of Henry Barnard must center\nabout his great work in the preparation of the American Journal of Education, which may be said to have practically absorbed the energy of his\nlife and to have used up his financial resources. Dr. Barnard makes,\nand will make, in our educational history a heroic figure thru his devotion to this one great purpose, namely, the preparation of a series of\nvolumes containing all that is solid and valuable in the history of education. Ithink it was said by Horace Mann, in reviewing his own labors,\nthat the greatest need existing, at the time when he left his work in\nMassachusetts, was the publication in a convenient form of the literature\nof education. Certain it is that Henry Barnard was early impressed with\nthe need for such a publication, and took it upon himself as his life-work\nto prepare it and offer it to his countrymen.\nI think that whatever he undertook in other lines of education — and\nthe list of items in this field is certainly an extensive one — was felt by\nhim to be subsidiary to this one great purpose of his life, namely, to\nenlighten the teachers and directors of education thruout the United\nStates by giving them access to a complete record of the history of education in all ages and countries. When Congress, in 1867, passed an act\nestablishing a Bureau of Education, it was quite natural that the name of\nHenry Barnard should be mentioned to the president as the fit man to\nfill the position of Commissioner of Education. Dr. Barnard would\nnaturally think of his fixed purpose to provide educational literature, and\nit would occur to him at once that here was an opportunity providentially\nthrown in his way to take up a national work which could best be promoted by the same labors that he had undertaken as a private individual\nand supported from his private fortune.\nI think that in forecasting the most important lines of usefulness for\nthe newly established Bureau of Education he foresaw that the preparation of volumes containing the history of educational experiments, the\ndiscussions of educational reformers, the statistics of national systems of\nschools, and the biographies of great teachers would furnish the best\nmaterial for a long series of official reports. During the three years\n(from March 14, 1867, to March 15, 1870) in which he held the office,\nhe seems to have been maturing his plans for this line of work and\nawaiting opportunities in the form of resolutions by Congress calling for\nreports on special themes connected with the promotion of schools in the\nnation.\n\n"}
{"page": 422, "printed_page": null, "text": "41°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nHis first opportunity was furnished by the call on the part of Congress for a special report of the Commissioner of Education on the condition and improvement of public schools in the District of Columbia.\nThis work was completed and submitted to the Senate in June, 1868, and\nagain submitted to the House two years later, namely, in June, 1870,\nwith additions. Three thousand copies of it were printed by the government printer in 1871. The act calling for it was passed March 29,\n1867, fifteen days after his appointment as commissioner. This book of\n912 pages forms the chief monument of Dr. Barnard's career as Commissioner of Education. It begins with an introduction by himself; this is\nfollowed by a special report of Franklin B. Hough (31 pages), and next\ncomes the chief article in the shape of a compilation of the statistics of the\nschools in the states and cities of the country (pp. 44-144). There are\nfive appendices. The first appendix gives an account of the proceedings\nin the establishment of a permanent seat of government in the United\nStates. The second appendix contains a full 'discussion of the legal status\nof the colored population in the District of Columbia, Virginia, Maryland, Alabama, Arkansas, California, Connecticut, Delaware, Florida,\nGeorgia, Illinois, Indiana, Iowa, Kansas, and Kentucky. The third\nappendix contains an article on illiteracy in the United States, prepared\nand illustrated by Dr. Edwin Leigh. The fourth appendix contains an\naccount of art instruction in the country. The fifth appendix contains\nan account of public instruction in the cities of Germany, and a reprint\nof the report of Fraser on American schools ; a brief statement of the\ncourse of study in Chicago, Philadelphia, Cincinnati, New Haven, Springfield (Mass.), New Bedford, Boston, New York city, St. Louis, and Louisville; and a table showing the salaries of teachers in the several cities.\nThe second opportunity of Dr. Barnard came with a call of the House\nof Representatives for a report on technical instruction. The first copy\nof the manuscript, which was not complete, was prepared in pursuance\nof an order of the House approved January 19, 1870 ; but it was never\nprinted. A so-called second edition was published in Dr. Barnard's\nAmerican Journal of Education.\nWhat Dr. Barnard called the second edition (on p. 9 of Vol. XXI of\nhis American Journal of Education) is not a second printed edition, but\nonly an edition revised from the manuscript which he had prepared in\ncompliance with the order of the House of Representatives. He says\ndistinctly :\nThe resolution of the House .... to print 5,000 copies for distribution .... did\nnot reach the Senate in time to be acted on before the close of the session. No subsequent action having been taken by the Senate, House, or Office of Education, to give circulation to a document which, etc\nthe following edition is issued for subscribers\nto the American Journal of Education.\n\nSo far as the ordinary usage of the word \" edition\" is concerned, this\n\n"}
{"page": 423, "printed_page": null, "text": "Council]\n\nIN MEMO RI AM\n\nHENR\n\nY BARNARD\n\n41I\n\nis, therefore, the first and only edition of the work, and it appeared in\nJuly, 1 87 1, as Vol. XXI of the entire series of Barnard's Journal, and as\nVol. V of what he called the \"National Series.\" Dr. Barnard had evidently intended his \" National Series \" to contain his reports as commissioner.\nThe contents of this work on technical instruction are as follows :\nAft introduction (pp. 17-32) on the progressive development of schools, and practical courses of instruction in science.\nPart I, systems and institutions of technical instruction (pp. 33-800): (1) Austria,\n(2) Baden, (3) Bavaria, (4) Brunswick, (5) German free cities, (6) Hanover, (7) HesseCassel, (8) Hesse-Darmstadt, (9) Mecklenburg, (10) Nassau, (11) Oldenburg, (12) Prussia, (13) Saxony, (14) Saxe-Altenburg, (15) Saxe-Coburg-Gotha, (16) Saxe-Meiningen,\n(17) Saxe-Weimar, (18) Wurtemberg, (19) France, (20) Belgium, (21) Holland, (22) Denmark, (23) Norway, (24) Sweden, (25) Russia, (26) Switzerland, (27) Italy, (28) Spain,\n(29) Portugal.\n\nA prefatory note prefixed to the edition of this work in Vol. XXI,\n1870, throws more light upon the plans of Dr. Barnard with regard to\nthe reports of the National Commissioner of Education. He states that\nin the original plan\nThis document [namely, report on technical instruction] would have constituted\nPart IV of a comprehensive survey of national education in different countries which he\n[Dr. Barnard] had commenced in 1854 in view of a thorough discussion of the condition\nand improvement of public instruction in the United States.\n\nParts I and II of the survey of national education in different countries were to treat of elementary and secondary education, as follows:\nPart I, in the German states, and in Belgium, Holland, Denmark, France, Norway\nand Sweden, Russia, Turkey, Greece, Italy, Spain, Portugal, Great Britain.\nPart II, in the American states, with a comparison of the systems and condition of\npublic schools in the United States with those of more advanced states in Europe.\nPart III, in universities, colleges, and other institutions of superior instruction.\nPart IV, professional classes and special instruction, including schools of theology,\nlaw, medicine, teaching, agriculture, commerce, engineering, navigation, mines, technology, etc.\nPart V, supplementary instruction, including libraries, lectures, evening schools, etc.\nPart VI, societies, museums, and collections for the promotion of education, science,\nliterature, and the arts.\n\nIn the prefatory note Dr. Barnard states that the information relating\nto systems of elementary and secondary instruction had been collected and\nprepared for publication in the office of the Department of Education,\nand that it would be communicated in a few days to the secretary of the\ninterior, with a plan for its speedy completion and publication.\nAs we read over this conspectus, we cannot help seeing that Dr.\nBarnard had begun to form a noble ideal of the work of the Bureau of\nEducation (or \"Department of Education,\" as it was named in the first\nlaw of Congress which organized it).\n\n"}
{"page": 424, "printed_page": null, "text": "412\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nDr. Barnard sent in his resignation as Commissioner of Education,\nto take effect March 15, 1870. His successor, General John Eaton,\nendeavored as far as possible to realize in the conduct of the office the ideas\nof Henry Barnard, and to incorporate in them such new features as\nrecommended themselves from time to time. He began from the first\nto lay much stress upon the collection of statistics of the institutions and\nsystems in the United States, showing their actual working results. This\ndirection given to the report by General Eaton has been followed subsequently with somewhat increased emphasis. But in the administration of\nColonel N. H. R. Dawson, my predecessor, an attempt was made to\nreturn more nearly to the ideas of Dr. Barnard by the preparation and\npublication of a series of circulars of information giving a history of the\nfounding and conduct of the colleges and universities in the several\nstates. The publication of this series has continued to the present date,\nand is now (in 1901) nearly completed.\nAt my request, General Eaton has written out for me a brief account\nof Dr. Barnard's connection with the Bureau of Education, which I will\nnow read :\nSir:\n\nWashington, D. C, May 29, 1901.\nIn reply to your request for \" a brief account of Dr. Henry Barnard's connection with the Bureau of Education, mentioning the devices which he invented that came\n\ndown to his successors,\" it is difficult for me to answer in full. My indebtedness to him\npersonally was very great, but how much of this indebtedness came to me thru the bureau,\nand how much thru his writings and other works previously, and from personal acquaintance with him, it would perhaps be impossible to relate. His publications I had studied,\nbeginning with the period in which he was connected in one way or another with Dr.\nAbsalom Peters, Superintendent Randall, Dr. Wilder, and Professor N. A. Calkins, in\npublishing the American Journal of Education and the College Review, in the fifties, before\nthe College Review was dropped from the title. At different times also I enjoyed opportunities to study on the ground what I could see of his administration of state systems,\nboth in Connecticut and in Rhode Island; and 1 knew how he had influenced educational\nefforts in Charleston, S. C, in New Orleans, and elsewhere in the South. Indeed, I\nknew that he had suggested to the secretary of the department the taking of illiteracy\nin the census when that item was first included. Altho I had been acquainted with the\nwork of Horace Mann while a teacher in Massachusetts schools in different places, perhaps Iknew more of that period of educational revival thru Df. Barnard in which he\nhad been so prominent. I had gathered what I could from his trip to Europe, and of his\nlabors as president of the university at Madison, Wis., and at St. John's College at\nAnnapolis. To me he seemed to be the most eminent man at the time in the country in\nthe knowledge of educational literature, and I felt great misgivings when I was called by\nGeneral Grant to become his successor.\nWhile I was Commissioner of Education I had visited him as state superintendent of\nschools, and had drawn upon him by letter. How much I had received from him in\nthese various ways and how much came to me thru his efforts in the bureau, I repeat, it\nwill be difficult to state. As early as 1854 he had made a movement for the establishment of a central office for educational information.\nIn response to a petition from a body of educators, especially made up of state and\ncity superintendents of schools, prepared and presented by Hon. E. E. White, thru General\n\n"}
{"page": 425, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n4 13\n\nGarfield, Congress had passed an act, approved March 2, 1867, establishing an independent Department of Education, to be conducted after the manner of the Agricultural\nDepartment, as it was administered at that time, with a commissioner at a salary of\n$4,000, and a group of clerks. Dr. Henry Barnard was appointed to organize the department, and entered most earnestly upon the work. In time he encountered opposition in\nCongress. At the end of two years the department was reduced from its independent\nposition to that of a bureau in the Department of the Interior. One thousand dollars was\ntaken from his salary, and the clerical force reduced to that of two of the lowest grade\nwith a salary of $1,200 each, making the salary of the commissioner what it has remained\nto July of this year, $3,000 ; from which time the amount is to be advanced to $3,500.\nOn handing me the keys of the office the doctor informed me of his trying experience in securing quarters for the office ; for it had been moved from place to place\nwithout his approval. There was belonging to it no library, excepting a small number\nof city and state reports. The publications in his possession, in a separate room, had\ncome to him in his capacity as an editor, and were his private property. Later, as\nappropriations warranted, with the approval of the secretary of the interior, these were\npurchased, their value having been estimated by the librarian of Congress, A. R. Spofford,\nEsq., and others. He spoke somewhat specially of the difficulty of securing the\npassage by Congress of a resolution to print, but indicated that he had made a report\nMay 30, 1868, to the Senate, which in July, 1868, had been ordered printed by the Senate\nseparately to the number of 3,000 copies. The same resolution of the Senate included\nauthority to print a like number of copies of the special report on the District of Columbia, prepared by him on the order of the House of Representatives. He also indicated\nto me the substantial preparation for printing of other material. Immediately, with the\nhearty approval of the president and of the secretary, Hon. J. D. Cox, previously\nobtained, I prepared a letter recommending its printing at once, which the secretary forwarded in due form with his official recommendation. Later, in order to facilitate the\nuse of these letters for urgency among members of Congress, they were printed. A\nresolution to print this material passed the House, but'did not pass the Senate, and thus\nour efforts failed ; but the material prepared afterward appeared in the Journal, and\nthe bureau, as far as possible, aided in its distribution. Later the bureau furnished\nDr. Barnard copies of its reports to supply the place of one number of the Journal,\nthus giving his subscribers information of the condition of education in the United\nStates.\nThis Journal, it may be remarked, is his monumental work. Its publication absorbed\nhis fortune and impoverished his last years. Thus he made his greatest contribution to\nthe bureau and to other educational agencies. This failure to secure a resolution to print\nleft the doctor and myself both in a very trying situation. If the office could not print, it\nmust fail. Who was so well prepared as my predecessor, by long experience in educational literature, to offer for print what would be valuable for the country ? This compelled me to study the situation, and I found that there were those among the school\nsuperintendents of the country not ready to answer questions and furnish the necessary\ninformation which the department needed ; others claimed that it would meddle with their\nrights. Some pointed out the difficulty arising from the fact that there was no uniformity\nof dates in the reports of state and city systems, and of educational institutions ; others\nstill fell back upon the fact that there was no authority given the bureau but that of using\nsuch information as was freely accorded to it.\nThe plan of work, as unfolded by reports, and especially by the carefully prepared\ncirculars printed by Dr. Barnard, was most comprehensive and seemed to leave little to\nbe desired. What could be done ? I inquired extensively among those who appreciated\nthe importance of the office. In one of the reports of the state of Kentucky there will be\nfound a portion of a statistical report copied from material obtained from Dr. Barnard\nand gathered by him.\nIt was incomplete, and therefore it did not satisfy his judgment\n\n"}
{"page": 426, "printed_page": null, "text": "414\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nto use it, but its publication thus furnished evidence of the struggle he had made to get\ninformation which would satisfy the demands of Congress.\nOf his devices, tables of statistics, abbreviated texts, the issue of periodical circulars,\nand the methods which he proposed for furnishing information to persons and officers, I\nhad enough knowledge to lead me to value them most highly.\nAs county and city teacher I had been trained in the tabulation of school reports ;\nas city superintendent of schools I had devices for the tabulation of data to enable me to\nsee the situation of each school in each week's experience ; in order to study the relation\nof education to crime I had collated the statistics of jails in Ohio, and as state superintendent ofschools I had been called upon to prepare a complete system of recording and\nreporting attendance and finance ; yet I could not see how his devices and methods could\nbe essentially improved in form. What could be better? I determined in some way to\nfind a method of securing publication. I was sure the reports of the office would have\nbeen enriched if they could have included his personal reminiscences of the progress of\neducational efforts, his long and varied experience, together with his alert editorial watchfulness ofthis progress, as it may be termed, which made his memories extremely valuable.\nBut I could not obtain them for publication by any offer of compensation by the office.\nAfter a few months of experience and consultation, material for a circular was submitted to the secretary of the interior and its publication approved with a measure of\nhesitancy. Less than eight months after my appointment, material for an annual report\nwas submitted and published, with all its imperfections, substantially within the lines and\nforms adopted by Dr. Barnard, and in accordance with the forms required by law.\nOf his relation to the shaping of the work of the office I might say perhaps more\nspecifically of his plans and devices : (i) He gave his utmost influence to the establishing\nof the bureau; (2) he sought to make reports which would be truly national ; (3) he sought\nmost carefully to devise valuable forms for statistics and abbreviated statements ; (4) he\nbegan the publication of circulars giving information in regard to miscellaneous educational topics; (5) he enforced the national obligation to education ; (6) he emphasized\nthe need of universal education; (7) he would make the bureau enforce the universal\nrelation of education to all the details of man's improvement ; (8) he would make it\nunderstood that the laws of education in their relation to man's welfare were the same to\nall races ; (9) he would draw illustrations of educational processes from all nations and\npeoples; (10) he sought to stimulate improvement by using both the historical and\ncomparative methods, setting over against each other different years and different institutions and systems, by the publication of facts.\nIndeed, it will be hardly possible for a national office of education to find anything\nappropriate to publish which is .not included in the plans of Dr. Barnard as touching\neducation and its relations.\nIn preparing this statement, I may add, I have consulted with two of the clerks, of\nwhom one was a translator employed by Dr. Barnard, and also with Hon. George S.\nBoutwell, a surviving member of the committee of the House of Representatives which\nproposed the organization of the department. However unsatisfactory this statement, I\ncan hardly make it more definite without quoting Dr. Barnard's language more at length.\nVery respectfully yours,\nJohn Eaton.\n\nI have collected from the records of the Proceedings of the National\nTeachers' Association, of the National Superintendents' Association, and\nfrom other sources such items as relate to the conception of the National\nBureau of Education, as follows:\nAppendix A . — A letter addressed by the secretary of the American Institute of Instruction to John D.\nPhilbrick, Esq., January 4, 1851, informing him of his appointment as chairman of a committee to petition\nCongress to establish an educational department at Washington.\n\n"}
{"page": 427, "printed_page": null, "text": "Council]\n\nIN\n\nMEMORIAM\n\nHENRY\n\nBARNARD\n\n4*5\n\nAppendix B. — (a) Extract from an address by Daniel Read, Proceedings of National\nAssociation, at Cincinnati, 1858 (pp. 43, 44).\n\nTeachers'\n\n(3) 1859. Proceedings of National Teachers' A ssociation, Washington, 1859. On motion of Rev.\nDr. Mcjilton, it was resolved that a committee of three be appointed to memorialize Congress in relation to\nthe establishment of a national agency, thru which the educational statistics of the several states and territories may be collated and distributed thru the country.\n(c) i860. Extracts from an address by J. W. Bulkley, National Teachers' Association at Buffalo (p. 24) ,\nrecommending that Congress be asked to inaugurate a department of national public instruction.\nAppendix C. — (a) Proceedings of National Teachers' Association for 1863 (p. 46), showing that\nProfessor Noble Butler, of Kentucky, read an essay in 1863 recommending the establishment of a National\nBureau of Education by the federal government.\n(i) Proceedings for 1864 (p. 143), showing that Professor S. H. White, of Illinois, read an essay on\nthe same subject, and offered a series of resolutions.\n(e) Proceedings for 1863 (p. 220). Professor James S. Hart, of Philadelphia, brought in resolutions\nrecommending a memorial to the president and Congress for the establishment of such a bureau.\n(d) Previous to the action of Professor Hart's resolution, Superintendent A. J. Rickoff, of Cleveland, O.,\nread a paper on the subject showing the important services that such a bureau as was proposed would accomplish for education (p. 223, same Proceedings, 1865).\n(e) The names of the persons appointed to memorialize the president and Congress are given in the\nvolume of Proceedings of the National Teachers' Association published in 1866, and include members from\nten different states.\nAppendix\n\nD. — (a) A resolution adopted in 1866 to appoint a committee of five by the National\n\nTeachers' Association (Proceedings of 1865, pp. 305-7), to co-operate with the committee of the national\nsuperintendents.\n{b) The report on the National Bureau of Education was read by Dr. E. E. White. Resolutions\nintroduced by E. E. White, chairman (at the meeting of the National Association of Superintendents, 1866).\n(c) Resolutions approving the Department of Education which had been established by the act of\nCongress in 1867, in pursuance of the recommendations of the committee above named, Dr. E. E. White,\nchairman.\nAppendix E. — An address by Dr. E. E. White, commissioner of common\n1866, on the subject of a National Bureau of Education.\n\nschools of Ohio, February 7,\n\nAppendix F. — From Barnard's American Journal of Education, Vol. XXI, 1870, p. 5.\nPrefatory note, on report on technical schools and special instruction in different countries, printed\nin answer to a call January 19. 1870, from the House of Representatives.\nAppendix\n\nG. — Speech of James A. Garfield on a National Bureau of Education.\n\nAppendix H. — Dr. Barnard's plan of a national agency for the United States to advance education\n(from Vol. XXI of the Journal of Education).\nAppendix I. — Dr. Barnard's plan, in 1862, for a new series of the American\npublished in Vol. XXI.\n\nJournal of Education ,\n\nAppendix J. — From Dr. Barnard's preface to his American\nexplaining the history of his plan.\n\nof Education\n\nAPPENDIX\nDear\n\nJournal\n\nfor 1856,\n\nA\nLynn, January 4, 1851.\n\nSir :\n\nAt a meeting of the officers of the American Institute the following vote was adopted :\nVoted, That a committee be appointed to consider the expediency of petitioning Congress with reference to the establishment of an educational department at Washington, and that the following gentlemen\ncompose this committee, to wit:\nMessrs. J. D. Philbrick, Boston; S. Adams, Boston;\nD. P. Galloup,\nSalem; Jacon Batchelder, Lynn; T. Cushing, Jr., Boston.\nThe committee to report at the next meeting of theYours\nofficers.\ntruly,\n(Signed)\n\nJohn Batchelder,\nRecording\n\nSecretary.\n\nJohn D. Philbrick, Esq.,\nChairman of the committee.\nAPPENDIX\n\nB\n\n(a) 1858. — Extract from address by Daniel Read, Proceedings of National Teachers'\nAssociation at Cincinnati, 1858 (pp. 43, 44) :\n\"The subject of a National Bureau of Education, to be connected with the Department of the Interior at Washington, has often been spoken of, and urged, as worthy of\ncongressional legislation. Hitherto it has not met with that favor which its friends\nbelieve it deserves, especially from that portion of our fellow-citizens who are jealous of\nanything like a centralization of power, and who believe that all legislative power, upon\nhe subject of education, belongs to the several states.\nWhile we believe that there is a\n\n"}
{"page": 428, "printed_page": null, "text": "41 6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nwork which might be legitimately and more effectually performed by such a bureau, and\nthat it has quite as much claim for government support as that of agriculture, yet we\nbelieve that, for the present at least, the wisest and most effective policy is to rely upon\nthe states and voluntary effort for the accomplishment of the noble objects proposed\nthereby. We believe, however, in common with some of the wisest and most considerate\nfriends of education, that a special effort should be made to establish at our national\nmetropolis a central and national educational agency, by the aid of which more efficiency\nand uniformity of character may be secured in the educational movements of our\ncountry, and a library of educational books and publications, collected from every part\nof our own country and the world. Such an agency would greatly aid in giving a\nnationality of character abroad, and furnish the means for the publication of a national\njournal of education, which would be the means of spreading educational intelligence to\nevery part of the civilized world. To carry out such a grand central agency successfully\nwould require funds and effort, which could readily be secured, if the advantages resulting therefrom could be brought to the comprehension of the very many liberal-minded\nmen of wealth in our country.\n\"This is a great and noble work, and it will require great and noble efforts to accomplish it; but do I overrate the ability and efficiency of this association when I say I\nbelieve it can accomplish it ? Are there not men of means who would be willing to contribute largely for so noble a purpose ? And are there not men of the required talent to\ncarry forward the work ? Would not our profession be the gainers in the end, if we\nwere to take the whole responsibility? If we should undertake it in real earnest, we\ncould not fail to receive sympathy and aid.\n\"One feature of this agency is so important as to be needed at once. I refer to a\nnational journal of education, which, without interfering with, or in any measure superseding, the many state educational journals, will collect and embody such educational\nmatter of general interest as its central location and access to the best means of information will bring within its reach. Every teacher should receive, read, and pay for the\neducational journal of his own state, if there is one, which, with a properly conducted\nnational journal, would put him in possession of such information as every teacher ought\nto possess. There is a journal already established by private enterprise, and in the hand\nof a gentleman who is in every way qualified to conduct it, and which, perhaps, might be\nmade to serve our purpose, in connection with the plan of its proprietor. I refer to the\nAmerican Journal of Education, under the direction of Hon. H. Barnard, of Hartford,\nConn. The invaluable matter contained in this journal, and its high character, claim,\nnot only the confidence., but the support, of every teacher and friend of education who\nwould be well informed. To those who have carefully read it no commendation is\nneeded, for it speaks for itself, as'it affords such information as can be obtained nowhere\nelse.\"\n(b) 1859. — Proceedings of National Teachers' Association, Washington, 1859. Mr.\nValentine offered the following resolution (p. 4) :\nResolved, That a committee of three be appointed to confer with the honorable the secretary of the\ninterior, to ascertain what additional statistics in relation to the subject of education are desirable and feasible\nto obtain by means of the approaching national census.\n\nThe resolution, having been discussed by Messrs. Valentine, Mcjilton, of Maryland ;\nSmith, of Indiana ; Z. Richards and Dennis, of the District of Columbia ; and Roberts, of\nPennsylvania, was adopted. The committee appointed under the above resolution was :\nMessrs. Read, of Wisconsin ; Mcjilton, of Maryland ; and Starke, of Missouri.\n1859. — On motion of Rev. Dr. Mcjilton, it was resolved that a committee of three\nbe appointed to memorialize Congress in relation to the establishment of a national\nagency, thru which the educational statistics of the several states and territories may\nbe employed and distributed thru the country. The committee under this resolution was\nthe same as under the preceding.\n\n"}
{"page": 429, "printed_page": null, "text": "Council]\n\nIN\n\nMEMORIA\n\nM\n\nHENR\n\nY BARN\n\nA RD\n\n4*7\n\n(c) i860. — From address by J. W. Bulkley, National Teachers' Association at\nBuffalo (p. 24): \"It is by creating and diffusing an intelligent public sentiment in\nrelation to our cause, first in our own immediate locality, enlarging from day to day, till\nthe circumference shall embrace the circuit of the states individually, and the still more\nglorious circle of the union. With such a public sentiment as this we may, with confidence of success, present our cause to Congress, and ask for the inauguration of a\nDepartment of National Public Instruction. With such a department, having the necessary appliances, and an intelligent and efficient head, we can hardly estimate its power\nand influence.\"\nAPPENDIX\n\nC\n\n(a) 1863. — (Proceedings, p. 46.) \"A National Bureau of Education Should be Established bythe Federal Government.\" Assigned to Noble Butler, Kentucky, for discussion\nat next meeting.\n(6) 1864. — (Proceedings, p. 143.) Professor S. H. White read an essay entitled \"A\nNational Bureau of Education,\" and offered the following resolutions :\nResolved, That, in the opinion of this association, the educational interests of the country would be\ngreatly advanced by the establishment of a National Bureau of Education.\nResolved, That a committee of three be appointed, whose duty it shall be to secure, if possible, the\nestablishment of such an agency at Washington during the next session of Congress; and also to report the\nresults of their action at the next meeting of this association, with their views upon the subject of \"A National\nBoard of Education and the Appointment of a Secretary of Public Instruction.\"\n\nMr. Z. Richards moved their adoption, and, after a discussion by Messrs. Richards\nand Barnard, they were adopted, and Messrs. Barnard, Richards, and White were\nappointed the committee.\n(c) 1865. — (Proceedings, p. 220.) Professor J. S. Hart, from Committee on President's Address, read a report, accompanied by the following resolution :\n\nResolved, That a memorial be prepared to be addressed to the president of the United States and to the\ntwo houses of Congress, expressing the strong convictions of this association in regard to the necessity of\nhaving in every state a system of public schools for all classes, in order to the perpetuity and the right working\nof our political system; and expressing also the wish and the hope that the general government will do whatever it can rightfully and properly toward inducing the establishment of such a system of common schools in\nthose states where they do not exist.\nResolved, That this association commend to the favorable consideration of the general government the\norganization of a Bureau of Education, for the purpose of collecting and publishing educational statistics, and\nof making suggestions for the advancement of popular education in the several states.\nResolved, That a committee of five be appointed to carry the foregoing resolutions into effect, and that\nthe president of the association be chairman of said committee.\n\nLaid on the table until after the reading of a paper on the same subject by Professor\nA. J. Rickoff.\n(d) 1865. — (Proceedings, p. 223.) The resolutions of Professor Hart, of New Jersey,\nwere taken from the table, when Mr. Rickoff offered the following additional resolutions :\nResolved, That the committee above provided for be instructed to appoint one of their number, or such\nother person as they may deem best, to devote his entire time, so long as to them may seem desirable, in such\nlabor as may be necessary for carrying out the wishes of the association as expressed in the above resolutions.\nResolved, That a committee of three from each state represented in the association be appointed, whose\nduty it shall be to circulate petitions among the people of their respective states, praying Congress to establish a Department of Education, and to collect funds for the payment of their own expenses for printing and\nfor the support of the agent of the committee on memorial.\n\nThe resolutions were discussed by Professor O. N. Hartshorn, of Ohio; W. D.\nHenkle, of Ohio ; W. E. Crosby, of Ohio ; and Douthett, of Pennsylvania ; the amendment was agreed to, and the resolutions, as amended, adopted.\n1865. — (Same Proceedings, p. 227.) At the time of going to press, the following\nmembers have been named [on the Committee on Educational Bureau] :\nMassachusetts. — Superintendent J. D. Philbrick, Boston; C. Goodwin Clark, Boston ; N.T.Allen,\nWest Newton.\nRhode Island. — William A. Mowry,\nProvidence.\n\nProvidence; David\n\nM.\n\nHoyt, Providence; Emory\n\nLyon,\n\n"}
{"page": 430, "printed_page": null, "text": "418\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nNew York. — Dr. James Cruikshank, Albany ; Superintendent J. W. Bulkley, Brooklyn ; Superintendent E. A. Sheldon, Oswego.\nboro. Pennsylvania.— W, Henry Packer, Philadelphia; S. D. Ingram, Harrisburg ; S. B. Thompson, EdinMaryland. — Dr. L. Steiner, Frederick; Professor A. Hollingshead, Baltimore; Dr. S. A. Harrison,\nEaston.\nOhio.— Hon. E. E. White, Columbus; W. E. Crosby, Cincinnati ; Professor W. D. Henkle, Salem.\nMichigan. — Hon. J. M. Gregory, Kalamazoo; Hon. O. S. Hosford, state superintendent; Professor\nA. S. Welch, Ypsilanti.\nMissouri.— Superintendent Ira Divoll, St. Louis; C. S. Pennell, St. Louis; C. F. Childs, St. Louis.\nIowa. — Hon. Oran Faville, Des Moines; General B. A. Wiltz, Dubuque; Rev. S. Williams, Keokuk.\nOregon. — Henry Cummins, Salem ; A. C. Gibbs and T. M. Gatch, Salem.\n\n(e) 1865. — {Proceedings, pp. 305-7. From address of A. J. Rickoff on a \"National\nBureau of Education.\") \"Under the providence of God we have blindly fought for\nthe freedom of the slave, and our next great task must be to educate him. The whole\nwork should be under the direction of a Commissioner of Education, a man who should\nbe qualified to organize and direct the energies of the whole people, not alone with reference to present emergency, and whose duty it should be to elaborate the best possible\nscheme of education for the South, which the government should see carried out. This\nis not a missionary society, having agents and teachers in the field. That ground is\ntaken up by another association. But we can and we ought to advise as to the course to\nbe taken by the government in the first stage of the affair ; and I repeat it that the very\nfirst and the most important of all recommendations to be made is that Congress, at the\nvery next session, should establish an educational department, and authorize the president to appoint a Commissioner of Education. But it is not only to meet the present state\nof affairs, in the only way in which it can properly be met, that I make this proposition.\nThere is no plan by which the national government can promote the cause of education\nin the North and in the South so easily as by the appointment of a National Commissioner\nof Education. We shall presently see that the interest to which we appeal has always\nbeen exercised by the legislative and executive departments at Washington. We propose\nno radical innovation, nor is the proposition new. It has been made again and again in\nstate and national associations, and has, I believe, always received their sanction; and I\nshall make no argument in its favor further than the one I have already urged, except to\nstate somewhat precisely the general duties to which a Commissioner of Education should\ndevote his energies.\nBut it will be seen that every specification is an argument.\n\" He should make himself thoroughly acquainted with the public-school system of\neach state, as to its general and local officers and their relative duties ; the different classes\nof public schools ; the plans of taxation resorted to for public purposes, and the amounts\nraised thereby; the amount and nature of the investment of all school funds the interest of\nwhich is applied to school purposes ; and the amount derived from all other sources.\nHe should study the school statistics of the respective states, noting particularly, wherever\nit is possible to obtain such information, the average length of time the common schools\nhave been kept open ; the number of children entered ; the average number belonging\nand average daily attendance ; the number of children of each age attending school,\nand, so far as possible, the nature of the attendance as to the length of time children\nremain in the schools and the degree of regularity in attendance while enrolled ; and of\nthose matters which in their nature are variable he should make report on or before\nJanuary 1 of each year, and of those matters which are more permanent he should make\nseparate report, as often as once in four years, on the January preceding the expiration of\neach presidential term.\n\" He should, as far as possible, ascertain the number of chartered institutions of\nlearning of every grade, their endowments, courses of study, number of students, charges\nfor instruction, etc.; the number and character of all societies for the diffusion of useful\nknowledge, and the plans adopted for effecting their objects, and the number of publications of different kinds made thereby; the number and character of societies of adults\n\n"}
{"page": 431, "printed_page": null, "text": "Council]\n\nIN\n\nMEMORIAM\n\nHENRY\n\nBARNARD\n\n4*9\n\nformed for mutual improvement, and the number of members participating in the\nadvantages thereof ; and these facts, and whatever other information he can gather from\nany and all sources whatsoever, bearing upon the educational facilities in the respective\nstates, he should embody in his annual report.\n\" He should be required to make himself acquainted, as well as possible, with the\nschool systems of foreign countries ; their means of support ; their organization ; the courses\nof study pursued in primary, grammar, and high schools, academies, seminaries, normal\nschools, gymnasia, colleges, universities, etc., for the education of the young ; the means\nof support, organization, and plans of procedure of societies established for mutual\nimprovement, and societies and institutions of all kinds for the increase and diffusion of\nknowledge among men, whether literary, scientific, artistic, or industrial ; also of all\ninstitutions established for deaf, mute, blind, and imbecile children and adults, as well as\nschools and institutions of all classes designed for the care of orphan and destitute children, or for the reformation of juvenile vagrants and offenders against law ; and of all\nspecial schools, not above named, for the improvement of their members in the various\narts and professions of life.\n\" He should make it a special object to procure, and keep on file for ready and convenient use, all educational reports, both general and local, of all authorities engaged in\nthe management and instruction of any and all of the institutions above named. He\nshould establish an educational library which should contain, not only these reports, but\nall valuable works and periodicals treating on educational subjects, especially those\npublished in the English, German, and French languages ; and of those which would be\nlikely to prove most serviceable in this country he should make translations or cause the\nsame to be made, and print them in his annual reports. He should procure, and preserve\nfor examination by teachers and school officers, specimens of all maps, charts, diagrams,\nand pictured representations of all kinds whatsoever used in the processes of instruction,\nall kinds of primary-school apparatus, all kinds of school furniture used in this or foreign\ncountries, and finally :\n\" In his annual reports he should embrace all information which might seem valuable\nto school officers and teachers of all grades, and to officers and members of all kinds of\nscientific and literary institutions and associations ; and he should especially direct attention to all those features of institutions at home and abroad which might seem to him best\nadapted for general introduction throughout the United States ; and particularly should\nhe communicate such information as would be likely to encourage the formation of\nsocieties for enlightened improvement among all classes of our population.\"\nAPPENDIX\n\nD\n\n1866. — (a) (Proceedings at Indianapolis, National Teachers' Association, p. 10.) A\nresolution was adopted to appoint a committee of five, to co-operate with the committee\nof the National Superintendents in urging upon the Senate of the United States the passage of the bill of the House of Representatives to establish the Department of Education.\nThe committee appointed was Messrs. Z. Richards, James Cruikshank, A. C. Shortridge,\nJ. S. Hart, and R. Coburn.\n(b) (Proceedings 0/ National Association 0/ Superintendents, Indianapolis, 1866, pp.\n74> 75. 76.) The committee's\" report on a National Bureau of Education was read by\nMr. E. E. White, chairman ; and the following resolutions, offered by G. W. Hoss, were\nadopted :\nWhereas, An approved bill, looking to the establishment of a National Bureau of Education, has\npassed the House of Representatives in Congress : therefore\nResolved, That the thanks of this National Superintendents' Association are due, and are hereby\ntendered, to that body for its liberal and enlightened action on behalf of general education.\nResolved, That this body appoint a committee of five to properly bring the House bill to the attention\nof the United States Senate, and secure its early passage by that body.\n\n"}
{"page": 432, "printed_page": null, "text": "420\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nThe committee appointed was Messrs. E. E. White, O. Hosford, D. Stevenson, and\nJ. W. Bulkley.\n(c) 1868. — (Proceedings of National Teachers' Association, pp. 36, 37.) The United\nStates Department of Education was represented by Mr. Z. Richards, an officer in the\ndepartment at Washington. After the address of Mr. Z. Richards, Mr. E. E. White, of\nOhio, offered the following resolution :\nResolved, That this association approves of the action of the Congress of the United States, in organizing\na national Department of Education ; and the continuance and liberal support of such a department is most\nearnestly recommended.\n\nNATIONAL\nE.\n\nE.\n\nWHITE,\n\nAPPENDIX\n\nE\n\nBUREAU\n\nEDUCATION\n\nCOMMISSIONER\n\nOF\nOF\n\nCOMMON\n\nSCHOOLS\n\nI\nOF OHIO\n\nUniversal education, next to universal liberty, is a matter of deep national concern.\nThe one distinctive, exhaustive idea of a democratic government is that it is a government by the people and for the people, i. e., by the whole people and for the whole\npeople. A democracy is, in other words, but an organized people — they constitute the\nstate. Its constitution and laws are but their recorded will, and all governmental power\nemanates from and centers in them.\nIn such a government, in its pure form, sovereignty is a universal right — to be\nexercised by all for the happiness and well-being of all. It is a right that can neither be\ndenied nor restricted except by usurpation ; and this is true whether the usurping power\nis one man or twenty millions of men. The right of sovereignty may be forfeited by\ncrime or by its treasonable exercise, but it is in no sense an accident of birth or condition.\nWhen the exercise of sovereignty by the people is both universal and for the welfare\nof all, a democracy is the perfection of human government; but to the extent that such\nright is withheld from the people or is wrongfully exercised by them, just to that extent\nare democratic institutions imperfect and a failure. Hence the capability of the people\nto exercise sovereignty for the general welfare is a fundamental and vital condition of\nrepublican institutions. When such capability does not exist, the universal exercise of\nsovereignty is a condition of national weakness, if not of peril. I am thus led to inquire\nwhat this capability includes, and what are the essential conditions of its existence.\nIt clearly requires the necessary intelligence to determine what will best subserve the\ninterests of all ; and the degree of this intelligence must not only be sufficient for selfgovernment on the part of individuals and individual communities, but the people, as a\nwhole, must be able to weigh and decide upon questions which involve national interests.\nHence the higher the civilization embodied, the wider the extent of territory embraced,\nand the more various the pursuits and physical conditions of the people, the higher the\ndegree of intelligence required for the right exercise of sovereignty.\nBut intelligence is not enough. Sovereignty is to be exercised for the happiness and\nwell-being of all; and this involves the moral capacity to act in accordance with the dictates of intelligence. The second great law of civil liberty, as well as of religion, is: \"Thou\nshalt love thy neighbor as thyself.\" Wherever the moral sense of the people is too feeble\nto impel the public will to regard the general welfare, democracy becomes the livery of\ndespotism. To general intelligence we must, therefore, add public virtue as one of the\nessential conditions of the right exercise of sovereignty by the people.\nIn his centennial address at Plymouth, in 1820, Webster assigned three fundamental\nconditions as essential for the maintenance of republican institutions, namely, universal\neducation, universal religious training, and the general division of landed property. The\nsame conditions are laid down by De Tocqueville and other writers upon democratic\ngovernments.\n1 A paper read before the National Association of School Superintendents, at Washington, D. C. ,\nFebruary 7, 1866.\n\n"}
{"page": 433, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n421\n\nIf we turn to the pages of history, we shall find abundant confirmation of these views.\nWe shall certainly search in vain for a single example where an ignorant and corrupt\npeople have exercised sovereign power wisely and justly, or have even retained such\npower for any length of time. In ail the past, wherever the intellectual and moral condition of the people has been low, there civil liberty has been lost. Universal liberty\nwithout universal intelligence has ever been the sport of civil tempests. Stolid ignorance\nand moral degradation tread above the grave of civil liberty all along the shores of\nthe Mediterranean ; but free government still abides with the intelligent and virtuous\ndescendants of Tell, among the mountains of Switzerland — that diamond of liberty, set\nby a divine hand in the very center of European despotism ! Passing to the New\nWorld, I need only to point to Mexico, where civil liberty lies prostrate and helpless\nbeneath the crossed bayonets of two European despotisms ! In a word, both reason and\nhistory compel the conclusion that republican institutions can rest upon no other basis\nthan intelligence and virtue, and that these must pervade all heads and all hearts.\nBut general intelligence and public virtue are not the spontaneous fruits of civil\nliberty, although it is favorable to their development. As a necessary condition of their\nexistence, they must be assiduously cultivated and diffused among the people. No human\nagency but the common school is capable of accomplishing this great work. Aided and\nvitalized by religion, it is the only sure foundation of the sovereignty of the people — the\nstrength and shield of liberty.\nThis great fact was well understood by the founders of the American republic.\nThey sought to found free institutions, not upon the quicksands of human instinct and\npassion, but upon the abiding rock of universal education and religious training. This\nwas the grandest of all their innovations upon the moss-grown ideas of the Old World.\nBut the idea that education must be co-extensive with sovereignty was not original\nwith our fathers. This has been the favorite doctrine of aristocracy the world over.\nWherever the heel of despotism rests upon the neck of humanity, the ignorance of the\noppressed has been urged as the justification of the oppressor. Despotism clamors for\na restricted education, because she maintains a restricted sovereignty. The former is\nmade just as wide as the latter.\nNor is the idea of universal sovereignty distinctly and originally American. Democracy had drawn her sword to give the people political power, long before the \" Mayflower\"\ncradled the new republic ; and had won the prize, too, but only to see it turn to ashes in\ntheir hands. The grand, distinctive, original idea of the American republic is the union\nof these two principles, by making the one the basis of the other. With matchless wisdom our fathers joined liberty and learning in a perpetual and holy alliance, binding the\nlatter to bless every child with instruction which the former invests with the rights and\nduties of citizenship. They made education and sovereignty co-extensive by making\nboth universal. Here is the grandest conception of civil history, the hope and strength\nof civil liberty. And yet how few the successive steps by which our fathers passed from\na conception of this idea to its practical embodiment ! Truly they must have builded\nbetter than they knew.\nWho can measure the results which the union of these two principles has already\naccomplished ? When the sources of the nation's wonderful vitality and power during\nthe great civil conflict through which it has just passed shall be determined, then first and\nforemost will stand the common school. The Civil War, which was a gigantic conspiracy\nagainst democratic institutions, found a people trained to comprehension of their duties\nand interests, with hearts to dare and hands to strike in their defense. The flame of\ncivil liberty now burns with increasing brightness and new splendor, because our fathers,\nlike the wise virgins, put into the lamp of free government the exhaustless oil of universal\neducation.\nI am thus brought back to the proposition with which I started, namely, that universal education is in this country a matter of deep national concern.\nOur experiment of\n\n"}
{"page": 434, "printed_page": null, "text": "422\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nrepublican institutions is not upon the petty scale of a single municipality or state, but it\ncovers half a continent, and embraces peoples of widely diverse interests and conditions,\nbut who are to remain \"one and inseparable.\" Every condition of our perpetuity and\nprogress as a nation adds emphasis to the remark of Montesquieu, that it is in a republican government that the whole power of education is required. The one imperative\nnecessity of this nation is that the public school be planted on every square mile of its\npeopled territory, and that the instruction imparted therein be carried to the highest\npoint of efficiency.\nBut what can the general government do to aid in securing this object? In view of\nthe startling fact that the great body of the people that occupy nearly one-half of the\nnational territory are largely destitute of the means of education, this inquiry has the\ndeepest significance.\nThree plans have been suggested :\n1. The government may establish and maintain throughout its territory a national\nsystem of education.\n2. It may by congressional legislation enforce the maintenance of a public-school\nsystem upon every state.\n3. It may by conditional appropriations and by a system of general inspection and\nencouragement through the agency of a National Bureau of Education induce each\nstate to maintain an efficient school system.\nNotwithstanding the cogency of the argument which may be adduced in favor of the\nfirst plan suggested, it is, in my judgment, too wide a departure from the settled educational policy of the country to be seriously entertained. Such a system would doubtless\nprove highly advantageous in a portion of the country, but it would be very disastrous in\nthose states that have already carried the work of general education to a high point.\nBesides, all experience shows, and I regard it a law of school progress, that the nearer the\nresponsibility of maintaining schools is brought to those directly benefited by them, the\ngreater the vital power and efficiency of school systems.\nThese remarks do not apply to the education of the freedmen. On the contrary, I\nbelieve it is the sacred and bounden duty of the general government to undertake, for a\ntime, the education of the emancipated millions who through the war have received back\ntheir birthrights of liberty and manhood. Deprived of the uplifting power of education\nthey can but become idle and dissolute, and sink, if possible, still deeper in degradation\nand misery. Besides, the faith of the nation is solemnly pledged for the protection of\nthese people in all their rights as freemen. But there is no protection so secure as the\npower of self protection. Until the freedmen have their liberties in their own keeping\nthey are not really free. They are. now in a condition of abject ignorance, homeless and\nlandless, subject to the heartless exactions of capital, and are the helpless victims of class\nprejudice and persecution. No protection of the government that fails to bring them\nintelligence can save them from impending peril. No standing army can so effectually\nmaintain the plighted faith of the government toward these people as an army of schoolmasters. Let bayonets protect, if need be, the schoolhouse of the freedmen, and they\nwill soon take care of their rights and liberties. They will do more. As free, selfdirecting, self-supporting laborers, they will bring prosperity again to the South, and\nmake her war-ravaged fields smile with plenty.\nTo the second plan suggested there are manifestly serious objections. The imposition of a system of public instruction upon the several states by compulsory legislation\ncan be justified only on the ground of public necessity in a great national crisis. And I\nam free to admit that so great is the necessity for the establishment of public schools\nthroughout the South that even such a measure would be imperatively demanded if no\nother course to attain the same end were practicable.\nThe third plan is clearly in harmony with the settled educational policy of the\ncountry.\nIt will neither cripple nor endanger any part of our educational system ; and\n\n"}
{"page": 435, "printed_page": null, "text": "Council]\n\nIN MEMO RI AM\n\nHENRY\n\nBARNARD\n\n423\n\nit calls for the assumption of no questionable power by the general government. What\nis proposed is that the government shall undertake to do efficiently what it has, in the\npast, always done generously through its munificent grants of land for the encouragement\nof education.\nInstead of unconditional grants of land or appropriations of money, such assistance\nshould be proffered to the several states on condition that they reach a prescribed standard\nin the maintenance of free schools, and, further, that a specified portion of such grants\nor appropriations be applied to the support of institutions for the professional training of\nteachers.\nThe fact that a state could by maintaining an efficient school system receive from\nthe national government, say, from #100,000 to #500,000 annually would certainly prove\na potent influence in securing such action. I could, if necessary, fortify this statement\nby referring to experiments of the kind in other countries, and also in several of the\nstates of the union where state appropriations for school purposes are conditioned on a\ncompliance by the local school authorities with certain stipulations. This policy has\nuniformly, so far as my information goes, been successful. Communities indifferent to the\nadvantages of free schools, if not prejudiced against them, have, with this assistance to\ntheir judgment, come to a wiser conclusion respecting their value. There is no eye-salve\nso efficacious in removing mental blindness as self-interest, and instances of states permitting the bounties of the government to pass by them have, at least, not been frequent.\nI am confident that the adoption of the plan suggested would speedily secure a commonschool system in every state now destitute of such a system, and that it would lift up the\nschools, as it were bodily, in those states in which they are indifferently sustained. The\nimpetus which it would give to the professional training of teachers throughout the\ncountry would be of incalculable value as a means of elevating and vitalizing school\ninstruction.\nThere is one other consideration worthy of mention just here. The sparsely settled\nstates of the far West and South need the assistance of the general government in the\nestablishment of systems of education commensurate with their growing necessity — a\nfact the government has always recognized. There is not a state west of the\nAlleghenies that is not greatly indebted to the munificent grants of land made by Congress for the early establishment of its school system. Nor have common schools alone\nbeen aided. Several state universities are maintained largely from the proceeds of such\ngrants. It is estimated that if the land grants of Congress for educational purposes had\nbeen properly managed, they would now present an aggregate educational fund of about\nfive hundred millions of dollars.\n, On account of the unfortunate land-holding system of the South and the consequent\nsparseness of population, it would be difficult to sustain an efficient general school system\nthere, even in times of prosperity. A proper division of landed property is as essential\nto universal education as it is to democratic institutions. At all events, in the present financial condition of the South the assistance of the government in establishing\npublic schools is needed, and clearly that assistance will prove the best which is conditional.\nAs a means of paying the national debt, I know of no one measure fuller of promise\nthan the increase and diffusion of intelligence among the mass of the people. The expenditure of five to ten millions of dollars a year for this purpose would be made good by\nalmost immediate returns to the Post-Office and Treasury departments. The unschooled\nmillions of the South write few letters, take few papers, and pay small taxes on incomes.\nThere are no mines in this country so productive of wealth as the mind of the country.\nEducated labor is the true alchemy that can turn everything it touches into gold.\nThere is one other agency forming an essential part of the third plan proposed,\nwhich I hasten to consider. I allude to a National Bureau of Education, corresponding in\nmany of its features to the national Department of Agriculture. The interests of education\n\n"}
{"page": 436, "printed_page": null, "text": "424\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nwould unquestionably be greatly promoted by the organization of such a bureau at\nthe present time. It would render needed assistance in the establishment of school\nsystems where they do not now exist, and prove a potent means for improving and vitalizing existing systems. I conceive it to be possible for a National Bureau of Education to\nbe so managed as to well-nigh revolutionize school instruction in this country, and this\ntoo without its being invested with any official control of the school authorities in the\nseveral states. This it could accomplish :\n1. By securing greater uniformity and accuracy in school statistics, and so translating\nand interpreting them that they may be more widely available and reliable as educational\ntests and measures. The present great diversity in the modes of collecting school statistics\nin the several states makes it almost impossible to use them for the purpose of comparing\nthe results attained.\n2. By bringing together the results of school systems in different communities, states,\nand nations, and determining their comparative value, not simply by measuring their length\nand breadth as with a yardstick, but by separating the pure gold of education from the\ndross, as in a crucible.\n3. By collecting the results of all important experiments in new or special methods\nof instruction and management, and making them the common property of the school\nofficers and teachers of the country.\n4. By diffusing among the people much-needed information respecting the school\nlaws of the different states ; the various modes of providing and disbursing school funds;\nthe different classes of school officers employed and their relative duties; the qualifications demanded of teachers and the agencies provided for their special training ; the best\nmethods of classifying and grading schools ; improved plans for schoolhouses, together\nwith modes of heating and ventilation; etc., etc. — information now obtained only by a\nfew persons, and at great expense, but which is of the highest value to all intrusted with\nthe management of schools.\n5. By aiding communities and states in the organization of school systems in which\noft-exploded errors shall be avoided, and vital agencies and well-tried improvements be\nincluded.\n6. By the general diffusion of correct ideas respecting the value of education as a\nquickener of intellectual activities; as a moral renovator; as a multiplier of industry and\na consequent producer of wealth ; and, finally, as the strength and shield of free institutions.\nIt is not possible to measure the influence which the faithful performance of these\nduties would exert upon the cause of education in this country; and few persons who have\nnot been intrusted with the management of school systems can fully realize how widespread and urgent is the demand for such assistance. Indeed, the very existence of the\nassociation I now address is of itself cogent proof of a demand for a national channel\nof communication between the school systems of the different states. Millions of dollars\nhave been thrown away in fruitless experiments or stolid plodding for the want of just\nsuch information as a national bureau could make accessible to the people.\nWe have a strong confirmation of these views in the potent influence which Horace\nMann exerted upon the schools of this country — notwithstanding his official reports had\nnecessarily a limited circulation outside of his own state. Who can measure the influence\nwhich he would have exerted at the head of a National Bureau of Education ? How\ngreat the necessity for such a vital power to flow down from the general government, at\nthe present time, permeating and vitalizing all parts of our school system ! '\nWe have also a very forcible illustration of the same position in the powerful influence exerted upon English elementary schools by the National Committee of Council of\nEducation while James Ray Shuttleworth was its secretary; and also subsequently.\n1 Mr. Mann may have originated few measures of educational progress, but he gave \"wings, as well as\nvital power, to the measures and agencies of others.\n\n"}
{"page": 437, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n425\n\nBut in determining the probable efficiency and value of a National Bureau of Education, there is a fundamental law, running through the entire history of educational progress, which must not be overlooked. Idolatry has nexer been self-moved to cast its idols\nto the moles and the bats; nor has benighted paganism ever lifted itself into the light of a\nbeneficent civilization. The impulse to such progress always comes from without and\nabove. The civilization of the world has a fountain-head. The same law holds true in\neducation. An ignorant community has no inward impulse to lead it to educate itself.\nJust where education is most needed, there it is always least appreciated and valued. The\nhalf-savage population of Ban de la Roche had for centuries hugged their barbarism\nwhen the good Oberlin went among them. Berkeley, a colonial governor of Virginia,\nthanked God that there were no free schools in his colony; and only twice twelve months\nago the slave shamble, instead of the schoolhouse, still stood at the cross-roads of the\nOld Dominion. The demand for education is always awakened by external influences\nand agencies. Hence, Adam Smith and other writers on political economy expressly\nexcept education from the operation of the general law of supply and demand.\nThis law has a wide application in school affairs. Communities that h,ave, indeed,\nsome general appreciation of education rest satisfied with very indifferent schools until\nsome influence supplies the impulse to reform and progress. No one obstacle lies so\ndirectly across the track of school advancement as the idea entertained by nearly every\ncommunity that it has attained unsurpassed excellence in education ; and this self-flattery\noften exists where the work of reform needs to be most earnestly undertaken. A national\nbureau would hold up to many school systems a mirror which would reveal attainable\nresults and desirable changes.\nI remark, finally, that the creation of a National Bureau of Education would be a\npractical recognition by the government of the value and necessity of universal education\nas a means of perpetuating free institutions. It would impart to the common-school cause\na dignity and a character which would surely widen its influence and enhance its efficiency.\nIt would be an argument for the education of the people which would be felt throughout\nthe country.\nThe highest success of the bureau will, of course, depend much upon the manner in\nwhich it is officered. Instead of being made a burrow for seedy politicians, it must be\nmade the center of the ripest experience and the most eminent attainments to be found\namong the educators of the country. The work of such a bureau must be directed by a\nmind that comprehends the aim and scope of education — its philosophy, its history, its\nprocesses, its practical details.\nBut we need to go farther than this. Commissions similar to the great commissions\nthat have been sitting successively in Great Britain should be appointed by Congress to\nexamine respectively into our systems of collegiate education, our professional or special\nschools, and the instruction of our public schools. Such investigations would exert a\npowerful influence upon our educational systems which have as yet neither crystallized\nnor fossilized.'\nNow is the opportune time to introduce changes and modifications.\nLet it be remembered that the next great problem of republican institutions is the\nuplifting of each successive generation of Americans to a true comprehension of their\nhigh duties and responsibilities. In this sublime work society, the state, and the nation\nmust be conjoined. Around each child born into American liberty they must stand as a\ntriple guarantee that the boon of education shall not be denied.\n— From Barnard's Journal of Education, Vol. XVI, 1866, pp. 177-86.\nAPPENDIX\n\nF\n\n(From Barnard's American Journal of Education, Vol. XXI, 1870, p. 3.)\nPREFATORY NOTE\n\nThe following \" Report on Technical Schools, and Special Instruction Generally, in\nDifferent Countries,\" was printed in its present form by the subscriber in pursuance of\n\n"}
{"page": 438, "printed_page": null, "text": "426\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\na call, January 19, 1870, by the House of Representatives on the Commissioner of Education for information on the subject. It was not completed so as to be communicated to\nCongress at the time (March 15) his connection with the office ceased; and has been\nbrought to its present, still incomplete, condition at the special request of members of the\nHouse Committee on Education and Labor, at whose instance the call was originally\nmade. This portion (pp. 33-786) is now published under the order of the House to print,\nin advance of the completion of the chapters relating to Great Britain and the United\nStates, at the suggestion of the Commissioner of Education, to meet the calls on him for\ninformation respecting this class of institutions.\nAs originally planned, this document would have constituted a portion (Part IV) of\na comprehensive survey of national education in different countries, which the undersigned had commenced in 1854, in view of a thorough discussion of the condition and\nimprovement of public instruction in the United States.\nThis survey would embrace :\nParts I and II. Elementary and secondary education.\nVol. I. The German states.\nVol. II. Switzerland, France, Belgium, Holland, Denmark, Norway and Sweden, Russia, Turkey,\nGreece, Italy, Spain, Portugal, Great Britain.\nVol. III. The American states — with a comparison of the system and condition of public schools in the\nUnited States with those of the more advanced states of Europe.\nPart III. Universities, colleges, and other institutions of superior instruction.\nPart IV. Professional, class, and special instruction (schools of theology, law, medicine, teaching,\nagriculture, commerce, engineering, navigation, mines, technology, etc.).\nPart V. Supplementary instruction (libraries, lectures, evening schools, etc.).\nPart VI. Societies, museums, and collections for the promotion of education, science, literature, and\nthe arts.\n\nSo far as the information relating to systems of elementary and secondary instruction\nwas collected and prepared for publication in the Department Office of Education, it will\nbe communicated in a few days to the secretary of the interior, with a plan for its speedy\ncompletion and publication.\nHenry Barnard.\nWashington, June 29, 1870.\nAPPENDIX\nEDUCATION\n\n—\n\nA\n\nG\n\nNATIONAL\n\nINTEREST\n\nSpeech of James A. Garfield, of Ohio, in the House of Representatives, June 8, 1866, on a\nBill \"lo Establish a National Bureau of Education,\" reported by the Select Committee1\non the Memorial of the National Association of School Superintendents.\n(At the conclusion of a general discussion of the bill, the previous question upon the bill and the pending\namendments was demanded and seconded, and the main question ordered.)\n\nMr. Garfield spoke as follows :\nI did intend to make a somewhat elaborate statement of the reasons why the select\ncommittee recommended the passage of this bill ; but I know the anxiety that many\ngentlemen feel to have this debate concluded, and to allow the private bills now on the\ncalendar and set for this day to be disposed of, and to complete as soon as possible the\nwork of this session. I will, therefore, abandon my original purpose and restrict myself\nto a brief statement of a few leading points in the argument, and leave the decision with\nthe House. I hope this waiving of a full discussion of the bill will not be construed into\na confession that it is inferior in importance to any measure before the House ; for I\nknow of none that has a nobler object, or that more vitally affects the future of this\nnation.\n'The committee consisted of Garfield, of Ohio; Patterson, of New Hampshire ; Boutwell, of Massachusetts; Donnelly, of Minnesota; Moulton, of Illinois; Goodyear, of New York; and Randall, of Pennsylvania.\n\n"}
{"page": 439, "printed_page": null, "text": "Council]\n\nIN MEMORIAM\n\nHENRY\n\nBARNARD\n\n427\n\nI first ask the House to consider the magnitude of the interests involved in this bill.\nThe very attempt to discover the amount of pecuniary and personal interest we have in\nour schools shows the necessity of such a law as is here proposed. I have searched in\nvain for any complete or reliable statistics showing the educational condition of the whole\ncountry. The estimates I have made are gathered from various sources and can only be\napproximately correct.\nI am satisfied, however, that they are far below the truth.\nEven by the incomplete and imperfect educational statistics of the Census Bureau, it\nappears that, in i860, there were in the United States 115,224 common schools, 500,000\nschool officers, 150,241 teachers, and 5,477,037 scholars; thus showing that more than\nsix millions of the people of the United States are directly engaged in the work of education.\nNot only has this large proportion of our population been thus engaged, but the\nCongress of the United States has given fifty-three million acres of public lands to fourteen states and territories of the union for the support of schools. In the old ordinance\nof 1785 it was provided that one section of every township, one thirty-sixth of all the\npublic lands of the United States, should be set apart and held forever sacred to the support of the schools of the country. In the ordinance of 1787 it was declared that \"reli;\ngion, morality, and knowledge being necessary to good government and the happiness of\nmankind, schools and the means of education shall forever be encouraged.\"\nIt is estimated that at least $50,000,000 have been given in the United States by\nprivate individuals for the support of schools. We have thus an interest, even pecuniarily considered, hardly second to any other. We have tolerably complete school statistics from only seventeen states of the union.\nOur Congressional Library contains no educational reports whatever from the\nremaining nineteen. In those seventeen states there are 90,835 schools, 190,000 teachers,\n5,107,285 pupils, and $34,000,000 annually appropriated by the legislatures for the support and maintenance of common schools. Notwithstanding the great expenditures\nentailed upon them during five years of war, they raised by taxation $34,000,000 annually for the support of common schools. In several states of the union more than 50 per\ncent, of all the tax imposed for state purposes is for the support of common schools.\nAnd yet gentlemen are impatient because we wish to occupy a short time in considering\nthis bill !\nI will not trouble the House by repeating commonplaces so familiar to every gentleman here, as that our system of government is based upon the intelligence of the\npeople. But I wish to suggest that there never has been a time when all our educational\nforces should be in such perfect activity as at the present day.\nIgnorance — stolid ignorance — is not our most dangerous enemy. There is very\nlittle of that kind of ignorance among the white population of this country.\nIn the Old World, among the despotic governments of Europe, the great disfranchised class — the pariahs of political and social life — are indeed ignorant, mere inert\nmasses, moved upon and controlled by the intelligent and cultivated aristocracy. Any\nunrepresented and hopelessly disfranchised class in a government will inevitably be\nstruck with intellectual paralysis.\nOur late slaves afford a sad illustration.\nBut among the represented and voting classes of this country, where all are equal\nbefore the law, and every man is a political power for good or evil, there is but little of\nthe inertia of ignorance. The alternatives are not education or no education ; but shall\nthe power of the citizen be directed aright toward industry, liberty, and patriotism, or,\nunder the baneful influence of false theories and evil influences, shall it lead him continually downward till it ruin both him and the government ?\nIf he is not educated in the school of virtue and integrity, he will be educated in\nthe school of vice and iniquity. We are, therefore, afloat on the sweeping current ; we\nmust make head against it, or we shall go down with it to the saddest of destinies.\nAccording to the census of i860 there were 1,218,311 free white inhabitants of the\n\n"}
{"page": 440, "printed_page": null, "text": "428\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nUnited States over twenty-one years of age who could not read nor write, and 871,418 of\nthose were American-born citizens. One-third of a million of people are being annually\nthrown upon our shores from the Old World, a large per cent, of whom are uneducated,\nand the gloomy total has been swelled by the 4,000,000 slaves admitted to citizenship by\nthe events of the war.\nSuch, sir, is the immense force which we must now confront by the genius of our\ninstitutions and the light of our civilization. How shall it be done ? An American citizen can give but one answer. We must pour upon them all the light of our public\nschools. We must make them intelligent, industrious, patriotic citizens, or they will drag\nus and our children down to their level. Does not this question rise to the full height of\nnational importance and demand the best efforts of statesmanship to adjust it ? Mr.\nMann has well said :\nThat legislators and rulers are responsible.\nIn our country and in our times no man is worthy the honored name of a statesman who does not include\nthe highest practicable education of the people in all of his plans of administration.\nHe may have eloquence, he may have a knowledge of all history, diplomacy, jurisprudence, and by\nthese he may claim, in other countries, the elevated rank of a statesman, but unless he speaks, plans, labors\nat all times and in all places for the culture and edification of the whole people, he is not, he cannot be, an\nAmerican statesman.\n\nGentlemen who have discussed the bill this morning tell us that it will result in great\nexpense to the government. Whether an enterprise is expensive or not is altogether a\nrelative question, to be determined by the importance of its object.\nNow, what have we done as a nation in the way of expenses ? In 1832 we organized\na Coast Survey Bureau, and have expended millions upon it. Its officers have triangulated thousands of miles of our coasts, have made soundings of all our bays and harbors,\nand carefully mapped the shoals, breakers, and coast lines from our northern boundary on the Atlantic to the extreme northern boundary on the Pacific coast. They have\nestablished eight hundred tidal stations to observe the fluctuations of the tides. We have\nexpended vast sums in order perfectly to know the topography of our coasts, lakes, and\nrivers, that we might make navigation more safe. Is it of no consequence that we\nexplore the boundaries of that wonderful intellectual empire which incloses within its\ndomain the fate of succeeding generations, and of this republic ? The children of today\nwill be the architects of our country's destiny in 1900.\nWe have established an Astronomical Observatory where the movements of the stars\nare watched, latitude and longitude calculated, and chronometers regulated for the benefit\nof navigation. For this observatory we pay one-third of a million per annum. Is it of\nno consequence that we observe the movements of those intellectual lights which shall,\nin the time to come, be guiding stars_ in our national firmament ?\nWe have established a Light-House Board who are employing all the aids of science,\nto discover the best modes of regulating the beacons upon our shores ; they are placing\nbuoys as way-marks to guide ships safely into our harbors. Will you not create a lighthouse board to set up beacons for the coming generation, not as lights to the eye, but to\nthe mind and heart, that shall lead them safely in the perilous voyage of life, and enable\nthem to transmit the blessings of liberty to those who shall come after them ?\nWe have set on foot a score of expeditions to explore the mountains and valleys, the\nlakes and rivers, of this and other countries. We have expended money without stint to\nexplore the Amazon and the Jordan, Chili and Japan, the gold shores of the Colorado\nand the copper cliffs of Lake Superior ; to gather and publish the great facts of science,\nand to exhibit the material resources of physical nature. Will you refuse the pitiful sum\nof $13,000 to collect and record the intellectual resources of this country, the elements\nthat lie behind all material wealth and make it either a curse or a blessing ?\nWe have paid three-quarters of a million dollars for the survey of the route for the\nPacific railroad, and have published the results at a great cost in thirteen quarto volumes,\nwith accompanying maps and charts.\nThe money for these purposes was freely\n\n"}
{"page": 441, "printed_page": null, "text": "Council]\n\nIN MEM0R1AM\n\nHENRY\n\nBARNARD\n\n429\n\nexpended, and now, when it is proposed to appropriate $1 3,000 to aid in increasing\nthe intelligence of those who will use that great continental highway when it is completed, we are reminded of our debts, and warned against increasing our expenditures.\nIt is difficult to treat such an objection with the respect that always is due in this hall of\nlegislation.\nWe have established a Patent Office, where are annually accumulated thousands of\nmodels of new machinery invented by our people. Will you make no expenditure for the\nbenefit of the intelligence that shall stand behind that machinery and be its controller ?\nWill you bestow all your favors upon the engine, and ignore the engineer ? I will not\ninsult the intelligence of this House by waiting to prove that money paid for education is\nthe most economical of all expenditure ; that it is cheaper to reduce crime than to build\njails ; that schoolhouses are less expensive than rebellions. A tenth of our national\ndebt expended in public education fifty years ago would have saved us the blood and\ntreasure of the late war. A far less sum may save our children from a still greater\ncalamity.\nWe expend hundreds of thousands annually to promote the agricultural interests of\nthe country; to introduce the best methods in husbandry. Is it not of more consequence\nto do something for the farmer of the future than for the farm of today?\nAs man is more precious than soil, as the immortal spirit is nobler than the clod it\nanimates, so is the object of this bill more important than any mere pecuniary interest.\nThe genius of our government does not allow us to establish a compulsory system of\neducation, as is done in some of the countries of Europe. There are states in this union,\nhowever, which have adopted a compulsory system, and perhaps that is well. It is for\neach state to determine. A distinguished gentleman from Rhode Island told me lately\nthat it is now the law in that state that every child within its borders shall attend school,\nand that every vagrant child shall be taken in charge by the authorities and sent to\nschool. It may be well for other states to pursue the same course ; but probably the\ngeneral government can do nothing of the sort. Whether it has the right of compulsory\ncontrol or not, we propose none in this bill.\nBut we do propose to use that power, so effective in this country, of letting in light\non subjects, and holding them up to the verdict of public opinion. If it could be published annually from this capitol, through every school district of the United States, that\nthere are states in the union that have no system of common schools; and if their records\ncould be placed beside the records of such states as Massachusetts, New York, Pennsylvania, Ohio, and other states that have a common-school system, the mere statement of\nthe fact would rouse their energies, and compel them for shame to educate their children.\nIt would shame out of their delinquency all the delinquent states.\nMr. Speaker, if I were called upon today to point to that in my own state of which I\nam most proud, I would not point to any of the flaming line's of her military record, to the\nheroic men and the brilliant officers she gave to the late contest ; I would not point to\nany of her leading men of the past or the present ; but I would point to her common\nschools; I would point to the honorable fact that in the great struggle of five years through\nwhich we have just passed she has expended $12,000,000 for the support of her public\nschools. I do not include in that amount the sums expended upon our higher institutions\nof learning. I would point to the fact that 52 per cent, of the taxation of Ohio for the\nlast five years, aside from the war tax and the tax for the payment of her public debt, has\nbeen for the support of her schools. I would point to the schools of Cincinnati, Cleveland, Toledo, and other cities of the state, if I desired a stranger to see the glory of\nOhio. I would point to the thirteen thousand schoolhouses and the seven hundred thousand pupils in the schools of Ohio. I would point to the $3,000,000 she has paid for schools\nduring the last year alone. This, in my judgment, is the proper gauge by which to\nmeasure the progress and glory of states.\nGentlemen tell us there is no need of this bill — the states are doing well enough\n\n"}
{"page": 442, "printed_page": null, "text": "43°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nnow. Do they know through what a struggle every state has come up that has secured\na good system of common schools ? Let me illustrate this by the example of Pennsylvania. Notwithstanding the early declaration of William Penn :\nThat which makes a good constitution must keep it, namely, men of wisdom and virtue; qualities that,\nbecause they descend not with worldly inheritances, must be carefully propagated by a virtuous education of\nyouth, for which spare no cost, for by such parsimony all that is saved is lost ;\n\nnotwithstanding that wise master-builder incorporated this sentiment in his \"framework\nof government \" and made it the duty of the governor and council \" to establish and support public schools;\" notwithstanding Benjamin Franklin, from the first hour he became\na citizen of Pennsylvania, inculcated the value of useful knowledge to every human being\nin every walk of life, and by his personal and pecuniary effort did establish schools and\na college for Philadelphia ; notwithstanding the constitution of Pennsylvania made it\nobligatory upon the legislature to foster the education of the citizens ; notwithstanding all\nthis, it was not till 1833-34 that a system of common schools, supported in part by taxation of property of the state, for the common benefit of all the children of the state, was\nestablished by law ; and although the law was passed by an almost unanimous vote of\nboth branches of the legislature, so foreign was the idea of public schools to the habits of\nthe people, so odious was the idea of taxation for this purpose, that even the poor, who\nwere to be specially benefited, were so deluded by political demagogues as to clamor for\nits repeal.\nMany members who voted for the law lost their nomination, and others, although\nnominated, lost their election. Some were weak enough to pledge themselves to a repeal\nof the law; and in the session of 1835 there was an almost certain prospect of its repeal\nand the adoption in its place of an odious and limited provision for educating the children\nof the poor by themselves. In the darkest hour of the debate, when the hearts of the\noriginal friends of the system were failing from fear, there rose on the floor of the\nhouse one of its early champions, one who, though not a native of the state, felt the disgrace which the repeal of this law would inflict like a knife in his bosom; one who,\nthough no kith or kin of his would be benefited by the operations of the system, and\nthough he should share its burdens, would only partake with every citizen in its blessings ;\none who had voted for the original law, although introduced by his political opponents,\nand who had defended and gloried in his vote before an angry and unwilling constituency;\nthis man, then in the beginning of his public career, threw himself into the conflict, and\nby his earnest and brave eloquence saved the law, and gave a noble system of common\nschools to Pennsylvania.\nI doubt if, at this hour, after thirty years crowded full of successful labors at the bar,\nbefore the people, and in halls of legislation, the venerable and distinguished member\n[Mr. Stevens], who now represents a portion of the same state in this House, can recall\nany speech of his life with half the pleasure he does that, for no measure with which\nhis name has been connected is so fraught with blessings to hundreds of thousands of\nchildren, and to homes innumerable. I hold in my hand a copy of his brave speech, and\nI ask the clerk to read the passages I have marked :\nI am comparatively a stranger among you, born in another, in a distant state ; no parent or kindred of\nmine did, does, or probably ever will dwell within your borders. I have none of those strong cords to bind\nme to your honor and your interest ; yet, if there is any one thing on earth which I ardently desire above all\nothers, it is to see Pennsylvania standing up in her intellectual, as she confessedly does in her physical,\nresources, high above all her confederate rivals. How shameful, then, would it be for these her native sons to\nfeel less so, when the dust of their ancestors is mingled with her soil, their friends and relatives enjoy her\npresent prosperity, and their descendants, for long ages to come, will partake of her happiness or misery, her\nglory or her infamy ! . . . .\nIn giving this law to posterity, you act the part of the philanthropist, by bestowing upon the poor as well\nas the rich the greatest earthly boon which they are capable of receiving; you act the part of the philosopher,\nby pointing, if you do not lead them, up the hill of science; you act the part of the hero, if it be true, as you\nsay, that popular vengeance follows close upon your footsteps. Here then, if you wish true popularity, is a\ntheater on which you may acquire it\n\n"}
{"page": 443, "printed_page": null, "text": "Council]\n\nIN\n\nME\n\nMORI\n\nAM\n\nHENRY\n\nBARNARD\n\n43 1\n\nLet all, therefore, who would sustain the character of the philosopher or philanthropist sustain this law.\nThose who would add thereto the glory of the hero can acquire it here; for, in the present state of feeling in\nPennsylvania, I am willing to admit that but little less dangerous to the public man is the war-club and\nbattle-ax of savage ignorance than to the lion-hearted Richard was the keen scimiter of the Saracen. He who\nwould oppose it, either through inability to comprehend the advantages of general education or from unwillingness to bestow them on all his fellow-citizens, even to the lowest and the poorest, or from dread of popular\nvengeance, seems to want either the head of the philosopher, the heart of the philanthropist, or the nerve of\nthe hero.\n\nHe has lived long enough to see this law, which he helped to found in 1834,\nand more than any other man was instrumental in saving from repeal in 1835, expanded\nand consolidated into a noble system of public instruction. Twelve thousand schools\nhave been built by the voluntary taxation of the people, to the amount, for schoolhouses alone, of nearly ten million dollars. Many millions of children have been educated\nin these schools. More than seven hundred thousand attended the public schools of\nPennsylvania in 1864-65, and their annual cost, provided by voluntary taxation in the\nyear 1864, was nearly three million dollars, giving employment to sixteen thousand\nteachers.\nIt is glory enough for one man to have connected his name so honorably with the\noriginal establishment and effective defense of such a system.\nBut it is said that the thirst for knowledge among the young ; the pride and ambition\nof parents for their children, are agencies powerful enough to establish and maintain\nthorough and comprehensive systems of education.\nThis suggestion is answered by the unanimous voice of publicists and political economists. They all admit that the doctrine of \"demand and supply\" does not apply to\neducational wants. Even the most extreme advocates of the principle of laissez faire as\na sound maxim of political philosophy admit that governments must interfere in aid\nof education. We must not wait for the wants of the rising generation to be expressed\nin a demand for means of education. We must ourselves discover and supply their\nneeds, before the time for supplying them has forever passed.\nJohn Stuart Mill says :\nBut there are other things of the worth of which the demand of the market is by no means a test ; things\nof which the utility does not consist in ministering to inclinations, nor in serving the daily uses of life, and the\nwant of which is least felt where the need is greatest. This is peculiarly true of those things which are\nchiefly useful as tending to raise the character of human beings. The uncultivated cannot be judges of\ncultivation.\nThose who most need to be made wiser and better usually desire it least, and, if they desired it, would be\nincapable of finding the way to it by their own lights. It will continually happen on the voluntary system that,\nthe end not being desired, the means will not be provided at all, or that, the persons requiring improvement\nhaving an imperfect or altogether erroneous conception of what they want, the supply called forth by the\ndemand of the market will be anything but what is really required. Now, any well-intentioned and tolerably\ncivilized government may think, without presumption, that it does, or ought to, possess a degree of cultivation\nabove the average of the community which it rules, and that it should, therefore, be capable of offering\nbetter education and better instruction to the people than the greater number of them would spontaneously\nselect.\nEducation, therefore, is one of those things which it is admissible in principle that the government\nshould provide for the people. The case is one to which the reasons of the non-interference principle do not\nnecessarily or universally extend.\nWith regard to elementary education, the exception to ordinary rules may, I conceive, justifiably be carried still farther. There are certain primary elements and means of knowledge which it is in the highest degree\ndesirable that all human beings bom into the community should acquire during childhood. If their parents,\nor those on whom they depend, have the power of obtaining for them this instruction, and fail to do it, they\ncommit a double breach of duty: toward the children themselves, and toward the members of the community generally, who are all liable to suffer seriously from the consequences of ignorance and want of education in their fellow-citizens. It is, therefore, an allowable exercise of government to impose on parents\nthe legal obligation of giving elementary instruction to children. This, however, cannot fairly be done without taking measures to insure that such instruction shall always be accessible to them, either gratuitously or at\na trifling expense.\n\nThis is the testimony of economic science. I trust the statesmen of this Congress\nwill not think the subject of education too humble a theme for their most serious consideration. It has engaged the earnest attention of the best men of ancient and modern times,\nespecially of modern statesmen and philanthropists.\n\n"}
{"page": 444, "printed_page": null, "text": "43 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nI will fortify myself in the positions I have taken by quoting the authority of a few\nmen who are justly regarded as teachers of the human race. If I keep in their company,\nI cannot wander far from the truth. I cannot greatly err while I am guided by their\ncounsel.\nIn his eloquent essay entitled Way to Establish a Free Commonwealth, John Milton\nsaid :\nTo make the people fittest to choose, and the chosen fittest to govern, will be to mend our corrupt and\nfaulty education, to teach the people faith, not without virtue, temperance, modesty, sobriety, economy, justice; not to admire wealth or honor; to hate turbulence and ambition; to place everyone his private welfare\nand happiness in the public peace, liberty, and safety.\n\nEngland's most venerable living statesman, Lord Brougham, enforced the same truth\nin these noble words :\nLawgivers of England ! I charge ye, have a care ! Be well assured that the contempt lavished upon the\ncabals of Constantinople, when the council disputed on a text, while the enemy, the derider of all their texts,\nwas thundering at the gate, will be a token of respect compared with the loud shout of universal scorn which all\nmankind in all ages will send up against you, if you stand still and suffer a far deadlier foe than the Turcoman ;\nsuffer the parent of all evil, all falsehood, all hypocrisy, all dischariry, all self-seeking — him who covers\nover with pretexts of conscience the pitfalls that he digs for the souls on which he preys — to stalk about the\nfold and lay waste its inmates; standstill and make no head against him, upon the vain pretext to soothe\nyour indolence, that your action is obstructed by religious cabals — upon the far more guilty speculation that\nby playing a party game you can turn the hatred of conflicting professors to your selfish purposes !\nLet the soldier be abroad, if he will ; he can do nothing in this age. There is another personage abroad,\na person less imposing — in the eye of some insignificant. The schoolmaster is abroad, and I trust to him,\narmed with his primer, against the soldier in full uniform array.\n\nLord Brougham gloried in the title of schoolmaster, and contrasted his work with\nthat of the military conqueror in these words :\nThe conqueror stalks onward with the \" pride, pomp, and circumstance of war,\" banners flying, shouts\nrending the air, guns thundering, and martial music pealing, to drown the shrieks of the wounded and the\nlamentations for the slain. Not thus the schoolmaster in his peaceful vocation. He meditates and prepares in\nsecret the plans which are to bless mankind ; he slowly gathers around him those who are to further their execution ;he quietly, though firmly, advances in his humble path, laboring steadily, but calmly, till he has\nopened to the light all the recesses of ignorance, and torn up by the roots the weeds of vice. His is a progress\nnot to be compared with anything like a march ; but it leads to a far more brilliant triumph, and to laurels\nmore imperishable than the destroyer of his species, the scourge of the world, ever won. ■\n\nThe learned and brilliant Guizot, who regarded his work in the office of minister of\npublic instruction, in the government of France, the noblest and most valuable work of\nhis life, has left us this valuable testimony:\nUniversal education is henceforth one of the guarantees of liberty and social stability. As every principle of our government is founded on justice and reason, to diffuse education among the people, to 'develop\ntheir understandings and enlighten their minds, is to strengthen their constitutional government and secure\nits stability.\n\nIn his farewell address Washington wrote these words of wise counsel :\nPromote, as an object of primary importance, institutions for the general diffusion of knowledge. In\nproportion as the structure of a government gives force to public opinion, it is essential that public opinion\nshould be enlightened.\n\nIn his inaugural message, when first taking the presidential chair, the elder Adams\nsaid :\nThe wisdom and generosity of the legislature in making liberal appropriations in money for the benefit\nof schools, academies, and colleges, is an equal honor to them and to their constituents, a proof of their\nveneration for letters and science, and a portent of great and lasting good to North and South America and\nto the world.\nGreat is truth — great is liberty — great is humanity — and they must and will prevail.\n\nChancellor Kent used this decided language :\nThe parent who sends his son into the world uneducated defrauds the community of a lawful citizen, and\nbequeaths to it a nuisance.\n\nI shall conclude this citation of opinions with the stirring words of Edward Everett :\nI know not to what we can better liken the strong appetence of the mind for improvement than to a\nhunger and thirst after knowledge and truth, nor how can we better describe the province of education than to\n\n"}
{"page": 445, "printed_page": null, "text": "Council]\n\nIN\n\nMEMORIAM\n\nHENRY\n\nBARNARD\n\n433\n\nsay it does that for the intellect which is done for the body, when it receives the care and nourishment which\nare necessary for its growth, health, and strength ?\nFrom this comparison, I think, I derive new views of the importance of education. It is now a solemn\nduty, a tender, sacred trust.\nWhat ! feed a child's body and let his soul hunger ! pamper his limbs and starve his faculties !\nPlant the earth, cover a thousand hills with your droves of cattle, pursue the fish to their hiding places in\nthe sea, and spread out your wheat fields across the plains in order to supply the wants of that body, which\nwill soon be as cold and senseless as their poorest clod, and let the pure spiritual essence within you, with all\nits glorious capacities for improvement, languish and pine ! What ! build factories, turn in rivers upon the\nwaterwheels, unchain the imprisoned spirits of steam, to weave a garment for the body, and let the soul\nremain unadorned and naked !\nWhat ! send out your vessels to the farthest ocean, and make battle with the monsters of the deep, in order\nto obtain the means of lighting up your dwellings and workshops, and prolonging the hours of labor for the\nmeat that perisheth, and permit that vital spark, which God has kindled, which he has intrusted to our care\nto be fanned into a bright and heavenly flame ; permit it, I say, to languish and go out !\n\nIt is remarkable that so many good things have been said, and so few things done,\nby our national statesmen in favor of education. If we inquire what has been done by\nthe governments of other countries to support and advance public education, we are\ncompelled to confess with shame that every government in Christendom has given a more\nintelligent and effective support to schools than has our own.\nThe free cities of Germany organized the earliest school systems after the separation of church and state. The present schools of Hamburg have existed more than one\nthousand years. The earliest school codes were framed in the duchy of Wiirtemberg in\n1565, and in the electorate of Saxony in 1580. Under these codes were established systems of schools, more perfect, it is claimed, than the school system of any state of the\nAmerican union. Their systems embraced the gymnasium and the university, and were\ndesigned, as their laws expressed it, \" to carry youth from the elements to the degree of\nculture demanded for offices in church and state.\"\nThe educational institutions of Prussia are too well known to need a comment. It is\na sufficient index of their aim and high character that a late Prussian school officer said\nof his official duties :\nI promised God that 1 would look upon every Prussian peasant child as a being who could complain of\nme before God if I did not provide for him the best education as a man and a. Christian which it was possible\nfor me to provide.\n\nFrance did not think herself dishonored by learning from a nation which she had\nately conquered; for when, in 1 83 1, she began to provide more fully for the education of\nher people, she sent the philosopher Cousin to Holland and Prussia, to study and report\nupon the schools of those states. Guizot was made minister of public instruction, and\nheld the office from 1832 to 1837. In 1833 the report of Cousin was published, and the\neducational system of France was established on the Prussian model.\nNo portion of his brilliant career reflects more honor upon Guizot than his five years'\nwork for the schools of France. The fruits of his labors were not lost in the revolutions\nthat followed. The present emperor is giving his best efforts to the perfection and\nmaintenance of schools, and is endeavoring to make the profession of the teacher more\nhonorable and desirable than it has been hitherto.\nThrough the courtesy of the secretary of state, I have obtained the last annual report\nof the minister of public instruction in France, which exhibits the present state of education in that empire.\nAt the last enumeration there were in France, in the colleges and lyceums, 65,832\npupils; in the secondary schools, 200,000; and in the primary or common schools,\n4,720,234.\nBesides the large amount raised by local taxation, the imperial government appropriated, during the year 1865, 2,349,051 francs for the support of primary schools.\nTeaching is one of the regular professions in France, and the government offers\nprizes, and bestows honors upon the successful instructor of children. During the year\n1865, 1,154 prizes were distributed to teachers in primary schools.\n\n"}
{"page": 446, "printed_page": null, "text": "434\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nAn order of honor, and a medal worth 250 francs, is awarded to the best teacher in\neach commune.\nAfter a long and faithful service in his profession, the teacher is retired on half\npay, and, if broken down in health, is pensioned for life. In 1865 there were 4,245\nteachers on the pension list of France. The minister says in his report : \" The statesmen of France have determined to show that the country knows how to honor those who\nserve her even in obscurity.\"\nSince 1862, 10,243 libraries for the use of common schools have been established,\nand they now contain 1,117,352 volumes, more than a third of which have been furnished\nby the imperial government. Half a million text-books are furnished for the use of\nchildren who are too poor to buy them. It is the policy of France to afford the means of\neducation to every child in the empire.\nWhen we compare the conduct of other governments with our own, we cannot accuse\nourselves so much of illiberality as of reckless folly in the application of our liberality to\nthe support of- schools. No government has expended so much to so little purpose. To\nfourteen states alone we have given, for the support of schools, 83,000 square miles of\nland ; or an amount of territory nearly equal to two such states as Ohio. But how has\nthis bountiful appropriation been applied ? This chapter in our history has never been\nwritten. No member of this House or the Senate, no executive officer of the government, now knows, and no man ever did know, what disposition has been made of this\nimmense bounty. This bill requires the Commissioner of Education to report to Con\ngress what lands have been given to schools, and how the proceeds have been applied. If\nwe are not willing to follow the example of our fathers in giving, let us, at least, perpetuate the record of their liberality, and preserve its beneficent results.\nMr. Speaker : I have thus hurriedly and imperfectly exhibited the magnitude of the\ninterests involved in the education of American youth ; the peculiar condition of affairs\nwhich demands at this time an increase of our educational forces ; the failure of a\nmajority of the states to establish school systems ; the long struggles through which\nothers have passed in achieving success ; and the humiliating contrast between the action\nof our government and those of other nations in reference to education; but I cannot\nclose without referring to the bearing of this measure upon the peculiar work of this\nCongress.\nWhen the history of the Thirty-ninth Congress is written, it will be recorded that\ntwo great purposes inspired it, and made their impress upon all its efforts, viz.: to build\nup free states on the ruins of slavery, and to extend to every inhabitant of the United\nStates the rights and privileges of citizenship.\nBefore the divine Architect birilded order out of chaos, he said : \"Let there be light.\"\nShall we commit the fatal mistake of building up free states without expelling the darkness in which slavery shrouded them? Shall we enlarge the boundaries of citizenship\nand make no provision to increase the intelligence of the citizen?\nI share most fully in the aspirations of this Congress, and give my most cordial\nsupport to its policy; but I believe its work will prove a disastrous failure unless it makes\nthe schoolmaster its ally, and aids him in preparing the children of the United States to\nperfect the work now begun.\nThe stork is a sacred bird in Holland, and is protected by public law, because it\ndestroys those insects which would undermine the dikes and let the sea again overwhelm\nthe rich fields of the Netherlands. Shall this government do nothing to foster and\nstrengthen those educational agencies which alone can shield the coming generation\nfrom ignorance and vice, and make it the impregnable bulwark of liberty and law ?\nI know that this measure presents few attractions to those whose chief work is to\nwatch the political movements which relate only to nominating conventions and elections.\nThe mere politician will see in it nothing valuable, for the millions of children to be\nbenefited by it can give him no votes.\nBut I appeal to those who care more for the\n\n"}
{"page": 447, "printed_page": null, "text": "Council]\n\nIN\n\nMEMORIAM\n\nHENRY\n\nBARNARD\n\n435\n\nsafety and glory of this nation than for any mere temporary advantage, to aid in giving\nto education the public recognition and active support of the federal government.\nThe final action of the House on the bill was not reached till June 19, when, the question being taken by\nyeas and nays, it was passed by a vote of 80 yeas to 44 nays, with the following title and provisions :\nAN ACT\n\nTO ESTABLISH\n\nA DEPARTMENT\n\nOF\n\nEDUCATION\n\nBe it enacted by the Senate and House of Representatives of the United States of America in\nCongress assembled, That there shall be established, at the city of Washington, a Department of Education\nfor the purpose of collecting such statistics and facts as shall show the condition and progress of education in\nthe several states and territories, and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in\nthe establishment and maintenance of efficient school systems, and otherwise promote the cause of education\nthroughout the country.\nSec 2. And be it further enacted, That there shall be appointed by the president, by and with the\nadvice and consent of the Senate, a Commissioner of Education, who shall be intrusted with the management\nof the department herein established, and who shall receive a salary of four thousand dollars per annum, and\nwho shall have authority to appoint one chief clerk of his department, who shall receive a salary of two thousand dollars per annum, one clerk who shall receive a salary of eighteen hundred dollars per annum, and one\nclerk who shall receive a salary of sixteen hundred dollars per annum, which said clerks shall be subject to\nthe appointing and removing power of the Commissioner of Education.\nSec 3. A nd be it further enacted. That it shall be the duty of the Commissioner of Education to present\nannually to Congress a report embodying the results of his investigations and labors, together with a statement of such facts and recommendations as will, in his judgment, subserve the purpose for which this department is established. In the first report made by the Commissioner of Education under this act there shall be\npresented a statement of the several grants of land made by Congress to promote education, and the manner\nin which these several trusts have been managed, the amount of funds arising therefrom, and the annual\nproceeds of the same, as far as the same can be determined.\nSec 4. And be it further enacted. That the commissioner of public buildings is hereby authorized\nand directed to furnish proper offices for the use of the department herein established.\nThe bill, in the Senate, was referred to the standing committee on the judiciary, who recommended its\npassage without amendment; and, after a debate on February 26, 1867, on a motion to substitute Bureau for\nDepartment, was passed without division on March 1, and signed by the president March 2. On March\n11 Henry Barnard was nominated by President Johnson, on March 16 was confirmed by the unanimous\nvote of the Senate, and on March 17 entered on the duties of Commissioner of. Education.\n\nAPPENDIX\n\nH\n\n(Dr. Barnard's plan of a central agency for the United States to advance education (Vol. XXI.))\n\nThe following plan for \" the increase and diffusion of knowledge,\" of education,\nand especially of popular education, and plans for its improvement through the Smithsonian Institution, or the American Association for the Advancement of Education, was\nsubmitted to the association by Hon. Henry Barnard :\nThe institution (or association) to appoint a secretary or agent, with a salary, and to furnish a room for\nan officer and depository of educational documents and apparatus, and beyond this not to be liable for any\nexpense.\nAgain by the secretary or agent :\n1. To devote himself exclusively to the \" increase and diffusion of knowledge\" on the subject of education, and especially of the condition and means of improving popular education, and particularly\n2. To answer all personal or written inquiries on the subject, and collect and make available for use\ninformation as to all advances made in the theory and practice of education in any one state or country.\n3. To attend, so far as may be consistent with other requisitions on his time, and without charge to the\nfunds of the institution (or association), educational conventions of a national and state character, for the\npurpose of collecting and disseminating information.\n4. To edit a publication to be entitled the American Journal and Library of Education, on the\nplan set forth in the accompanying paper (A).\n5. To collect :\n(a) Plans and models of schoolhouses and furniture.\n{b) Specimens of maps and other material aids of education.\n(c) Educational reports and documents from other states and countries.\n6. To institute a system of educational exchange between literary institutions in this and other\ncountries.\n7. To make arrangements, and effect, if practicable, at least one meeting or conference of the friends\nof educational improvement in Washington (or elsewhere) every year.\n8. To submit annually a report in which shall be given a summary of the progress of education n each\nstate, and, as far as practicable, in every country.\n\n"}
{"page": 448, "printed_page": null, "text": "436\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nPlan of publication. — A quarterly or monthly issue under the general title of the\nAmerican Journal of Education.\n1. A Journal of Education, to be issued in quarterly or monthly numbers, embracing articles on\nsystems, institutions, and methods of education, and the current intelligence of literature and education, and\nto make an octavo volume annually of at least six hundred pages.\nII. A Library of Education, to consist of a series of independent treatises on the following (among\nother) subjects, to be issued in parts, and to be forwarded with the Journal to subscribers ; the several parts\nor treatises to make an octavo volume of at least six hundred pages per year :\ni. A catalogue of the best publications on the organization, instruction, and discipline of schools, of\nevery grade, and on the principles of education, in the English, French, and German languages.\n2. A history of education, ancient and modern.\n3. An account of elementary instruction in Europe, based on the reports of Bache, Stowe, Mann, and\nothers.\n4. National education in the United States ; or contributions to the history and improvement of common\nor public schools and other institutions, means, and agencies of popular education in the several states.\n5. School architecture ; or the principles of construction, ventilation, warming, acoustics, seating, etc.,\napplied to schoolrooms, lecture halls, and class-rooms, with illustrations.\n6. Normal schools, and other institutions, means, and agencies for the professional training and improvement of teachers.\n7. System of public education for large cities and villages, with an account of the schools and other\nmeans of popular education and recreation in the principal cities of Europe and in this country.\n8. System of popular education for sparsely populated districts, with an account of the schools in Norway and the agricultural portions of other countries.\n9. Schools of agriculture, and other means of advancing agricultural improvement.\n10. Schools of science applied to the mechanic arts, civil engineering, etc.\n11. Schools of trade, navigation, commerce, etc.\n12. Female education, with an account of the best seminaries for females in this country and in Europe.\n13. Institutions for orphans.\n14. Schools of industry, or institutions for truant, idle, or neglected children, before they have been convicted of crime.\n15. Reform schools, or institutions for young criminals.\n16. Houses of refuge, for adult criminals.\n17. Secondary education, including schools of agriculture, engineering, trade, navigation, etc.\n18. Colleges and universities.\n19. Schools of theology, law, and medicine.\n20. Military and naval schools.\n91, Supplementary education, including adult schools, evening schools, courses of popular lectures,\ndebating classes, mechanic institutes, etc.\n22. Libraries, with hints for the purchase, arrangement, cataloguing, drawing, and preservation of\nbooks, especially in libraries designed for popular use.\n23. Institutions for the deaf and dumb, blind, and idiots.\n24. Societies for encouragement of science, the arts, and education.\n25. Public museums and galleries.\n26. Public gardens, and other sources of popular recreation.\n27. Educational tracts, or a series of short essays on topics of immediate practical importance to\nteachers and school officers.\n28. Educational biography, or the lives of distinguished educators and teachers.\n29. Educational benefactors, or an account of the founders and benefactors of educational and scientific\ninstitutions.\n30. Self-education, or hints for self-formation, with examples of the pursuit of knowledge under difficulties.\n31. Home education, with illustrations drawn from the family training of different countries.\n32. Educational nomenclature and index, or an explanation of words and terms used in describing the\nsystems and institutions of education in different countries, with reference to the books where the subjects are\ndiscussed and treated of.\nThe series, when complete, will constitute an Encyclopedia of Education.\n\nAPPENDIX\n\nI\n\n(Dr. Barnard's plan in 1862 for a new series of the American\n\nJournal of Education\n\n(Vol. XXI.))\n\nWith the number for March, 1862, we shall commence a new series of the American\nJournal of Education, and, with a moderate encouragement from the thoughtful and\nactive friends of educational improvement, we shall continue our quarterly issues, until\n\n"}
{"page": 449, "printed_page": null, "text": "Council]\n\nIN MEMO RI AM\n\nHENRY\n\nBARNARD\n\n437\n\nthey have reached at least six volumes. We shall make no change in the general plan\nof this periodical. It will be devoted, as from the start, exclusively to the history, biography, science, art, systems, institutions, and statistics of education in different countries,\nwith special reference to the condition and wants of our own. We shall studiously\navoid the insertion of all papers foreign to these great subjects, or of a single line or\nword calculated to injure the feelings of any faithful laborer in any allotment of the\ngreat field of American education. We leave the work of controversy to those who have\nmore taste for it than we have, and shall labor diligently on the following points :\nI. The history of pedagogy, or the successive developments of human culture, both\ntheoretical and practical, under the varying circumstances of race, climate, religion, and\ngovernment, as drawn from special treatises of teachers and educators in different\nlanguages, or as embodied in the manners, literature, and history of each people.\nIn the development of this great theme, embracing many ages, races, and governments, we propose, not in precise chronological or ethnological order, but in papers prepared from time to time, as our studies or those of .our co-laborers may suggest, to show,\nto an extent which has not yet been attempted in the English language, what has been\naccomplished in the family and schools, by parents, teachers, and educators, for the systematic training of children and youth :\n1. In the eastern nations, before the birth of Christ — in China, India, Persia,\nEgypt, and Palestine — by Confucius, by the Vedas and Buddha, by Zoroaster and the\nPtolemies, by Moses, David, Solomon, and the Rabbi.\n2. Among the Greeks, at Crete, Sparta, and Athens, under the institutions of\nPythagoras, Lycurgus, and Solon ; by poets and philosophers and teachers, by Homer,\nSocrates, Plato, Aristotle, and Plutarch.\n3. Among the Romans, in the infancy, maturity, and old age of Rome, by the didactics of Cato, Seneca, Tacitus, the Plinies, Quintilian, and Lucian.\n4. Among modern nations, as reached by the teachings of Christianity, in the\ngradual unfolding of the present received ideas of school organization, and of the principles and methods of instruction, through (a) the peculiar organization and distinctive\nteaching of the early Ghristians ; (b) the first popular school of the Christian Fathers,\nChrysostom and Basil ; (c) the catechist schools of Clement and Origen ; (d) the seminaries and cloister schools of Tertullian, Cyprian, Jerome, and Austin; (<f) the monastic\ninstitutions of Benedict, Dominic, and Francis ; (/) the court schools and educational\nlabors of Charlemagne and Alfred ; (g) the modifications wrought by Arabic culture\nwhich followed the incursions of the Moors ; (h) the rise and expansion of universities ;\n(»') the demand of chivalry for a culture for man and woman distinct from that of the\nclergy, and of incorporated cities for schools independent of ecclesiastical authorities ;\n(J) the revival of the languages and the literature of Greece and Rome ; (&) the longprotracted struggle between humanism and realism ; or between, on the one hand, the\nstudy of languages for the purposes of general culture and the only preparation for professions in which language was the great instrument of study and influence, and, on the\nother, the claims of science, and of the realities surrounding everyone, and with which\neveryone has to do every day, in the affairs of peace or war ; (/) and the gradual extension and expansion of the grand idea of universal education — of the education of every\nhuman being, and of every faculty of every human being, according to the circumstances\nand capabilities of each.\nWhile thus aiming to give in each number contributions to the history of pedagogy\nand the internal economy of schools, we hope in this series to complete our survey of :\nII. Systems of national education, and especially an account of public schools\nand other means of popular education in each of the United States, and of all other\ngovernments on the American continent.\nIII. The history and present condition of normal schools, and other special institutions and agencies for the professional training and improvement of teachers.\n\n"}
{"page": 450, "printed_page": null, "text": "438\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nIV. The organization and characteristic features of polytechnic schools, and other\ninstitutions for the education of persons destined for other pursuits than those of law,\nmedicine, and theology, including a full account of military schools.\nV. The history and courses of study of the oldest and best colleges and universities\nin different countries.\nVI. The life and services of many teachers, promoters, and benefactors of education,\nwhose labors or benefactions are associated with the foundation and development of\ninstitutions, systems, and methods of instruction.\nHenry Barnard.\nHartford, March, 1862.\nAPPENDIX\n(From Dr. Barnard's preface to his American\nhis plan.)\n\nJ\n\nJournal of Education, 1856, explaining the history of\n\nThe plan of a series of publications, embracing a periodical to be issued monthly or\nquarterly, devoted exclusively to the history, discussion, and statistics of systems, institutions, and methods of education, in different countries, with special reference to the\ncondition and wants of our own, was formed by the undersigned in 1842, on the discontinuance ofthe first series of the Connecticut Common School Journal, commenced by him\nin August, 1838. In pursuance of this plan, several tracts and treatises on distinct topics\nconnected with the organization, administration, and instruction of schools of different\ngrades, and especially of public elementary schools, were prepared and published, and\nthe material for others was collected by travel, correspondence, purchase, and exchange.\nThe further prosecution of the work was suspended in consequence of his accepting\nthe office of commissioner of public schools in Rhode Island, but was resumed in 1849, on\nhis resigning the same. In 1850 the plan was brought without success before the American Institute of Instruction, at its annual meeting at Northampton, in connection with an\nagency for the promotion of education in New England. Having been induced to\naccept the office of superintendent of common schools in Connecticut, for the purpose of\nre-establishing the educational policy which had been overthrown in 1842, the undersigned undertook to carry out his plan of publication by preparing a series of reports\nand documents, each devoted to one important subject, under authority of the legislature.\nIn this connection \" Practical Illustrations of the Principles of School Architecture,\"\n\" Normal Schools, and Other Institutions and Agencies for the Professional Training and\nImprovement of Teachers,\" and \" National Education in Europe,\" were prepared and\npublished. Finding that the anxieties and labors of office, combined with that general\ncorrespondence, and special research and reflection, which the completion of the series\nrequired, were too much for his hgalth, he resigned his office, and addressed himself to\nthe execution of the latter. Failing to enlist either the Smithsonian Institution or the\nAmerican Association for the Advancement of Education in the establishment of a\ncentral agency, the undersigned undertook, in March, 1855, on his own responsibility,\nthe publication of a Journal and Library oj Education. Arrangements were accordingly\nmade, in April, to print the first number of the American Journal of Education, in connection with the publication of the proceedings of the association for 1854, to be issued\non or before the first of August, 1855.\n\n"}
{"page": 451, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nEDUCATIONAL\nMISS\n\nANNA\n\nTOLMAN\n\nLESSONS\n\nLESSONS\nSMITH,\n\nOF PARIS\n\nOE THE\nIN i goo\n\nBUREAU\n\nOF\n\nEXPOSITION\n\nPARIS\n\nEDUCATION,\n\n439\n\nEXPOSITION\nWASHINGTON,\n\nD.\n\nC.\n\nThe education section of the Paris Exposition was crowded with\nmaterial, but in the midst of it one seemed to be moving in a world of\nideas — aesthetic, educational, and national. These ideas were not separately expressed, but, as it were, pervaded the exhibits. The first arose\nfrom the disposition of the material and the decorative schemes employed.\nHere the United States achieved a signal triumph. Says Dr. Compayre\" :\n\"Nothing had been neglected which could give the school exhibit of the\nUnited States the impressiveness that it merited.\" He notes the \" coquettish\" installation, the \"light and graceful facade,\" whose exterior panels\npresented imposing views of the Boston Institute of Technology.\nEffect alone counted for so much in that aesthetic city, and in an\nexhibition distinguished thruout by its artistic finish, that the English\ndirector, dismayed at the prospect of failure in this respect, was ready to\nwithdraw his material, an impulse which he wisely restrained. It was,\nhowever, educational and national ideas as expressed by the material that\naffected the judgments of the jury on elementary education, and it is\nfrom the standpoint of this body that I shall consider my subject.\nIt was naturally presumed that the educational element would outweigh all others with the jury, and one who knew its personnel could\neasily anticipate the critical and comprehensive nature of its examinations.\nOf the twenty-three members fifteen were French, and, with few exceptions, experts identified with the service of public instruction. Their\nsolid majority gave great importance to their points of view and their\nstandards. I hasten to add that, considered as a company of experts,\nthe jury was saved from narrowness by the philosophic spirit of M.\nBuisson, who, of all the schoolmen in France, best comprehends the\neducative value of the ideal, by the unbiased judgment of the English\nmembers, and by the broad sympathies of the Russian.\nIn a week of preliminary examinations before the jury meetings\nbegan, my attention was drawn naturally to the exhibits of France, Great\nBritain, and the United States. They typified in a striking manner,\naltho in varying degrees, the two principles which control all school\nwork — life and system. In the French section one felt the excess of\nsystem ; in the English section the living principle was obscured by the\nlack of system ; in the United States system appeared merely as the\nexpression of life. These were not superficial distinctions; they ran thru\nall the material and gave to each exhibit its national stamp. Other\nnations also revealed something of their peculiar quality thru exhibits,\nbut to a less marked degree than the three named. Hence these made\nthe deepest impression, and furnished the measure for the others.\n\n"}
{"page": 452, "printed_page": null, "text": "440\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nThe American exhibit was the most novel ; it was this in a double\nsense. It showed to Europeans ideals totally unlike their own, and it\nshowed school work unlike anything ever put on exhibition under that\nhead. The excess of novelties of the second kind raised a momentary\napprehension that the more conspicuous features of our exhibit might\nobscure what was of deeper import. Pictorial representations, which\nwere lavishly employed, give an adequate idea of school buildings and\nequipments, and a vivid sense of school life and activities; but, on the\nother hand, only subordinate exercises, as manual training, physical\nculture, or the inferior processes of training that relate to the sensuous\nview of things, can be presented by this means. So, too, it must be said\nof detached specimen exercises, which also formed an important feature\nof our exhibit, that, however excellent in themselves, they are mere fragmentary hints of little value, unless their rationale is shown by a systematic process of which they are a part.\nThe winged frames, or flying albums, proved a happy device for\nexhibiting specimen exercises, and by themselves were adequate for very\ncomplete presentation of the kindergarten in which formal instruction\nhas no part. The fundamental difference between it and the French\ninfant school {ecole maternelle) could be seen at a glance. The kindergarten claims the whole being, and leads to spiritual harmony and freedom thru the social and artistic impulses ; the infant school is kindly in\nspirit, but in too great haste to fit the child for practical life, and thus\nunconsciously, as it were, begins with the infant the narrowing work of\nspecialized training. The difference was seized at once by the French\njurors, and one member was commissioned by the director of primary\ninstruction to make a special report on this part of our exhibit with a\nview to modifications in the infant schools.\nAs we advanced beyond the kindergarten, the album exhibits became\nless and less adequate to satisfy the very inquiry which they raised. For\nexample, the specimen exercises showing the efforts of primary pupils at\ncorrelating subjects, as number work with drawing and language, were\ngreatly appreciated as a means of exciting the interest of children and\neven of correcting the effects of excessive formality in teaching. But\nthe suggestion that they promoted either the mastery of subjects or the\nsynthetic activity of mind was received with incredulity, and only excited\na desire to see our mode of dealing with a subject in its entirety. This\nnecessitated examination of the volumes of pupils' exercises showing the\ndevelopment of subjects from grade to grade of the school life. Efforts\nat correlation were noticeable in higher grade work, but it did not\nappear that the principle had been consistently developed or forcefully\napplied in the more advanced work. On the whole, this particular class\nof exercises left, I think, the impression of an ingenious device rather\nthan of a fruitful principle, and did not weaken the confidence of the\n\n"}
{"page": 453, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nLESSONS\n\nOF\n\nPARIS\n\nEXPOSITION\n\n44 1\n\nFrench members in that more formal and analytic training of which they\nare past masters.\nWe showed a goodly amount of scrap-book work, especially in geography, which brought together miscellaneous information — biographical,\ncommercial, historical, literary — centered around the particular locality\nthat formed the subject of the exercise. This indicated, doubtless, a\ngreat deal of independent effort on the part of pupils, but it was in\nstriking contrast with the more scientific treatment of the subject pursued in many foreign schools. The French, for example, usually begin\ngeography by attention to a small circle of local features and advance by\na sort of spiral process thru a wider circle of observations to formative\nprocesses, embracing at last the resulting conditions in the communities\nand activities of civilized life.\nWhen I heard a half-whispered discussion to the effect that the scrapbook work was too morcele, I had the satisfaction of showing also systematized courses in this subject which, if they did not roam so far as the\nscrap-book work, penetrated to the deeper unities of nature and humanity.\nI thought the French paid too much attention to local details, cultivating\nobservation at the expense of imagination. Our teaching, I should say,\nis more stimulating in the latter respect, and certainly imagination plays\na great part in the mastery of all science.\nThe exhibits of the United States and of France were distinguished\nabove all others in that they showed systematic method as well as results\nof instruction. The great aim in French teaching is the logical treatment of the subject. This was evident from the innumerable theses\nexhibited by the normal schools and by primary-school teachers, discussing and illustrating the mode of unfolding a proposition or a lesson.\nThe general notion of method is impressed upon the normal students\nby the very nature of their own instruction. Their teachers are specialists who have mastered their subjects and have the French genius for\nformal and lucid presentation. The normal students imitate these\nliving models, and from them the notion of form passes on to the children in the primary schools, whose exercises reflect with amazing precision the order and finish of the original lesson.\nOur work, on the contrary, showed an unmistakable regard for the\npsychologic state or the order of mental growth. Hence our great\nadvantage in dealing with the beginnings of knowledge that relate themselves particularly to sense-impressions; as ascent is made to the stage of\npure mentality or ideation at which the mind develops thru its reflective\nactivity, a degree of uncertainty both in method and aim was noticeable\nin our work. It is much easier to detect this in comparing exercises\nperformed by pupils of the same age in different countries than to give\nset proofs of weakness in this respect, or to indicate the whence or how\nof the weakness.\nIt seemed as if, in our efforts to excite the free activity\n\n"}
{"page": 454, "printed_page": null, "text": "442\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nof the child and to save him from slavish dependence upon authority, we\nwere losing faith in that long seedtime during which mere knowledge, as\nsuch, comes to fruitage thru the mind's appropriation of it. I felt this\nafter looking over some of the literature work of grammar grades, in\nwhich children struggled to give formal expression to their ideas on some\nmasterpiece which they had studied. The apparent intention in such\ncases had been to draw out from the children the reflections or the feelings which the work had excited in them. They were not repeating the\nwords of a book. It was none the less evident, however, that the ideas\nwere chiefly second-hand. They were only less admirably expressed than\nif memorized in the words of a literary critic, after the manner of innumerable bits of choice criticism faithfully reproduced in the French exercise book. To find the true measure of juvenile power in this respect one\nhad only to cross to the English section, where essays on Tennyson could\nbe seen marked by the brevity and the crudity which stamp the production\nof a mind in its teens as unmistakably its own. I fancied, too, that the\ndelusion of spontaneity was being fostered among us by the device of oral\ninstruction, and that an extravagant regard for interest had led to amateur and capricious methods of dealing with subjects. In the land of\nRousseau we seemed to be more truly his followers than are his own\ncountrymen.\nThe abundance of class work exhibited and the printed programs and\nreports made it possible for the jury to grasp the true spirit of our instruction. Those who judged solely by the more graphic modes of exhibition\ngained only a superficial view. This is evident from the general tenor of\ntheir reflections. Says Dr. Compayre\" : \" What strikes us in looking over\nthe work of the pupils is the predominance of concrete over abstract subjects;\" and again : \"What strikes me as particularly excellent in elementary instruction in the United States is manual dexterity as shown in\npenmanship and drawing.\" \"The great object of American schools,\"\nsays an English observer, \"appears to be the training of hand and eye.\"\nThese, and other similar opinions that might be quoted, show an utter\nfailure to comprehend the distinctive character of the public schools of\nour country. They have aimed, above all things, at intellectual freedom,\nand it is their glory that they have developed in average people the power\nof abstract thought and raised them to the intellectual plane where things\nand events appear in their proper subordination to principles and ideas.\nHerein, also, appears the fundamental distinction between our own\nschools and the primary schools of France. We may learn from the\nlatter many lessons of method, we may gain from them useful hints in\nthe endeavor to secure a higher average of measurable results from all\nthe schools of the country, but as regards the great ends of primary or\npopular education our convictions are their tantalizing dream.\nThe English exhibit showed little of either system or method, but for\n\n"}
{"page": 455, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nLESSONS\n\nOF PARIS\n\nEXPOSITION\n\n443\n\nthis reason it was the more typical. It emphasized a saying of Michael\nSadler that \" almost every school in England is a type by itself, the\nembodiment of an idea which to be understood must be studied in its\ngenesis.\" This is especially true of the secondary schools, which are\ngenerally meant when English national education is discussed ; but it is\ntrue to a degree also of the public elementary schools. Under this head\nwere grouped infant exercises and advanced work in algebra and geometry, in Latin and French, from the higher-grade board schools of\nLondon, Birmingham, and other cities, which by a legal evasion are\nelementary, tho engaged on secondary subjects. When I asked for\nexamples of the best methods in elementary education, the English\ndirector showed me exercises from private schools which prepare boys\nfor colleges, like Eton and Harrow, and which were classified with them.\nThis was confusing, tho significant of social distinctions which are\nnever ignored in England.\nThe English exhibit was marked also by the absence of typical\nmethods, that is, methods of instruction reflected in the work of pupils.\nEven the art work of English schools has lost that uniform character\nwhich once betrayed the overshadowing influence of South Kensington.\nIn England, as in the United States, there is a return to nature for\nmodels and motives, altho this movement in England has not entirely\nsupplanted the conventionalized art, nor has it yet attained the unity of\nidea and procedure noticeable in our own art training. I saw excellent work in every branch of study from English schools, and I saw\nhonest poor work of a kind that may be found in other countries, but\nwhich was not shown at Paris. But seldom did the work convey any hint\nof the method by which the subject had been unfolded. In this general\nabsence of pedagogical uniformity, the one common characteristic of all\nthe English school work, good and mediocre, stood out in bold relief.\nThe stress of English training falls upon the will. The average result is\nnot so high as in France and the United States, nor are the varied kinds\nand degrees of ability so fully provided for, but the force of the individual\nis conserved. The work from the Scotch schools appeared to be more uniform than that from the English, but it was not the French uniformity.\nIt bore the English stamp of sturdy independence. This came to me\nwith peculiar impressiveness, for I recognized in it a striking likeness to\nthe efforts of my own old school days in New England. The new education has a more liberal spirit and, possibly, a richer content, but the old\nstruck with unerring judgment the central truth of human nature, that\nwill is power — that truth England re-echoes today.\nNotwithstanding the close examination of the educational features of\nthe exhibits, it soon appeared that the jury would give greater weight to\nnational considerations. This was implied by the choice for president of\nan accomplished diplomat like M. Bourgeois.\nTwice minister of education\n\n"}
{"page": 456, "printed_page": null, "text": "444\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nat critical periods in the recent history of France, and her representative in various foreign services, notably at the Hague conference, he\nwell understood how to preserve the balance between contending\ninterests. The jury rules required that a foreigner should fill the vicepresidency, but the choice of an Englishman for the position was a stroke\nof diplomacy. What stronger proof of intemationl candor and universal\ngood-will was possible under the circumstances ?\nThere are, however, other than diplomatic reasons for giving weight\nto national considerations in such a case. Every nation has aims and\nconditions peculiar to itself, and its schools should be judged in relation to these, rather than in comparison with those of other countries. In this view feeble efforts at popular education in countries\nlike Italy, Portugal, and Russia, where the idea is little more than a\npatriotic hope, may properly be rated, as they were, above their intrinsic\nvalue.\nThe keynote of national enthusiasm was struck in the first foreign\nexhibit that we visited, the Hungarian, where M. Bela Ujvary explained\nin glowing terms the growth of the national influence in primary education. Signs of national initiative were apparent, also, in certain departures from French models; for example, in the freer spirit of the Hungarian\ninfant school and the admission of girls to classical studies.\nIt was in the large national perspective that the anomalies of French\npublic education became intelligible. The word \" primary,\" in the French\nuse, characterizes an entire system of education intended for the common\npeople. It is thoroly permeated with the industrial idea, bound hard\nand fast to the particular and the limited. Across the corridor was a\ndisplay of the culture schools, the lycees and the universities, for the\ndirective and professional classes. These schools aim at intellectual\ndetachment from the immediate ; they lift man to the sense of his ideal\nself by unfolding before him the grand spectacle of human history and\nhuman achievements, the deeds by which he has proved himself master\nof his environment and of his destiny. This distinction between- the\nprimary and culture schools seemed a puzzling contradiction in a republic\nthat by an inscription on every schoolhouse proclaims liberty, equality,\nand fraternity, a grand community of ideas, as the end of national\neducation.\nBut viewed in the great movement\n\nof French history, the primary\n\nsystem, with all its limitations, is seen to be a necessary stage in the progress of the republic. By a singular neglect Napoleon omitted primary\neducation from his imperial university. Hence the republic found here\na free field for the exercise of its authority. Moreover, it came into\nexistence when the scientific impulse had turned attention from speculative theories of man's nature and destiny to the immediate acts of his\nbeing and conditions.\nThe leaders in the educational work were imbued\n\n"}
{"page": 457, "printed_page": null, "text": "Council]\n\nEDUCATIONAL\n\nLESSONS\n\nOF PARIS\n\nEXPOSITION\n\n445\n\nwith the revolutionary doctrines. They believed in individual rights,\nthey dreamed of the return to nature, but these doctrines had assumed\nwith them an aspect unknown to Rousseau and the eighteenth century.\nThey no longer contemplated the individual merely as such, but as the\nunit of a social order, and inextricably involved therein. Furthermore,\nthe leaders in education were practical men facing an actual situation.\nUpon them was placed the responsibility of getting the children of the\npeople into the schools which the government had lavishly supplied. In\ntheir endeavor to break up the church control of education, they appealed\nto the industrial classes by their desire for material good.\nThus the prevailing philosophy and an urgent necessity combined to\nmake the primary schools of France positive and practical. All the\nteaching has this character : it is positive, but in the scientific rather\nthan in the dogmatic sense, and practical, not in the large sense of making the most of the individual, but in the sense of giving him an intelligent view of his surroundings and skill in their use.\nBut a change is taking place in the spirit of the French primary\nschool. An immense impetus has recently been given to moral and civic\ninstruction. These subjects were, indeed, placed at the head of the program in 1882, but for a long time they found only formal recognition.\nSuddenly they have become the central subjects. Everything else is\nsubordinated to them or permeated by them. They are not to be taught\nin a cold, didactic spirit, but in a manner to excite the imagination and\nthe heart. In the official instruction the teacher is urged to inspire in\nthe child the same regard for the notion of God as is excited when it is\nbrought to his mind under the different form of religion. \" Teach the\nchild,\" says the ministerial circular, \" that the sincerest form of homage\nto the divine is obedience to the laws of God as they are revealed to his\nconscience and to his reason.\" Thus the ideal self is exalted above the\nmaterial self. Insensibly, also, the teacher is drawn to a fuller appreciation of the child's nature ; for to children the ethical, the ideal in all its\naspects, is much nearer than the material and the industrial. The child's\nmind is not scientific in its action, but philosophic, in a naive sense of\nthe word, and the school is most effective when it approaches him thru\nhis innate sympathies.\nThat I do not exaggerate the fact or the significance of this movement in the French schools must be evident to anyone who saw the\neffort of the French jurors to bring this part of their work to our attention, and their intense satisfaction in the award of a grand prize for their\ngeneral system of moral instruction.\nAlong with this subtle transformation in the spirit of French primary\neducation there is manifest a renewed desire to unify the primary and\nsecondary systems. The hopelessness of previous efforts in this direction\narose from the opposing views of education embodied in the two systems,\n\n"}
{"page": 458, "printed_page": null, "text": "446\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nbut in proportion as primary education becomes more internal in its purposes, as it relates itself more and more to the ideal possibilities of\nhuman nature, the obstacle to this union diminishes.\nThis reaction against the lower utilitarian type of primary school is a\nstriking lesson for us at this moment. It refutes by the cold logic of\nfact the notion that the best school for a free people is the school that\nforces their thoughts forever in the industrial groove or in the narrow\ncircle of immediate interests.\nIt was as a revelation of national ideals that the education exhibit of\nthe United States made the most profound impression. The limitations\nof space had favored us. Forced to be typical instead of elaborate, and to\nfollow a classification which ignored geographical boundaries, the exhibit\nrevealed in a striking manner the common elements that pervade all our\nstate and city systems. As we passed from alcove to alcove, which carried the school work on by insensible degrees from the lowest to the\nhighest order, all felt the indwelling principle of unity working onward\nand upward from the kindergarten to the university, and everywhere\nworking toward external likeness. In this comprehensive view our\nschool exercises took on a deeper meaning. We do not, in the earlier\nstages, aim at the impartation of stores of well-ordered information, but\nat the development of power. The idea was emphasized by the statistical\ncharts showing the progress of education in the United States during\ntwenty years. They comprised all classes of institutions ; they implied\nbonds of union between them all ; they showed, by the ever-lengthening\nperiod of school life and the ever-increasing attendance upon the high\nschools, our belief in a long formative period for the child, and in a common heritage of liberal education for all classes. To the French the lesson came like a sudden realization of their cherished dream, but it came\nwith no less force to the more conservative English mind. This fact is\nsufficiently attested by the extraordinary effort which resulted in the transfer of our material to Manchester. There it stood as an eloquent objectlesson to the men who must guide England in the present educational\ncrisis. It showed the possibility of developing system from diversity\nwithout the loss of that local freedom which is cherished alike in this\ncountry and in England. It expressed the deep conviction of our\npeople that technical or specialized training should rest upon a broad\nbasis of general culture. Above all, it revealed the orderly impulses and\nrational intentions which give stability to our national life. Thus at\nParis we achieved a triumph, we charmed the eye, we touched the imagination, we imparted lessons which wise men are pondering ; but there\nwere also lessons for us to learn. We were not in all things first and\nbest. If such had been our record, nothing would remain to us in future\nexpositions but to write above our vacant education section, \"hors de\nconcours\" — \"beyond competition.\"\n\n"}
{"page": 459, "printed_page": null, "text": "Council]\n\nLESSONS\n\nLESSONS\nHOWARD\n\nOF EDUCATIONAL\n\nOF THE\n\nEXHIBITS\n\nEDUCATIONAL\nIN i goo\n\nAT\n\nPARIS\n\nEXHIBITS\n\nJ. ROGERS,\nDIRECTOR\nOF EDUCATION\nUNITED\nSTATES COMMISSION TO PARIS\n\n447\n\nAT PARIS\n\nAND\nSOCIAL\nEXPOSITION\n\nECONOMY,\n\nMr. President, Ladies and Gentlemen :\nIn discussing this topic, I am under the disadvantage of having twice\nbefore been on record concerning the educational features of the Paris\nExposition ; once in the Outlook, and once at the meeting of superintendents in Chicago last February. I may, therefore, be compelled to\ndepart from Shakespearean ethics and repeat, in substance at least, some\nthings that may have been said ; for, naturally, what seemed to me to be\nthe chief educational features of the exposition would be the foundation\nfor some of the lessons to be drawn therefrom.\n\" Lessons from the educational exhibits at Paris ! \" These are quite\nlikely to be as valuable when drawn from negative as from positive\nsources. Those things which we do not have, and cannot introduce into\nour educational system, are as oftentimes matters for self-gratulation as\notherwise. The comparison of educational methods of countries goes\ndeeper than curriculums, methods, or administrative machinery. It comprises the history of the people, their temperament, their traditions, and\nthe spirit of their institutions. It is the outcome of all these. Education is the embodiment of the spirit, the aspirations, and the compromises of a people.\nWe speak trippingly at times of comparing educational systems. But\ndo we always realize what we mean ?\nWe may have in a locality a fine series of schools, well equipped, well\nmanned, a matter of pride to the people; we may multiply this community byas many towns and cities as there are in the country, but this\ndoes not make a national system ; nor will a study, on the part of a\nforeigner, of this well-regulated and well-oiled machinery enable him to\nobtain a comprehensive grasp of our educational life. Education is a\nbroad term, and means not only the mechanism of instruction, but the\nnational life outside the schools, that vital intelligence of a people which\nmaintains its institutions and establishes its ideals. How far, then, we\ncan deduce anything of practical value from the study of foreign school\nsystems that will be applicable to our own system depends upon our\nability to assume the view-point of the foreigner, and to estimate the\nhereditary and acquired tendencies of the people.\nFrom this standpoint the comparison of school systems becomes\nnot only a comparison of methods, but a study as well of social and\npolitical conditions and their development.\nThe nations which presented at the Paris Exposition an educational\n\n"}
{"page": 460, "printed_page": null, "text": "448\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nexhibit complete enough to warrant analysis were the United States, England, France, Russia, Hungary, Japan, Sweden, Belgium, Spain, and Italy.\nOf these the last four may, for the purposes of this discussion, be omitted.\nThey either contained nothing that could be of use or warning to us, or\nelse what came under the latter heads are included as well in the exhibits\nof the other nations.\nThe feature which overshadowed all others in prominence, and which,\nby its dominance in every exhibit, characterized itself as the foremost\neducational thought in every foreign country, was industrial education.\nWhether it came from England, where it appeared in tentative, individual, and irregular forms ; or France, where it has reached, under government statutes and municipal control, its highest development; or\nHungary and Belgium, where the French dictum is law and the French\ninfluence paramount; or Japan, where it is directed rigidly toward those\nindustries which make the wealth and trade of the nation, the object is to\ntrain the children of the masses for the trades and crafts which they will\npursue thru life, and to minimize the time within which thev can become\nwage-earners and producers of wealth.\nMy colleague, in her able paper, has set forth the tendencies in Class\ni of the exposition classification, elementary education. With her deductions I fully agree. The only other one of the six classes which bears\ndirectly upon the subject of industrial education is Class 6, industrial and\ncommercial education. The peculiarities of the French system of education, upon which the exposition classification was based, must be borne\ncarefully in mind. Primary instruction, which is the only free education,\ncovers the ages of six to thirteen and sixteen years. Secondary education is entirely distinct from our understanding of the term, and has\nabsolutely no connection with primary education. The course covers the\nages of eight to twenty, requires a nominal tuition fee, includes in its\ncurriculum the liberal culture of the humanities, and prepares for the\nhighly specialized university courses. Class 3, superior education ; Class\n4, art education ; and Class 5, agricultural education, are synonymous\nwith our own terms, and need cause no confusion.\nThe industrial and commercial education included under Class 6 is,\nso far as France is concerned, the outcome of twenty years of statutory\nenactments, and of practically twenty-two years of agitation, since it was\nthe dissatisfaction with the exhibit of the French schools at the Paris\nExposition of 1878, in addition to appeals from chambers of commerce\nand large manufactories on the decline of technical skill, which brought\nabout a serious consideration of the subject by the government.\nThe history of the development of the movement and the struggle\nbetween the ministry of public instruction and the ministry of commerce\nand industries is too long and intricate for repetition here, but the culmination of the controversy came in 1892, when the ecoles pratiques de\n\n"}
{"page": 461, "printed_page": null, "text": "Council]\n\nLESSONS\n\nOF EDUCATIONAL\n\nEXHIBITS\n\nAT\n\nPARIS\n\n449\n\ncommerce et d'industrie were established entirely under the jurisdiction of\nthe minister of commerce and industries. These schools are in no sense\ncomparable with the ecoles primaires superieures professionnelles, established\nunder the law of 1880, and referred to in the previous paper, with the\nexception of the three in the city of Paris, viz., the Ecoles Diderot,\nBoulle, and Estienne. The latter three entirely outclass the ecoles profes ion el es inthe provinces, and are in reality trade schools maintained\nand supported by the jealous care of the communality of Paris. The\necoles pratiques, however, differ from the ecoles professionnelles in that the\nlatter aim to give a certain amount of technical instruction as a preparation for apprenticeship, while the former aim to furnish clerks and workmen ready to take their places in the counting-room or workshop. A\ngeneral education as a basis for the technical training is required, and no\nboy is admitted who has not fulfilled the conditions of the compulsoryeducation law. On the other hand, in the language of the minister of\ncommerce : \" It is essential that special provision should be made at the\npresent time for the requirements of industry and commerce.\" The situation, from the French standpoint, is well summed up in a circular issued\nby the minister of commerce, in June, 1893 :\nThe keenness of international competition has revolutionized the conditions of trade.\nThe wholesale use of machinery and minute subdivision of labor have practically extinguished apprenticeship in the workshops. Yet, in view of the constant changes to which\nmachinery is subject, it is evident that there never was a time when it was so requisite\nthat workmen should possess scientific knowledge, and should be thoroly versed in all\nthe requirements of the workshop. It is the special aim of the dcole pratique to fill the\nvoid which now exists both in commerce and industry.\n\nIt is these schools wherein the work has been carried on enthusiastically, and under the spur of competition and rivalry, that contributed\nthe exhibits under Class 6 of the exposition. The faculties of the schools\ndemanded a separate building for the exploitation of their courses of\nstudy and the products of their workshops, and inasmuch as the ministry\nto which they are subordinate was also the ministry by which the exposition was organized and controlled, they naturally received it. For this\nreason the French exhibits in Class 6 were not found with the main\nexhibit of French education, but occupied an annex on the west side of\nthe palace of education. The excellence of this exhibit, the superior\nquality and finish of the workmanship, and that indefinable touch which\ncharacterizes French designing, were far ahead of any similar exhibit in\nthe exposition. In fact, it was above competition. Its only rival was the\nwork of the ecoles professionnelles which was exhibited in the Ville de Paris\nbuilding and covered practically the same field.\nIf, then, our industrial and social development as a nation demands\nhighly specialized technical training, we have the experience of an alert\nand fearless nation as a guide. We have for observation the manual\ntraining thru all the grades of the elementary school, and the technical\n\n"}
{"page": 462, "printed_page": null, "text": "45°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\ntraining in the superior and practical schools. Their mistakes can be\navoided, their successes adopted. But do our needs demand it ? That\nis the question. The preliminary report of a committee of the Society for\nthe Promotion of Engineering Education, made in New York last July, on\n\"American Industrial Education : What shall it Be ?\" is presumably the\nstrongest expression to be found for the necessity of manual and technical training in our schools, inasmuch as the sympathies and work of the\nsociety are entirely in that direction. Yet nowhere do we find a statement that it should displace any portion of the liberal and cultural education which is offered to the pupils of our schools, but, on the contrary,\nit is distinctly stated that it must be entirely supplemental to the mindinforming and mind-developing education. Lest there should be any\nmisunderstanding, there is set forth in italics the sound doctrine that\n\"in America all schooling should lead primarily to the elevation and\ndevelopment of the individual, and only secondarily to a greater material\nprosperity.\"\nThe committee further frankly states its inability to agree on the\nextent to which industrial training should be introduced in the various\ngrades of schools, but confines itself rather to a discussion of the schools\nwherein all are agreed it should find some place. If, then, a committee\nof specialists cannot agree on this point, there is little likelihood that\nthe great body of schoolmen will do so. There is probably little desirability that they should do so. Such a consensus of opinion would argue\nan industrial condition in this country which we do not want to contemplate. The unanimity of France is the last resort of France. We prefer\nthat variety in occupation which accompanies abundance of wealth and\nopportunity.\nThe conditions in the United States do not require, nor do our people\ndemand, that there shall be in our courses of study a dominant tendency\ntoward any particular phase of industrial progress. In the European <\ncountries the children of *he working classes are destined from their\nearliest years to pursue the occupation of their fathers, and it is only the\nunexpected which permits them to escape it. With us it is impossible to\nassign to any child his father's occupation. To attempt to do so would\nmeet with resentment and failure. The conditions which govern our\ngrowth and development prevent the possibility of a perpetual or hereditary working class. Such a state can exist only in an old and stratified\ncivilization, where all chances of sudden wealth and preferment have been\nexhausted, and nothing remains for the masses but to attain the highest\npossible industrial skill in the arts and trades. This is the rock on\nwhich every attempt to adopt foreign methods in toto in American systems must go to wreck. There is no common basis for adjustment. The\ndifferences are fundamental and incident to the different theory which\nunderlies the spirit of popular education in the Old World and the New.\n\n"}
{"page": 463, "printed_page": null, "text": "Council]\n\nLESSONS\n\nOF EDUCATIONAL\n\nA freedom and elasticity is demanded\n\nEXHIBITS\n\nAT\n\nPA HIS\n\n45 1\n\nin the educational system of our\n\ncountry to correspond to the possibilities existent in our material development. For this reason we have felt no marked sense of inferiority for\nthe public schools of our country because they did not have this French\nmachinery, or that German method, which has upset the equilibrium of\nmany of our domestic critics. For the certainty exists that the same\nmachinery which runs so smoothly and adaptably to the educational\nvoltage of one country may be completely wrecked when applied to\nanother. Minor details, special features, and surface polish are easily\ncopied from one system to another, but the real education of a country is\ntoo deeply rooted in the soil of heredity, politics, and precedent to\nstand much transplanting.\nClass 2, secondary education, was not as fully developed as any of the\nother classes, probably for the reason that it represented an older and\nlonger established curriculum, embracing the classics, and therefore containing less of novelty and experiment for display and criticism. In the\nEnglish exhibit this grade of work was practically confined to the great\npreparatory schools, inasmuch as the education department had little but\nthe new law of 1899 and its proposed workings to exhibit.\nSweden presented an attractive exhibit of the work covered by the\nclassical and real schools, the course covering nine years, and preparing\nfor the universities or special schools. An interesting feature was the\nwork assigned to pupils in languages and arithmetic for the vacation\nperiod, and in which an examination at the beginning of the term is\nnecessary to determine the pupil's status in his class.\nIn the French and Belgian sections care was taken to fully exploit\nthe scope of the secondary studies. In the latter the programs show a\nmarked increase in the time devoted to science and mathematics, and a\ncorresponding decrease in the time given to Latin and Greek. The\nFrench secondary system was brought out in strong relief, and the two\ndistinct types of instruction differentiated — the classical, characterized\nby the study of ancient languages ; and the modern, characterized by a\nmore complete study of modern languages and sciences. A strong\nanalogy was noticeable in the secondary-school work of both of these\ncountries with our high-school and academic work. In the former, however, the language work is much better done than in our schools, while\nthe science work, on the contrary, is much inferior. The laboratory\nequipment of many of the lycees would be condemned off-hand by any\nprogressive school board in the States.\nIn Class 3, higher education, the chief lesson to be drawn was one of\nloyal satisfaction at the thoro work done in our own institutions. Comparisons are not necessarily odious, and are oftentimes conducive to a proper\nself-respect ; and while disclaiming any idea of \" letting the eagle scream,\"\nI can positively assert that no foreign universities showed better work,\n\n"}
{"page": 464, "printed_page": null, "text": "45 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nequipment, or results than our own. The biological research of Johns\nHopkins, the astronomy of Harvard, the palaeontology of Yale, the\nengineering of Cornell and Massachusetts Institute of Technology, the\nlaw of Harvard, the medicine of Columbia, the extension teaching and\nphysics of Chicago — all of which are thus mentioned because, under our\nplan of exhibit, these institutions prepared these specialties — were conceded\nby experts from every nation to be the equal of anything that Europe\ncould bring forth. And why should it not be ? Certainly, after eight\nyears of elementary work, four years of secondary work, and four years of\ncollege work, the American student takes into his university work a\nbroader knowledge and a maturer and stronger mind than is possible in\nthe product of French secondary instruction or of the German gymnasia.\nI don't know that I should mention the German university, as from the\ntitle of this paper, and the total absence from the exposition of all\nGerman education, they would seem to be barred. But we may as well\nbe honest and assert the fact that the Mecca of the university student is\ntottering, and that in this, as in other matters, the \"star of empire will\nwestward take its way.\" Andrew D. White, ambassador to Germany, said\nto the University Club of Syracuse last November that thirty-five years\nago the universities of this country had no standing beside those of Germany, but that today there are departments in which the universities of\nthis country equal or excel those of Germany ; and predicted further that\nin twenty years men will come to the United States for advanced study.\nUnited States Consul Hughes writes : \" Why should every German\ndegree be accepted by our state medical boards, or at least by most of\nthem ? Medicine and surgery stand today on a higher plane in America\nthan here.\"\nIn the English universities there has been no appreciable change in\nentrance conditions, and they have clung tenaciously to their old and\nconservative standards. It is not generally realized in this country that\nthe entrance requirements., for Harvard, Yale, or Princeton are far in\nadvance of those for Oxford or Cambridge.\nOur universities are a cause for pride. I am not a prophet or a son\nof a prophet, but I am willing to hazard the assertion that some of us will\nlive to see the day when to secure a degree at a foreign university will be\nto confess that it is desired at a lesser cost than it could be secured at\nhome.\nIn Class 4, art education, there was nothing to do but to acknowledge\nour deficiency and pray for strength. There is but one true home of art,\nthe rest are imitations. The development of thoro artistic taste in a\nnation is the growth of centuries. It cannot be hurried, bought, or\nforced. The making of our country and the development of its native\nresources have required too close attention to permit artistic growth.\nWhat might have been bequeathed to us by England had not Puritanism\n\n"}
{"page": 465, "printed_page": null, "text": "Council]\n\nLESSONS\n\nOF EDUCATIONAL\n\nEXHIBITS\n\nAT\n\nPARIS\n\n453\n\nblighted English industrial art is problematical. But with the founders\nof our nation antagonistic, or indifferent, to artistic forms, what might\nhave been a reasonable growth for a new country was seriously retarded.\nWe are at present the most faithful pupils and imitators of French art.\nParis is the school of our artists, the critic of our work. The art jury,\nwith Chipiez at its head, in examining the architectural drawings of the\nUnited States exhibit, commented in a pleased manner on the evident\ninfluence of the French school. What particularly struck them in our\nfree-hand drawing was boldness of outline and strength*of treatment, and,\nin seeking for the reasons, the object-drawing of our elementary grades\nwas freely accepted as a potential factor. Our color work, however, was\nsubjected to severe criticism as inharmonious and often glaring.\nIn Class 5, agriculture, the United States exhibit, which was to have\nbeen installed in the agricultural section, was a failure, owing to a misunderstanding arising in the committee on experiment-station work.\nConsequently a class in which we might have shown most advanced processes was, but for the masterly monograph of Dr. Dabney on the subject,\nleft practically untouched. A portion of the French agricultural exhibit\nfrom which we can draw the greatest profit was tree-culture. I don't\nmean shrubs, or plants, or vines, but trees. The planting, the caring for,\nand the transplanting and preservation of large trees are much neglected\nhere. If a tree is in our way, we cut it down ; in France, if a possibility,\nit will be transplanted to some place where it is needed. This was well\nillustrated on the exposition grounds. In preparing the Champ de Mars\nand Esplanade des Invalides for the large buildings, many hundred trees\nranging, I should judge, from six to twelve inches in diameter, were\ntaken up and replanted in the Bois de Boulogne, three miles distant. I\nsaw them flourishing there like a small forest. When the buildings disappear and the parks are restored, the trees will be taken up and replaced\nin their original positions. Thruout France the care of trees is a principle\nthoroly grounded in the minds of the people.\nAn interesting minor feature of the Belgian exhibit — minor only\nbecause it did not affect the methods of instruction — was the medical\ninspection of communal schools. In addition to the sanitary inspection,\nand the regular visits which an appointed staff of medical inspectors\nmakes, at least once in ten days, to each school, a dentist visits the schools\nat regular periods and cares for the teeth of the children. The effect\nwhich this has on the general health and attendance of the pupils is\nmost marked.\nIn the matter of school equipment, schoolbooks, school appliances,\nand school devices, no foreign nation could approach the United States.\nConvenience with them is a secondary consideration. I could scarcely\nconvince the jury that the prices quoted for desks in the school-furniture\nexhibit were regular trade prices.\nIn the city of Paris, in none of the\n\n"}
{"page": 466, "printed_page": null, "text": "454\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nschools which I visited did I see what would rank in this country as a\nwell-equipped class-room. In one famous lycee I recall particularly an\nantiquated, painted blackboard, where the marks were erased with a\ncloth. I gave to one school principal a dustless eraser, which he took\nhome to show as a curiosity. So, in the matter of text-books, the large\ntype, fine paper, clear illustrations, and durable binding of our American\neditions were matters of the greatest interest and favorable comment\nthruout the exposition period.\nThe Exposition Universelle of 1900 was a great school, which had its\nlessons for all nations. It was a school of effort, a school of progress, a\nschool of commerce, and a school of peace. France has never failed to\nprofit from lessons taught by international expositions. Why should we ?\nSurely it is not vainglory, nor a desire simply to outshow other nations,\nwhich leads to the enormous expenditures involved in every international exposition. It is rather an honest competition of the best that\neach nation can produce, brought together in the hope of its proving a\nbenefit and necessity to other nations, and in the further hope of finding\nsomething of reciprocal value and interest to itself.\nSo far as the benefits of the educational exhibit are concerned, I hope\nI may be pardoned if I did not bring back a basket overladen with suggestions and innovations. Frankly, I think the greatest lesson which the\nschoolmen of the United States can draw from the Paris Exposition is\ncontentment. Pray, do not misunderstand this word. I do not mean\nthat we have everything we ought to have; far from it. But, rather, that\nthere is little new in foreign education that we need to have. We have a\nstrong, virile system of schools, colleges, and universities, intrenched in\nthe love of the people and built to meet their necessities. Let us not\njeopardize it by introducing those features adapted to a state of society\nto escape which this country was founded.\nAt a luncheon given, as it happens, by the distinguished foreign\ngentleman who is to address.you later in the week, there were among the\nguests an ex-minister of public instruction and an ex-director of primary\neducation.\nIn response to an argument put forward, the latter replied :\n\"I object to the conclusion.\nIn the United States, for example\n;\"\n\"Ah!\" broke in the ex-minister, \"the United States is never an example\nin point ; the spirit of the people sanctions any advance ; their institutions\nare totally different.\"\nThis impatient tribute is the keynote of the whole situation.\n\nDISCUSSION\nCloudesley S. H. Brereton, Melton Constable, England. — Mr. Chairman,\nLadies and Gentlemen: I wish to add my testimony to that of the gentleman who has\njust sat down, in favor of the thoroness and thoughtfulness of the two papers we have\n\n"}
{"page": 467, "printed_page": null, "text": "Council]\n\nLESSONS\n\nOF EDUCATIONAL\n\nEXHIBITS\n\nAT PARIS\n\n455\n\njust heard on the lessons to be learned at the Paris Exposition. I find myself, in fact, so\nmuch in harmony with so many views they have expressed that I feel sorely inclined to\ncopy the example of a speaker who had once to follow the famous orator, Mr. Burke.\nDespairing of being able to improve on what Mr. Burke had already said, he merely rose\nand ejaculated: \"I say ditto to Mr. Burke.\" Still, if I have no chance of improving on\nwhat we have already heard, there is still a useful role open to me. If I cannot break\nfresh ground, I can at least enforce and indorse the views which have been presented\nwith such eloquence and lucidity. You are aJl well aware of the advantage of a second\nopinion for adding weight and importance to a particular set of views. My aim, therefore, will be to hammer in the conclusions already presented.\nI am sorry to say a breakdown in the commissariat of my hotel deprived me of hearing more than half of Miss Smith's highly suggestive paper. Yet I think it would be\ndifficult to imagine she reached a profounder point than that which she seemed to me to\nbe setting forth when I came onto the platform. If I understand her aright, she seemed\nto me to be defining with wonderful penetration and felicity the fundamental ideas that\nlie at the back of the American, English, and French conceptions of education. Here in\nAmerica it seems to me that the principal aim of the teacher is to increase the receptivity\nof the child, and with this idea in view everything is done to make the milieu or environment of the child as attractive to him as possible. You adapt, in school, the milieu to\nhim in the hope he will later on adapt himself to the milieu. You are firmly convinced\nit is only necessary to bring a child to the waters of knowledge to make him freely drink\nof them, especially when you have explained that they are really the waters of knowledge.\nIn this optimistic view of the child, which consists in giving him his head, as we say in\nEngland, you seem to me to have been largely imbued with the ideas of Rousseau and\nhis favorite theory that man is born fonciirement bon, and only let his interests and appetites have full play, and he will find out instinctively the best road for himself.\nThe English conception, on the other hand, seems to me to be based on the more or\nless conscious belief that education is the training of the will.\nThe child is often set down alone with a text-book which he has somehow or other\ngot to master ; not infrequently he masters it badly, yet what he masters is his very own.\nThe discipline is often stern. We see the word \" must \" peeping up out of it like a rock\ncoming up to the surface. But the seeming harshness, the apparent disregard of the\nchild's weakness, has also its philosophy, even if it is often unaware of it. It reminds\none of the categorical imperative of Kant ; it says \" thou shalt, thou must,\" because its\nconscious premise, derived, not indeed from reason, but from the heart, implies the postulate \"thou canst.\"\nDifferent, again, seems to me the root-idea of French education. Here the appeal\nthruout is to the logical instincts of the child. This passionate belief in an innate and\nperfectly comprehensible reason finds its expression in the teacher's attitude. His effort\nis to make things as clear as possible, to render them visible, patent, self-evident ; hence\nall his teaching is cast in a logical mold ; there is an almost mechanical inevitableness with\nwhich one proposition depends on another. At first the pupils seem rather to copy the\nteacher and take upon trust what he says, but the innate logical faculty within soon comes\nto life, and they begin to cast their ideas in a logical form and develop them in a logical\norder. One seems to see in them a sort of perpetual renaissance of the old culture — the\ncoming to life of a culture that has become a sort of second nature and only requires the\nschool to develop it. Certainly, anyone present at a lesson of French boys of fifteen and\nsixteen must be struck with their powers in the way of building up paragraphs and,\nindeed, whole compositions. This belief in the self-evidence of clear ideas clearly presented takes us surely back to Descartes and his restatement of the foundations of knowledge. It is, indeed, curious, but it seems to me that the more the French regard their\nso-called self-evident truths, the more they see the unity apd oneness of them ; whereas we\nEnglish, the more we look into what we call self-evident, the less self-evident does it\n\n"}
{"page": 468, "printed_page": null, "text": "456\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nbecome, because we begin to see it breaking up into countless and often discordant\ndetails under our eyes. The French mind is rather synthetic, ours analytic. The French\ntakes in the forest ; we are specialists in the trees.\nThere is also another point Miss Smith touched on, to wit, the reasons why the\nFrench republic decided to cast a sort of technical net over the whole of their primary\neducation in order to divert the best of the elementary children into trade or industrial\ncallings. To her admirable analysis I will only add one further factor. It seems to me\none of the reasons worthy of mention was that the French, like many other older countries\nin which national expansion is slower than with you, and the chance of rising less, have\nalready produced, thru a variety of reasons not to be enumerated here, a literary\nproletariat whose tastes have been sufficiently cultivated to unfit them for anything but\nprofessional work. To have directed the education of the poorer children toward these\nalready overcrowded professions would have merely brought them up to starve at the\ngates of a paradise they could never enter. Success in professional life in France today\ndemands, as an almost sine qua non, the possession of independent means.\nAnother most important point made by Miss Smith was her insistence on the seriousness of .the ethical training the French are attempting to introduce into their schools.\nThe famous reforms of Jules Ferry are probably well known to you. Certainly they speak\nvolumes for the strength and vitality of the democratic spirit among the lower orders in\nFrance. They represent the reply of the republic to the gibe that she has changed in\nnothing the physiognomy of France. As far as they go, they are the true embodiment of\nthe liberty, equality, fraternity of the Revolution. Probably the world has never witnessed\na more astonishing revolution than the apparently successful effort to raise, lift, and shift\nthe entire national education from a Catholic to a merely ethical foundation, and that,\napparently, with no net loss to the education of the country, but with even a considerable\ngain. Such an astonishing feat can be paralleled only by the engineering exploits you\nsometimes attempt in America, when you raise a huge hotel upon rollers and transfer it\nto a new basis. Now, this ethical instruction is merely an attempt to \" underpin \" the old\nstructure on its new foundation, and, as such, should have the sympathy of all.\nBefore I sit down you will, however, probably expect me to say a few words about\nAmerican education. The last speaker very justly insisted on the extreme difficulty of\nexhibiting the most vital part of education, to wit, its atmosphere and influence on character. Well, thanks to the admirable order and arrangement with which your educational\nexhibit was put together, it is probable that the American exhibit explained to the ordinary visitor the real aims and ideals of the American schools better than any other\nexhibit. If you should ask me the effect if produced on me, I should say that the American educational army struck me as likely to be the most efficient in the world, for three\nreasons that I consider essential. First, it enjoys practically unlimited supplies. American democracy is ready to plank down its last sou on American schools. But, in addition\nto the sinews of war, you have also a thoroly effective force of teachers ready to go\nanywhere and do anything ; and finally you have a leader of tried and rare efficiency ;\nand how important a really competent leader is we learned to our cost in the early stages\nof the South African war. In Dr. Harris you possess the Nestor of educational leaders.\nThis is not merely the opinion of a humble individual like myself, but that of the whole\nof the international jury at the Paris Exposition. When the name of Dr. Harris was mentioned for a grand prize, it was voted by acclamation, an honor accorded to no other\nperson, and only vouchsafed to one or two institutions.\n\n"}
{"page": 469, "printed_page": null, "text": "Council]\n\nREPORT\nWILLIAM.\n\nR.\n\nREPORI\n\nOF\n\nTHE\n\nHARPER,\n\nON\n\nA NATIONAL\n\nCOMMITTEE\nUNIVERSITY\nPRESIDENT\nOF THE\nCHAIRMAN\n\nUNIVERSITY\n\nON\n\nA\n\nUNIVERSITY\n\n457\n\nNATIONAL\nOF\n\nCHICAGO,\n\nTo the National Council of Education :\nThe undersigned members of the committee to investigate the entire\nsubject of a national university and to report to the Council do now\nreport, as follows :\nThe appointment of the committee was authorized by the Council at\ntheir meeting at Washington, D. C, on July n, 1898, in the passage of\nthe following resolution, offered by Mr. Dougherty, of Illinois :\nResolved, That the chair appoint a committee of fifteen, the majority of whom shall\nbe members of the Council, who shall investigate the entire subject of the establishment\nof a national university and report to the Council.\nMEMBERSHIP\n\nThe president of the Council subsequently appointed the committee,\nas follows :\nWilliam R. Harper {chairman), president of the University of Chicago.\nEdwin A. Alderman, president of the University of North Carolina\n(now president of Tulane University of Louisiana).\nJames B. Angell, president of the University of Michigan.\nNicholas Murray Butler, professor of philosophy and education in\nColumbia University.\nJames H. Canfield, president of Ohio State University (now librarian\nof Columbia University).\nJ. L. M. Curry, agent of the Peabody and Slater educational funds.\nNewton C. Dougherty, superintendent of schools, Peoria, 111.\nAndrew S. Draper, president of the University of Illinois.\nCharles W. Eliot, president of Harvard University.\nEdmund J. James, professor of public administration in the University\nof Chicago.\nWilliam H. Maxwell, superintendent of schools, New York, N. Y.\nBernard J. Moses, professor of history and political economy in the\nUniversity of California.\nJ. G. Schurman, president of Cornell University.\nF. Louis Soldan, superintendent of schools, St. Louis, Mo.\nWilliam L. Wilson, president of Washington and Lee University.\nmeetings\nThe committee have held three protracted meetings : at Washington,\nD. C, on November 2, 3, and 4, 1899; at Chicago, 111., on February\n\n"}
{"page": 470, "printed_page": null, "text": "45 8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\n26, 27, and 28, 1900 ; and at New York, N. Y., on May 23 and 24,\n1901. The first meeting of the committee was attended by all the members except Messrs. Angell, James (absent in Europe), and Moses. The\nsecond meeting was attended by Messrs. Harper, Alderman, Butler,\nDougherty, Draper, Eliot, and Soldan. The third meeting was attended\nby Messrs. Harper, Butler, Canfield, Dougherty, Draper, Eliot, and Maxwell.\nMr. Moses has been absent from the country on public business, and\nso has been prevented from sharing in any of the deliberations of the\ncommittee. Mr. Wilson's untimely death in 1900 deprived the committee\nof the benefit of his co-operation in the preparation of this report.\nPRELIMINARY\n\nINQUIRIES\n\nBefore the committee came together for the first time, individual\nmembers had, at the request of the chairman, undertaken to prepare\nreports upon special phases of the subject referred to the committee, with\na view to preparing the way for their more intelligent consideration and\ndiscussion. The reports so prepared included one by Mr. James, on the\nconstitutionality of a national university (printed in the Educational\nReview, Vol. XVIII, pp. 451-66, December, 1899); one by Mr. Canfield, on past efforts to establish a national university and the reasons\nfor their failure ; two by Mr. Butler, on bills to establish a national university pending before the Congress, and on the history of any funds and\nbequests toward the establishment of a national university, respectively ;\none by Mr. Harper, on the steps taken by the Association of Agricultural\nColleges and Experiment Stations to secure provision for further study\nin the government departments at Washington by graduates of those\ninstitutions ; two by Mr. Eliot, on the existing educational agencies at\nWashington which might be affected by any scheme for a national university, and on the number, variety, extent, and character of the scientific or\ntechnical departments of governmental work which might properly be\nincluded in any scheme for a national university, respectively ; one by\nMr. Angell, on the probable attitude of the principal universities of the\ncountry toward the project to establish a national university ; and one by\nMr. Maxwell, on existing organizations which are interested in the\nestablishment of a national university.\nQUESTIONS\n\nSTATED\n\nWith the information contained in these reports before them, the committee proceeded to the consideration of the following questions :\n1. Should there be established a statutory university of the United\nStates ?\n2. (a) If the first question be answered in the affirmative, how should\nsuch university be established and governed, and what should be its scope\nand functions ?\n\n"}
{"page": 471, "printed_page": null, "text": "Council]\n\nREPORT\n\nON\n\nA NATIONAL\n\nUNIVERSITY\n\n459\n\n(p) If the first question be answered in the negative, should the Congress be asked to place the educational facilities of the government\ndepartments at the disposal of a non-governmental institution ?\n3. If the question 2 (f) be answered in the affirmative, should a plan\nbe devised by which, thru the co-operation of several institutions, such a\nnon-governmental institution might be established and maintained at\nWashington, this to involve its incorporation and governmental aid ?\nARGUMENT\n\nFOR\n\nA\n\nNATIONAL\n\nUNIVERSITY\n\nIn considering the first question, the committee took into careful\nconsideration the argument advanced in favor of a statutory university of the United States, which is usually presented in the following\nform :\n1. Such a university is needed to complete and to crown the educational system of the United States.\n2. Such a university is needed to supplement the resources of existing institutions and to offer opportunities for more advanced investigation and research than are now offered by the universities of the\ncountry.\n3. Such a university was urged by Washington, and has been urged\nby many eminent statesmen since the foundation of the government, as\ndesirable and necessary.\n4. Such a university is needed in order to co-ordinate the scientific\nwork now being carried on in the several government departments at\nWashington, and to put that work at the disposal of advanced and adequately trained students.\nCRITICISM\n\nOF\n\nTHIS\n\nARGUMENT\n\nWaiving all questions of the constitutional power of the Congress to\nprovide for a university of the United States, which power is held by Mr.\nJames, in the report above referred to (see p. 458), to be fully established,\nthe fourfold argument in favor of a national university suggests the following considerations and comments :\n1. There is no educational system of the United States in the formal\nand legal sense in which there is an educational system of each of the\nseveral states, and therefore the contention that there should be a national\nuniversity to serve the nation as each of the state universities serves its\nstate and the state educational system, rests upon a false analogy. In a\ngeneral and popular sense there is undoubtedly an American educational\nsystem, but it consists of institutions of three different types :\nA. Those which the state establishes and maintains, such as the public\nschools and the state universities.\nB. Those which the state authorizes, such as school and university\ncorporations, private or semi-public in character, which gain their powers\n\n"}
{"page": 472, "printed_page": null, "text": "460\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nand privileges by charter, and which are often exempt in whole or in\npart from taxation.\nC. Those which the state permits, such as private-venture (unincorporated) educational undertakings of various kinds.\nEach of these classes is in a true sense national, in that it reflects and\nrepresents in part the way which the American people have followed in\nproviding general education. No inventory of the nation's educational\nactivity is complete that does not include them all. There are in existence\nat the present time a group of truly national universities, some of them\nof the state-authorized and some of the state-supported type, and in them\nthe national ideals and the national temper are as truly revealed and\nrealized as are those of Germany in Berlin and in Leipzig, those of England in Oxford and in Cambridge, and those of France in Paris and in\nMontpellier. The argument for a statutory national university based\nupon the hypothesis that there is now no national university in existence\nis only formally true; in fact it is without foundation.\n2. The argument that a statutory national university is needed to supplement the resources of existing institutions is based upon a misunderstanding ofthe facts. No one of the world's universities can possibly be\nsupreme in all departments of intellectual activity; a statutory university\nof the United States could not be so. Conditions of time, place, special\nequipment, and of individual scholarship all tend to make one university\nstronger in some one field of investigation than in others and to render\nit as unwise as it is impracticable for any one university to set before\nitself the hope of excelling in every branch of scholarship. The universities of the United States now offer ample opportunities for the most\nadvanced research, and these opportunities in many departments are far\nin excess of the number of students wishing to avail of them. On the\nother hand, a university which should aim to hold mature and highly\ntrained men indefinitely in the stage of learning without either producing\nor teaching would be a positive injury to the national life and character.\nThe period of preparation for the active duties of life is already unduly\nprolonged.\n3. An examination of the several passages in the speeches and writings of Washington that relate to a national university discloses the facts\nthat fhe evil against which he wished a national university to guard has\nlong since ceased to be possible, and that his plans and hopes have been\nrealized with a completeness of which he never dreamed by the universities which have grown up in the United States. Washington's fear was\nthat the youth of America, being forced to obtain their higher education\nin Europe, would not \" escape the danger of contracting principles\nunfavorable to republican government.\" Obviously this fear has been\nutterly dispelled, and the universities that exist are far more complete\nand far more advanced than anything that could have been foreseen a\n\n"}
{"page": 473, "printed_page": null, "text": "Council]\n\nREPORT\n\nON\n\nA NATIONAL\n\nUNIVERSITY\n\n461\n\ncentury ago.\nThere appears, therefore, to be no force in this phase of\nthe argument for a statutory university at Washington.\n4. That there are important opportunities for research of various\nkinds in connection with the government laboratories and collections at\nWashington is certain, and that full advantage should be taken of these\nopportunities is greatly to be desired. This desire is confessed by the Congress itself in the joint resolution of April 12, 1892, to be referred to more\nfully hereafter, and is frequently expressed by the directors of the scientific\nwork of the government. But it by no means follows that the only way,\nor indeed the best way, to make use of these opportunities is thru the\ncreation of a statutory, degree-conferring university. The objections to\nsuch an institution far outweigh any possible advantages which might\nfollow from its establishment for the sole purpose of making fully effective\nthe existing opportunities for higher instruction and research in connection\nwith the government service, especially as it is possible to make these\nopportunities fully effective in what is in our judgment a simpler and a\nbetter way.\nDECLARATION\n\nOF THE\n\nCOMMITTEE\n\nThe committee, therefore, by unanimous vote — twelve members being\npresent and voting — adopted the following declaration on November 3,\n1899:\n1. // has been and is one of the recognized functions of the federal government to encourage and aid, but not to control, the educational instrumentalities\nof the country.\n'\n2. No one of the bills heretofore brought before Congress to provide for\nthe incorporation of a national university at Washington commends itself to\nthe judgment of this committee as a practicable measure.\n3. The government is not called upon to maintain at the capital a university in the ordinary sense of the term.\nIn this declaration the committee answered in the negative the first\nquestion under consideration, namely : Should there be established a\nstatutory university of the United States ?\nALTERNATIVE\n\nPLANS\n\nThe second question before the committee was : Should the Congress\nbe asked to place the educational facilities of the government departments\nat the disposal of a non-governmental institution?\nIt appears from the public record that the Congress has already done\nthis. There are two expressions of the will and the purpose of the Congress in this matter.\nThe first is contained in the joint resolution, approved April 12, 1892,\nwhich is as follows :\nJoint resolution to encourage the establishment and endowment of institutions of\n\n"}
{"page": 474, "printed_page": null, "text": "462\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nlearning at the national capital by defining the policy of the government with reference\nto the use of its literary and scientific collections by students :\nWhereas, Large collections illustrative of the various arts and sciences, and facilitating literary and scientific research, have been accumulated by the action of Congress\nthrough a series of years at the national capital ; and\nWhereas, It was the original purpose of the government thereby to promote research\nand the diffusion of knowledge, and is now the settled policy and present practice of\nthose charged with the care of these collections specially to encourage students who devote\ntheir time to the investigation and study of any branch of knowledge by allowing to them\nall proper use thereof ; and\nWhereas, It is represented that the enumeration of these facilities and the formal\nstatement of this policy will encourage the establishment and endowment of institutions\nof learning at the seat of government, and promote the work of education by attracting\nstudents to avail themselves of the advantages aforesaid under the direction of competent\ninstructors; therefore,\nResolved by the Senate and House of Representatives of the United States of America,\nin Congress assembled, That the facilities for research and illustration in the following and\nany other governmental collections now existing or hereafter to be established in the city\nof Washington for the promotion of knowledge shall be accessible, under such rules and\nrestrictions as the officers in charge of each collection may prescribe, subject to such\nauthority as is now or may hereafter be permitted by law, to the scientific investigators\nand to students of any institution of higher education now incorporated or hereafter to\nbe incorporated under the laws of Congress or of the District of Columbia, to wit :\nOne. Of the Library of Congress.\nTwo. Of the National Museum.\nThree. Of the Patent Office.\nFour. Of the Bureau of Education.\nFive. Of the Bureau of Ethnology.\nSix. Of the Army Medical Museum.\nSeven. Of the Department of Agriculture.\nEight. Of the Fish Commission.\nNine. Of the Botanic Gardens.\nTen. Of the Coast and Geodetic Survey.\nEleven. Of the Geological Survey.\nTwelve. Of the Naval Observatory.\nApproved, April 12, 1892.\n\nThe second is contained in the following paragraph in the general\ndeficiency appropriation bill passed at the second session of the Fiftysixth Congress, and approved March 3, 1901 :\nThat facilities for study and research in the government departments, the Library\nof Congress, the National Museum, the Zoological Park, the Bureau of Ethnology,\nthe Fish Commission, the Botanic Gardens, and similar institutions hereafter established, shall be afforded to scientific investigators and to duly qualified individuals,\nstudents, and graduates of institutions of learning in the several states and territories, as\nwell as in the District of Columbia, under such rules and restrictions as the heads of the\ndepartments and bureaus mentioned may prescribe.\n\nThe joint resolution of April 12, 1892, placed the governmental\nfacilities for research at the disposal of duly qualified students of institutions of learning at Washington, D. C. The law of March 3, 1901,\n\n"}
{"page": 475, "printed_page": null, "text": "Council]\n\nREPORT\n\nON\n\nA NATIONAL\n\nUNIVERSITY\n\n463\n\nextends the same privilege to duly qualified students or graduates of institutions of learning wherever they may be situated thruout the United\nStates.\nIt appears, therefore, that the Congress has already taken the necessary steps to make possible all that is desired in this connection, and it\nonly remains to devise a plan by which the advanced students who wish\nto avail of the opportunities offered may be given such systematic information, direction, and oversight as they may need in order to carry on\ntheir studies to the best advantage, and in order that such official records\nof their work at Washington may be kept as will justify the several universities of the country in recognizing the period spent in study and\ninvestigation at Washington in passing upon their qualifications as candidates for the higher academic degrees.\nA\n\nNON-GOVERNMENTAL\n\nINSTITUTION\n\nAT\n\nWASHINGTON\n\nThe remaining question before the committee for consideration was,\nthen, this : Should a plan be devised by which, thru the co-operation of\nseveral institutions, such a non-governmental institution should be established and maintained at Washington, this to involve its incorporation\nand governmental aid ?\nThe subject of the best form of organization for such an institution\nand of its precise relations to the government has been given prolonged\nconsideration. Advice and suggestion have been sought from the heads\nof the several scientific bureaus at Washington, from the representatives\nof the Association of Agricultural Colleges and Experiment Stations,\nfrom the presidents of the state universities and land-grant colleges, and\nfrom many others believed or supposed to be interested in the question.\nIt seemed at first as if a solution might be found thru the Smithsonian\nInstitution and that it might most wisely undertake the advisory and\nsupervisory functions for which provision was to be made. The authorities of the Smithsonian Institution, however, did not view the suggestion\nwith favor, and, in addition, they were doubtful of their legal capacity to\nperform such functions. Another objection was found in the fact that\nthe Smithsonian Institution restricts itself to the field of the natural\nsciences, whereas students of history, political economy, and philology\nare also to be provided for.\nAn alternative suggestion was that the Bureau of Education should be\nasked to assume executive control of the proposed student body. On\nreflection, however, it appeared that this- would require far-reaching\namendments to the law governing the bureau, that these might be difficult or impossible to obtain, and that the matter might become complicated with wholly extraneous considerations relating to the status of the\nBureau of Education and the extension of its authority in other directions.\n\n"}
{"page": 476, "printed_page": null, "text": "464\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLNational\n\nIt has, therefore, seemed best to the committee not to propose either\nof the plans above mentioned.\n*\nThe committee have been advised, however, of a plan for a nongovernmental institution at Washington, which may be able to supply all\nthat is desired. This plan is the outcome of action taken by the Washington Academy of Sciences and by the George Washington Memorial\nAssociation.\nWASHINGTON\n\nACADEMY\n\nOF\n\nSCIENCES\n\nThe Washington Academy of Sciences includes in its membership all,\nor nearly all, of the directors and officers of the scientific bureaus of the\ngovernment. It was organized in 1898 and grew out of the affiliation\nwhich had previously existed between the local scientific societies. It\nis an incorporated body having for its main object to bring within a single\norganization the representatives of the varied scientific work being carried\non at the capital. The academy has power to acquire and to hold real\nestate, to publish, to conduct, or to assist investigation in any department\nof science, to maintain a library, and in general to transact any business\npertinent to an academy of sciences. The list of members, resident and\nnon-resident, of the Washington Academy of Sciences shows that it is\nnational in its scope and influence, and that representatives of philosophy, history, education, and political economy are included.\nGEORGE\n\nWASHINGTON\n\nMEMORIAL\n\nASSOCIATION\n\nThe George Washington Memorial Association is an organization of\nwomen, incorporated in the District of Columbia in 1898, \"to advance\nand secure the establishment in the city of Washington, D. C., of a university, for the purposes, and with the objects, substantially as contemplated\nand set forth in, and by, the last will of George Washington, the first\npresident of the United States of America, and to increase the opportunities for the higher education of the youth of the said United States, and\nto this end to collect, take, and hold moneys, gifts, and endowments, to\ntake and to hold by purchase, donations, or devise, real estate, to erect\nand furnish buildings to be used by said university, when legally established,\" and so forth.\nIn the year 1901 the certificate of incorporation of the George Washington Memorial Association was amended in due legal form, and all\nmention of a university was omitted from the statement of its purposes.\nThe object of the association is now declared to be \"to aid in securing\nin the city of Washington, D.»C, the increase of opportunities for higher\neducation, as recommended by George Washington, the first president of\nthe United States of America, in his various messages to Congress, notably in the first, in favor of 'the promotion of science and literature,'\nand substantially as contemplated and set forth in the last will of George\nWashington, and by and through such other plans and methods as may\n\n"}
{"page": 477, "printed_page": null, "text": "Council]\n\nREPORT\n\nON A NATIONAL\n\nUNIVERSITY\n\n465\n\nbe necessary and suitable for the objects and purposes herein set forth,\nand to this end to collect, take, and hold moneys, gifts, and endowments ;\nto take by purchase, donation, or devise, real estate, and hold the same ;\nto erect and furnish buildings to be used for the purposes herein set\nforth ; and, when necessary for the said purposes, to sell, convey, mortgage, and exchange any real and personal estate which the association\nmay hold, and to do any and all things which may lawfully be done in\ncarrying out the objects and purposes of this corporation.\"\nACTION\n\nOF\n\nTHESE\n\nORGANIZATIONS\n\nIt appears that action has been taken by these organizations — by the\nboard of managers of the former on February 26, 1901, and by the\nboard of trustees of the latter on March 13, 1901 — which brings the\nsupport of each to a plan for an institution of the type which has been\ndiscussed above. Both organizations have agreed to co-operate to found\nan institution in the city of Washington, as a memorial to George Washington, which shall be maintained to promote the advanced study of the\nsciences and the liberal arts, and which shall assist in carrying out the\npurposes and the intent of the joint resolution of April 12, 1892, and of\nthe law of March 3, 1901.\nWASHINGTON\n\nMEMORIAL\n\nINSTITUTION\n\nOn May 17, 1901, articles of incorporation were filed at Washington,\nD. C, signed by Daniel C. Gilman, president of the Johns Hopkins University;Charlotte Everett Hopkins, president of the George Washington\nMemorial Association ; C. Hart Merriam, chief of the United States Biological Survey; George M. Sternberg, surgeon-general, United States\narmy ; Charles D. Wolcott, director of the United States Geological Survey; and Carroll D. Wright, United States commissioner of labor, as\nfollows :\nARTICLES\n\nOF INCORPORATION\n\nWe, the undersigned, persons of full age, and citizens of the United States, and a\nmajority of whom are citizens of the District of Columbia, being desirous to establish\nand maintain, in the city of Washington, an institution in memory of George Washington for promoting science and literature, do hereby associate ourselves as a body corporate, for said purpose, under the general incorporation acts of the Congress of the\nUnited States enacted for the District of Columbia ; and we do hereby certify in pursuance of said acts as follows :\n1. The name or title by which such institution shall be known in law is the Washington Memorial Institution.\n2. The term for which said institution is organized is nine hundred and ninety-nine\nyears.\n3. The particular business and objects of the institution are : to create a memorial to\nGeorge Washington; to promote science and literature; to provide opportunities and\nfacilities for higher learning ; and to facilitate the utilization of the scientific and other\nresources of the government for purposes of research and higher education.\n4. The number of its trustees for the first year of its existence shall be fifteen.\n\nSteps are to be taken at once by these incorporators to organize the\n\n"}
{"page": 478, "printed_page": null, "text": "466\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\ninstitution, as described, and to select a body of trustees which shall be\nefficient and, so far as may be, representative of a variety of scientific and\neducational interests.\nCHARACTERISTICS\n\nOF\n\nTHE\n\nINSTITUTION\n\nPROPOSED\n\nConcerning the proposed institution, we assume :\ni. That it will be independent of government support or control, as\nit will also be independent of the support or control of existing educational institutions. It might well appeal with peculiar force to the generosity of those men and women who are willing to increase, and who are\ndesirous of increasing, the endowment of higher education in the United\nStates.\n2. That its objects will be :\n(a) To facilitate the use of the scientific and other resources of the\ngovernment for research.\n(b) To co-operate with universities, colleges, and individuals in securing to properly qualified- persons opportunities for advanced study and\nresearch now obtainable only to a limited extent in Washington and not\nat all elsewhere.\n3. That its oversight and control will be in the hands of trustees\nand officers representing the educational experience and ideals of the\nexisting institutions for higher education.\n4. That the arrangements between the student body and the several\ngovernmental bureaus will be made, subject to the by-laws of the trustees, in such a way as to carry out to the fullest possible extent the\ndeclared policy of the Congress. It is expected that the government\nofficials will advise rather than instruct the students assigned to them.\n5. That the sole test of admission to the privileges which the institution offers will be merit and proficiency, to be ascertained in such way as\nthe trustees shall provide.\n6. That students coming from universities and colleges for a period\nof study or investigation at Washington will, upon request, be given\nappropriate credentials, on completing their work, for presentation to the\ninstitution from which they seek a degree.\n7. That students working in government laboratories or collections\nwill be subject to the rules and regulations there prevailing.\n8.. That, if successfully carried out, this plan will provide a body of\ntrained students, ready for expert work, many of whom might enter the\ngovernment service, while others would become instructors in institutions\nof learning or be engaged as experts in a private capacity.\nPROVISION\n\nFOR\n\nSTUDENTS\n\nThe departments or subjects in which graduate students could be\nreceived, and the provision that could be made for them at present, are\nunofficially estimated to be as follows :\n\n"}
{"page": 479, "printed_page": null, "text": "25\n\nCouncil]\n\nREPORT\n\nON A NATIONAL\n\n467\n\nUNIVERSITY\n\n17\nPossible\nInstructors\n1. Animal industry\n2. Anthropology and ethnology\n\nAstronomy\nBotany\nCartography\n36. Chemistry\n4Forestry\n5\n8 Geology\nClHistory\n(Library of Congress)\n7io. History\nand diplomacy (State Department)\nII.\nHydrography\n12. Library administration and methods (Library of\nCongress)\n13- Magnetism\n14. Meteorology\n15- M ineral resources\n16. Palaeontology\n....\n17. Physics\n18, Standards (Bureau of)\n19. Statistics\n20. Tides\n21.\nTopography\n22. Zoology\nACTION\n\nOF\n\nMaximum Number\nof Students\n\n15\n\n10\n114\n\n3\n\n8\n\n2\n106\n\n10\n\n15\n\n5\n\n10\n\n5\n\n20\n\n5\n\n1100\n\n1\n\n5\n\n/\n\n5\n\n2\n\n1\n\n5\n\n5\n7\n3\n\n2\n\n5\nNow2 being\n134\n2\n101\n\n5\norganized2\n20\n\n34\n272\n\nCOMMITTEE\n\nThe committee have adopted the following resolution :\nResolved, That we approve the plan for a non-governmental institution, known as the Washington Memorial Institution, to be established\nand maintained at Washington, D. C, for the purposes of promoting\nthe study of science and the liberal arts at the national capital, and of\nexercising systematic oversight of the advanced study and investigation\nto be carried on by duly qualified students in the governmental laboratories and collections, in accordance with the terms of the joint resolution of Congress approved April 12, 1892, and those of the act of March\n3. i901We recommend that the National Council of\nfollowing resolution :\n\nEducation adopt the\n\nResolved, That the report of the committee authorized by resolution\nof July 11, 1898, to investigate the entire subject of a national university\nbe received, and the committee discharged.\nWilliam R. Harper,\nNewton C. Dougherty.\nAndrew S. Draper.\nChairman.\nEdwin A. Alderman.\nCharles W. Eliot.\nNicholas Murray Butler.\nWilliam H. Maxwell.\nJames H. Canfield.\n\nJ. L. M. Curry.\n\nJ. G. SCHURMAN.\n\nF. Louis Soldan.\n\nNote. — Mr. Edmund J. James was unable to attend the meetings of the committee,\nand declines to sign the report.\n\n50\n\n"}
{"page": 480, "printed_page": null, "text": "468\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nDISCUSSION1\nPresident James H. Baker of the University of Colorado said in substance :\nThere appears to be a remarkable relation between the stages of progress and findings\nof this committee and the activities of the promoters of the so-called Washington Memorial Institution. I fear that the committee, or members thereof, in their zeal to carry out\nthe view embodied in this report, have gone far in attempting to predetermine results\nbefore making the report to the body that appointed them. Under the head \"Declaration of the Committee,\" it is seen that at their first meeting they, by resolution, gave their\njudgment upon the real question referred to them. This resolution was given to the\ncountry, virtually in the name of the National Educational Association, at a time when a\nbill for a national university was likely to receive favorable consideration in Congress.\nInstead of making their adverse report at the next meeting of the Council, held some\nmonths later in Charleston, they, thru their chairman and secretary, made an informal\nreport at that time to the effect that they had reached no final conclusions and were still\ninvestigating with open minds. The question as to why, then, they had at their first\nmeeting decided the question at issue and immediately made it public was not answered.\nJust before this, 1901, meeting of the National Educational Association, the press of the\ncountry not only made known that the report is adverse to the scheme of a national\nuniversity, but also at the same time announced that the Washington Memorial Institution\nwas founded. Before the report is made we find the names of the chairman and secretary\nof this committee on the board of trustees of said institution. It seems as tho it were\nintended to leave the Council nothing to do but to accept the report of the committee*\ntogether with the Washington Memorial Institution. I say again it appears that the\ncommittee in its zeal has gone far to realize the plan recommended before making the\nreport.\nUnder the head \" Preliminary Inquiries \" are many interesting subjects of investigation. We could wish that the results of investigation had been given us as a part of the\nreport.\nThe \"Argument for a National University,\" I think, is not fully and adequately\nstated. Professor Giddings, in his work on sociology, enumerates twelve modes of\nequality necessary to a successful democracy, and he says that only by a thoroly organized\nand successful public-school system can a sense of the equalities be instilled. He might\nhave included state universities and a national university. There are problems of democracy, serious ones, and our colleges have not yet done their full work in helping solve\nthem. While our state universities have not yet done all that should be expected of\nthem, I believe they are doing more than other institutions in making citizens who have\nan interest in the welfare of the state and a ready sympathy with the problems of all\nclasses of society. A national university, in touch with the people, supported by public\nfunds, would give the professors and students therein a truer sense of true Americanism\nthan could be developed in any other relation. It would serve to make the brightest and\nmost progressive minds of the world leaders in bringing the people to a consciousness of\ntheir ideals. It would pay to maintain a national university if for no other purpose than to\ngive our representatives in Congress other interests than commercialism and politics. In\nfounding and upbuilding a national university they would devote themselves to an ideal\ninterest ideally. Its idealizing influence would be at the center of the governmental life\nof democracy. Its effect upon the nation in the course of a century, I believe, would be\nmarvelous. Scholars, assembled in a national institution of learning from all parts of\nthe country and from all countries of the world, would carry to the corners of the earth\nAmerican ideas, ideas purified by their very means. Our statue of Liberty Enlightening\nthe World would then have a true significance.\n1 It is a matter of regret that the report of this discussion does not include all of the speakers.— Editor.\n\n"}
{"page": 481, "printed_page": null, "text": "Council]\n\nREPORT\n\nON\n\nA NATIONAL\n\nUNIVERSITY\n\n469\n\nThe above are two additional arguments for a national university. Moreover, I am\nconfident the great mass of public educators and of all thoughtful Americans believe in\na national university. For more than a hundred years the project has been before the\npeople and has been strongly advocated by eminent men. The National Educational\nAssociation in the seventies unanimously and repeatedly affirmed its belief in a national\nuniversity. Thye has existed for years a National Committee of Four Hundred to\npromote its establishment. This committee has an executive council of fifteen members,\nall eminent men in the history and affairs of the nation, who, with remarkable zeal, have\ndevoted time and study and active effort to the problem. Ex-Governor John W. Hoyt,\nthe secretary of the executive council, with no other motive than a desire to see an\ninstitution that would help the nation, without hope or desire of reward, has spent years\nof his time and energy in promoting the cause. The pity is that the National Educational\nAssociation, in addition to expressing its belief in a national university, did not appoint\nan active committee to aid the cause, and provide the committee with necessary funds.\nI wrote recently to all the state universities, asking for latest views regarding a\nnational university. Up to date I have received eighteen replies, and all but one are\nfavorable to the idea of a genuine university conducted and supported by the government.\nOne of them says : \" I do not urge the establishment of such an institution in the interest\nof the further development of our resources, of more commercialism, or for any other\nmaterial reason, but purely in the interests of common democracy.\" Another says : \"If\nwe agree that a higher public-school system is necessary, with its early response to public\nsentiment, we must for that very reason concede that the old endowed institutions, which\ndo not rapidly respond to public sentiment, are also a necessity to offset too rapid a\nchange in public thought. In other words, both are necessary, but the enormous wealth\nand endowment of the conservative class should be met by advancement along the lines\nof improvement in the responsive class. This can be met only thru the creation of a\nnational university.\"\nI also wrote to the members of the executive council. These men are widely\nscattered, and I have heard, directly and indirectly, from only six. General Nelson A.\nMiles writes a very strong argument for the university idea. He also says : \" There has\nbeen no valid room for other than affirmative views, and there can be none.\" Ambassador\nAndrew D. White reaffirms his views so often strongly expressed. Ex-Minister John A.\nKasson offers a convincing affirmative argument. Professor S. P. Langley, heard from\nonly indirectly, raises a practical point, to which I shall refer later. Professor Simon\nNewcombsays: \"So far as what I should desire to see, my views remain unchanged.\"\nHe, however, expresses fear of the strength of the opposition. Ex-Senator George F.\nEdmunds writes a full expression of his views. Among other things he says : \" Such an\ninstitution, being purely non-sectarian, and differing in this respect from other powerful\ninstitutions in Washington and elsewhere, can have a vast influence in preserving the\nfundamental principles of liberty of thought and action under equal law. I am confident\nthat when the subject is considered broadly, success will easily be obtained, notwithstanding the opposition which, in the main, I cannot but think, arises from selfish interests.\"\nMore than one of these men express in substance this thought, quoted from one of the\nletters: \"These considerations make all opposition based on local and denominational\nselfishness so unworthy that they should not for a moment weigh with a patriotic people\nor their honored representatives in the American Congress.\" Hon. Andrew D. White, in\nan article first published in 1889, but revised and republished in 1900, offers strong\narguments. He believes a national university would have an influence in uniting all\nsections of the country, that it would become the equal of Berlin ; that it would in every\nway supplement and aid existing universities ; that the influence of such an institution\nupon the atmosphere of Washington would be most salutary. President Jordan of Stanford\nhas an article in the Forum, 1897. He refers to the influence of the University of Berlin\nupon Germany, and urges the need of a national university for the United States.\n\n"}
{"page": 482, "printed_page": null, "text": "47°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nFurther on he says : \" It is not the needs of the District of Columbia which are to be met\nby a university of the United States. The local needs are well supplied already. It is\nthe need of the nation, and not of the nation alone, but of the world. A great university\nin America would be a school for the study of civic freedom. A great university at the\ncapital of the republic would attract the free-minded of all the earth. It would draw\nmen of all lands to the study of democracy. It would tend to make the workings of\ndemocracy worthy of respectful study.\" He further says : \"If a national university is a\nnational need, it is the duty of the people to meet and satisfy it. No other power can do\nit. As well ask wealthy manufacturers or wealthy churches to endow and support our\nsupreme court of law as to endow and support our supreme university. They cannot do it ;\nthey will not do it ; and. as free men, we would not have them do it if they would. A\nuniversity bears the stamp of its origin. Whatever its origin, the university ennobles it.\nBut a national university must spring from the people. It must be paid for by them ; and\nit must have its final justification in the upbuilding of the nation. Whatever institutions\nthe people need, the people must create and control. That this can be done wisely is no\nmatter of theory. With all their mistakes and crudities, the state universities of this country\nconstitute the most hopeful feature in our whole educational system. Doubtless the weakness and folly of the people have affected them injuriously from time to time. This is not\nthe point. We must think of the effect they have had in curing the people of weakness and\nfolly.\" He closes thus : \" There is no instrument of political, social, or administrative\nreform to be compared with the influence of a national university.\"\nAs to the \"Criticism of This Argument,\" it appears to me not strong, (i) We do not\nemphasize the argument from analogy. The case rests on its independent merits. (2)\nOur proposition is that a national university shall be more adequate than any other can\npossibly be made. (3) Anyone acquainted with Washington's writings upon the subject\nknows that the reason emphasized in paragraph 3 is not the only one he urged. Moreover, since his day the reasons for a national university have expanded and are more\nclearly seen. (4) We also desire to take full advantage of the opportunities at Washington, but we shall try to show that the scheme advocated by the committee is not to be\nconsidered as a substitute for a national university.\nIn passing, I wish to note that without question influences representing some religious\ndenominations are actively hostile to a national university. While I stand firmly for all\nthat the churches truly represent, I feel keenly that this mistaken zeal is not to be tolerated.\nNoting the history of the George Washington Memorial Association, it appears that\nit has been captured by those opposed to the university idea, together with its funds raised\n\" to advance and secure the establishment in Washington, D. C, of a university,\" etc.\nUnder \"Characteristics of the Institution Proposed\" we see that the Memorial Institution isto be \" independent of government support or control.\" In other words, another\nprivate institution has been founded in Washington with which we, of course, have nothing\nto do. Should the government allow its facilities to be used under the advice of a private\nbody not responsible to the government ?\nNow we come to the scheme of the Washington Memorial Institution. By the report\nof the committee there are 272 units of possibility for special investigation in the government institutions and departments in Washington, provided each student takes but one\nsubject. If each takes two or three subjects, the number of students is reduced to about\none hundred. A member of the committee has said there are not opp'ortunities for fifty\nstudents. The scheme of the Washington Memorial Institution is not adequate. I believe\nit is not intended seriously, except by the enemies of a national university, to prevent its\nestablishment. Professor Langley, of the Smithsonian, points out that the laboratories\nin the government institutions and departments are not adequate for a large number of\nstudent investigators ; neither could time be given to needful instruction. We can draw\nthe inference that there must be a genuine university, with professors and full equipment,\nbefore students can make use of the splendid opportunities in Washington owned by the\n\n"}
{"page": 483, "printed_page": null, "text": "Council]\n\nREPORT\n\nON\n\nA\n\nNATIONAL\n\nUNIVERSITY\n\n47 l\n\ngovernment. This Memorial Institution plan is hardly the shadow of a shadow of a\nuniversity. The problem remains where it was before, to be solved by the friends, in this\nassociation and elsewhere, of a national university. I mean by a national university a\ngreat post-graduate institution — a greater than Berlin — wonderfully equipped, with\nprofessors representing the culture and progress of the world, with thousands of graduate\nstudents from all parts of the country and from all countries of the world, standing as an\nideal interest of Congress and of the American people, in touch with the people, and\nhelping the people come to a consciousness of the true ideals of democracy, and spreading\nthose ideals over the civilized world.\nAnd they offer us this pitiful substitute !\nWith the opposition naturally stand a few great universities and a few religious\ndenominations. President Oilman, in his article on a national university, is very frank\nand asks what Columbia and Harvard and Yale and Johns Hopkins will say to the idea\nof a university that might attract some of their best professors and students. We are\ntold that the scheme is visionary. The American republic needs a true and far-reaching\nvision of greater things than average politics gives us. We are told that there are difficulties in the way. Shades of William Lloyd Garrison and Wendell Phillips ! When\nshall the Anglo-Saxon American people be told that they are not to undertake a right\nthing because there are difficulties in the way ?\nI hope this Council of Education will affirm its belief in a national university. I hope\nfurther that in the business meeting of the active members of the general association a\nresolution will be passed reaffirming belief in a national university, and that a committee\nwill be appointed, with funds for necessary publications, to aid the Committee of Four\nHundred in securing its foundation.\nThis is not a question of the interest of a few great universities or of a few great\nreligious denominations ; but it is a question of fostering our public-school system, our\npublic universities, all colleges and universities of the better class, democracy, progress,\nAmerican scholarship, national ideals, and America's influence upon the world.\nEx-Governor John Wesley Hoyt, chairman of the National University Committee.— Mr. President, Members of the Council : Before entering upon the subject under\ndiscussion I should, in justice to the cause itself and to the great committee of its promoters, whom I have the honor to represent, mention the facts personal to myself that\nbeing barely convalescent after a long illness and in no condition even to make the journey,\nit was the earnest requests of friends, and these alone, to which I yielded so far as finally\nto accept the invitation ; and, secondly, that within three days of the date of necessary\ndeparture I had an alarming prostration by heat. That I am, therefore, in a totally unfit\ncondition to appear before you will very certainly make itself manifest from beginning to\nend.\nNevertheless, I was sorry to hear from the presiding officer that I can have but a\nvery short time, for there is much that I should like to say.\nIt had been my purpose, first of all, to offer a brief summary of what, in the judgment\nof the National Educational Association, some years ago, a national university should be ;\nsecond, to remind the members of this great association what it actually did, a quarter of\na century ago, toward securing the establishment of such a university ; third, to present a\nre'sume' of the efforts of the National University Committee, and of the action of Congress,\nmore especially of the Senate, in this same behalf, during the last decade ; and finally to\noffer what, to my mind, are reasons more than sufficient why the remarkable report of\nyour Committee of Fifteen should be emphatically disapproved by this Council and by the\nNational Educational Association at large.\nIn view of the unexpected limitation, I shall find it difficult to rightly apportion the\ntime.\nLet me say, at the outset, that my own deep interest in the subject of a national\nuniversity came of an inspection of the educational institutions of the Old and the New\n\n"}
{"page": 484, "printed_page": null, "text": "472\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nWorld, made in my capacity as United States commissioner to the Paris Exposition of\n1867, and by special authority of Mr. Seward, then secretary of state. It was my surprise\nand mortification, upon the conclusion of two years of travel and study (in the course of\nwhich I visited every university in Europe and America), that aroused me to efforts in\nbehalf of university education, in which our deficiencies were most marked.\nAs many of you will recall, the National Educational Association, at Trenton, N. J.,\nin 1869, adopted unanimously the following resolution :\nResolved, That, in the opinion of this association, a great American university is a leading want of\nAmerican education, and that, in order to contribute to the early establishment of such an institution, the\nPresident of this association, acting in concert with the president of the National Superintendents' Association,\nis hereby requested to appoint a committee, consisting of one member from each of the states, and of which\nDr. J. W. Hoyt, of Wisconsin, shall be chairman, to take the whole matter under consideration, and to make\nsuch report thereon, at the next annual convention of said associations, as shall seem to be demanded by the\ninterests of the country.\n\nI can now barely mention the facts that the committee's preliminary report, submitted at Cleveland, in 1870, was in itself unanimous, and was unanimously adopted by\nthe association.\nThe report submitted at St. Louis, in 187 1, likewise unanimously adopted by the\nassociation, among other things contained an outline of what a national university\nshould be.\nAt the same time the national committee was made to consist of fewer members and\nwas constituted \" a permanent committee,\" with powers to frame a bill, to send the same\nto members and to leading citizens thruout the country, and, when ready, to offer it to\nCongress and press its passage.\nYou are aware that such a bill was finally, in 1872, introduced, and that it was unanimously reported by the house committee on education, which included many eminent\nmembers of that body, among them Mr. George F. Hoar, of Massachusetts. Of the long\nlapse of time, during which, owing to the protracted absence of members of the committee from the country, and the difficulty of enlisting active successors, little was done,\nI will only say that this has been to me a source of unending regret.\nIn so far as the National Educational Association is concerned, consolation is found\nin these two facts : First, that upon conclusion of a reply by the chairman of its committee, in this city of Detroit, in 1874, to an attack upon the national-university movement by the president of Harvard the year before (during the chairman's absence from\nthe country), the following resolution was unanimously adopted by the association, and\nwith special emphasis :\nResolved, That this association does hereby reaffirm its former declarations in favor of the establishment\nof a national university devoted, not to colle_gtate, but to university work, providing higher instruction in all\ndepartments of learning, and so organized as to secure the necessary independence and permanency in its\nmanagement.\n\nSecondly, that when the old-time chairman of the aforesaid committee had determined to resume his efforts for the university and repaired to Washington for that purpose, every member of the National Educational Association whom he was able to\nconsult as to laying the matter again before that body at its next annual meeting, said in\nsubstance : \"No, the association is sure, absolutely sure, already, and will be prepared,\nwhen the time shall have come for its co-operation — when, as a great and influential\nbody, its help is needed. It is better that a new committee be formed, including, besides\nsome of the leading members of the association, the strongest public men of the country\nin other fields of activity.\"\nIt was for this reason that the \" National Committee to Promote the Establishment of\nthe University of the United States\" was formed in 1 891, and embraces, besides the\npresidents of over two hundred leading colleges and universities and the state superintendents ofpublic instruction, statesmen, jurists, scholars, scientists, and heads of national\norganizations enough to swell the number beyond four hundred.\n\n"}
{"page": 485, "printed_page": null, "text": "Council]\n\nREPORT\n\nON\n\nA NATIONAL\n\nUNIVERSITY\n\n473\n\nYou are doubtless familiar with the earnest enlistment of the able and honored Senator George F. Edmunds of Vermont in a revival of the national-university question, in\n1890, by securing the appointment of a special Senate \"committee to establish the\nUniversity of the United States,\" with the introduction of a bill, and with its reference to\nsaid committee.\nYou may also know that, after his retirement from the Senate because of serious illhealth, the said committee was made a \" standing committee ; \" that a unanimous report\nwas submitted by Senator Edmunds' successor in the chairmanship of said committee,\nChairman Proctor, of Vermont, in 1893, tho too late to secure action ; and another\nreport, also unanimous, by his successor, Chairman Hunton, of Virginia, in 1894, who\nsucceeded in getting the bill ably discussed on the affirmative side, tho not in getting\nit to a vote, because of interference by the appropriation bills and the arrival of the time\nwhen, under the rules, a single vote was sufficient to prevent further action during that\nCongress. You may further know of the affirmative report afterward submitted by Chairman Kyle, of South Dakota, in 1896, with the inclusion of over three hundred letters in\nsupport of the measure from some of the ablest and most distinguished men of the United\nStates ; and that the bill so reported was prepared during three protracted sessions of\nthe executive council of the National University Committee, the chief justice of the\nUnited States presiding, and every member but one being present.\nThat this bill, of which President David Starr Jordan of Leland Stanford University\nwrote, \" Put it through without the change of a punctuation point,\" failed was due to the\nabsence of the chairman of the Senate committee during almost the entire last session of\nthe Fifty-fourth Congress (during the session of the South Dakota legislature), and to the\nnatural reluctance of Senators John Sherman, Frye, and other members of the committee\nto take his place while daily expecting his return, especially since, meanwhile, a minority\nreport (tho brief, weak, and ill-supported) had been offered.\n\n***************\n\nThe record of national-university efforts in the Senate puts it beyond question that,\nwhile the Senate itself has dealt most liberally and handsomely with the university question, there have been delays unpardonable on the part of two chairmen of the Senate\ncommittee, especially the last one — delays, too, in the latter case, which many friends of\nour measure insist have a mysterious connection with those of the Committee of Fifteen,\nbut which I shall myself not here attempt to explain otherwise than to note that the\nactual work of said Committee of Fifteen may have devolved upon a very small number\nof its members.\nAs for the report of the Committee on a National University now under discussion, I\nregret to speak of it, for there are attached to it the signatures of distinguished men\nwhom I have long highly respected, some of them members of the national-university\ncommittee. But, on the other hand, it is my necessity to speak of the results of their\nyears of labor in terms of the severest condemnation, both on account of the unreasonable delays involved and because of the astonishing recommendation with which the\nreport concludes — a recommendation which, carefully and dispassionately viewed,\nseems to be nothing less than an attempt to foist upon the National Educational Association and the country a weak and unworthy substitute for the noble national university\nto which the association stood so entirely committed in other years, and by which I\nfirmly believe it will ever stand.\nDid time permit, I would point out, right here, how this \" memorial \" concern is\npractically made up of faults and deficiencies — that it is substantially confined to some\nsort of popular utilization of the scientific resources of the government at Washington,\nand that even in attempting this they have offered a scheme that must prove a failure.\nI would show likewise how, as a private institution, it must necessarily fail of all\nthose great educational, national, and even international ends which Washington, Jefferson, and the most illustrious of other of our presidents, as well as a multitude of\n\n"}
{"page": 486, "printed_page": null, "text": "474\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nstatesmen, scholars, scientists, and practical educators\n\n[National\n\nhave had in view for a hundred\n\nyears.\nAnd, finally, I would remind you of the affront this \" memorial \" scheme offers to\nthe Father of his Country. It was not a narrow, one-sided institute, originated by one or\nmore of the worst enemies of the great idea he so cherished, and for whose final realization he made the best contribution he could in his last will and testament ; it was not\nany such \" institution \" as we have outlined before us, worked up and now in control of\nnational-university deserters, faint-hearted friends, and declared opponents of any\nuniversity likely to become greater than their own, no matter what its claims on national\nand universal grounds; it was nothing of this sort that the immortal Washington was so\nprofoundly interested in — as they who devised and organized it very well know. And\nin his great name, we who have believed with him and have zealously worked for the\nneeded realization of his noble aims, utterly repudiate, whatever claims its founders may\nmake to consideration on national and patriotic grounds, this \" Memorial Institution.\"\nUsing the \" two minutes more \" the chair has kindly granted me, let me declare my\nconviction that the \"Memorial Institution\" will prove a faux pas, and that the nationaluniversity movement will go forward. To friends of the national university who from\nthe first have done little to help, trusting that other of its friends would carry it thru,\nwith the help of Providence, and who have mistakenly assumed that the years of delay in\nthe Senate were a symptom of a decline in interest — to such it may seem strange ; but, as\nfor myself, these methods of the enemy, whom it seems we were destined to meet, have\nbut increased my determination. With many years and many thousands of dollars of my\nown so freely given to the university cause already, I am newly nerved and consecrated.\nI need hardly say to those who have known my past life — and yet, because of base\nintimations in one or two quarters, it may be my duty to say — that a victory fully won\ncould by no possibility have anything of personal advantage for me other than a consciousness of duty done — an elevating sense of labors performed and sacrifices made\nnot in vain. For, if already established by act of Congress and to be organized\ntomorrow, the national university would include no official station that I could be induced\nto accept, if offered me, either then or at any time thereafter. As a determined promoter\nof the movement begun by Washington, I have been no less purely patriotic than he.\nFor its realization I shall continue to labor, and am ready to lay down my life. With\nthe distinguished President Oilman, of 1895, \"I firmly believe that a national university\nwill be established in Washington;\" and with the eminent William R. Harper, president\nof the University of Chicago, \" I have always believed in such an institution, and will\ncontinue to believe in it. There is everything to be gained and nothing to be lost.\"\n\nG.\n\nTHE\n\nIDEAL\n\nSTANLEY\n\nHALL,\n\nSCHOOL\nPRESIDENT\n\nAS BASED\nOF\n\nCLARK\n\nON\n\nCHLLD\n\nUNIVERSITY,\n\nSTUDY\n\nWORCESTER,\n\nMASS.\n\nI shall try in this paper to break away from all current practices,\ntraditions, methods, and philosophies, for a brief moment, and ask what\neducation would be if based solely upon a fresh and comprehensive view\nof the nature and needs of childhood. Hitherto the data for such a\nconstruction of the ideal school have been insufficient, and soon they\nwill be too manifold for any one mind to make the attempt; so the\nmoment is opportune. What follows is based almost solely, point by\npoint, upon the study of the stages of child development, and might,\nperhaps, without presumption be called a first attempt to formulate a\n\n"}
{"page": 487, "printed_page": null, "text": "Council]\n\nIDEAL\n\nSCHOOL\n\nAS BASED\n\nON\n\nCHILD\n\nSTUDY\n\n.\n\n475\n\npractical program of this great movement. In my limited space I can\ndo little more than barely state the conclusions that affect the practical\nwork of teachers.\nThe school I shall describe exists nowhere, but its methods, unless I\nerr, are valid everywhere. Altho many of its features exist already,\nand could be pieced together in a mosaic from many lands and ages, it\nis essentially the school invisible, not made with hands. But, as there is\nnothing so practical as the truly ideal, altho my school today exists\nnowhere, it might be organized anywhere tomorrow ; and I hope that\nthe most and the least conservative will agree that it is the true goal of\nall endeavor, and will not differ except as to whether it may be realized\nat once or only at the end of a long period of labor. I confess that\nsomething like this has from the first animated all my own feeble educational endeavors, and that without it I should be without hope and\nwithout goal in the world of pedagogy.\nBeginning with the deep philosophy often imbedded in words,\n\"school,\" or \" schole,\" means leisure, exemption from work, the perpetuation of the primaeval paradise created before the struggle for existence began. It stands for the prolongation of human infancy, and the\nno whit less important prolongation of adolescence. It is sacred to\nhealth, growth, and heredity, a pound of which is worth a ton of instruction. The guardians of the young should strive first of all to keep out\nof nature's way, and to prevent harm, and should merit the proud title\nof defenders of the happiness and rights of children. They should feel\nprofoundly that childhood, as it comes fresh from the hand of God, is\nnot corrupt, but illustrates the survival of the most consummate thing in\nthe world; they should be convinced that there is nothing else so worthy\nof love, reverence, and service as the body and soul of the growing child.\nPractically, this means that every invasion of this leisure, the provision of a right measure of which is our first duty to youth, has a certain\npresumption against it, and must justify itself by conclusive reasons.\nBefore we let the pedagog loose upon childhood, not only must each\ntopic in his curriculum give an account of itself, but his inroads must be\njustified in the case of each child. We must overcome the fetichism of\nthe alphabet, of the multiplication table, of grammars, of scales, and of\nbibliolatry, and must reflect that but a few generations ago the ancestors\nof all of us were illiterate ; that the invention of Cadmus seemed the\nsowing of veritable dragon's teeth in the brain; that Charlemagne and\nmany other great men of the world could not read or write ; that\nscholars have argued that Cornelia, Ophelia, Beatrice, and even the\nblessed mother of our Lord knew nothing of letters. The knights, the\nelite leaders of the Middle Ages, deemed writing a mere clerk's trick\nbeneath the attention of all those who scorned to muddle their wits with\nothers' ideas, feeling that their own were good enough for them.\n\n"}
{"page": 488, "printed_page": null, "text": "476\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nNay more : there are many who ought not to be educated, and who\nwould be better in mind, body, and morals if they knew no school. What\nshall it profit a child to gain the world of knowledge and lose his own\nhealth ? Cramming and over-schooling have impaired many a feeble\nmind, for which, as the proverb says, nothing is so dangerous as ideas\ntoo large for it. We are coming to understand the vanity of mere\nscholarship and erudition, and to know that even ignorance may be a\nwholesome poultice for weakly souls; while scribes, sophists, scholastics,\nand pedants suggest how much of the learning of the past is now seen\nto be vanity, and how incompetent pedagogs have been as guardians of\nthe sacred things of culture. Thus, while I would abate no whit from\nthe praise of learning and education for all who are fit for them, I\nwould bring discrimination down to the very basis of our educational\n•\npyramid.\nI. The kindergarten age is from two or three to six or seven. Here,\nbefore the ideal school can be inaugurated, we need some work of rescue\nfrom the symbolists. Now the body needs most attention, and the soul\nleast. The child needs more mother, and less teacher ; more of the educated nurse, and less of the metaphysician. We must largely eliminate,\nand partly reconstruct, the mother-plays, while transforming and vastly\nenlarging the repertory of the gifts and occupations. We must develop\nthe ideal nursery, playgrounds, and rooms, where light, air, and water\nare at their best. The influences of the new hygiene have been felt least\nhere, where they are needed most. The neglect of these basal principles\nsuggests that we have still among us those whose practice implies a belief\nthat any old place is good enough to hatch out beautiful souls, provided\nonly Froebelian orthodoxy of doctrine and method is steadfastly maintained. In place of a magic mongering with them, the cubes, spheres,\ncylinder, and also the top, soap-bubble, doll, dances, marches, circus, and\nscores of other free plays and games ; and in place of two or three\nfish, insects, animals, plants\", several score must be provided, and a\nmuseum and catalogue raisonne of toys must be at hand. Eating bread,\nmilk, fruit, with some simple table manners, and using paper napkins,\nsometimes do wonders for these human larva?. Feeding brightens the\nmind and saves the disposition ; a full stomach opens the mouth, and\ngood courses of lessons could be derived from the viands themselves.\nThe kindergarten should fill more of the day, and should strive to\nkill time. In the Berlin Institute children sleep at noon in a darkened\nroom, with music, crackers, or even bottles, and thus resist man's enemy,\nfatigue, and restore paradise for themselves. Part of the cult here should\nbe idleness and the intermediate state of reverie. We should have a\ngood excuse to break into these, and at this age children should be carefully shielded from all suspicion of any symbolic sense. Thus in play,\nand in play only, life is made to seem real.\nImitation should have a far\n\n"}
{"page": 489, "printed_page": null, "text": "Council]\n\nIDEAL\n\nSCHOOL\n\nAS BASED\n\nON\n\nCHILD\n\nSTUDY\n\n471\n\nlarger scope. Children should hear far more English and better, and in\nthe later years the ear should be trained for French or German. Color\nshould never be taught as such. The children of the rich, generally\nprematurely individualized or over-individualized, especially when they\nare only children, must be disciplined and subordinated ; while the\nchildren of the poor, usually under-individualized, should be indulged.\nWe should lose no syllable of the precious positive philosophy of Froebel,\nthe deepest of all modern educational thinkers ; but we must profoundly\nreconstruct every practical expression that he attempted of his ideas, and\nmust strive to induce at least a few college-trained men and women to\nturn their attention to the kindergarten, thus making the training schools\nfeel, what they have hitherto known so little of, the real spirit and\ninfluence of modern science. Teachers should study every child, not\nnecessarily by any of the current technical methods. They should learn\nfar more than they can teach, and in place of the shallow manikin child\nof books they should see, know, and love only the real thing. After this\nmetempsychosis, the kindergarten should be, and should become, an\nintegral part of every school system.\nII. The age of about seven or eight is a transition period of the\ngreatest interest for science. Then most children have less chewing surface by three or four teeth; there is a year or more of increased danger to\nthe heart ; the breath is shorter and fatigue easier ; lassitude, nervousness, visual disorders, and cough are somewhat more imminent ; and the\nblood is more often impoverished. The brain has practically finished for\nlife its growth in weight and size ; and all work and strain must be\nreduced. Some important corner in its time of development, not yet\nfully understood, is turned.\nIII. At eight or nine there begins a new period, which, for nearly four\nyears, to the dawn of puberty, constitutes a unique stage of life, marked\noff by many important differences from the period which precedes and\nthat which follows it. During these years there is a decreased rate of\ngrowth, so that the body relatively rests ; but there is a striking increase\nof vitality, activity, and power to resist disease. Fatigue, too, is now\nbest resisted, and it is amazing to see how much can be endured. The\naverage child now plays more games, and has more daily activity, in proportion to size and weight, than at any other stage. It would seem, as\nI have proposed elsewhere with ground for the theory, as tho these four\nyears represented, on the recapitulation theory, a long period in some\nremote age, well above the simian, but mainly before the historic, period,\nwhen our early forebears were well adjusted to their environment. Before\na higher and much more modern story was added to human nature, the\nyoung in warm climates, where most human traits were evolved, became\nindependent of their parents, and broke away to subsist for themselves at\nan early age.\nIn this age, which we will call the juvenile, the individual\n\n"}
{"page": 490, "printed_page": null, "text": "478\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nboy today is a precious key for the reconstruction of a stage in the history\nof the race otherwise very obscure.\nHowever this may be, child nature suggests very plainly that this\nperiod should be mainly devoted to drill, habituation, and mechanism.\nThe age of reason is only dawning, and is not yet much in order; but\ndiscipline should be the watchword here. Writing, and even reading, for\ninstance, should be neglected in our system before eight, and previous\nschool work should focus on stories, the study of nature, and education\nby play and other activities. Now writing and reading should be first\ntaught with stress. Their nascent period is now beginning. If we teach\nthem before, we are apt to make the average child a bad writer for life by\nprecocious overemphasis on the finer muscles. Modern studies show\nthat the zigzag of the eye back and forth along the printed line is as\ndangerous as is the too early wigwag of the pen. At best the strain laid\nupon these tiny muscles is dangerous. Too early drill in read-writing is\nalso enormously wasteful, because intensive effort gives facility now in an\namazingly short time. Now first the smaller muscles in the average\nchild, so important for mind- and will-training, can bear hard work and\nmuch strain. Accuracy, which, when out of its season, is fraught with so\nmany dangers for mind and body, is now in order.\nVerbal memory is now at its very best, and should be trained far\nmore than it is. We are now educating the automatic bases of both\nmind and morals, and habits are never so easily formed or made stable.\nManual training and games should be extremely diverse, manifold, and\nthoro. It is the time to break in the human colt, which is by nature, in\nsome sense, the wildest of all wild animals. If the piano or any other\nmusical instrument is to be learned, this is the time for drill, especially on\nscales and exercises. An instrumentalist's technique is rarely good if its\nfoundations are not laid in this age. Names, even technical ones, come\nnow. Drawing, too, should now come into prominence, beginning in its\nlarge and perfectly free form..before writing, and only near the end of the\nperiod becoming severely methodic and accurate. Art training should\nnot result in intimidation, but first everything should be drawn — battles,\nfires, shipwrecks, and railroad accidents, with plenty of human figures and\naction, and no angles, straight lines, or regular curves, which have come\nvery late in the history of the race. This would make drawing, as it\nshould be, a real expression of the child's soul, and the child should copy\nwhat he, and not what the adult, sees.\nThe mother-tongue will be the vehicle of nearly all the work of this\nperiod ; but it will be on the short circuit from ear to mouth, which\nexisted for unknown eons before reading and writing, and not chiefly on\nthe long circuit and, biologically, very recent brain-path from eye to\nhand. Teachers praise written work in home and at school — compositions, essays, class work ; but all these appeal to new and undeveloped\n\n"}
{"page": 491, "printed_page": null, "text": "Council]\n\nIDEAL\n\nSCHOOL\n\nAS\n\nBASED\n\nON\n\nCHILD\n\nSTUDY\n\n479\n\npowers of nerve and muscle. It is because we try to establish good\nEnglish upon these foundations, so precarious at this stage, that we have\nso much and so just complaint of bad English. We ruin both handwriting and idiomatic speech by precocity. The child should live in a world\nof sonorous speech. He should hear and talk for hours each day ; and\nthen he would lay foundations for terse and correct English, and would\nkeep read-writing, as it should forever be, subordinate to hearing and\nspeaking. He would write as he speaks, and we should escape the\nabomination of bookish talk. At this stage written work should be\nrequired far less than at present.\nFurther, to secure these ends, we must first lay stress upon correct\nspelling — which is, after all, of far less importance than we think — and\nalso upon correct, adult Addisonian syntax. Good grammar is too much\nto expect yet. We must strive first for utterance and expression, which\nmay be homely, if only vigorous and adequate. Hence, much that we\ncall slang has its place, and is really a revival of English in its most\nformative stage. The prim proprieties we idolize are not yet, but it is\nthe hour of delight in cogency of expression. We do not yet know what\nslang to teach, or how to teach it, but we ought to give the best of it an\nimportant place. The boy is not totally depraved because he loves the\nspeech of Chimmie Fadden, of Mr. Ade, or of \"The Charwoman,\"\nbecause such language is fresh from the mint where all words were made.\nOur end is the cultivation of expression, which must bring out clearly\nand strongly what is in the boy's soul. This expression must be of a\nkind at least no less effective for other boys than for us. A training that\ngives the power of writing, or even talking, upon any subject or upon\nnone in particular, is bad and vicious. Children have no right to write\nunless it is upon some subject that they know, and upon which they feel\nstrongly. Theme and composition should be strictly confined to the\nfields of interest, and then expression will find or make a vent for itself.\nMoreover, we should not teach language, as such, or apart from objects,\nacts, and concrete reality-truth. We\nbooks.\n\nmust burn most of our language\n\nAt this stage, arithmetic, so greatly overdone in American schools,\nshould be mechanized, with plenty of mental exercises, and later with\nrules and processes for written work, with only little attempt at explanation. The elements of geometry, especially on the constructive side,\nand the metric system should come early, and the rudiments of algebra\nlater. This is the stage, too, for beginning one or two foreign languages.\nThese should always first be taught by ear and mouth. The child has a\nnatural desire to express himself in many other vocal forms than the\nvernacular, for it is the age when all kinds of gibberish, dog Latin, and\ninventive words culminate. It represents the stage when human speech\nevolved fastest.\nIf these languages are taught earlier, they jeopardize\n\n"}
{"page": 492, "printed_page": null, "text": "480\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nidiomatic English; if later, they are never pronounced or used with precision, and are not immediate vehicles of thought. Psychology has\nshown that speech is greatly reinforced by appeals to the eye, not in the\nform of the written or printed word, but thru pictures, and that even\ncolor intensifies the linguistic effect. Many a French or German word\nthat could not otherwise be recalled is reproduced, or first taught more\npermanently, if the object or picture is shown, or the appropriate action\nis performed at the same instant. Books should be by no means discarded, but the chief stress should be laid on the oral work and thought.\nThe object should be brought into immediate action without the intervention of the English word.\nAs to the dead languages, if they are to be taught, Latin should be\nbegun not later than ten or eleven, and Greek never later than twelve\nor thirteeen. Here both object and method are very different. These\nlanguages are taught thru English, and the eye-hand circuit should\nhave much more prominence. Word-matching and translation are the\ngoal. The chief reason why the German boy of fifteen or sixteen in\nUnter Secunda does so easily here what seems to us prodigious is\nbecause he is taught to study; and the teacher's chief business in class is\nnot to hear recitations, but to study with the boys. One of the best of\nthese teachers told me that the boy should never see a dictionary or even\na vocabulary, but the teacher must be a \"pony.\" The pupil should never\nbe brought face to face with an unknown sentence, but everything must\nbe carefully translated for him ; he must note all the unknown words\nfrom the teacher's lips and all the special grammatical points, so that\nhome study and the first part of the next lesson will be merely repetitions of what the teacher had told and done.\nThe modern school geography should be reduced to about one-fourth\nor even one-eighth of its present volume. It is too often a mosaic of\ngeology, topography, physical geography, botany, zoology, anthropology,\nmeteorology, and astronomy. The facts of each of these sciences, however, are not taught in their natural or logical order ; but the associations\nare mainly those of place and contiguity, not of similarity and cause.\nEven in these days of correlation of studies the facts of these sciences\nare separated from their logical connection with each other ; and by the\nuse of a more fortuitous local association the reason is injured. Our\ngeographies do not respect the unity of the child's mind. Their facts\nare connected neither with each other nor with the nascent stages of\ngrowth. The interest in primitive man and animals culminates from\nnine to ten ; that in trade and governmental parts of geography comes\nfrom sixteen to twenty. The geographies of the last two or three years\nhave mitigated, but by no means healed, these evils ; and, as we speak of\nTurkey as \"the sick man of Europe,\" we may still speak of geography as\nthe sick subject of our curriculum.\n\n"}
{"page": 493, "printed_page": null, "text": "Council]\n\nIDEAL\n\nSCHOOL\n\nAS BASED\n\nON\n\nCHILD\n\nSTUDY\n\n481\n\nInstead of reverencing this relic of medievalism, as its history shows\nit to be, we should greatly reduce the time given to it, and should first\nteach Heimatskunde ; make maps more abundant, but more incidental\nto every topic, especially history; develop and teach elementary and\nillustrated anthropology and zoology, broadening to elementary astronomy, geology, meteorology, and botany, taught by and for themselves to\nbring out their disciplinary value, and so on in ways I have here no\nspace to dwell upon. When we have reduced the enormous time now\ngiven to geography, the elements of each of these sciences will be taught\nin primers — some of which are now begun before the end of this period\n— which will continue the nature work of the period before seven or eight.\nThe hand is in a sense never so near the brain as now; knowledge\nnever so strongly tends to become practical ; muscular development never\nso conditions mental. Muscle-training of every kind, from play up to\nmanual work, must now begin. Instead of the Swedish or other curriculized and exactly finished objects made, we should have a curriculum\nof toys at first and of rude scientific apparatus later, where everything will\nfocus more upon the ulterior use of the object than upon the process of\nmaking it. All these things will be chosen from the field of the child's\ninterests.\nSinging will be prominent in the ideal school at this age ; but far\nmore time will be given to rote singing than to singing from notes,\nespecially at first. The chief aim will be, not to develop the power to\nread music, important as the place of this is, but to educate the sentiments, and especially to attune them to love of home, nature, fatherland,\nand religion — the four chief themes of song in all ages, past and\npresent. Music is the language of the feelings, just as speech is of the\nintellect. It is as absurd to teach notes to children before they can sing\nwell as it would be to teach them reading before they can speak. The\nobject of musical education in the public school is to express and train\nthe' emotions, and, thru these, the will and character; to preform joys and\nconduct, and not to make musicians.\nReason is still very undeveloped. The child's mind is at a stage when\nthere is little in it that has not been brought in by way of sense. We\nmust open wide the eye-gate and the ear-gate. \"Show,\" \"demonstrate,\"\nand \"envisage\" should be our watchwords, not \"explain.\" We can easily\nmake casuists and prigs, but we jeopardize thereby the ultimate vigor of\nreason. Hence we should explain very little. Even with respect to\nmorals and conduct the chief duty of the child at this age is to obey.\nIn most cases to try to explain brings self-consciousness and conceit.\nThis method is the resource of teachers and parents whose personality\nis deficient in authoritativeness. Obedience should still be a law, if not\na passion. If it is lacking, this is due to imperfect character or perverted methods in adults.\n\n"}
{"page": 494, "printed_page": null, "text": "482\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nIn fine, this is the age for training, with plenty of space and time,\nhowever, for spontaneity and voluntary action. The good teacher is a\ntrue Pedotrieb, or boy driver. He needs some method, but much more\nmatter. He or she finds relatively little sentiment, but much selfishness,\nbound up in the hearts of children at this age. One of the chronic\nerrors of too fond mothers and of modern teachers is to overestimate the\ncapacities of children, especially boys, at this age for sympathy with adult\nfeelings or interests. The world we live in is not theirs. We are \"Olympians,\" and can enforce our will because we are stronger. We must be\ntolerated and respected, and must be treated with all the forms of respect\nand obedience that we require ; but the interest of children at this age is\nalmost exclusively in each other, and in each other's ways, not in adults.\nThis breaks out suddenly, but just later.\nJust before this period ends, boys and girls in the ideal* school will\nbe chiefly, tho not exclusively, placed under the care of teachers of\ntheir own sex. At the close of this period the ideal child, ideally trained,\nwill be first of all helpful and active in body and mind ; will read and\nwrite well ; will know a great deal about the different aspects of nature\nin his home environment ; will not be bookish, but will already know\na few dozen well-chosen books ; will understand and read simple French\nand German ; and will perhaps have a good start in Latin and Greek.\nSome buds of specialization will have begun to bourgeon. This child will\nbe able to play several dozen games ; will know something of a number\nof industries ; and will be able to make several dozen things that he is\ninterested in. He will be respectful, tho not particularly affectionate,\nand will take pleasure in obeying those he likes, and perhaps more in\ndisobeying those he dislikes. He will have attempted a number of organizations for teams, and will have formed a few societies, but all will have\nbeen transient. He will have some acquaintance with most of the story\nroots and literary monuments of the world, perhaps two or three score in\nnumber. He will sing, and will draw almost anything, not well, but\nintelligibly and without affectation.\nLastly, the ideal teacher at this age will be the captain of the child's\nsoul ; will be able to do some things with his or her body that the child\ncannot ; will be able to answer most of the questions suggested by the\nfield, the forest, the beach, the street, and their denizens; will suggest\nplays and umpire games ; will perhaps know a little of coaching, but will\nbe a stern disciplinarian, genial withal, but rigorous and relentless in his\nexactions, and intolerant of all scamped work; will love occasional excursions and expeditions ; will perhaps sing, play, and draw a little ; will be\nable to do something expertly well ; and, as perhaps the culminating\nquality, will have a repertory of the greatest stories the human race has\never told or heard.\nThe ideal story-teller will prefer twilight or evening, with at least the\n\n"}
{"page": 495, "printed_page": null, "text": "Council]\n\nIDEAL\n\nSCHOOL\n\nAS BASED\n\nON\n\nCHILD\n\nSTUDY\n\n483\n\ndim light that gives the imagination a chance over sense, perhaps with\nflickering flames to objectify his 'scenes. He will then weave the almost\nhypnotic charm of \" Once upon a time.\" Thus he will repeat the tales\nof Ulysses, Orestes, Siegfried, Thor, King Arthur and his knights, the\nwanderings of ^Eneas and Telemachus, perhaps some tales from one or\nother of the great ethnic Bibles, perhaps Dante, some of the soul-transforming myths of Plato — such as Atlantis, the cave, the two steed* —\nHercules at the cross-roads, perhaps some legends from ancient India,\nReynard the Fox, something from Grimm and Simrock. It is a grievous\nwrong to permit any child to satisfy the legal requirements of school\nattendance without some knowledge of these things. I believe in the\nethical virtue of these things almost as I believe in the Bible, for they\nsink deep and transform. They are the Bible of childhood, and we must\nnot withhold them. A story brings a vast body of related facts and\npersons to a sharp focus. This is what most modern methods of correlation fail to attain. Such stories discipline the heart and the attention\nat the same time, and implant a taste for good reading and a distaste'for\nbad. Finally, the teacher should have good manners, a uniform disposition, much joy of life, and sympathy with just this age. Some persons\nare made to love children in this stage most of all ; some, to love adolescents; the interest of most and their service to the young are almost\nalways specialized ; and none can be equally good teachers or parents for\nall ages.\nIV. Adolescence is a term now applied to a pretty well-marked stage,\nbeginning at about thirteen with girls and a year later with boys, and\nlasting about ten years, to the period of complete sexual maturity. It is\nsubdivided into pubescence, the first two years; youth proper, from sixteen to twenty in boys and perhaps fifteen to nineteen in girls ; and a\nfinishing stage thru the early twenties. The first stage is marked by a\ngreat increase in the rate of growth in both height and weight. It is a\nperiod of greater susceptibility to sickness for both sexes ; but this\nvulnerability is due to the great changes, and the death-rate is lower in\nthe early teens than at any other age. It is the time when there is the\nmost rapid development of the heart and all the feelings and emotions.\nFear, anger, love, pity, jealousy, emulation, ambition, and sympathy are\neither now born or springing into their most intense life. Now young\npeople are interested in adults, and one of their strong passions is to be\ntreated as if they were mature. They desire to know, do, and be all that\nbecomes a man or woman. Childhood is ending, and plans for future\nvocations now spring into existence, and slowly grow definite and controlling.\nThere is often a new and exquisite sensitiveness to every breath of\ncriticism, praise, or blame. All are anxious to know whether they are\ninferior or superior to others.\nThere may be observed\nboth a new\n\n"}
{"page": 496, "printed_page": null, "text": "484\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\ndiffidence and a new self-assertion. The largest percentage of criminals\nis found in the later teens, and at this time most conversions occur also.\nBoth pleasure and pain are vastly intensified. Pugnacity becomes very\nstrong, as does the instinct for showing off. The large muscles and then\nthe small develop rapidly, but are at first unenduring and clumsy. The\nheart and arteries are suddenly enlarged, and the blood pressure is\nincreased. Blushing is greatly developed. Nature puts body and soul\non their mettle. Heredity chiefly, and environment next, determine\nwhether the individual can cross this pons successfully; whether he can\nmolt into maturity completely without loss or arrest. New friendships\nand new secrets are formed ; the imagination blossoms ; the soul is never\nso sensitive to all the aspects of nature ; music, which may have been\nstudied before, is now felt ; the excelsior motive or the developmental\npush upward makes this the very best and richest season of life. New\ncuriosities, amounting to intellectual hungers, are felt.\nThus again a few years or even months give us a new kind of being,\nwhich demands a new environment, new methods, 'and new matter.\nInstinct, now so much wiser than reason, feels this break of continuity.\nIt is the age when the majority leave school forever and begin life for\nthemselves. The apex of the runaway and truancy curve is here. It is\nthe age of spring fever, when previous life seems dead, and the soul\nwould molt it and be done with it. It is the most vulnerable and difficult of all periods after infancy, the severest test of parent, teacher, and\npedagogical methods. It is the point where, in the sequential history of\nthe race, education has begun in every indigenous race, and from which\nit widens up toward the university and down toward the kindergarten,\njust in proportion as civilization advances and the mass of culture material grows. What we shall do with the hobbledehoys, Backfische, larrikins, is the oldest problem of education, and one answer is plain : We\nmust first study them. This process has been begun, and has yielded a\nfew results, some very clear and some still uncertain.\nFirst of all, the drill and mechanism of the previous period must be\ngradually relaxed, and an appeal must be made to freedom and interest.\nIndividuality must have a far longer tether. We must, and can, really\nteach nothing that does not appeal to interests deep enough to make it\nseem of almost supreme value in the world. We can no longer coerce\nand break, but must lead and inspire. To drill merely is now to arrest.\nEach individual must be studied and made a special problem, if his personality isto come to full maturity. Hence, there must be a wide range\nof elective study for those who continue at school. Boys can hereafter\nrarely do their best work under female teachers, however well equipped\nthese may be mentally. They feel their manhood, and need the dominance of male influences.\nIn the ideal school system the sexes will now, for a time at least,\n\n"}
{"page": 497, "printed_page": null, "text": "Council]\n\nIDEAL\n\nSCHOOL\n\nAS BASED\n\nON\n\nCHILD\n\nSI UDY\n\n485\n\npretty much part company. They are beginning to differ in every cell\nand tissue, and girls for a time need some exemption from competition.\nThey have more power than boys to draw upon their capital of physical\nenergy and to take out of their system more than it can afford to lose,\nfor the individuals of one generation can consume more than their share\nof vigor at the expense of posterity. In soul and body girls are more\nconservative ; males vary, differentiate, and are more radical. Reproduction requires a far larger proportion of body and function in females.\nNow the leaders of the new education for girls recommend training them\nfor self-support, assuming that, if wifehood and motherhood come, those\nwho have received such a training can best take care of themselves. This\nassumption is radically wrong and vicious, and should be reversed.\nEvery girl should be educated primarily to become a wife and mother,\nand, if this is done wisely and broadly, the small minority who remain\nsingle will, with this training, be best able to care for themselves.\nA third conclusive and far-reaching principle is that at no stage of\nlife is the power to appreciate and apprehend so very far ahead of the\npower to express. Hence we should let up on examinations; we should\ncast our bread upon the waters, knowing that it will be found after many\ndays, because so sensitized is the soul now that nothing is lost. Mental\nand moral teaching and influences sink at once too deep to be reproduced\nin examinations of the present type, without injury to both mind and will.\nThere is nothing in the whole environment to which the adolescent\nnature does not keenly respond. Neither you nor I, however specialized\nour knowledge, know anything really worth knowing, the substance of\nwhich cannot be taught now if we have pedagogical tact ; but, if we wait\nfor its reproduction in the pupil, we starve and retard his soul. Hence\nfacts, ideas, laws, and principles should be in the very atmosphere, for\nthey are now the ingenuous youth's native breath, his vital air. He is all\ninsight and receptivity; he has just entered the stage of apprenticeship to\nlife ; he has awakened to it as at a second birth, and has found all things\nnew and glorious.\nYet another change is well defined. Whereas previously the pupil\ncould work with some skill and accuracy, now body and mind are both\nagain so plastic and unformed that they are clumsy, and precision and\nfinish cannot be bought except at too great a price. The teacher's cue is\nnow to graft the soul all over with buds and scions, and not to try to\ngather a harvest. The mind has laid aside its power to finish and elaborate. It can rudely assimilate everything by turns, but nothing well.\nThe fundamental system of the body, which consists of the large muscles\nand not the small, and which therefore makes coarse, massive movements\nand not exact ones, has now its innings ; and the fundamentals of the\nsoul, which are instinct and intuition, and not pure intellect, are now in\nseason.\nWe must lay new and larger foundations.\n\n"}
{"page": 498, "printed_page": null, "text": "486\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nBut, more specifically, what do these changes involve in the ideal\nschool of the future ? The transition from the grammar to the high\nschool in this country corresponds far better than the European system\nto the need of changed environment at the age of fourteen ; and this constitutes arare opportunity, which has, however, been thrown away. Altho\neducation, as we have seen, begins here, and many races have no other\nthan a brief training at the dawn of the ephebic period, by a strange\nirony of fate secondary education has more or less lapsed to a mere link.\nIts functions are partly those of preparation for college, and are partly\nshaped by the mere momentum of the lower grades. The high school\nhas lost its independence, and of all stages and grades has least interest\nin the large problems of education, namely, what to teach and how, in\norder to develop the nascent periods during the teens and to save powers\nnow new-born in most profusion, but sure to be atrophied or perverted\nif not studied with tact and federated with individual adaptation.\nFor all these problems as a class, high-school teachers care less than\nthose of any other grade, if, indeed, they suspect their existence. For them\nadolescence is just a stage when children are so much farther along than\nin the grammar school, and know so much less than they must to enter\ncollege. For such teachers the task is simply to convert their pupils into\nfreshmen, and they await with hope or fear the assignment of their stint\nin the form of college requirements. They have abandoned all initiative ;\nhave renounced their birthright of interpreting, and ministering to, the\nneeds of one stage of life; have had little professional training; have\nlittle interest in education in the large meaning of that term ; and care\nlittle for work of the lower grades. Their motto almost seems to be, Non\nvitae sed scholae discimus. The result is that boys, who insist more on their\nown individuality, leave the high school : in the country at large about\n60 per cent, of its pupils are now girls. Noble ideals are gone; the\nindependent function of the secondary stage of education is almost abandoned ;and the pupil and -teacher devote themselves to a routine of\ntasks in an artificial program imposed by the will of others, and fitting,\nnot for the world, but for college. The pupils do not regard their work\nas set on a basis which gives it a value and meaning in itself to which\neach day contributes. Nothing can be done then until the high school\ntakes a stronger hold on the interests and affections of the pupil.\nAt the sessions of the representatives of New England high schools\nand colleges, all the discussions and interests center more and more in\nthe details of how to fit in this and that study, and whether a little more\nor less should be required or methods tinkered. College requirements,\nand suggestions how they may be best met, have ceased to be educational\nthemes in any large sense. It is high time to reverse this relation. The\ncollege depends on the high school, and not vice versa. The latter should\ndeclare its independence, and proceed to solve its own problems in its\n\n"}
{"page": 499, "printed_page": null, "text": "Council]\n\nIDEAL\n\nSCHOOL\n\nAS BASED\n\nON\n\nCHILD\n\nSTUDY\n\n487\n\nown way; it should strive to fit for life those whose education stops here,\nand should bring the college to meet its own demands. It should ask\nagain how best to feed the interests and capacities peculiar to this age ;\nhow to fill and develop mind, heart, will, and body, rather than how to\ndistill a budget of prepared knowledge decreed by professors who know\nno more of the needs of this age than teachers of other grades. The\ncurrent \" link \" theory and practice interfere, moreover, with the natural\nselective functions; favor uniformity and inflexibility; and ignore the\nneeds of the majority of high-school pupils who go no farther.\nUnder this condition it is idle to study adolescence or to plan for it,\nbecause nothing worth while can be done ; altho the inverse relation I\nplead for would be vastly to the interests of the colleges, and would in a\nfew years greatly increase their classes and the efficacy of the whole system. Few institutions of modern civilization so distrust human nature\nas does the modern American ..high school, when under college domination. For lower grades the law of compulsory attendance is analogous\nto a high protective tariff, which removes the stimulus to better methods\nof manufacture, and interferes with the law of competition which is the\nmainspring of evolution. The high school is no less effectively protected\nagainst the currents of new ideas, and is left to be a victim of tradition,\nroutine, the iron law of mechanism. It takes the easiest way by working\nunder the shelter and dictation of the college above and on the momentum of the grammar school below. This, I believe, accounts for the\nrapidly decreasing numbers as we go up the high-school classes ; for the\ndecreasing proportion of high-school boys who go to college ; for the preponderance of girls in the high school ; and for the educational apathy\nof the high-school teacher, who is prone to all the narrowness and affectation of the specialist, without his redeeming virtue of productiveness in\nresearch.\nThe teacher must teach more, and know more ; he must be a living\nfountain, not a stagnant pool. He should not be a dealer in desiccated,\nsecond-hand knowledge, a mere giver-out and hearer of lessons. That is\nthe chief and humiliating difference between our secondary teachers and\nthose abroad, who are mostly doctors of philosophy, as they should be.\nIf we could move many university professors to the college, many college\nprofessors to the high school, many high-school teachers to the grammar\nschool, and some grammar-school teachers, with at least a sprinkling of\ncollege graduates, into the kindergarten, it would do much. In the German and French schools the teacher is one who knows a great deal about\nhis subject and is nearer to original sources ; who tells the great truths\nof the sciences almost like stories ; and who does not affect the airs and\nmethods of the university professor. Very many secondary teachers are\nmasters and authorities. Here, most of our university pedagogy is a\nmere device for so influencing high-school principals and teachers as to\n\n"}
{"page": 500, "printed_page": null, "text": "488\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\ncorrelate curricula, in order to corral in students, and little interest is\ntaken in the grammar grades, and none in the kindergarten.\nI have spoken frankly, and have dealt only with general principles\nover a vast field, far too large to be adequately discussed here. I have\ncarefully avoided all details, altho I have fully worked them out on paper\nat great length, for each topic to the close of the high-school period or\nthe age of nineteen, when physical growth is essentially completed. This\nmaterial will soon appear in a volume. The chief petition in my daily\nprayer now\" is for a millionaire. With the means at hand, I have no\nshadow of doubt or fear but that in five years from the date of any adequate gift we shall be able to invite all interested to a system of education, covering this ground, which will be a practical realization of much\npresent prophecy, and which will commend itself even to the most conservative defenders of things as they are and have been, because the best\nthings established will be in it. But it will be essentially pedocentric\nrather than scholiocentric ; it may be a little like the Reformation, which\ninsisted that the sabbath, the Bible, and the church were made for man\nand not he for them ; it will fit both the practices and the results of\nmodern science and psychological study; it will make religion and morals\nmore effective; and, perhaps above all, it will give individuality in the\nschool its full rights as befits a republican form of government, and will\ncontribute something to bring the race to the higher maturity of the\nsuperman that is to be, effectiveness in developing which is the highest\nand final test of art, science, religion, home, state, literature, and every\nhuman institution.\n\nDISCUSSION\nAaron Gove, superintendent of schools, District No. i, Denver, Colo. — The paper\nto which we have just listened gives me much gratification and some surprise. It presents conclusions reached by the eminent author after years of profound thought and\ncareful experiment. While the entire professional world is acquainted with President\nHall, and has known in a general way of the philosophical and experimental work at\nClark University, so far as I know this is the first presentation showing results. It does\nnot follow that the conclusions reached by President Hall are absolute or final, neither is\nit necessary that agreement in the conclusions follows. The value of the paper to me is\nwhat seems to have been discovered and accomplished by almost a generation's work in\ninvestigation of the proper methods of approach to the pupil's mind. Omitting the first,\nor kindergarten, period, and the last, or the high-school, period, it is the treatment of the\ngrammar school that delights me most, and serves to confirm me in my own observation\nand experience, because, like some other men, I rejoice when I meet accord with others.\nSuperintendents, who often are quite as much men of action as of thought, are confronted\nwith problems in school administration which scarcely appear to the philosopher and\ntheorist. [ understand the paper, altho I have not read it and have heard it read but\nonce, to declare that the grammar-school period of the boy's life is the time for drill,\nmemory-training, severe application to tasks with an accounting for their accomplishment, In other words, that what has been denominated by some of the critics \"soft\n\n"}
{"page": 501, "printed_page": null, "text": "Council!\n\nIDEAL\n\nSCHOOL\n\nAS\n\nBASED\n\nON\n\nCHILD\n\nSTUDY\n\n489\n\npedagogy\" and \"mellow education\" should be reduced to its minimum during the\ngrammar-school period. If this be the tenor of the paper — and we shall all be able to\nread it later — it serves to restore to many doubters confidence in our pedagogical\nphilosophers, whose teachings, often presented under circumstances of wrong interpretation, misapplication, and superficial acquaintance, have suffered in the hands of their\nfriends. That a hive of bees in the yard or on the playground of the schoolhouse is\ntheoretically beautiful and helpful, and has been even recommended as an essential\nadjunct, is an illustration of how our friends in that field have taught us that, while\ntheory must always precede practice, practice should not always follow theory.\nSome of us have complained of the time wasted in school in experimenting along\nlines indicated by pedagogic experts ; we have had a notion that the experimenting\nshould be limited to the smallest practicable field until tolerably right conclusions are\nreached, at which time the whole can enter into the practice of new and hitherto unintroduced methods.\nI take this occasion, altho perhaps not strictly in line of anything said in the paper,\nto declare my belief in the misfortune of identical coeducation in the high schools ; also\nmy belief, based upon my immediate environment, that the grammar-school boy of today\nis not as well fitted for the high school as he was ten years ago ; that the letting up of\nassignment and demanded accomplishment of tasks, the introduction of entertainment\nand the misinterpretation of the \" doctrine of interest,\" have tended to make the young\nfellows weak in mental power, and consequently weak in grasping problems and overcoming obstacles. That the high-school girls should be differently treated from the highschool boys is my belief ; because, as Dr. Hall has just informed us, of the extraordinary\nand positive separation in the mental, social, and physical natures, as he has demonstrated bymost careful and patient experiment and investigation.\nIf our high schools are to be continued as coeducational institutions, the boy should\ntake four years for his work, while the girl takes six ; the boy should be held in school\nall day; the girl should be dismissed from the schoolhouse at noon. Not less work\nshould be given her, rather more, but of a different kind. On account of extra calls\noutside of school duties, including the home, society, and music, and perhaps art ; on\naccount of changes in physical constitution, and on account of the importance of outdoor life, she can well afford to take six years to acquire that mental discipline for which\nfour is ample for her brother.\nI regard this paper as one of the most instructive presented to this Council within\nmy recollection. I reiterate my pleasure in finding myself so close to Dr. Hall. The\npleasure is heightened by the previous feeling that I had been called here to the not\npleasant task of disapproving what I might hear. The paper will receive, when printed,\nwide attention, and careful and thoughtful essays will be written and printed thruout the\nland upon the many phases presented and the unusual inspiration which it contains.\nMiss Lucia Stickney, Cleveland, O. — Dr. Hall has told us of the need, and of the\ntime for supplying the need, of the spiritual in the form of legend and myth. We recognize the fact that literature is the medium for the moral and spiritual in education, and\nwe are making our boys and girls, even those who are taking a business course in our\nschools, familiar with the religious ideas of the ancient nations and of the peoples of the\nMiddle Ages. We exhume them in mythology. We present the ideal in character and\nstrength from the Greek and Roman and Norse heathenism. We dwell on the romantic\nin chivalry, and we seem to study to avoid the stories of our own Bible, which should be\ndear and sacred to every child of every faith in our schools. We seem to be afraid of\nwhat they have no prejudice against and, what is wrong perhaps, no impression of. We\nblush to confess the ignorance of our children of our cutivated homes as to Bible literature. We lose the best opportunities of giving them a moral lesson, apparently because\nwe are afraid of meeting the question, which has nothing in it, at our time of liberal\n\n"}
{"page": 502, "printed_page": null, "text": "49°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nthought and purpose, to be afraid of. When all are demanding the recognition of higher\nand deeper things in our school work, we are going out of our way to avoid the best\nmedium at hand for bringing these things into it.\n\nHIGH-SCHOOL\nJAMES\n\nM.\n\nGREENWOOD,\n\nSTATISTICAL\nSUPERINTENDENT\nKANSAS\nCITY,\nMO.\n\nINFORMATION\nOF\n\nCITY\n\nSCHOOLS,\n\nOwing to some omissions in the minutes of the Council, I found\nmyself in a dilemma after I had received and read the proceedings of\nthe Charleston meeting. On motion of Dr. Hinsdale, it was moved\nand carried that the investigation I had commenced on high schools\nshould be continued, and that two other members of the Council\nshould be associated with me as a committee to make a report at this\nmeeting. Hon. Frank A. Hill, of Massachusetts, and Hon. E. W. Coy,\nof Ohio, were nominated, but the minutes contained nothing of this,\nand as neither gentleman was present at the session when the\nannouncement was made, I was forced reluctantly to drop the matter so\nfar as committee work was concerned, but I continued the investigation\non my own responsibility.\nThe special report which I now submit is suggestive, and it is\ndesigned to call attention to three or four phases of thought in this\ndepartment of public education. I need not dwell upon the imperfect methods, in vogue in various cities of this country, of tabulating\nhigh-school statistics, and the difficulty one experiences in collecting\ndefinite information, especially as to the persistence and character of\nattendance in classical, English, and manual-training high schools ; the\nlines of work in which the greatest number of failures occur ; the\nactual cost of maintaining such schools, based on the total enrollment ;\nthe average daily attendance, including all expenses of whatsoever\nnature. Many reports fail to show the total expenditures in such a\nway as to be of any value in the compilation of statistics.\nFor information concerning the attendance, reasons for dropping\nout of school, failure in class standing, I have drawn entirely from the\nschools of Kansas City, and for expenditures from several cities in\ndifferent sections of the country.\nKansas City is different in some respects from any other large city of\nthe country, in enrolling a larger per cent, of its entire population in\nhigh school, in having a larger per cent, of graduates to the entire\npopulation, and also in having a larger per cent, of pupils enrolled in\nthe high schools in proportion to the total enrollment of pupils in all\nthe schools, unless it be Springfield, Mass. These facts are not accidental. They are the results of definite causes that have operated for years,\nwhich I need not specify in this connection.\n\n"}
{"page": 503, "printed_page": null, "text": "Council]\n\nHIGH-SCHOOL\n\nSTATISTICAL\n\nINFORMATION\n\n49'\n\nLast year I showed that the younger pupils who completed the\nward-school work were not the ones who failed and left the high school\nduring the first year. The reason is obvious : bright children keep up\nin their studies whether in high- or ward-school work. This point I\nthink is well established.\nTOTAL\n\nENROLLMENT\n\nIN KANSAS\n\nCITY\n\nHIGH\n\nSCHOOLS\n\nThe total enrollment in the high schools was 3,602, distributed as\nfollows:\nfirst year, 1,396 — boys 567 and girls 829; second year, 900\n— boys 305 and girls 595; third year, 722 — boys 263 and girls 459;\nfourth year, 585 — boys 189 and girls 394.\nIn the first year 338 pupils left school — 150 boys and 188 girls ; the\npercentage of boys was 26.4 and of the girls 22.6; second year, 181 —\n61 boys and 120 girls, or 19.4 percent, of the boys and 20 per cent,\nof the girls ; in the third year 138 dropped out — 64 boys and 74 girls,\nor 24.3 percent, of the boys and 16.2 per cent, of the girls; in the\nfourth year, 107 — 32 boys and 75 girls, or 17 percent, of the boys\nand 19 per cent, of the girls.\nExpressing the enrollment by years in per cents., 39 per cent, are\nfirst-year pupils, 25.3 per cent, are second-year pupils, 20.2 per cent,\nare third-year pupils, 15.5 per cent, are fourth-year pupils, while only\n18.4 per cent, of the entire enrollment withdrew from school during\nthe year.\nBy way of comparison on the same basis I will take the first-year\npupils in the Central High School, in the Manual Training High\nSchool, in the Westport High School, and in the Lincoln High\nSchool, and note the persistence of attendance. In the Central 544\nwere enrolled as first-year pupils — 195 boys and 349 girls. Now, 55\nof these boys and 78 of the girls left school during the year, or 28.2\nper cent, of the boys and 24.4 per cent, of the girls. In the Manual\nTraining High School the first-year pupils numbered 673 — 313 boys\nand 360 girls.\nEighty-two of the boys left school and 72 of the girls\n— total, 154; expressed in percentage, 26 per cent, of the boys and 20\nper cent, of the girls. But in the Westport High School the total enrollment in the first-year class was 64 — 21 boys and 43 girls. Two boys left\nthis class and 10 girls, or 9.5 per cent, of the boys and 23 per cent, of the\ngirls.\nIn the Lincoln High School, a school for negro children, the firstyear class consisted of 38 boys and 112 girls. Eleven boys left school\nand 28 girls, or nearly 29 per cent, of the boys and 25 per cent, of the\ngirls.\nIf these first-year statistics prove anything, persistence of attendance\nis better in a small high school than in either a large classical high school\nor a large manual-training high school. A better reason, I think, is that\n\n"}
{"page": 504, "printed_page": null, "text": "49 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nthe Westport boys started into school as a business and a considerable\nnumber of others as an experiment. Furthermore, the persistence of\nattendance of the first-year pupils within certain limits is variable in this\nsame school from year to year and is dependent upon local influences.\nThe variation will probably range from 3 to 10 per cent.\nENROLLMENTS\n\nAND\nCENTRAL\n\nWITHDRAWALS\nHIGH\n\nBY\n\nSCHOOLS\n\nSCHOOL\n\nThe total number of pupils enrolled in this high school during the\nyear was 1,686 — boys 552 and girls 1,134. There were 544 enrolled in the\nfirst year, 437 in the second, 371 in the third, and 334 in the fourth,\nand from which 254 pupils graduated, or about 68 per cent, of the fourthyear pupils. Of the pupils enrolled, 1,336 were promoted from the\nKansas City ward schools, 245 from other schools, and 5 had been\nadmitted by examination from the outside. Out of 1,336 Kansas City\npupils enrolled in the four classes, 256 dropped out of school during the\nyear, and out of 350 admitted from other schools, 91 were dropped ; or\n19 out of every 100 of the Kansas City pupils left school, while 26 out of\nevery 100 of the outsiders dropped out. This may be expressed as\nfollows : 27.7 per cent, of the Kansas City boys and 15 per cent, of the\nKansas City girls belonging to the first year left school, while 32 per cent,\nof the boys and 44 per cent, of the girls who were admitted from outside\nschools dropped out. Grouping both classes of pupils together, the\npercentage of the boys that left school was 28, and of the girls 22.3, and\nthe total percentage of both sexes belonging to the first year, 24.4.\nThe total number of pupils enrolled in the second year's work was 437\n— 134 boys and 303 girls. Of this number, 108 boys and 244 girls had\nbeen promoted from the Kansas City ward schools, and 26 boys and 59\ngirls from other schools. From the Kansas City boys 18.6 per cent, left\nschool, and from the girls 15.1 per cent. Among the outside pupils\n15.66 per cent, of the boys dropped out of school and 34 per cent, of the\ngirls. Putting both classes together, 18 per cent, of the boys and 18.6\nper cent, of the girls withdrew, and the per cent, of withdrawals of both\nsexes is 18.5.\nThe third year shows an enrollment of 371 pupils, there being 280\nfrom Kansas City schools and 91 outsiders. There were 52 pupils that\ndropped out of the Kansas City contingent and 19 out of the others.\nDesignating by sexes, 23.6 per cent, of the Kansas City boys and 15.8\nper cent, of the girls quit school, while of the outsiders 20.6 per cent, of\nthe boys and 21.37 Per cent, of the girls quit school ; or, putting the two\nclasses together, 22.9 per cent, of the third-year boys and 17 per cent, of\nthe girls left school, and 19. 1 per cent of the class.\nTotal number of the fourth-year pupils was 334 — 92 boys and 242\n\n"}
{"page": 505, "printed_page": null, "text": "Council]\n\nHIGH-SCHOOL\n\nSTATISTICAL\n\nINFORMATION\n\n493\n\ngirls ; 260 of these were from the Kansas City ward schools — 72 boys and\n188 girls, while 20 boys and 55 girls were admitted or came from outside\nschools. Seventeen boys and 37 girls from the Kansas City boys and\ngirls dropped out of school, and 4 boys and 4 girls from the outside\nwithdrew. The per cents, of the totals for the fourth year are 22.7, 16.9,\nand 18.5, respectively.\nMANUAL\n\nTRAINING\n\nHIGH\n\nSCHOOL\n\nThe total enrollment in the Manual Training High School was 1,493,\nthere being 628 boys and 865 girls ; these are distributed by years as follows:first year, 673 — 313 boys and 360 girls; second year, 363 — 139\nboys and 224 girls; third year, 268—104 boys and 164 girls; fourth\nyear, 148 — 64 boys and 84 girls.\nThere were 42 post-graduates in the school — 8 boys and 34 girls.\nNot counting the post-graduates, 1,275 OI these pupils were promoted\nfrom the Kansas City ward schools, 154 from other schools, and 22 were\nadmitted by examination. Of the 286 boys and 287 girls in the first year\nfrom Kansas City ward schools, 71 boys and 59 girls quit school, or 24.8\nand 20.4 per cent, respectively. Of 20 boys and 60 girls admitted from\nother schools, 55 and 21.6 per cent., respectively, quit, while of the 22\nadmitted by examination none left school. Grouping the first-year pupils\ntogether, 26.2 per cent, of the boys and 20 per cent, of the girls withdrew\nfrom school, or an average of both sexes-of 22.8 per cent.\nThe total number of second-year pupils was 363, of whom 139 were\nboys and 224 girls. Of this number 124 boys and 181 girls were from\nKansas City ward schools, 15 boys and 42 girls from other schools, and\n1 boy admitted by examination. The number that left school was 25\nboys and 48 girls, or 18 per cent, of the boys and 21.4 per cent, of the\ngirls.\nIn the third year there were 104 boys and 164 girls; total, 268; the\ntotal number that left school was 50 — 29 boys and 21 girls. All of this\nclass except 13 had entered school from the Kansas City ward schools.\nTwenty-eight per cent, of the boys and 12.3 per cent, of the girls left\nschool during the year.\nThere were enrolled in the fourth-year class 189 pupils — 72 boys\nand 117 girls — 42 being post-graduates. Not counting post-graduates,\nonly 5 boys and 8 girls left the class during the year, while 3 boys and\n12 girls quit. But grouping them as was done in the other schools will\nincrease the percentage of boys to 11.5 per cent, and of the girls 19.4\nper cent., respectively. The total for both sexes separately was, for the\nboys 22.9 per cent., for the girls 18.5 per cent., and for the school 20.4\nper cent.; but the percentage of the boys from the Kansas City ward\nschools that dropped was 26.2 per cent., and of the girls 17 percent.,\nand of those admitted from the outside, 42.5 per cent, of the boys and 20\n\n"}
{"page": 506, "printed_page": null, "text": "494\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[National\n\nper cent, of the girls. Of this class 130 pupils graduated, or 68 per cent.,\nthe same as from Central High School.\nTHE\n\nWESTPORT\n\nHIGH\n\nSCHOOL\n\nThis is a small, but excellent, high school, in which 193 pupils were\nenrolled — 65 boys and 128 girls. The first-year class was composed of\n64 members — 21 boys and 43 girls. Two boys only dropped out, and\n10 girls; that is, 9.5 per cent, of the boys and 23.3 per cent, of the girls.\nIn the second-year class 54 were enrolled — 20 boys and 34 girls; 5\nboys and 5 girls left school, or 25 per cent, of the boys and 20.5 per cent,\nof the girls.\nThe third-year class consisted of 44 members — 12 boys and 32 girls,\nof whom 3 boys and 5 girls withdrew from school.\nIn the fourth-year class were 12 boys and 19 girls. No boys and only\n2 girls withdrew from this class during the year. The withdrawals for\nthe boys from the entire school was 15.58 per cent., and of the girls 19\nper cent. The fourth-year class furnished 25 graduates, or 80.6 per cent,\nof the entire class.\nLINCOLN\n\nHIGH\n\nSCHOOL\n\nThis is a high school for the negro children of Kansas City. The\ntotal number of pupils enrolled was 231 — 79 boys and 152 girls: in\nthe first-year class, 38 boys and 77 girls; second-year, 12 boys and 34\ngirls; third-year, 16 boys and 23 girls; and in the fourth-year, 13 boys\nand 18 girls. Out of the first-year class of 115, n boys and 28 girls\nleft school ; of the second-year class of 46, 7 boys and 8 girls were withdrawn ;of the third-year class of 39, 7 boys and 8 girls were withdrawn ;\nand of the fourth-year class of 31 pupils — 13 boys and 18 girls — were\nwithdrawn 2 boys and 7 girls. The percentage of withdrawals for the\nfirst year from the entire class was 34; second year, 32.6; third year,\n38.4; and from the fourth year,. 29.1.\nTHE NUMBER\n\nOF GRADUATES\n\nThere were enrolled in the Kansas City High Schools, as previously\nstated, for the school year closing June 30, 1901, 3,602 ; the average daily\nattendance was 2,855, an^ tne number of graduates 440, as follows : from\nthe Central High School, 254; Manual High School, 130; Lincoln High\nSchool, 31 ; Westport High School, 25; at the Central High School, 77\nboys and 177 girls ; Manual Training High School, 56 boys and 74 girls ;\nWestport High School, 12 boys and 13 girls; Lincoln High School, 13\nboys and 18 girls.\nThe percentage of graduates from each school to its entire enrollment\nwas: Central High School, 15. 1; Manual Training High School, 8.7;\nWestport High School, 13; Lincoln High School, 13.4.\n\n"}
{"page": 507, "printed_page": null, "text": "495\nCouncil]\n\nHIGH-SCHOOL\n\nSTAITSTICAL\n\nSUMMARIZING\n\nTHE\n\nWITHDRAWALS\nboys\nPer cent.\n\nFirst year :\nCentral High School\nManual Training High\nWestport High School\nLincoln High School\nSecond year :\nCentral High School\nManual Training High\nWestport High School\nLincoln High School\nThird year :\nCentral High School\nManual Training High\nWestport High School\nLincoln High School\nFourth year :\nCentral High School\nManual Training High\nWestport High School\nLincoln High School\n\n23-3\n20\n\n26\n28\nSchool ,\n\nPer22.3\ncent.\n\n2I.4\ngirls\n20.5\n\n9-5\n\nPer cent,\n24.4\ntotal\n\n18.5\n22.8\n\n18\n20\n18\n\nSchool ,\n\n12.3\n12.3\n\n31.6\n28\n58.3\n12.5\n28\nSchool.\n\nSchool.\n\n20\n34\n22.2\n\n26\n22.7\n\nI6.9\n\n6.4\n32.5\n21.8\n18.5\n21.8\n\n16\n\n18.1\n\n15-4\nII. I\n\n10\nI7.I\n29.1\n\nthe year just closed 2,846 — 1,335 boys and 1,511 girls; 350 boys and\n318 girls withdrew, making a total of 668 pupils, or 26.1 per cent, of the\nboys and 21 per cent, of the girls of the entire number. There were\n2,271 pupils in the sixth grade; 257 boys and 244 girls withdrew, making a total of 501; or 25.3 per cent, of the boys and 19.4 per cent, of the\ngirls, and 23 per cent, of the whole number. In the seventh grade there\nwere enrolled 1,700 pupils — 747 boys and 953 girls; 173 boys and 141\ngirls left — total, 314; or, expressed in per cents., 23.1 percent, of the\nboys and 14.8 per cent, of the girls, and 18.4 per cent, of the grade.\nSUMMARIZED VI BY\n\n3i8 ( 2I\n\nPer cent' ^r's\n\n'fi6X r 23.4 per cent, both\n\n23\n15\n\n18.6\n35-5\n23.5\n\n33-3 number\nConsiderable discussion has occurred in regard to the large\nof pupils who leave the high school during the first year owing to the\nrepulsive nature of some of the studies which the boys are required to\npursue. I never attached much importance to this argument, and, as 0 a\n3\nconsequence, I decided to collect some statistics from the three upper\ngrades of our ward schools bearing upon withdrawals as compared with\nthat in the high schools. The results throw some additional light on the\nsubject. In the fifth grade of our ward schools there were enrolled for\n\nsen \\ 2^'1 Per cent- b°ys\n\n19\n\nINFORMATION\n\nGRADES\n\nl'°ly C 25-3 per cent, boys\n\n^244 ( 19 -4 per cent, girls\n2 371 )\n,\nI 22\nper cent, both\n501 )\n\nVII\n\ni72 )\\ 23#I Per cent* boys\n141\n953\nL 14.8 per cent, girls\n\n''\n\nf 18.4 per cent, both\n\nv\n\n3M\n\n)\n\nF\n\n"}
{"page": 508, "printed_page": null, "text": "496\n\nNATIONAL\nFAILURES\n\nEDUCATIONAL\n\nIN CLASS\nCENTRAL\n\nSTANDING\nHIGH\n\nASSOCIATION\nAND\n\n[National\n\nIN SUBJECTS\n\nSCHOOL\n\nThe total number enrolled in this school was 1,686 — 552 boys and\n1,134 girls. The total number of boys that failed in class standing was\n133, and girls 214 — total 347. The causes assigned are: sickness, 26\nboys and 64 girls; sickness in family, 12 boys and 9 girls; failing eyesight, 1boy and 11 girls ; too much attention to society, 5 girls ; inability\nto do the work, 4 boys and 7 girls ; to go to work, 43 boys and 18 girls ;\ntransferred, 10 boys and 21 girls; left the city, 11 boys and 32 girls;\nunknown causes, 32 boys and 47 girls.\nMANUAL\n\nTRAINING\n\nHIGH\n\nSCHOOL\n\nThe reports from this school are very complete in every respect. The\ntotal enrollment was 628 boys and 865 girls. The failures in class standing in departments are as follows : in English, 90 boys and 85 girls ;\nin mathematics, 127 boys and 125 girls; in science, 46 boys and 53 girls ;\nin history, 40 boys and 47 girls; in zoology, 32 boys and 36 girls; in\nforeign languages, 13 boys and 17 girls; in physics, 19 boys and 8 girls;\nin electricity and steam, 13 boys.\nSummary. — Sickness, 53 boys and 172 girls, total 225; sickness in\nfamily, 5 boys and 24 girls, total 29 ; failing eyesight, 14 girls, total 14;\ntoo much attention to society, 5 boys and 13 girls, total 18; inability to\ndo the work, 54 boys and 70 girls, total 120; football, 1 boy, total 1 ;\nto go to work, 155 boys and 26 girls, total 181 ; transferred, 13 boys and\n6 girls, total 19; left the city, 34 boys and 51 girls, total 85; causes\nunknown, 116 boys and 100 girls, total 216. Totals, 436 boys and 476\ngirls; grand total, 912.\nRemark. — It will be observed that one pupil may be marked \"failure\" in one, two,\nthree, or even four subjects.\n\nFailures in subjects. — The failures accredited to the first-year pupils in\nthe Manual Training High School were 580 — boys 285 and girls 295 ; in\nEnglish, 106 — 57 boys and 49 girls; in mathematics, 202 — 93 boys and\n109 girls; in science, 53 — 32 boys and 21 girls; in history and civics,\n39 — 14 boys and 25 girls; in zoology, 49 — 26 boys and 23 girls; in\nforeign languages, 22 — 10 boys and 12 girls; in steam and electricity,\n13 boys; in modern languages and Latin, 96 — 40 boys and 56 girls.\nThe failures among the second-year pupils amounted to 231 —\nEnglish having 59; modern languages and Latin, 53; mathematics, 49;\nhistory and civics, 29; science, 26; zoology, 16.\nThe total failures in the third-year class were 90 — 50 boys and 40\ngirls; the largest number in any one group was in physics, 27, and the\nnext in English, 24, and the lowest was in Latin, 5. There were only 34\nfailures in the fourth-year class, 14 in English, and 12 in other languages.\n\n"}
{"page": 509, "printed_page": null, "text": "Council]\n\nHIGH-SCHOOL\n\nSTATISTICAL\n\nWESTPORT\n\nHIGH\n\nINFORMATION\n\n497\n\nSCHOOL\n\nThe total number of failures out of 193 pupils was 33 — 8 boys and 25\ngirls, as follows : sickness, 2 boys and 7 girls ; sickness in family, 2 boys\nand 5 girls; to go to work, 3 boys and 5 girls; left the city, 1 boy and\n6 girls ; failing eyesight, 2 girls.\nFailures in subjects. — In history, 3 boys and 3 girls, total 6 ; in physics\nand chemistry, 3 girls, no boys ; in mathematics, 5 girls ; in modern languages, 4girls; in Latin and Greek, 2 boys and 2 girls, total 4; in English, 2boys and 5 girls, total 7 ; in biology and physiology, 1 boy and 3\ngirls, total 4.\nLINCOLN\n\nHIGH\n\nSCHOOL\n\nCauses of failure. — Sickness, 4 boys and 43 girls, total 47 ; sickness\nin family, 18 girls, total 18 ; too much attention to society, 18 girls, total\n18 ; inability to do the work, 8 boys and 26 girls, total 34 ; to go to\nwork, 48 boys and 39 girls, total 87 ; left the city, 13 boys and 16 girls,\ntotal 29; unknown causes, 12 boys and 13 girls, total 25. Totals, 85\nboys and 173 girls ; grand total, 258.\nFailures in subjects. — In mathematics, 20 boys and 43 girls, total 63 ;\nin history and biology, 7 boys and 8 girls, total 15 ; in languages, 18 boys\nand 36 girls, total 54 ; in English, 20 boys and 43 girls, total 63 ; in\nscience, 20 boys and 43 girls, total 63.\nCOST OF MAINTAINING\n\nPUPILS IN HIGH SCHOOL\n\nI have been only moderately successful in securing data on this subject. Many reports are strangely mute on this topic. With a thoughtful\nperson one of the first questions is what it will cost, and I believe that\nthis is a pertinent inquiry in regard to all school questions. To put it\nanother way: How far can a community afford to tax itself constantly in\norder to support and maintain an adequate system of public schools ?\nThe following will throw some light on the subject in the cities mentioned :\nBoston. — Edwin P. Seaver, superintendent : Net cost of educating 5,766 resident\npupils in the Boston Normal, Latin, and High Schools, $507,377.81 ; average cost of each\nresident pupil, $87.99.\nColumbus, O. — J. A. Shawan, superintendent: High-school enrollment, 2,053; cost\nper pupil on total enrollment, $40.41 ; cost on average daily attendance, $49.10.\nCleveland, O. — Edward L. Harris, superintendent : The per capita cost is $32.80,\nbased on high-school enrollment, and $39.84, based on average daily attendance.\nCambridge, Mass. — Francis Cogswell, superintendent : Total enrollment : Latin,\n472; English High, 572 ; Manual Training, 212. Average daily attendance : Latin, 385 ;\nEnglish High, 491 ; Manual Training, 183. Cost per pupil on total enrollment : Latin,\n$52.45; English High, $50.89 ; Manual Training, $101.32.\nChicago, III. — E. G. Cooley, superintendent: Total enrollment, 10,241; cost per\npupil on total enrollment, $51.50; cost on average daily attendance, $58.62.\nDenver, Colo. — Aaron Gove, superintendent : Total enrollment: High School, 827;\n\n"}
{"page": 510, "printed_page": null, "text": "498\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[National\n\nManual Training, 38 1. Total cost on enrollment : High School, $47.17 ; Manual Training, $79.74. Total cost on average daily attendance per pupil: High School, $58.48 ;\nManual Training, $96.76.\nDetroit, Mich. — W. C. Martindale, superintendent: Total enrollment, 2,716 ; cost\non enrollment, $45.32 ; total cost on average daily attendance, $51.12.\nIndianapolis, Ind. — C. N. Kendall, superintendent : Total enrollment, 2,058 ; cost\non total enrollment per pupil, $27.45 '> cost on average daily attendance, $34.10.\nLos Angeles, Cal. — James A. Foshay, superintendent : Total enrollment, 1,357 ; cost\nper pupil on total enrollment, $35.85 ; cost on average daily attendance, $38.20.\nLouisville, Ky. — E. H. Mark, superintendent : Total enrollment : Boys' High, 378 ;\nManual Training, 244 ; Girls' High, 751 ; Colored High, 295. Total cost on enrollment :\nBoys' High, $60.92; Manual Training, $108.84; Girls' High, $42.19; Colored High,\n$31.87. Total cost on average daily attendance: Boys' High, $69.14 ; Manual Training, $130.12 ; Girls' High, $49.27 ; Colored High, $40.\nMilwaukee, Wis. — H. O. Siefert, superintendent : Total enrollment, 1,810; cost per\npupil on total enrollment, $43 ; cost on average daily attendance, $53.91.\nNew York. — Total enrollment, 1,461 ; cost on enrollment, $58.55; on average daily\nattendance, $77.61.\nNew Bedford, Mass. — Total enrollment, 524 ; total cost on enrollment per pupil,\n$49.32 ; cost on average daily attendance per pupil, $76.44.\nNew Orleans, La. — Warren Easton, superintendent : Total enrollment, 944 ; total\ncost per pupil on enrollment, $49.04 ; total cost on average daily attendance, $50.73.\nOmaha, Neb. — C. G. Pearse, superintendent: Total enrollment, 1,518; total cost\nper pupil on enrollment, $36.89 ; cost on average daily attendance, $46.98.\nProvidence, R. I. — H. S. Tarbell, superintendent : Total enrollment, 1,857 ; total\ncost on enrollment, $70.14 ; cost per pupil on average daily attendance, $86.39.\nRochester, N. Y. — Milton Noyes, superintendent: Total enrollment, 1,019; total\ncost on enrollment per pupil, $41.21 ; total cost on average daily attendance, $44.92.\nSt. Louis, Mo. — F. Louis Soldan, superintendent : Total enrollment : white, 1,993 ;\ncolored, 250. Cost of enrollment : white, $52.42 ; colored, $52.54. Total cost on average daily attendance : white, $62.28 ; colored, $71.01.\nSan Francisco, Cal. — R. H. Webster, superintendent: Total enrollment, 1,625;\ntotal cost per pupil on enrollment, $89.35 5 cost on average daily attendance, $97.\nSt. Paul, Minn. — Irwen Leviston, superintendent: Total enrollment, 1,741; cost\non enrollment, $35.36 ; cost on average daily attendance, $42.23.\nSpringfield, Mass. — Thomas N. Balliet, superintendent : Total enrollment, 657 ; cost\non enrollment is not given ; total cost on average daily attendance, $65.70.\nToledo, O. — W. W. Chalmers, superintendent : Total enrollment, 1,261; total cost\non enrollment, $30.98 ; total cost on average daily attendance, $34.42.\nKansas City, Mo. — (1899 and 1900): Total enrollment, 3,464; cost per pupil on\nenrollment, $39.06 ; cost on average daily attendance, $49.08. Cost per pupil in the Central High School on enrollment, $34.22 ; cost on average daily attendance, $41.70. Cost\nper pupil in the Manual Training High School on enrollment, $45.11 ; cost on average\ndaily attendance, $58.46.\nRECOMMENDATIONS\n\nThat a committee be appointed to collect, tabulate, and report information on the persistence of attendance during the last three years of\nward-school work and on all kinds of high-school work, including\nmanual-training high school, with the view of determining :\n1. What effect has manual-training work upon legitimate high-school\nwork as to scholarship and proficiency in the several departments of\n\n"}
{"page": 511, "printed_page": null, "text": "Council]\n\nHIGH-SCHOOL\n\nSTATISTICAL\n\nINFORMATION\n\n499\n\nstudy ; and if there be a tendency to emphasize unduly the manual-training work, is the regular academic work weakened ?\n2. Whether the desire to work with tools seizes most strongly upon\nthe pupil during the ward-school period or in the high school.\n3. Whether the trend now in the manual-training high schools is\ntoward special trades rather than general culture.\n4. What should be the sphere of manual-training courses of study in\nregard to the ancient and modern languages ?\n5. Whether the tendency to multiply courses of study in high schools\nhas not been at the expense of thoro preparation in the most essential\nbranches.\n6. What causes so much pilfering among high-school pupils, and how\nmay it be corrected ?\n\n"}
{"page": 512, "printed_page": null, "text": "DEPARTMENT\n\nOF CHILD STUDY\n\nSECRETARY'S\n\nMINUTES\n\nNote. — The Departments of Kindergarten Education and Child Study held joint sessions. The minutes and proceedings are accordingly brought together in the volume.\nWednesday,\n\nJuly io, 1901\n\nThe first of the joint sessions of the Departments of Kindergarten Education and\nChild Study was held under the auspices of the Child Study Department, and was called\nto order at 3 o'clock p. M. in the Woodward Avenue Baptist Church.\nThe president, Dr. Thomas P. Bailey, of Chicago, and vice-president, Miss Marion\nBrown, of New Orleans, were absent. President G. Stanley Hall of Clark University\nwas called upon to preside.\nThe following nominating committee was appointed to report nominations for officers\nfor 1902 :\nTheodore B. Noss, principal of Normal School at California, Pa.\nMiss Bettie E. Dutton, Cleveland, O.\nMiss Clara W. Mingins, supervisor of kindergartens, Detroit, Mich.\n\nThe chairman announced a reception to be given by Miss Grace Fletcher to members\nof the Kindergarten and Child Study Departments at No. 814 Jefferson avenue.\nAfter a piano solo by Mrs. Ethel Roe Lindgren, of Chicago, 111., President Hall welcomed the large audience in behalf of the two departments. He emphasized the appropriatenes \" ofjoint sessions for these departments, and announced the general topic for\nboth sessions of the two departments as \" The Rhythm of Work and Play.\"\n\" Work and Play for the Kindergarten Child \" was the subject of the first paper, by\nMrs. Alice H. Putnam, of the Chicago Froebel Institute.\nMusic — violin solo, by Miss Farrell.\n\" Work and Play for the Child in the Primary and Grammar Grades \" was presented\nby Miss Charlotte M. Powe, supervisor of primary grades, Columbia, S. C.\nPresident Hall opened the discussion of the two papers.\nFollowing the discussion, the nominating committee presented the following nominations for officers for the ensuing year, viz.:\nFor President — Superintendent H. E. Kratz, Sioux City, la.\nFor Vice-President — Miss Jennie Warren Prentiss, Cleveland, O.\nFor Secretary — Miss Kate Hopper, Detroit, Mich.\n\nThe report of the nominating committee was accepted without dissent and the nominees declared elected as officers for the ensuing year.\nManfred J. Holmes, Secretary.\n\n"}
{"page": 513, "printed_page": null, "text": "DEPARTMENT OF KINDERGARTEN EDUCATION\nSECRETARY'S\n\nMINUTES\n\nThursday, July ii, 1901\nThe second joint session of the Kindergarten and Child Study Departments of the\nNational Educational Association was held Thursday, July 11, 190 1, at 3 o'clock p. m. in\nthe Woodward Avenue Baptist Church.\nThe meeting was called to order by the president, Miss Evelyn Holmes, of Charleston, S. C.\nMiss Grace Brown, of Detroit, gave a vocal solo, entitled \" A Barque at Miclinglet,\"\nLambert, which was followed by the president's address, by Miss Evelyn Holmes, Charleston, S. C.\nAfter another solo by Miss Brown, Miss C. Geraldine O'Grady read a paper entitled\n\"Necessary Elements of Work and Play.\"\nMrs. Ethel Roe Lindgren read a paper on \" Rhythm in the Kindergarten,\" which\nshe illustrated on the piano.\nThe discussion was opened by Superintendent Charles H. Keyes, of Hartford, Conn.,\nwho was followed by Miss Mary Adair, of Philadelphia, Pa.\nThe nominating committee, consisting of Mrs. Putnam, of Chicago ; Miss Adair, of\nPhiladelphia ; and Miss Julia E. Youngs, of Detroit, presented its report, as follows :\nFor President — Miss C. Geraldine O'Grady, of New York city.\nFor Vice-President — Miss C. W. Mingins, of Detroit, Mich.\nFor Secretary — Miss Mary May, of Salt Lake City, Utah.\n\nThe report was accepted and adopted, and the nominees were declared elected as\nofficers of the department for the ensuing year.\nThe Committee on Resolutions reported the following :\nResolved, That the kindergartners attending the convention express their gratitude to the home committee, which so carefully provided for their comfort and pleasure ; to the board of trustees of the Baptist Church,\nfor the beautiful auditorium and airy, restful parlors ; to the press of the city, for its reports of the meeting ;\nto the ladies who furnished the delightful music ; to Mr. Breitmeyr, for his generous provision of flowers ; to\nMisses Grace Fletcher, Irene Farquhar, Clara W. Mingins, and the other hostesses, for the charming reception and other hospitalities.\n(Signed)\nFlorence Lawson, Chairman.\nEthel Rob Lindgren.\nC. Geraldine\n\nO'Grady.\n\nAfter the resolutions were unanimously adopted, the meeting adjourned.\nClara W. Mingins, Secretary.\nOn Friday afternoon, July 12, a parents' conference was held in the Woodward Avenue Baptist Church under the auspices of the Kindergarten Department, Miss Evelyn\nHolmes, president of the Kindergarten Department, presiding. A large number were\npresent, including many noted speakers, and the session was both interesting and helpful.\n\n501\n\n"}
{"page": 514, "printed_page": null, "text": "5°2\n\nNATIONAL\n\nPAPERS\nWORK\nMRS.\n\nALICE\n\nH.\n\nAND\nPUTNAM,\n\nEDUCATIONAL\n\nAND\n\nPLAY\n\nASSOCIATION\n\n[Kindergarten\n\nDISCUSSIONS\n\nIN THE\n\nSUPERINTENDENT\nTION, CHICAGO,\n\nKINDERGARTEN\nCHICAGO\nILL.\n\nFROEBEL\n\nASSOCIA-\n\nIt has been said that \"that which is the truest sign of a thing is also\nits chief ornament and blessedness.\" So we may rightly open up the\ntopic for this afternoon with a few words on the general activity of little\nchildren, for surely that is one of the fascinating phases of childhood,\nand it is one of the essentials for the well-being of the child himself.\nThe interests of a child are continually changing, and consequently\nthe forms in which these interests manifest themselves in play or work\nare contingent upon each other, and it is not so much one deed that\nenables us to determine the form, as what the child continues to do that\ngives the action its essential characteristic. There is a. rhythm, a recurrence of certain stimuli, in the secret domain of a child's life, which will\nresult in the repetition of its effects with more or less regularity. These\nrecurrences follow each other very rapidly, and the alternations from\nwork to play, and play to work, are often so quick that one needs to watch\nclosely to determine which is the dominating impulse. A few weeks ago\nI had the care of a three-year-old boy who was playing horse with a rocking chair. It was not easy for him to adjust the trunk strap which he\nwas using for traces, for it was too long and heavy. All at once the child\ndropped the \" make believe\" and said : \"Wait a minute, I'll get a hammer and a sharp nail and make some other holes.\" This he did, and, after\na few moments of earnest, conscious effort at leather work, he at once\nwent back to the play and said- : \"Now, Miss Ginger [the horse's name],\nyou're hitched up; now let's see you go\" — taking up the play just\nexactly where he had left off. This interruption of work by play, or play\nby work, is very noticeable in the kindergarten, and with little children\neverywhere.\nIt often seems that the child's activity is like a crystal with many\nfacets, which reflect the light differently according to one's point of view.\nNow it is a purely individual thing, very transitory ; then again, when\none comes to take into account the stages of growth ; when we get, as it\nwere, a perspective of what the child has done, as well as what he is now\ndoing, we can feel that there is more or less of a rhythmical \"beat\" in\nit all.\nAny scheme of education which recognizes the life of children must\nin some way be able to meet the law of that life. Psychology is teaching\n\n"}
{"page": 515, "printed_page": null, "text": "Department]\n\nWORK\n\nAND\n\nPLAY\n\nIN\n\nTHE\n\nKINDERGARTEN\n\n503\n\nus that there is a physical basis for this ebb and flow of interests. There\nare certain physical wants first that must be met. These in the beginning are iron necessities, and are not to be overlooked. I do not mean\nonly the desire and need for food, shelter, clothing, but also the equally\nimportant protection and nourishment and scope for the child's feeling\nand thought. There must be food for the sense-perceptions that can be\neasily assimilated ; shelter and protection for right instincts and\nimpulses, that out of them can come a self-determining rational power.\nThese must be garments woven out of the truths of nature and life and\nspirit ; and yet in the beginning the child has to clothe himself with the\nappearances of things.\nThe parent and teacher must consider all conditions for activity. We\nneed a warning just here. The child plays his part in many and varying\n\"tempos.\" There are often discords, when the parent or teacher fails to\nrecognize the child's part, or, if he does estimate its worth, it is too much\nfrom an adult standpoint. On the other hand, a little child is constantly\ncoming upon what he might call, were he able to name them, contradictions or oppositions. How shall he interpret them ? For, whether they\nare understood or not, he must act. And the difficult thing for us is the\nfact that the action itself cannot always be relied on as a clue to the inner\nmotive, and we write him down as dull or lazy because he has not\nresponded to what we suppose is the motive force. Hence the necessity\nfor great scope in planning for the work and play of our children.\nWhile one would not want to call a child's attention to the rocks over\nwhich he must climb, yet difficulties are there, and children know it. I\nthink it was this that led Froebel to try to help the child solve these\nriddles with a few things which always behave the same way, for if in\nconcrete ways the child could master some of his problems, when the\nmore abstract propositions of life loomed up, he would be more ready to\nfeel that these, too, could be satisfactorily met.\nI find it hard to separate, to my own satisfaction, the social and individual results of these two factors on the life of the children. There are\nso many threads binding man to man that it is not easy to see the warp\nand woof of the fabric, especially in this very early stage of growth.\nJust as a healthy body is built up out of the harmonious work of all the\norgans, so I think there comes into the kindergarten and the home, with\nevery bit of good individual work just as much as with play, a translation of it into an esprit de corps which touches all in the little community. So also the benefits of the social game, the play of the kindergarten, affect the individual. Without this action and reaction on the\none and the many, the spirit of the kindergarten is lost. I confess that\none of the charms of kindergarten and nursery life to me is that here\none does not have to stop and analyze and discriminate so closely as to\nmotive and result and method as with older children.\nAfter all, the\n\n"}
{"page": 516, "printed_page": null, "text": "504\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nfirst years of a child's life are like a picture or piece of music that we may\nlook at or listen to first, as a whole, without a feeling of the necessity\nfor having a critical analysis of all that the artist meant or felt when he\npainted or wrote. Tho the teacher and parent may see the end\nfrom the beginning, yet the right end can be reached in no other way\nthan by the right use of very broad generalizations concerning work and\nplay. • It seems to me that the unifying of the two is one of the very\nbest things that Froebel did; and it is almost a pity to try to separate\nthem, for one is as the heart, the other the brain, and both must grow\nand be worked out together.\nIn regard to the self-compelling \"must,\" or \"have to,\" as being in\nevidence in play, as well as in work, it seems to be true that children feel\nthe need of it within certain limits. The game has its laws, and the\nchildren individually and collectively yield to them, but no farther\nthan, to their minds, the situation requires ; and woe betide the playmate who undertakes to construe the law too arbitrarily or in too lax a\nfashion from that prescribed by custom and tradition. Without certain restrictions the form and spirit of the play would be lost. An interesting experience which illustrates this came to me some time ago. A\ngroup of boys were playing with one of the large toy patrol wagons, and\none of them suggested that they play they were a \"fire company.\"\nThey made a \"run\" or two with the wagon as it was, but very soon —\nalmost at once — they felt that the \"machine\" was not telling the story\nthey wanted it to tell. It had to be wholly reconstructed ; a boiler was\nadded ; a part of an old gas stove served for the furnace ; the whole\nthing was repainted ; officers were chosen and uniforms made. The\nwhole scheme originated in what I think Dr. Bailey would call the adaptive \"must.\" It was work; for these definitely purposed results were consciously attained. The boys went day after day to the engine house of\nthe nearest fire company, to study its details of construction. It was\nplay, in the sense that they had freedom in the carrying out of\ntheir designs, and in that it was all a \"make believe,\" and they knew\nit. In a similar way the kindergarten child knows that the ball is not\na bird, nor the doll a baby; but in so far as it serves an ultimate form\nfor their ideas of the bird or baby, it is such for the time being.\nWhen the \"must\" comes from within, one finds it easier to bow\nbefore it, and if, with an obedience, one feels a growth — if one can see\nsatisfactory results — any amount of courage and hope is conserved. I\nthink children feel this as much as we do.\nIn the kindergarten there are two conditions to be met. The\nmaterial for work and play should not only be such that the child can\nexpress his own images, but if the medium is worjh anything, either\nfrom an artistic or a scientific standpoint, it, too, is subject to law ;\nand the sooner\na child obeys the suggestions\nof his material, the\n\n"}
{"page": 517, "printed_page": null, "text": "Department]\n\nWORK\n\nAND\n\nPLAY\n\nIN\n\nTHE\n\nKINDERGARTEN\n\n5°5\n\nsooner he will know the law back of it; and this is a means to a larger\nuse and greater freedom. When one sees how readily a child conforms to what he himself feels to be reasonable, it seems inconsistent\nand inartistic for us to fail to find, as Froebel says, \"ways and means\nthereto.\"\nIf work-products do make for a greater sense of individual force — and\nprobably they do — it seems to me that a child should have the right to\naccumulate for a time those things which stand to him as an embodiment\nof that to which he can refer, as one would to a working capital ; it is a\ngood thing to have his experiences in such form that he can get at them.\nTo illustrate what I mean, I would refer to a custom of the past in some\nkindergartens of putting the children's work — sewing, weaving, etc.,\netc. — into scrap-books, preserving in its placing a certain logical and successive arrangement. This was discarded by many; first, because it was\nfeared that the child placed undue value on the result, rather than on\nthe effort, and that we were forcing him to see logical arrangements ;\nsecondly, because the character of the work itself changed, and became\nbulkier, and it could not be so placed ; and, thirdly, because it was\nthought that a certain spirit of unselfishness could be fostered, if the\nchild knew from the outset that the work was not for self.\nI am beginning to wonder if the plan has not something to recommend it. The first objection surely was not quite just. We all need\nrewards, more or less, to hold us to our true work. To the child these\nmust be, in the beginning, more or less external — that is, the work itself\nmust, in his eyes, be a thing of value or beauty. These rhythms in\narrangement (if I may use the word in that way) recall the effort he\nmade in producing them, more or less vividly. The second objection\nhas little weight, for in the construction work there could be a plan of\narrangement that would teach lessons of order and development just as\nwell, and perhaps go more directly to primitive industrial experiences.\nNor do I think the third criticism valid ; for, in trying to hasten the\ndevelopment of an altruistic spirit, we are apt to weaken its truth and\nvital strength — it is strained, as the premature use of nerve or muscle\ncan be strained. The child may or may not be interested in reviewing\nthe order of his work. I am not at all sure that the logic of it always\nhas a claim on him ; but I am not willing that you should say that he\ndoes not feel something of it. If we believe in rhythm, there is no reason\nfor shutting it off anywhere it might naturally appear. I know, from\nthe interest children take in reviewing what they have done, that, in spite\nof the fact that their work-products are diffusive and often quite superficial, there are germs of those qualities which are also intensive and\npermanent, and which need to be nourished.\nMany of the criticisms of the kindergarten have had a reasonable\nfoundation in the isolations which have come into it thru too much\n\n"}
{"page": 518, "printed_page": null, "text": "506\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nanalysis and too much classification in its means of growth. Its directed\nwork has been separated from its free work and play; its freedom from\nits obedience ; the laws of impression have been considered without a\nwell-defined and full realization of the need for fuller expression. The\nkindergartner and the critic have both wearied themselves in trying to\nreconcile isolations, when, if there had been a fuller grasp of the whole\nidea, less exploiting of fragmentary matters, fewer claims as to what the\nkindergarten might, could, would, or should do — simply seeing to it\nthat the conditions for the work and play of these children were the best\nthat we could make — it would not have taken so long for it to become\nan integral part and parcel of the accepted plan for elementary education. Froebel says that \" even the eternal ideal is following, passive in\nits requirements concerning the form of being.\" Kindergartners have\nnot behaved as if they believed that, and the sooner they school themselves to take a more scientific attitude, suspending judgment until\nthe larger educational truths are verified, the better for us all. On the\nother hand, where these have been demonstrated, we have a right to act,\nwe must act, in obedience to them ; yet methods in dealing with little\nchildren — indeed, it is true of all applied methods — so easily become\n\"prescriptive\" and \"categorical\" and \"interfering\" ! When we would\navoid this, it is so easy to fancy that we have given the child freedom,\nwhen in reality he has nothing but license !\nUnquestionably the sense of real freedom, which a kindergarten child\nfeels, does make for individuality, but unless this is balanced by what I\nunderstand by Dr. Bailey's adaptive \"must\" in both play and work, the\nchild's social consciousness cannot increase, and consequently he will be\nonly half developed.\nIn play, a child leaves behind him his own personality; even the\nthing he plays with must obey the same rule, and be something other\nthan it is. Papa's cane is the galloping horse. Broken bits of crockery\nare like mamma's dishes; the-doll becomes the baby. The child takes\ninto himself the images of the personality for which he stands, and\nbecomes the storekeeper, the engineer, the parent. Play becomes social\nwhen the outsiders, whether children or adults, enter fully into these\nsituations, when the originator's enthusiasms and illusions become theirs.\nWork may be more intensive and concentrative for an individual, but,\nafter all, what is its value unless its results are shared ? By this, it may\nbecome as social in its character as play, and unless this does happen, its\nproducts, whether of mind or hand, will bring about a restless selfishness which prevents a broader outlook even into work itself.\nThe child fancies that he acts purely from his own initiative, when\nthe truth is that the environment and the situation have made just this\ncourse of action, and no other, a necessity. The activity changes its\nform, and is carried on on quite other lines than that in which it began ;\n\n"}
{"page": 519, "printed_page": null, "text": "Department]\n\nWORK\n\nAND\n\nPLAY\n\nIN PRIMARY\n\nAND\n\nGRAMMAR\n\nGRADES\n\n5° 7\n\nbut he is led by these very conditions to do the best that he can under\nthe limitations imposed by circumstance and material.\nFroebel's views with regard to these^ changing states, or states of the\nchild, are very inclusive, and are applicable from the nursery and the\nkindergarten to the university.\nBriefly stated they are these :\ni. That the means for attaining the end for which man is created are\ninherent in the constitution of man as God made him — that is why there\nis work and play.\n2. That he is related to a spiritual as well as to a natural world, and\nthat these are worlds of cause and effect.\n3. That there is an inflowing divine life into human\nthru this does man live.\n\nlife, and only\n\n4. That thru impression and expression the human being comes to an\nawareness of these truths.\nIt seems to me that the whole of the scheme of education could be\nsummed up in these principles. The right balance of work and play\ndemonstrates them. The stage of growth and character of the child will\ndetermine whether he needs most the limitations of the idea of work, or\nmore of the freedom that comes in play. We must not lose sight of the\nfact that the child is to be considered as a prime factor in his own education ;and each truth or experience, as it comes to him, must bear within\nitself that which appeals to his dual nature — his mind and his heart, his\nunderstanding and his will. No method which divorces this unity will\never succeed. If we have committed this fatal error, atonement can be\nmade only by a thoro study of the child's affections, of his will, of his\ndesires as well as of his rationality.\nThis is the great problem now before our psychologists. When we\nshall have solved this, then we shall know the relation of work and play\nto life.\n\nWORK\n\nAND\n\nPLAY\n\nMISS CHARLOTTE\n\nM. POWE,\n\nIN THE PRIMARY\nGRADES\n\nAND\n\nGRAMMAR\n\nSUPERVISOR\n\nGRADES,\n\nCOLUMBIA,\n\nOF PRIMARY\n\nS, C.\n\nI watched a young mocking bird on its first descent from the nest. It\nrepeatedly stretched its wings and fanned the air, then hopped briskly for\nsome yards. This it continued for some time, until, wearied with the\nexertion, it sought the low branches of a shrub, where it sat resting and\nbeing fed by the mother bird. A dog, after a long hunt, spends the rest\nof the day in sleeping off his fatigue. After reading steadily for some time,\nthe boy throws down his book and has a romp with his brother or a run\nwith his dog. The young business-man leaves his office after a hard day's\nwork, and seeks recreation in a social evening with friends.\nThru all\n\n"}
{"page": 520, "printed_page": null, "text": "508\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nnature runs the rhythmic arsis and thesis of rest and recuperation, work\nand play, each setting off the other, each necessary to the other. Even\nthe plants leave, blossom, and make fruit, then lie dormant until the\nseason for fruit-making recurs. This rhythmic balance is natural to physical and mental life, and if the play in either is thwarted or unduly\nemphasized, the harmony will be destroyed and the result will be physical\nor mental weakness, perhaps deformity.\nThe child trainer, then, must yield to this natural law and take it into\naccount in the development of her pupils ; by a careful study of each\nchild to determine (i) the kinds of work and play necessary to his growth ;\n(2) the amount of work and play to which he has been accustomed ; (3)\nwhen and where to make him work, make him play, allow work, and allow\nplay. Each individual must be treated according to his needs. The\nfarmer's lad of nine, whose life has been one of labor, and whose almost\nonly companions are hard-worked parents; who makes mature comments\non the animals in sEsop's Fables, but in whose mind Mother Goose awakes\nno glimmer of response, needs much tactful coercion in the matter of\nplay. Quite different the treatment of the street urchin in the same class,\nwho has played games of all kinds and whose mind revolts from the\ndrudgery of learning to read. These, however, are extremes. The average\nvery young child makes no conscious effort for growth. Most of his physical and mental expansion is thru the medium of spontaneous play. In the\nkindergarten this natural spontaneous play spirit is made use of in the\ntraining of the child. On entering the primary school he must learn to\nwork with a conscious effort after thought-getting. Frequent periods of\nrecuperation are necessary, and it is often possible to introduce the play\nelement into his work, as the work element was brought into his play\nwhile in the kindergarten. Above the primary grades, where the work\nrequires more application and time, the play is represented by such employment as gives aesthetic pleasure, as well as by the recess period of physical\nrelaxation.\nAs a child advances in years he becomes taller, and by reason of constant employment attains to quite a \" lump of muscle.\" He stores up for\nhimself knowledge which he can call his own, which he can use as he\npleases. There are words, dates, facts — his to keep. All this is the result of\nhis work ; but not the only result. The very use of the muscles makes\nthem more powerful and capable of doing harder things after each effort.\nEvery effort, also, of the mind makes it more powerful and capable of\nmore difficult performances. This power is one of the chief results of\nwork. No one, however hard he may work, can develop muscle or faculty\npower for another. Each must do his own work. Work, then, makes for\nthe cultivation of the individual life. Play is the balance. In it we want\ncompanions. We learn to know others, to see their weaknesses, appreciate their suffering, admire their strength, and emulate their example.\nWe\n\n"}
{"page": 521, "printed_page": null, "text": "Department] WORK\n\nAND\n\nPLAY\n\nIN PRIMARY\n\nAND\n\nGRAMMAR\n\nGRADES\n\n5°9\n\nenjoy intercourse with them, and in turn strive to make ourselves agreeable to them. The individual is merged into the social being, and we\nhave gained in sympathy and social adaptiveness.\nSome work is a necessity. The physical man needs sustenance, and\nfood must be obtained or the body will die. The intellect, as well,\nweakens if it does not have its proper food and exercise. He who lives\nmust work ; he who grows physically and intellectually must work. In the\nsame way there is a strenuous \" must \" phase of play. After work recuperation is a necessity, or body and mind are soon incapable of further work.\nSo this phase of play — eating, resting, sleeping — is just as essential as\nfood-getting, and a neglect of either would result in deterioration, and\nultimately in the extinction of the individual and so of the race.\nBut all of life is not made up of the strenuous \" must.\" When the\nproblem of the means of existence has been solved, the mind and body\nhave acquired a habit of work and play so that the exercise of each is a\npleasure — l gratifying, purifying, and enlarging of individual tastes and\ninclinations. One's work, for instance, may be along the lines of scientific\nresearch, and play the gratification of the aesthetic nature. In this state,\ninstead of working and playing to preserve life from extinction, the individual lives for the satisfying pleasure given by his work and play. He\nstands out among his fellows as unique. He works to make the work of\nothers as easy as may be, and in his play he becomes able to express for\nhimself and others what lack of skill and of cultivation makes it impossible\nfor those others to express. The necessary work and play, then, tend to\nthe preservation of life, and the expressive work and play make for\nindividuality and talent.\nThe very young child is little more than an animal, and his actions\nare merely instinctive. Little by little his mind awakens with the growth\nof his body, and he gradually learns to know, recognize, and judge of his\nenvironments. Most of his knowledge, as before stated, is gained thru\nthe play instinct, and thru this medium he can best be trained. Instinct\nhas already taught him the necessity of nourishment, and in his games he\ngains the necessary exercise. He is at first a law unto himself, self-centered.;\nnot recognizing the rights of others. Thru games his social nature must\nbe developed.\nThe organized game of the kindergarten teaches him to recognize\nthe rights of others, sympathy with them and for the dumb animals, and\nthe necessity of law and order. When he has learned these things, his\ngames are a pure delight. He plays because he can do it well, because\nhe loves it and his companions, and the first required play has become\nthe more aesthetic expressive play. Now is the time to develop his individual mind — to teach him to work. Along with and thru this spontaneous\nplay he may be taught to reason and to make research for himself; to\ndiscern and admire in others high characteristics, and wish to emulate\n\n"}
{"page": 522, "printed_page": null, "text": "510\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nthem. At this stage the thoughtful teacher will at first divide her attention equally between the play and work, and hereafter gradually emphasize the work until the child's developed mind recognizes that he must\nwork or he will sink into the desuetude abhorrent to awakened thought.\nThe strenuous work, the expressive work, and the strenuous and the\nexpressive play continue as elements in man's life until the day of his\ndeath, but the logical order of their emphasis in the development of the\nchild seems to be inthis wise: essential play, expressive play, expressive\nwork, essential work.\nIt is not only necessary for the child trainer to recognize the existence\nof these elements and the order in which they must receive the predominance of attention, but he must also recognize that they are ever present,\nand the neglect of one may retard the proper growth of mind and\nbody. For instance, at the time when a habit of work is being formed, it\nis indispensable that exercise, nourishment, and rest should be taken at\nregular times o*f necessary lengths. If this is neglected, the body becomes\nsickly and the mind is worn out from overwork. Conversely, if during\nthe age when the observance of exercise, rest, games, etc., is most necessary,\nsome individual mental work is not required, the result will be a sickly\nmind and an overdeveloped animalism. So it is seen that a proper\ndistribution of work and play is indispensable to the best hygienic development of mind and body.\nSuch are the problems with which every teacher is met. Some children have had a certain kind of training, others another. Each one calls\nfor a different sort of management, and must be assigned a course of study\nwhich will strengthen his weaknesses and tend to his natural growth.\nHere is a child, spontaneous, simple, sincere, it may be, but whose animal\nspirits are as yet ungoverned ; he needs much help in solving problems\nwhich require consecutive reasoning, and he lacks the ability to use what\nknowledge he has. Such a child has evidently learned much of the\n\"law of the jungle\" in his play — has had his social side well developed.\nHe needs predominantly to form habits, to be taught to work. He wants\nthe reasoning power which a knowledge of number gives ; the proper use\nof words in language ; the study in stories of incidents and lives as a unit,\nshowing cause and effect ; a study of nature and the results of breaking\nher laws. The work given this child must be the primary studies in\nnumber, reading, language ; relations of things in size, direction, and\ndistance ; deeds of great men ; many maxims and memory gems. Much\nof the work of this department, especially of the first year, is expressive\nwork nearly akin to play; and the little conscious work demands recreation in singing, physical culture, class recitations, as well as the care-free\nplay period. There are other children evincing the same traits in varying\ndegrees of strength. These belong to the same department. Their\nknowledge and faculty power, in relation to the amount of recuperation\n\n"}
{"page": 523, "printed_page": null, "text": "Department! WORK\n\nAND\n\nPLAY\n\nIN PRIMARY\n\nAND\n\nGRAMMAR\n\nGRADES\n\n5 1- 1\n\nneeded, must determine the extent to which these primary studies may be\ntaught — in other words, determine the grade. These years of primary\nwork are essentially habit-forming years.\nAnother boy presents himself who has attained to good habits of study\nand other things to be learned in what we have termed the primary\ngrades. But he can reason only in the simple relations of numbers ; a\nstudy of arithmetic will help this. He needs to .know the problems of life\nand character, so we give him a knowledge of typical people in history\nand literature. He wants a working knowledge of his own language —\ngrammar. He must study more closely cause and effect — the influence\nof the environments and racial peculiarities of men — which a knowledge\nof geography will supply. This is the age in which habit becomes conscious duty, and work begins to take on the aspect of the necessary.\nThe play feature is by no means excluded in this gradation. The\nartistic in music, literature, drawing, etc., is becoming a delight to the\nstudent. In organized games — baseball, basket-ball, class drills, etc. —\nhe finds vent for his natural animal spirits and learns how to organize,\nto, lead, to live in both unison and friendly competition with his fellows.\nThe grading, therefore, of a pupil will depend on the work which he\nhas done and is able to do in relation to the amount of play necessary. In\nthe first year of the primary school, work should hold sway about equally\nwith play. During each succeeding year, work should become a more\nconscious effort, with a gradually growing distinctness of separation from\nthe play, until in the grammar grades the strenuous work finds its true and\ndominant place.\nUpon the work and play instincts depend not only the course of study\nand gradation of the pupil, but the success or otherwise of the methods\nof a teacher. In the primary grades, for instance, language and reading\nmay be taught in social conversational style. This is one reason why I\nprefer the sentence and word methods in teaching reading to the old\nalphabetic method, which necessitates too much of the unimaginative\n\"must work,\" inadvisable, in my opinion, at this stage. In number lessons\nthe objective method puts objects, by which the children are to learn relations of numbers, into their hands almost as if they were toys, and the practical application of the use of numbers is made in examples which cultivate\nthe imagination as well as the reasoning powers. The work and play\naspect gives also an argument for the predominance of concrete number\nwork during the first two years of primary work.\nIn the grammar grades the mind recognizes work as work, and the\nteacher of modern methods leads her pupils to make their own rules in\narithmetic. In history they must not only memorize facts, but be made to\nsee the relation of an event to preceding ones, to read the signs of present times, and to prophesy of the future. In literature they are led by\nthe teacher to make character analysis and criticism, and (in this is\n\n"}
{"page": 524, "printed_page": null, "text": "512\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nthe expressive play evinced) to take pleasure in finding ethical beauty and\nfollowing moral purpose.\nAn original teacher is one who appreciates the proper relations of\nwork and play, and is quick in adapting herself to them. Many are her\ndevices, all born of this appreciation. Here is such a teacher of primary\nwork. Her class has just completed a short, brisk lesson in numbers\nand is mentally tired. In another moment nature will assert itself in a\nwriggle, mayhap in a fisticuff. Before this can happen she makes use\nof the instinct of recuperation and calls for a song or some physical\nexercise. The next lesson is one in phonics. She writes a letter on the\nboard — say f — and catches the attention of the class by likening the\nsound it represents to that of an engine letting off steam. In delight\nthey make the sound and are easily taught the position of the vocal\norgans. After a recess period her children come into the room with\nexcited animal spirits running high. They are soon quieted by the\ntelling of a story which must be reproduced. So every instinct is directed\ninto proper channels, every irregularity anticipated and provided against,\nand the result is a well-disciplined class. The same principle holds true\nin the management of the older children. Play and work indulged in\nalong the lines of law and order, each in its proper place, time, and duration, result in good discipline. Again, in many cases, if a child inclined\nto be unruly finds his teacher can play well, he is often willing to submit\nto his authority in the matter of work.\nThere came once into one of my classes a girl who was restless,\nmeddlesome, inclined to think me a natural enemy. I invited her\nto a spin on our wheels, we exchanged duplicate foreign stamps, and\nplayed tennis together. Gradually she felt my interest in her and\nrespected it. I now think of her as one of the best pupils I ever had.\nA high-toned young Harvard graduate accepted a position as teacher\nin a school in which I taught. He was well made, but small, and some of\nthe larger boys who had won the epithet of \"bad fellows\" were inclined\nto regard him with contempt. Soon he had organized his class into a\nbaseball club and was training them to play according to the methods of\nthe Harvard diamonds. Before the end of the year the \"tone\" of his\nclass was unimpeachable and his pupils as good workers (.and players\ntoo) as any in the school.\nThus I contend that the proper relation of \" work and play \" in determining couise of study, gradation, method, device, and discipline is an\nall-important question ; a question the correct solution of which will make\nfor the highest development of manhood in our pupils.\n\n"}
{"page": 525, "printed_page": null, "text": "Department]\n\nWORK\n\nWORK\n\nAND\n\nAND\n\nM. V. O'SHEA, PROFESSOR\nOF\nUNIVERSITY\n\nPLAY\n\nIN\n\nYOUTH\n\n513\n\nPL A Y IN YOUTH\nSCIENCE\nAND\nART\nOF WISCONSIN\n\nOF\n\nEDUCATION,\n\nCrabbed age and youth cannot live together ;\nYouth is full of pleasance, age is full of care ;\nYouth like summer morn, age like winter weather ;\nYouth like summer brave, age like winter bare.\nYouth is full of sport, age's breath is short ;\nYouth is nimble, age is lame ;\nYouth is hot and bold, age is weak and cold ;\nYouth is wild, and age is tame.\n\n— Coleridge.\n\nI'll serve his youth, for youth must have his course ;\nFor being restrained it makes him ten times worse,\nHis pride, his riot, all that may be named\nBy times recalled, and his madness tamed.\n— Shakespeare.\n\nPeople have always felt that some of the manifestations of young\nblood were hostile to the best life in society. \"The imagination of man's\nheart is evil from his youth,\" say the Scriptures. Job defends himself\nagainst his accusers, protesting that they make him possess the iniquities\nof his youth, which he has long outgrown ; while David offers a prayer to\nhis Creator, imploring him not to remember the sins of his youth, nor\nhis transgressions. And men have sought by one means or another to\nrepress these excesses and madnesses of adolescence. They have said\nthat hot passion must be bridled, that the exuberant egoism of the boy\njust coming to feel the independence and power of manhood must be\nchecked down on all sides ; the wild colt must early be broken to the\nharness of life. These persons have counseled a strenuous life for the\nadolescent; it is good for one to bear the yoke in his youth, they say;\nfor there is virtue in honest combat with the difficulties of the world,\nsince mental and moral muscle can be nurtured only by conflict. But\nfrom another side we receive advice of a different sort. We are told that\nthe impulses of youth must be indulged and not suppressed ; that they\nare essential to a full, round character ; that each urgent instinct, if permitted to run its course, will contribute to the completed structure of the\nhuman soul. If we should follow these last voices, we would serve\ninstead of compel youth ; we would allow girls and boys to speed out\nalong the lines of least resistance ; we would expect them to expend their\nenergies largely in play, in a certain sense.\nShakespeare would be patient with the pride and riot of the adolescent, but the great poet nevertheless realizes that ultimately the madness\nof youth must be tamed. The intemperance, the egoism, the bravado of\nyoung blood must be brought into correspondence with the requirements\n\n"}
{"page": 526, "printed_page": null, "text": "$14\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nof community life as it exists here and now. Activity must be drawn off\nfrom profitless, and sometimes even harmful, enterprises and turned into\nproductive channels. Undue self-exaltation, the vanities of looks and\npossessions, the pride of purse or of intellect, must be tempered by consideration for the feelings and claims of others, and an appreciation of\ntheir worth. Passion must be bridled and subdued that it may not lead\nits possessor athwart the laws of health or morality. And in many\nanother way the deep-seated, instinctive activities of adolescence must be\ninhibited, or, at least, modeled into conformity to the requirements of\nadaptation to a complex altruistic, ethical, and social order. And how\nmay this inhibition be best brought about ? How can pride and madness\nbe tamed ? By direct repression ? Or is it a matter of guiding the forces\nof life, depending upon it that, if we employ them all at certain points of\nour own choosing, there will be nothing left to operate at other points\nagainst our wishes?\nNow, we must inquire of the neurologist what he has to say regarding\nthe modus operandi of inhibiting activities; and when we do, receive the\nanswer that an action may be checked in its progress by putting against\nit one of an opposite character, and of its strength ; or it may be\ninhibited by using in other ways the energies which would be required\nto produce and sustain the action. The neurologist would lay chief\nemphasis upon this last mode of inhibition, especially in the immature\nbrain, where organization is still imperfect, where the checking system is\nstill inoperative for a great variety of actions. Now, the great racial\ntraits bequeathed to the child as instincts constitute the routes which the\nadolescent may pursue with greatest facility and pleasure ; as a result of\nunnumbered ages of traffic these old ancestral thorofares have been made\neasy and comfortable to the modern traveler, and so he is but too apt to\nchoose them beyond all other courses for his journeying.\nBut this sounds pessimistic. If the fate of every young voyager has\nbeen determined by the practices of his ancestors, what can we do about\nit ? The adolescent will live out his instincts, and we cannot stop him,\ndo what we may. Yet hold a bit : there is a way of throttling instinctive\nactions that alienate the adolescent from the world about him. We can\nbring to bear upon him, with tremendous force, stimulations which meet\nwith responses that absorb the whole of his life ; stimulations emanating\nfrom impressive, commanding personalities with whom he comes in contact; stimulations from biography, from history, from literature, from\nscience, from his games and plays, and all the rest that is good and\nelevating. These reactions will drain off the forces of the organism, will\nmonopolize the thought, and leave nothing for the support of conduct\nantithetic to the environment which is acting upon the individual.\nThis doctrine of inhibition is seen in its outward effects in all the\nphenomena of daily life.\n\nOne who observes the activities of the young\n\n"}
{"page": 527, "printed_page": null, "text": "Department]\n\nWORK\n\nAND\n\nPLAY\n\nIN\n\nYOUTH\n\n515\n\nsees how behavior is determined absolutely in view of this principle of\nthe expression of energy at one point and its withdrawal from other\npoints. How quickly a child's conflicts with his companions, or his\nassault upon household finery, or anything of the sort, is abandoned when\nthere is made to play upon him some strong stimulus which incites\nactivities of a different character, as when a game is organized for him,\nor he is given tools to work with, or 'he is invited to go to the circus, or\nhe is furnished with an attractive book to read! The world beats in upon\nthe child, and that which makes the strongest impression, depending\nupon its significance for him as determined by the qualities of objects\nthemselves, and by his whole previous experience with them, or something like them — the strongest impressions win the child's recognition\nand determine his conduct.\nAgain, the principle under consideration is seen in the case of sickness, where the organism is depleted of its energies and few activities of\nany sort occur. Even profound and instinctive actions, which in fair\nweather urge their possessor on to action, now have no force. There is\nno energy to set a-going and to support such action. But as the sick one\nreturns to health, as the ravages of disease are repaired and there is something over and above what is necessary for the support of vital function,\nthen the old accustomed reactions begin to reappear, and in time return\nwith all their original force, provided that in the interim some new\ninterests have not gained a foothold.\nAnd this brings us more particularly to the problems of play and\nwork in adolescence. When a boy's energies find an outlet thru those\nchannels worn deep from the ceaseless treading of the race ; when he\ndoes the thing that humanity before him has done for a practically limitless reach of time, whether this produces immediately valuable results or\nnot, then he plays. These old racial activities constitute the lines of\nleast resistance for the individual ; there is no opposition, no impediment, no opening up of new highways. But in work there are barriers\nto be broken down, new pathways to be blazed forth, unpracticed\nactivities to be learned. The boy responds subconsciously to the old\nenticements, and there is of necessity a struggle in doing the new thing\nwhen the old seems so much easier. Thus play affords for the adolescent,\nor for anyone else, the highest degree of pleasure, since the whole\nbeing becomes engaged in it without reserve and without compulsion.\nThere is no division of personality in such a situation, no tension\nbetween motives, no long weighing of considerations ; the whole life is\ngiven up in harmonious unity to the doing of the thing which is felt as\nplay. But in work enterprises foreign to the one in hand make a constant appeal for the attention and devotion of the worker ; the boy pores\nover his geometry, and a small voice within him whispers of football, of\nskating, of the ball-room, of the billiard table ; and it gains an audience\n\n"}
{"page": 528, "printed_page": null, "text": "5 16\n\nNA TIONAL\n\nED UCA TIONAL\n\nASSOC! A TION\n\n[Kindergarten\n\nit secures some response — enough, at any rate, to set up a struggle in the\nsoul, which gives a consciousness of effort for the student in holding\nhimself to his task.\nNow, if one purpose in the treatment of youth be the direction of the\nsuperabundant forces of young life into channels of social and moral\naction, of usefulness and frankness and diligence and courteous demeanor\nand courageous action — if this be our leading purpose, can we attain it\nbest by engaging the adolescent mainly in play or mainly in work ?\nShall we seek to beget conduct of the right sort by soliciting from our\npupil reactions that enlist his whole being, and that to him have all the\njoys of play; or shall we, for the sake of cultivating a vigorous, stalwart\ncharacter, one that will regard with equal stoicism both drudgery and\nhappiness in the affairs of daily life, deliberately bring the boy and girl\nface to face with situations which must be dealt with in a stern and serious and painful manner, and which are not of themselves in accord with\nthe child's interests and spontaneity ? Perhaps we may receive help in\nour difficulty if we take counsel of the great masters who have been students of child nature, and who have reflected long and earnestly upon\nthe best manner of teaching the young idea how to shoot. If we question Aristotle, Quintilian, Montaigne, Rousseau, Locke, Spencer, and all\nthe rest, we shall receive but one sort of answer, namely, that the best success is attained when thru the child's play we guide and direct him until\nhe has arrived at the estate of manhood. Play, says the modern scientist,\norganizes and solidifies personality in the most efficient way, since it\ncommands all the powers and faculties of the mind in its prosecution.\nWhat the child can play at will attract him, and so will exert a profounder\ninfluence upon him than if it was forbidding to him. \" Little profit\ngrows where no interest is ta'en,\" says Shakespeare, and both psychology\nand experience indorse the proposition.\nBut what of work ? Shall the adolescent do nothing but that which\nengages him in a pleasurable way ? Shall he not be made to struggle\nwith difficulties, to put aside the blandishments that lure him from the\ntasks that must be performed if he is to realize the most in his life ? The\nsolution of the problem will seem the easier when we consider that much\nthat is of profit to one in the present age of the world is of recent origin\nin the race, and it has not yet become established so deeply that it is\ninherited by the young as instinct, thus constituting an easy way for\nenergy to express itself. Much of what a youth must learn if he is to\nbecome adapted to the world about him, the world of men and things\nalike, is new and difficult. Life is certainly more complex today than it\nwas when the race was at the starting-point. The crude, instinctive\nactions which served well enough when things were simple, are now\nwholly inadequate to successful living, and in some instances are hostile\nto the best success in life. The race is ever growing more altruistic, and\n\n"}
{"page": 529, "printed_page": null, "text": "Department]\n\nWORK\n\nAND\n\nPLA Y IN\n\nYOUTH\n\n5«7\n\nthe scope of individual action must grow more restricted, in a certain\nsense — in the sense that purely selfish deeds which characterize the early\nyears of life must be more and more inhibited; the boy must observe the\ngolden rule today more fully than his ancestors did. The sphere of\nknowledge is widening every day, and the adaptations to the world which\nthis gives is growing more complex and intricate, but at the same time\nmore perfect and desirable.\nAnd these higher phases of life must be mastered by effort ; youth\nmust work, if maturity is to be happiest and most successful. Play\ngives mastery of only the simplest processes of living; the fundamental\nrequisites are certainly gained in this way, but everything finer and\nmore subtle and complicated comes only by diligent application, and\nthat not voluntary or spontaneous, at the start at any rate. Growth in\nthe higher reaches is secured only by struggle ; the tendency is to stop\non a lower plane of development, where the fundamental instinctive activities suffice to keep body and soul together, and there must be constant\npressure brought to bear upon the learner of life's ways to get him to\nascend to the point which the race has reached in social, intellectual,\nethical, and even physical living. The boy will not, undirected, unaided,\nand unforced, equip himself for the duties and privileges of life in civilized society by making his own the insight and power and skill and control which history and literature and science and mathematics give ; other\nand simpler things will appeal to him too immediately and seductively.\nAnd what, then, is the doctrine? Youth climbs the mountain of life\nmost naturally and in a sense most effectively by play, but the topmost\npoint can be reached only by work. What is the golden mean ? There is\nseen to be a harmonizing principle, when it is recognized that work\nbecomes most effective when one has an end in view to attain by his\nefforts. If there is nothing but a blank wall ahead of him, his life will be\nmiserable indeed. Work must always have a clear goal toward which it\ntends, and this must be worth reaching. Mere drudgery for the sake of\ndiscipline alone disintegrates personality, kills initiation and spontaneity; the activities it produces are always the results of force imposed from\nwithout. Drudgery which is not tributary to some useful end does not\nstir the inner life to noble deeds, it does not result in that organization\nof the being where all works together in harmony. And youth is the\ntime of all others when things that receive any consideration must have a\nlife-relation ; they must help to solve some of the problems that confront\na mind opening up rapidly to the meaning and responsibilities of existence— problems of a social, an ethical, an intellectual, and a physical\ncharacter. Anything which promises to be a guide to youth thru the\nunknown country which it is to enter will be mastered, no matter what\neffort is required to attain it. And herein lies the possibility of\nmaking work effective, of leading the adolescent boy and girl to apply\n\n"}
{"page": 530, "printed_page": null, "text": "518\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nthemselves to tasks that are hard and in themselves uninteresting and\nunattractive ; but they lead somewhere, that's what makes them tolerable.\nIf the literature and history of the high school are made to illumine the\ndark places of the pupil's everyday life ; if the geometry gives his mind\npoise and stability in the midst of phenomena which would otherwise be\ndistracting and unsettling; if the physics be made to interpret the real\nworld of forces acting in the pupil's environment; if grammar be made\nwholly tributary to the right use of language in the everyday needs of\nthe student ; in short, if the school leads the student to see the significance\nof the work that must be done, that must be done for successful living,\nthen it loses its aspect of drudgery, and the pupil will put forth his\nstrength upon it, as he does so freely expend himself upon his baseball,\nupon his billiards, upon his novels, and upon other things which touch\nhis life. One need have no fears in saying that a youth cannot be led\ninto participation in the highest life of the race without tremendous effort\non his part; modern life is altogether too complex, too involved, to be\nmastered in a free and easy way. The youth who will not strain himself,\nwho will not gird up his loins to do battle with ignorance, will forever\nforfeit the happiness which comes from a broad, deep knowledge of the\nworld, and a consciousness of a mastery over it. But the end of effort\nmust always be the comprehension and conquest of one's self and the\nworld to which he is related, and the youth must be made to see his progress toward this end in his work, when all the powers of his being will\nbecome co-ordinated in the effort to attain it.\n\nDISCUSSION\nPresident G. Stanley Hall, Clark University, Worcester, Mass. — The papers\njust read are both open to discussion, but before throwing the whole topic open either for\nquestion or debate, I should like to- take the liberty of saying a few words with regard to\nplay and work and one or two of the problems that are involved. These papers are so\nadmirable, and have covered the chief practical points so well, that on points on which\nthey specialize there is very little that needs to be said. But there are other aspects of\nthis very vast subject, as everyone knows, and best of all the readers of the papers, that\nmay perhaps be worth some moments of attention. It is to these things that I should like\nto invite your attention briefly.\nIn the first place, as you know, within the last few years there has been a vast\namount of discussion as to what play really is and means, and just at present most of us\nin the psychological field are rather dominated by the theory of a German writer named\nGrosse, who has written two books — one on play and work of animals, and one on play\nand work of men — which are based upon the theory that all kinds of play are anticipatory\nindustries of later years. That was a very important contribution, and there is a great\ndeal that sustains it ; but I think the view is very generally gaining ground that it is\ninadequate, and is not sufficient as a basis for educational work. Play is much more than\nthis. A great deal of play might be defined as just exactly what this is not. It is doing\nthings that never will be of any kind of practical use in the world.\nPlay for the body is\n\n"}
{"page": 531, "printed_page": null, "text": "Department]\n\nWORK\n\nAND\n\nPLAY\n\nIN\n\nYOUTH\n\n519\n\nsomething like the imagination for the mind. No one would attempt to say that fancy,\nin all its multifarious forms, is getting ready to think severely. So I think it is but a\npartial view that play is simply fore-activities that later will become work.\nPlay is really universalizing — Froebel understood that. The child does everything\nby play, and the real object of a good deal of play is not anticipatory of work. We have\na long list of plays which we cannot explain in any other wise than as the necessary\nactivity of rudimentary organs of the mind and body. What are the rudimentary organs,\nso called ? They are organs both of mind and body, that pass away or disappear, that\nare absorbed before maturity is attained ; hence, of course, the activity of these cannot\nbe anticipatory of work. But it is very important to exercise these rudimentary organs\nand functions.\nChildren have to live over, in a great many respects, the activities of the race, as\neveryone .knows. They have to be in petto savages and fetich-worshipers, and that sort\nof thing, and it is necessary that these rudimentary organs, which are going to vanish out\nof sight, some of which are to be subordinated by the development of higher organs, shall\nbe exercised. It is. a very curious thing that the vermiform appendix and certain muscles\nof the body — for instance, certain points about the hips — have to be exercised at certain\nperiods that they may vanish ; and if they are not exercised at such periods, they do not\nvanish when the proper time comes, but they remain as pensioners, as they may be\ntermed, on the body.\nIn the case of rudimentary organs, use means disappearance. It tends to make them\nvanish, and it is therefore very necessary, as a part of nature's economy in cleaning house,\nso to speak — in getting rid of superfluities. This is just as true of the mind as it is of the\nbody. If there were time, I think I could convince the most reluctant that children need\nto lie, and that they need to practice certain things which, if adults did them, would be\ncriminal. If they are not allowed to do these things when they are babies or children,\nwhen these activities are not criminal, then they do not reduce these rudimentary organs,\nand they grow, and the criminality or vice, or whatever it may be, is liable to break out\nin later years. Hence the functions of some things which we rather too strict pedagogs\ncall vice and crime are, some of them, most beneficial, and we need to give childhood large\nlatitude in both what it does and thinks and feels, in order that we shall clear the soul of\nthe de\"bris of the past stage of evolution and make a platform for the development of\nhumanity ; that we may lay the basis strong and deep.\nIf the child does not have a chance to give vent to these faculties at the time when\nthey are plastic and can be vanquished, then they are liable to grow with the child's\ngrowth, and we find abnormalities creeping out in a few years.\nThis is a function of play which Mr. Grosse and his school have not recognized, but\nit is so well established that it has become almost a commonplace with those who have\ngiven the subject attention. This does not mean, to anyone who happens to be hot\nfor controversy, that we shall put the children thru a course of vice, thru a course of\nbarbarism, or thru a course of immorality, in order to cleanse and purgate their souls ;\nbut it is simply the development of the good Aristotelian doctrine that, if a man goes to\na theater and sees a man choking another, he goes home from the theater less likely to\nchoke a man himself ; that, if he saw vice on the stage, it unloaded the tendency to vice\nin himself. That theory has not quite developed itself, and it is an extreme theory of\naesthetic or dramatic art; but without doubt there is some truth in it.\nWhen the judgments can be pre-formed by stories in childhood, they seem in later\nyears as something they have imagined or dreamed ; so, when we control the fancy of\nthe child, we are laying down paths over which conduct is to run its main traffic in later\nyears.\nThat is the doctrine and the theory of play.\nThere should be a great deal of latitude and liberty, and a good deal of diminution\nof our severity, in judging the conduct of children. We forget that their souls and bodies\ncome into the world freighted with the promise of all that is best, and also freighted with\n\n"}
{"page": 532, "printed_page": null, "text": "520\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\na great deal of what is worst, in the world ; that their bodies and minds send their roots\ndeep down into the animal kingdom, and that we have not a single organ of our body or\na single cell that we have not inherited from an animal ancestry; and that is, to some\nextent, true at least of some of the basal qualities of the soul's instincts and feelings.\nHence one of the functions of play is to vent all these bad activities and to do in play\nform what constituted the lives of savages, and, if you want to be evolutionists, the lives\nof animals. It is necessary to exercise these things, so that the organs which they represent may be reduced, because these lower activities call into action higher powers that\nreduce them. That is the way it works. So that sometimes it is a good thing for a child\nto rouse its conscience thru some such exercise, and later they are much less likely to do\nthat same thing again.\nOf course, we must not apply our adult standards of morality to little children. Let\nthem be wild. Let them play, with their lies of fancy and imagination. The soul is\nlarger than a fact ; the soul needs to be the instigator of all faculties and the seat of\nall dreams. Childhood will have its rights in spite of us pedagogs ; and it is a good\nthing. It is necessary, in order to relieve that hunger for something that is larger. If\nyou don't give them the gracious lies of poetry, with perhaps'a'great deal of imagination\nin it, they will make them.\nThat is the play of the mind.\nAnother of the recent lines of investigation, which I think has been very fruitful, has\nbeen directed toward the laws of fatigue, as you all know. We have had everywhere\nstudies of fatigue. How long is the normal period of study for this child ? For what\nage ? How does it affect blood pressure ? How does it affect sleep ? How does it\naffect reaction ? And so on.\nIf you set children at work when they are fatigued, you are cultivating, not scholarship, but nervousness, and that is an awful thing. The American nerves are in danger.\nThe American child is the most nervous child in the world. According to the child\nstudies that have been made, it has more automatism than any other child. It is more\neasily upset; its mind is quick, alert, and it matures younger than most children. The\nAmerican child is liable to get on its nerves ; cannot stop play ; cannot go to sleep\nreadily; jumps and twitches when it does go to sleep. That is a product of fatigue. If\nwe could only find a way of getting children for work when their minds are in their\nbest condition, we should get results much superior to what we do get. The mind which\nis really fresh can do several fold more work than the mind which is fatigued. That is\nwhy refreshment is good when given in the kindergarten, as it is in some. The practice\nwhich prevails in some of the kindergartens of allowing naps in the middle of the day is\ngood. It is one way of systematically restoring and saving the child from one of the\ngreat enemies of the human race — -fatigue.\nThe trouble with work in the schools is that it brings on fatigue, which tends not\nonly to neurasthenia, but to degeneration and arrest, and that is something that the little\ngirl is very much more prone to than the little boy. It is a very impressive and significant fact that the female organism has the power to draw upon its reserves much more\nreadily than the male organism. That is true of the body and of the mind. It is very\nmuch easier for a woman to overdo and not know it ; very much easier to draw upon\nthose reserves which are meant by nature to go to posterity, or to future life, or to\nlongevity — to draw upon them and not know it ; and when the crises come incidental to\nmotherhood, change of life, and old age, then these troubles come back. That is a thing\nwe need to bear in mind : the trouble with work is that it means worry. Work is all right.\nYou can do a great amount of work, just so long as you keep well nourished and sleep,\nand keep from anxiety; but the anxious child, the hard-worked child, the child that has\nto do too much, is in danger. We see it in athletics. There is, indeed, a great danger\nthat boys who train in college will draw upon their vital organism, so that, if there is any\ntrouble of the heart or lungs, the athlete is the one who breaks down. The easy-living\none does not.\n\n"}
{"page": 533, "printed_page": null, "text": "Department]\n\nWORK\n\nAND\n\nPLAY\n\nIN\n\nYOUTH\n\n521\n\nI did not mean to take the time of the convention to talk at length about these vast\nthemes ; my intention was simply to introduce the speakers and to invite discussion upon\nall the papers.\nA Member.—1 What about habit in the instance to which you referred of the child\nthat lied ?\nDr. Hall. — The age of habit really has not dawned yet. It is to come later. The\nperiod of habituation is really from about eight or nine to twelve ; those four years are\nspecially sacred to the formation of habits and automatism.\nMrs. Putnam. — Would you curtail that lying — I don't like to call it that exactly —\nbut that extravagance ?\nDr. Hall. — I think curtailment should come very early in life, and should be\ngradually introduced as the mind expands.\nA Member. — Would you make a distinction between the lie of the imagination and\nthe lie to escape punishment for wrong-doing ?\nDr. Hall. — Yes, indeed. I am very glad you asked that question. Of course, the\nlies of the imagination are, as Plato called them, \" gracious lies ; \" the lies that make\npoetry, which are lies only to gradgrinds, that want facts, only facts. But the meanest\nand most censurable lies are lies which are told to escape the natural consequences of\nacts. Those are a totally different thing, and it is unfortunate they have the same name.\nI think psychologists make several classes of lies — the natural lie, the lie of the imagination, the generous lie, etc.\nMrs. Putnam. — Why can't you give them another name ?\nDr. Hall. — I think we can. It is a question of the dictionary, perhaps of inventing\na Greek word, but people don't like new words as a rule.\nA Member. — You say that by using these organs which eventually disappear, or are\nintended to disappear, higher organs will develop. Now, suppose that activity promotes\nthe growth of these lower organs, and the higher organs do not develop, will not those\norgans retain their life ?\nDr. Hall. — No.\nA Member. — The only organ you mentioned is the vermiform appendix. I presume that that does remain. Now, would it not remain in the case of activity, if something higher in the organism did not develop to serve the purpose for which that was\noriginally intended, in the lower life ?\nDr. Hall. — No, it would not. I am reluctant to use my old illustration, because I\nhave used it so often, of the tadpole's tail. We know that the tadpole is going to become\na frog. It is born in the water and it is going to live on land very largely. Suppose we\nsay: \" We won't have this low species of mere fish life.\" Suppose some pedagog of pollywogs should come in and say: \" We will shorten this line, we will cut off the tail ; or else\nwe won't let them use the tail, so that it won't grow. Therefore we will straighten the\nway for the growth of the pollywog.\" But if the tail did not grow, if it was not exercised,\nthe result would be that the legs would not grow, and the animal would have no means of\nlocomotion at all. Some people think that a tadpole's tail falls off. There never was a\ntail that fell off. It is absorbed. It has to be developed in order that you may have the\nlegs later. Again, take the gill slits. All of us have gill slits some months before birth.\nSome have gill slits at birth ; in many cases of deformity they are seen. They are\nindubitable signs of the aquatic origin of life. As the embryo develops, this particular\ngill slit is twisted around and makes two of the muscles of the eye. One of them is\ntransformed slowly, develops, and becomes the principal part of the fauces, makes the\nvocal cords, and makes a part of the larynx, which is used in swallowing. Another is\ntwisted around and makes the Eustachian tubes. Another one does not disappear, and\nmakes the thyroid glands, whose use we do not know. Suppose you could eliminate the\ngill slits. You would eliminate those higher organs which grow out of them.\nThat is\n\n"}
{"page": 534, "printed_page": null, "text": "522\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nwhat I mean by the transformation which is stimulated by use. Use makes these higher\norgans develop out of the lower.\nA Member. — I want to ask another question. You say, where exercise has not been\ngiven to those lower organs, that there is necessarily stunted growth in the higher organs\ndeveloped from those lower organs. You were speaking of the mind, weren't you, and not\nof the physical nature ?\nDr. Hall.— Both.\nThe Member. — You declare it as a principle that where there has been a stunted\ngrowth of the lower organism there must be a corresponding deformity or stunted growth\nof the higher organs on which these are based.\nDr. Hall. — That is it exactly. What would happen if the higher organ was\ndeveloped excessively and the lower stunted, if such a thing could be ? You would have,\nin that case, the precocious Christian that John Stuart Mill describes. He says it is a\nbad thing for children to get converted too early; that is, at seven or eight years of age.\nAnd he goes on to say, in the well-known, oft-quoted phrase, which you have no doubt\nheard, that children who are pious early are very much like early risers — very good in\nthe forenoon of life, and very stupid and dull in the afternoon. There is a certain season\nwhen nature seems to have decreed that religion should begin its great and sacred work\nof transformation, which is the most important thing in the world. It seems to belong in\na certain period of growth. It cannot come too early; it cannot come too late. There is\na nascent period where it belongs, and the conversion curves rise up at sixteen or seventeen, and then fall much lower. All the confirmation ceremonies in all the churches in\nall denominations thruout the world — Greek, Catholic, Jew — are just then. That is the\nspecial period. If it is earlier, the danger is it will be a kind of vaccination. You will\nhave the \" chicken-pox \" form of religion, and not the true thing.\nA Member. — I believe there are current theories with regard to the laws of biology,\nthat the use of an organ develops it. Now, how can you reconcile that idea with the\nnotion that the use of the pollywog's tail eliminates it ? Don't we have to say that the\npollywog's tail disappears because the energy goes to the working of some other parts of\nthe organism, and does not disappear because it is exercised, but that there is development because it comes into action, and that the working of the tail has nothing to do\nwith the disappearance of the tail ?\nDr. Hall. — I thought I stated — I stated it as clearly as I could — that this is\nabsolutely an exception to the general law, the Lamarckian law of use and disuse. You\nare quite correct, as you know, in stating the general theory of Lamarck, which every\nbiologist holds, that, in general, use strengthens and disuse weakens. But in the use of\nthe rudimentary organs, after theyhave reached their acme of development, this law is\nreversed. To ask why is to ask why the sun does not rise in the west. It is just as universal alaw as the Lamarckian law. When the rudimentary has reached its maximum,\nthe more you use it, the faster it degenerates. Take the case of some physical diseases, as\nconsumption : at a certain stage the general use of the lungs hastens the decomposition\nof tissue. We see it, too, in many forms of degeneration and disease. Excessive use\nwhen the organ is on the way down accelerates the process of deterioration ; that is one\nof the great laws of the world.\nMrs. Putnam. — To return to our theme, I think the children's work in the kindergarten comes from the things that they see about them. They see their mothers making\nbread and they want to make bread.\nDo you call that work or play ?\nDr. Hall. — I call that play.\nMrs. Putnam. — I tried to make plain in my paper that there was not a distinction\nat the kindergarten age between work and play. They merge one into the other in such\na way that I do not care to try to separate them ; I do not know that I could if I\nwanted to.\nA Member. — I speak as a mother.\n\nI should like our boys and girls to be factors in\n\n"}
{"page": 535, "printed_page": null, "text": "Department] PRESIDENT'S\n\nADDRESS,\n\nKINDERGARTEN\n\nDEPARTMENT\n\n523\n\nthe home, part of the home. Ought not they to be made to feel that they are factors in the\nhome and have their little tasks to do ? If it is play, all the better ; but if it is work, will\nit not make them better boys and girls ? Just as father and mother work to make the\nhome beautiful, ought not children to feel that they have something to do with that ? If\nwe can make it play, all right. But if we cannot, isn't it the mother's duty and the\nfather's duty to see that those tasks are done, to make the boys better men and the girls\nbetter women ?\nDr. Hall. — That is it exactly. Just in proportion as the mother and father have\ningenuity enough to make the children think their work is play, they are pedagogical,\nand they are doing the best possible work. But just as soon as they lack the wit and\nlack the pedagogical instinct to make the children think it is play, and they are reluctantly forced to do it, that is a different thing. With regard to the kindergarten, my\npoint was this : it seems to me there is a little too much tendency to make the children\noverwork in doing a certain set of things, making products out of paper, something of\nthat sort, when you have the whole world of play, which is infinitely larger than the\nFroebel's gifts, to draw from. I think we get more activity, more discipline, train the\nimagination better, help the soul, than if we try to transmute play into work.\nMrs. Putnam. — Two weeks ago a mother of a boy came to me. She was a\nstranger, and she said : \" I came to you to see if you could give me any help in regard to\nmy boy. He is an absolute kleptomaniac ; he has been stealing from the time he was\nthree years old, and now he is beginning to do it consciously, and is beginning to cover\nhis tracks. I felt it was something he would grow out of ; I felt it was something I could\nindirectly meet ; and I let him alone. Now he has got the habit. Now, what are you\ngoing to do ?\" I could not give her any help ; but, if your rule holds good, he should\ngo on stealing.\nDr. Hall. — I think all these individual cases should be met precisely as a physician should meet a case of physical disease.\nMrs. Putnam. — I told her to write to you and find out.\nDr. Hall. — I get hundreds of letters from anxious mothers about cases of that\nkind. What shall I do ? I say : I can't tell anything about it unless I can see your child.\nYou would not think of writing to a doctor at a distance, probably, asking : \"What medicine shall I give for this, that, and the other symptoms ? \" I know of a family in Boston\nthat had a son who was a kleptomaniac. They thought the best thing to do was to let\nhim steal and get punished for it, a week or some days, in prison. He did ; and it proved\nto be a good thing for him. It might not be a good thing for another boy. You must\nuse your best judgment, and not have a rule that you cannot bend to suit the individual.\n\nPRESIDEN1\nMISS\n\nEVELYN\n\n'S ADDRESS,\n\nKINDERGARTEN\n\nDEPARTMENT\n\nHOLMES,\nDIRECTOR\nOF SOUTH\nCAROLINA\nTRAINING\nSCHOOL,\nCHARLESTON,\nS. C.\n\nKINDERGARTEN\n\nSince the early seventies the kindergarten has held a prominent place\namong the departments of the National Educational Association. Its\n•influence cannot be estimated. From the pioneer days, when every inch\nof ground had to be fought over and won by dint of much speaking as\nwell as doing; when its enemies were of its own household, namely, the\neducators of that day, who, succumbing one by one, as the force of the\ntruth of Froebel's educational principles became clear to them, have\nhappily become its exponents ; from that far-away day to the present\n\n"}
{"page": 536, "printed_page": null, "text": "524\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\ntime, the National Educational Association has stood as the strongest\nadvocate for the kindergarten in this country.\nNow that the first victory is won, and the kindergarten is accepted as\na force in the early stages of education, it becomes the privilege and duty\nof kindergartners to see that the campaign is carried farther, even into\nall grade, college, and university work. Here at Detroit is the time for a\nclear understanding, a fuller sympathy, and a more definite purposing concerning the work which this department has before it in the coming years.\nThe uniting for this convention of the Departments of Child Study\nand Kindergarten was proposed by the presidents of these departments,\nseconded by the President and officers of the association and many\nprominent kindergartners, with the hope that it will prove a step toward\na stronger bond of unity with all allied departments.\nAll kindergartners believe that the Froebelian principles of education\nare destined to permeate and influence greatly all branches and phases of\neducation. This end, therefore, should always be in view and call for\nsupport and effort.\nWe are all members of a large national family, and, as members,\npresumably interested in each other's progress. A year ago this great\nbody met at Charleston, and thus showed its strong interest and desire\nto help in the progress of education in the South.\nWe, who are struggling to uphold and advance the kindergarten cause\nin the South, so that it shall stand in its right relation to all education\nand shall be an energy itself in the forwarding and formative process,\nhave cause to be grateful to the National Educational Association convention of 1900. Especially are thanks due to Madame Kraus-Boelt£, the\nhonored president, and to the other friends who came from long distances with helpful words and kindly suggestions. To these, and to all\nour friends gathered on this occasion, are addressed these words concerning the progress of the kindergarten movement in South Carolina.\nOn that occasion Professor P. P. Claxton, of Greensboro, gave an\naddress on \" The Needs of the Kindergarten in the South.\" He first\nreferred to the need of the kindergarten in the South, that the parents\nmight better understand the education of their children in all phases, and\nbecome awakened to a sense of their own duty in this respect. He next\nreferred to the need of the kindergarten in the South, that parents,\nteachers, and school officers should better understand the connection\nbetween the school and the home life. He also spoke of the need of the\nkindergarten for \"the millions of children of the dusky race whose home\nis among us,\" arguing that the kindergarten is the best type of school to\nbring about the transforming influences so much needed. And lastly he\nspoke thus :\nBut we need the kindergarten most especially for another reason. The southern\nstates are rapidly becoming the home of the factory.\nAlready the cotton factory is a\n\n"}
{"page": 537, "printed_page": null, "text": "Department] PRESIDENT'S\n\nADDRESS,\n\nKINDERGARTEN\n\nDEPARTMENT\n\n525\n\nfamiliar sight in the Carolinas and Georgia. The country people are moving into the\nfactory towns from their country homes, with their large families of children. Is it needful that I should depict for you this factory town and its life — the large brick factory\nbuilding with its long rows of humming spindles and rattling looms, at which men,\nwomen, and children work twelve hours a day ? I have seen boys and girls under ten\nworking thru the night, from six to six, drinking their cup of black coffee at midnight to\nkeep them awake till dawn ; the groups and rows of houses without beauty of architecture and with no relief of lawn, garden, or fruit trees ; no public library ; an ungraded\npublic school, taught from three to eight months by an incompetent teacher, in a house\nunfit for such use, and only one-fourth of the children of school age in attendance. I\nwelcome the cotton mill with every other form of industry that shall bring wealth and its\npower and possibilities to our people, but the blood of the children must not be woven\ninto the web, dyeing it a crimson hue ; nor must their cry continue to go up to the Father\nin whose sight the soul of one of these little ones is of more value than all the trade of\nthe Philippines.\n\nLet me give you an idea of how these needs are being met. Private\nkindergartens are springing up in many towns, and there is a consequent\nincrease of interest among parents. A few public schools in small towns\nhave aided the kindergarten. The principals of these schools are very\nprogressive men, but the lack of public money hampers the work. Our\nState Normal School at Rock Hill has a fine kindergarten department.\nThe standard there is high, and Miss Macfeat, the head of the department, is one of the foremost kindergartners of the South. This is destined in time to influence public work, and to bring about the adoption\nof the kindergarten in the larger cities. Also, for a number of years, the\nSouth Carolina Kindergarten Association, of Charleston, has carried on\na large free kindergarten. This more nearly approaches the publicschool kindergarten, so far as the class of children in attendance is concerned.\nA number of the colored citizens of Charleston have organized a free\nkindergarten association, and are supporting a kindergarten with a little\nhelp from the city. This is a step in the right direction, and tho the\nonly movement of its kind known to me, the growth of interest is very\nencouraging.\nThe greatest stride has been made in the line of the greatest need,\nand, thru the combined efforts of kindergarten associations and progressive and humane mill presidents and directors, kindergartens are\nstarting up in the mill towns. The first mill kindergarten in South Carolina was organized a number of years ago in the vicinity of a cotton\nfactory in Charleston, and was supported by the alumnae of the Kelly\nSchool, of that city. The factory has been discontinued, but the kindergarten still lives and flourishes. Two years ago the Kindergarten Association of Columbia established a summer kindergarten in connection\nwith the Richland mills. In the fall of 1900 the mill towns of Pelzer and\nGreers entered upon an educational and economic experiment by adding\nthe kindergarten to the mill grade schools, the mills bearing the whole\n\n"}
{"page": 538, "printed_page": null, "text": "526\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nexpense. These kindergartens have been watched with much interest and\nsatisfaction, the work proving such a success that it will be continued this\ncoming year under more advantageous conditions.\nDuring the winter Rock Hill continued the good work. It was begun\nin an afternoon kindergarten supported by the King's Daughters at the\nArcade mills. This effort has resulted in the organization, in June, 1901,\nof the Rock Hill Kindergarten Association, which in point of enthusiasm\nand numbers has probably made a beginning unequaled in the state.\nThe aim of the association is to establish kindergartens for the mill\nchildren of Rock Hill. The mill officers are members of the association\nand have promised to aid generously in the work. The first kindergarten\nhas already been opened and will continue thruout the year, the plan\nbeing to give a ten-months' session, the long vacation being in December and January. This division of time is an experiment to be watched\nwith interest, and may prove acceptable in other places than the South.\nColumbia, having been impressed with the good results of the summer kindergarten in the Richland mills, now comes to the front, its three\nmills, Richland, Olympia, and Granby, opening and assuming entire\nsupport of its kindergartens and placing them under the Kindergarten\nAssociation for superintendence and control, thus unifying and spreading\nthe kindergarten interest thruout that city.\nThus within the year six mill kindergartens have been established.\nWe know that other mill presidents are planning to follow in this line as\nsoon as possible. Herein lies the hope of the kindergarten movement in\nSouth Carolina, and probably the same is true of North Carolina and\nGeorgia as well.\nPerhaps* mill children are the same everywhere, but from my slight\nknowledge of the case I think that quite a different element enters into\nthis work than is apparent in some of our northern cities where the population is mostly foreign. This has been referred to before in speaking\nof the immigration of mill people from country homes, and anyone\nfamiliar with the condition of the country in North and South Carolina\ncan imagine the barrenness of the lives which have never been able to\nrise above the necessity of work for daily sustenance.\nA few word-pictures, taken from the reports of the kindergartners of\nPelzer and Greers, may show what I mean, and will prove that the kindergarten isto bring to these people the balance or rhythm in work and\nplay:\nNo one who has not seen it can know the change that comes over a child's face in a\nfew short weeks of kindergarten life. Those little old men and women lose the careworn\nexpression. They drink in through song and story and talks impressions and ideals\nthat find expression in their home free play, which in some cases sadly needs this purifying influence.\nFrom timid little people not knowing whether to laugh or cry, sitting down in their\nchairs whenever told, or building with blocks, listening to the songs and stories with\n\n"}
{"page": 539, "printed_page": null, "text": "Department]\n\nNECESSARY\n\nELEMENTS\n\nIN\n\nWORK\n\nAND\n\nPLAY\n\n527\n\nlittle interest, in a mechanical manner, to the now noisy, happy, and contented kindergarten family, is a transition frequently seen.\nThe children show a marked improvement in their work and play, being more childlike, not the matter-of-fact little men and women I first met, without imagination or\ninventive power, laughing at the finger plays, also at my joining them in their games,\nand self-conscious of every movement they made.\nSuch happy little ones ! Every morning, while waiting for the bell to ring, you can\nsee nearly every child in the school — for the older ones play the games learned in\nkindergarten with the babies — skipping or dancing Looby Loo or singing \"Little bird,\nyou are welcome,\" and then running to meet their teachers as they appear in sight.\nI can say that the work is very encouraging, because the kindergarten and the\nmothers, and also some of the fathers, co-operate in a common interest, visiting the kindergarten to see just what the children are doing and expressing regret that they can't stay\nlonger ; taking an interest in the meetings. Some of the fathers stay at home and care\nfor the babies while the mothers attend their kindergarten meeting.\n\nThis sketch of South Carolina's growth, when compared with the rapid\nstrides which have been made in some of our northern cities, seems\nalmost unimportant, but it is the beginning, and as such has a right to a\nplace in our interest and memory. As time and effort bring success to\nour work, we can then turn with certainty for appreciative encouragement and help, if need be, to the more favored sections of our country,\nremembering that we are one family, with one aim, namely, to give to\neach child its divine right to freedom and self-expression.\n\nNECESSARY\n\nELEMENTS IN WORK AND PLAY, AND\nPRACTICAL\nCONSEQUENCES\n\nMISS C. GERALDINE\n\no'GRADY, TEACHERS\n\nCOLLEGE,\n\nNEW\n\nSOME\n\nYORK\n\nAs our subject today is rhythm, I shall only attempt to discuss other\nnecessary elements in work and play, such as activity, co-operation, and\nprogression, where they relate to it. I shall speak briefly of how it\nunderlies or governs activity, and then try to suggest a few practical\npossibilities.\nActivity is, of course, the condition of all work and play; but activity,\neither of live or inanimate things, cannot be maintained under the same\nform without cessation. It must either be recurrent, intermittent, or must\ncome to an end. If we want proofs of this recurrence and alternation\nof activity in all things, we have only to look at nature, to see in the seasons, in light and darkness, in tides and trade winds, and in many other\nnatural manifestations of force, such changes as may be called rhythmic.\nFollowing, and sometimes growing out of, these come the changes in\ngrowth and decay, in birth and death, thruout plant and animal life,\nas heat stimulates them, and its excess or lack checks or wastes their\nforces again ; and at last we come to observe regular change and\norderly arrangement or balance, even in the forms of plants and living\n\n"}
{"page": 540, "printed_page": null, "text": "528\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\ncreatures, and in the movements depending on form. From the expansion and contraction of protozoa up to the flying of birds, and the\nwalking, running, or dancing of men, this is so common that we rarely\nthink of it, except when some deformity, some lack of completeness in\nthe form, breaks the rhythm and makes irregular movements instead.\nTurning to the arts and productions of men : the cradle, the swing,\nthe rocker, the bicycle, the sewing machine — everything, indeed, that has\ntreadles ; the steam engine, the printing press, the saw, the loom, even\nthe rubbing of clothes on the washboard, have rhythmic movement and\nsound, and bear testimony to its necessity and naturalness, both in force\nand form. The form of our music and musical instruments, the sound\nand measure rhythms, and, still further, the contrast and comparison of\nideas and the recurrent alternation of certain ideas in our poetry and\nliterature, make us wonder whether the intellect, too, is not built upon a\nlaw of rhythm. And it would puzzle us to say exactly how much of this\nis natural and how much artificial ; how much of it is because we like and\nchoose it, and how much because it fits our natural ways of acting and\nphysical make-up ; how much because the balance of applied force and\nmaterial acted upon can come out in no other way. Two interesting\nquestions which were suggested as a basis for today's discussion are these :\n\" Is there a necessary ' must, have to ' element in both work and play,\nand also a spontaneous or 'may, want to' element?\" \"Should the\n'may, want to' element predominate in the first years of childhood ?\"\nSurely, the principle or law of rhythm in both form and force, if we\ntook no other, proves that there is a \" must, have to \" or necessary element in both work and play, even if but the physical one. Any arm or\nleg movement, or even finger or tongue movement, must depend for its\nswiftness and strength partly upon the length and proportion of parts in\nthe body, governing movement, as with a pendulum, and also upon the\nforce and good condition of the vital organs, e. g., the regularity of movement of the heart and lungs, and must be subject with them to the alternation of activity, without which no movement can continue. Again, the\nrhythm or regular alternation of breaking-down and building-up processes in the body, while variable, does result from the fact that activity\nof any kind maintained for a certain time requires a certain amount of\nrest and sleep ; that a certain quantity of waste of tissue and nerve material necessitates a certain amount of nutrition for its repair, even tho we\nare not yet sure of the exact measure of either.\nThe same story is told in another way when we consider education ; for\nthe one difficulty to which we are always trying to find the clue is the\nneed of harmony between spontaneity and control, between personal\nrights and wishes and the good of the greatest number ; or, in other\nwords, the individual and the social whole. We have to find out how to\nbalance taking in and giving out, doing what you choose or what you\n\n"}
{"page": 541, "printed_page": null, "text": "Department]\n\nNECESSARY\n\nELEMENTS\n\nIN\n\nWORK\n\nAND\n\nPLAY\n\n529\n\ndo because of the pressure of others ; in physiology and psychology we\nsee it as the balance that is struck between heredity and environment,\nbetween what you as a human being possess, irrespective of your surroundings, and what you get from them — what you absorb and are\nnourished upon, whether physical or psychical. Each child possesses\nfrom species, from race, from sex, from ancestral inheritance, such and so\nmuch endowment of body and limbs, sight and hearing, and other\nsenses ; such and so much activity and quickness or delicacy of brain,\nlimited and influenced in such and such directions, by certain other\nphases of natural endowment or lack of it, and in such other ways and\ndegrees by the food, experiences, general stimuli, and nutrition from\nenvironment, whether good or bad. The complex result is apparent in\nall his work and play.\nAll this rhythm or balance of forces is to a great extent natural and\ninevitable ; but the most important balance is that between work and\nplay. Just here our power of selection for the children affects the matter. Iwill try to make the distinction between work and play, that is,\ntrue work and play, for we have grown to have a false ideal of work as\nmere drudgery. I believe that play begins with activity for the sake of\npure joy in it, as a kitten plays, or a little child moves its limbs and\nshouts for the mere joy in moving and shouting. Gradually some purpose, and the use of intelligence to guide it, creep in, but always joy in\nthe activity remains the most prominent element ; the child continues it\nfor the sake of that. In other words, play is its own end. The ideal of\nwork seems to me just the opposite of this ; it is the realization of a purpose, an end outside of the activity; it may be, and often is, accompanied\nby joy in the activity, even among adults. Such work, we say, is congenial. Ibelieve children's work ought always to be accompanied by this\njoy in the activity; as in the case of a tiny child, who, beginning parquetry pasting for the first time, said to me : \" Oh, don't you wish Ralph\nwas here to have this lovely fun?\" But the purpose is the end, not the\nactivity. This is true work. It not only gives room for creativeness, but\nstimulates it, for if the accomplishment of a purpose is joined with joy\nin the activity, it is not burdensome ; we put our whole selves into it, and\ntry every means to do it better and better. This is what Ruskin meant\nwhen he said that no good work was ever done unless the person would\nchoose to do it, even apart from the living he earned by it. The earning\nis a consideration, but holds the second place. This is what I think Dr.\nDewey means by saying that true interest lies in self-realization thru the\naccomplishment of a purpose, and the end being bound up with selfrealization, any amount of effort, struggle, or difficulty will be acceptable\nfor its achievement. This is what Froebel means when he speaks of disciplining the hands and fingers by means of an activity wherein are\nblended body and soul, feeling and thought ; where there is purpose, but\n\n"}
{"page": 542, "printed_page": null, "text": "53°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nalso emotion — joy in activity. Now, I admit that it is often difficult to\ndistinguish this sort of work from play, especially such play as shows\nsome purpose, with the activity as an end, too. But work and play differ, as we see when we remember for how short a time a child can hold to a\ndefinite purpose in work, and for how long a time he can play. Here, I\nthink, we have the true clue to the rhythm of educational work and play\n— the alternation of activity with a purpose, and activity for the pure\ndelight in it. The basis for its alternation is very simple. It is the\nlength of time a child can healthily and happily hold to and carry out a\npurpose; of course, this varies with his age, his growth in intelligence\nand concentration, and his range of power and choice among possible\nends and activities. With the infant it is perhaps the alternation of a\nminute of effort with hours of unconscious joyous movement, tho I have\nknown of a child of two and a half years working for half an hour in the\nattempt to tie up a pinafore into a parcel with a piece of paper and a\nstring. I believe the change in rhythm is simply the shortening of the\nperiods of impulsive activity and lengthening the periods of purposive\neffort.\nSome students of children and their ways protest against any work at\nall in childhood, and I am sure their notion proceeds from the false ideal\nof work as mere drudgery of which I have spoken ; for how could\nanyone urge that a child should make no effort and have no purpose in\nhis efforts of which he was conscious ? It is true that such a view has\nbeen attributed to the kindergartner by Mr. Fitch in his lectures on teaching. But this is quite opposed to Froebel's urgency that we should never\ntell a child the whole of the answer to a question, as it will be of more\nvalue to him to find out one-fourth of it by his own effort than to know the\nwhole from someone else. It has been foolishly claimed for the kindergarten occupations that they produced the virtues of patience, perseverance, industry, etc. The truth is merely that they furnish an opportunity\nfor the practice of these, which is very valuable if rightly used. Any\nhandwork would do this, but all handwork is not so well planned to\nprovide for progressive effort, new occasions opening out of old ones,\nwith results in pleasure as well. We cannot claim a real educational\nvalue for anything which does not train in intelligent and persistent\neffort, and which, if continued day by day, may not be applied to greater\nand greater things. That children can understand the value of this was\nshown by a group whom I heard say to their teacher, who expressed a\ndoubt of her power to draw a picture they wanted : \" But if you try very\nhard and think very well, you surely can, Miss H\n.\" She had been in\nthe habit of saying these words to them, and they made the new application.\nThe practical consequences for all kindergartners of understanding\nthe value of rhythm in activity should be simply the providing things to\n\n"}
{"page": 543, "printed_page": null, "text": "Department]\n\nNECESSARY\n\nELEMENTS\n\nIN\n\nWORK\n\nAND\n\nPLAY\n\n531\n\nbe done, so short and simple, and each new step so founded on previous\nones, that the period of effort is but a few minutes at a time, followed by\nan equal or longer time of pure play with the material — for instance,\nwith the plaything made during the minutes of effort.\nWe might call co-operation another necessary elements in both work\nand play. This co-operation must be frequent, and, to be helpful, must\nbe what we may call rhythmic or alternative, both sharing in fair proportion. The impression and expression processes, too, in education must\nbe rhythmic to some extent, or proportioned in their alternation. How\nmuch more practical is the alternative recitation than that where the class\nonly talks or the teacher alone lectures ! The kindergarten morning talk\nis perhaps the best example of co-operation of this kind.\nNow, in all this we must recognize the real need of a certain amount\nof suggestion and direction from ourselves to the children, partly as a\ncounter-force to harmful influences from other environments; but we must\nkeep in view the danger of overdoing this. In other words, we must\npreserve rhythm and balance. Every time we bring the social pressure\nto bear we act as the mouthpiece of accumulated social knowledge and\nwisdom, so far as we possess it ; and it is right we should. But in so doing\nwe are using the \" must, have to\" element, no matter how much we think\nwe are working on the lines of natural environment. Our tendency to\nrepeat and to require repetition of the child is strong. We stereotype\nideas, and then the child's effort is no longer in the direction of expressing natural feeling, but of exactness, and stereotyped activity is the mere\ndegradation of work. Just here comes in, I think, the need for recognizing the \" may, want to \" element. This in every child should be\npresent in some measure in whatever he does, either in work or play.\nThe love of experiment, resistance to the pressure of material and circumstances, the inward stimulus, the eagerness of curiosity unsatisfied,\nthe sense of power over our own bodies or over material which makes us\ngreedy for more exercise of it, may be seen in quite little children. The\nlove of completing things which makes us struggle to carry out an idea\nand to finish what we begin, even against weariness or hunger ; the sympathy or pleasure in sharing what others are doing — all these are, I think,\nthe \"may, want to\" elements of the rhythmic movement. If, however,\nyou notice their psychic character, you will find that, while not so apparently fundamental or primal, these \" may, want to \" elements are what\nhave made for progress in the whole life of humanity ; and if we lose\nsight of progress, what becomes of education ? In biologic development\nhas not spontaneous variation been one of the great means of progress ?\nShall we not allow the necessity of a parallel element in education,\nwhether in work or play ?\nIf we believe in co-operation as an underlying need of all work, we\nshall not need to emphasize it each minute.\nThe teacher does not find it\n\n"}
{"page": 544, "printed_page": null, "text": "532\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nnecessary to recite alternate phrases of the multiplication table with the\nchild, nor to read the alternate words of his reading lesson. If rhythm\nis truly an underlying law in all things, we are not the only persons to\nwhom it can ever be apparent, nor need we feel, as some kindergartners\nseem to, that every moment must be spent in carrying out rhythmic exercises which the children would not discover for themselves if we did not\nteach them. I want to plead for a sane, reasonable attitude toward the\npractical use of rhythms, as well as other new ideas.\nI spent a morning recently in a kindergarten where one hour was\noccupied in rhythms of some kind, first in movements made to music\nand then in work jingles. Nearly all the movements were too complex\nto have been developed by the children, and most of them were stepdances requiring small and complex detail, and with changes requiring\nkeen observation and perception. During the hour not one was suggested\nor originated by the children. Our modern tendency to take up a new\nidea with such enthusiasm as to forget for the time that any others exist\nwas well satirized in a recent article in Lippincott 's Magazine, called\n\" The .American Fondness for New Movements.\" I think our young\nkindergartners need more to be told \"how not to do it\" than urged to\ntake up new ways of doing anything; and I urge, therefore, that we spend\nmore time in studying what already exists of rhythm in work and play\nthan in devising new forms of it.\n\nRHYTHM\nETHEL\n\nROE\n\nLINDGREN,\n\nIN THE\n\nKINDERGARTEN\n\nDIRECTOR\nIN CHICAGO\nCHICAGO,\nILL.\n\nKINDERGARTEN\n\nINSTITUTE,\n\nMay I ask you to bear with me if I speak to you primarily as a musician rather than as a kindergartner — that is, as one who, after a varied\nmusical experience of twenty-five years, has come to share the viewpoint\nand become heartily committed to the principles of the new education ?\n1 am in sympathy with an eminent music educator (not music teacher)\nwho recently said to a class of teachers : \" I am not interested in music —\nI may say not nearly as much so as I was many years ago ; but I am interested in education, and in music as one means of education.\" Such a\nfrank statement reminds us that there are an old and a new attitude\ntoward the entire subject of music, toward its place, its meaning, and its\npower in life.\nHow often we hear, after a possibly sincere attempt to interpret a\nmusical masterpiece, such remarks : \" Oh, how can you remember all that\nwithout your notes ! \" How little we hear about music, and how much\n\n"}
{"page": 545, "printed_page": null, "text": "Department]\n\nRHYTHM\n\nIN THE KINDERGARTEN\n\n533\n\nabout notes, about piano technics and feats of memory ! This is maddening to one who feels, understands, and would voice the noble content\nand the high message of a work of art.\nWe have all had the painful pleasure of seeing children give finger\nexhibitions on the piano, to their own great satisfaction and to the envy\nof others, deceiving and being deceived into thinking that they were\nexpressing music. Being able to play the piano does not necessarily\nprove one's capacity to grasp a musical idea, any more than being able to\nsay that \" two times two make four\" and \"three times three make nine\"\nproves one a mathematician, or the drawing of geometric figures shows\none's understanding of the science of geometry.\nWe turn gladly to the new attitude which asserts that we may and\nshould prove our great principles of development thru this art of arts also,\nthus letting it serve in its high way the good purposes of education.\nDisraeli voices this idea well when he says : i: The greatest advantage\nthat a writer can derive from music is that it teaches most exquisitely the\nart of development.\"\nThe new era in music education is characterized by statements of a\nsomewhat startling sound : \" The human being is by nature musical ; \"\n\" Every child is entitled to free musical expression ; \" \" Every teacher,\ncertainly every kindergartner, ought to be musical.\" And there are\nthose who are proving these claims as rational and true by working with\nso-called hopeless cases among the children of the kindergarten, as well\nas those of an older growth in the training classes. Three interesting\nexamples of such work with young children are reported from recent\nwork both in the East and in the West. One seven-year-old girl was\nbrought to the class as an example of absolute lack of music ; after five or\nsix lessons, which were interrupted by the close of the class term, she sang\na simple melody twice in a sweet voice. An eleven-year-old girl who\ntalked in almost continuous monotone, varying only from A to B, after\nten lessons of from fifteen to twenty minutes each, sang simple melodies\non A and B above middle C- Again, a seven-year-old child, in six short\nterms of fifteen- to twenty-minute lessons, two or three times a week, sang\na long melody, wrote it out, and played it, or, as I should prefer to say,\nsang it on the piano :\n\nSs\n\n-4-P—\n\n#— #\n\n2£\n\n«\nThis was early in the history of this line of music development, otherwise the same results could have been reached in a much shorter time.\n\n"}
{"page": 546, "printed_page": null, "text": "534\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nSeveral instances taken from my own experience in the kindergarten\ntraining school may be of interest at this point. One young woman of\nabout twenty-five years came to the music class only because it was obligatory, being firmly rooted in the conviction of utter helplessness and\nhopelessness in the direction of music. She had no ear, no voice ; in\nshort, music was to her a sealed book. And, indeed, it seemed so. If one\nsang A, she would give back F ; if you gave middle C, she went into\nthe depths ! But there was inexorable conviction on the part of the\nteacher and stubborn courage on the part of the student. Result :\nthis kindergartner now sings the simple kindergarten melodies with her\nchildren, and I believe even plays a primitive form of accompaniment.\nA touching story came to light at the close of the first session of the\nmusic class of the year, the students having been greeted as follows :\n\"You know, girls, that I expect you all to sing. It is quite natural to\nsing, and none of you can be deprived of this divinely given right.\" An\nearnest young woman came afterward with tears in her eyes and told of\nher longing to sing from earliest childhood ; how she had been called\nunmusical, had been laughed at, and had become quite disheartened.\nShe had many a time gone deep into the neighboring woods and 'sat\ndown, with only the birds for her hearers, to voice her child heart in song.\nWho knows but that it rang out sweet and pure, being freed for the time\nfrom a verdict as cruel as it was ignorant? This child needed only\ntactful sympathy and loving help to blossom into freedom in song.\nAnother student, now a successful kindergartner in New York, sought\nafter for her musical intelligence among other good qualities, seemed\nutterly wooden and unrhythmic in her piano work, and had long despaired\nof better things. With persistent, patient work on the part of her teacher\nand an earnest taking hold on her own part, this was overcome. After a\nterm of private work, creative endeavors bore testimony to increasing\nrhythmic sense.\nMazzini asserts that \"action is the embodiment of idea.\" When\nMichael Angelo was asked the secret of his power to express so clearly\nand marvelously his ideas in marble, he replied that he thought and kept\nthinking on a thing- until his hand kept time to his thought, or, as he\nno doubt meant, to the rhythm of his thought.\nIt certainly appears sane and logical to follow this progress from idea\nto its expression, from music conception to music expression or technique,\nas faithfully in this educational channel as in the other relative lines.\nIt is scarcely necessary for me to tell this audience that the work from\nwhich I have drawn the above illustrations is based upon that principle\nwhich governs modern education — the unfoldment of idea from within\noutward. You have also recalled the lines parallel to this by which the\nother art forms of expression are being developed, such as drawing,\nmodeling, story-making, etc.\n\n"}
{"page": 547, "printed_page": null, "text": "Department]\n\nRHYI HM\n\nIN\n\nTHE\n\nKINDERGARTEN\n\n535\n\nIt is in the training class that the student must be inspired and quickened to the larger view of the meaning of music, its relation to the sisterarts, to education, and to life. One of the means to this end has been the\nsearch for quotations on the part of the class members which should adequately express their own thought about or feeling for music; the finding\nof some passage defining music or its functions ; or some lines expressive\nor prophetic of the largeness of its message to mankind. These are discussed in the class together with the teachers, and preferences frankly\nindicated. The following are some of the memorable statements collected\nin this way :\nHe who explains music explains the universe. — Schopenhauer.\nAll one's life is music, if one touches the notes rightly and in tune. — Ruskin.\nAll deep things are song. See deep enough and you see musically. The heart of\nnature being everywhere music, if you can only reach it. — Carlyle.\nBeethoven ! How much is in that word ! In the deep tone of the syllables there\nseems to sound a presentiment of immortality.\nI will sing with the spirit and I will sing with the understanding also. — St. Paul.\n\nSome of the books to which the students are especially referred might\nform the nucleus of a bibliography on the subject of the higher criticism\nof music, or the larger concept of music as an art :\nMusic and Poetry, by Sidney Lanier, notably the first chapter entitled \" From Bacon\nto Beethoven.\"\nAngel's Wings, by Edward Carpenter ; opening essay on \" Art and Democracy.\"\nReligion in Recent Art, by Dr. P. T. Forsythe.\nParsifal, or the Finding of Christ through Art, by Albert Parsons.\nMusic and Morals, by Haweis.\nAnd last, tho not least, Browning's Saul, Era Lippo-Lippi, Abt Vogler, and others.\n\nDuring the year just closed our students were asked to write out what\nthey knew of or about Beethoven or his music. The answers were rather\nappalling as to meagerness, and the mythical, or at least questionable,\ntale about the composition of the \"Moonlight Sonata\" seemed the sum\nand substance of the average student's knowledge of the great master.\nWe felt distinctly, as often before, that there must be a background of\nculture in the literature of music, and at once arranged to give fifteen\nminutes once a week to the study of Beethoven, and an introduction,\nas it were, to his great masterpieces. We had the temerity to take up the\nsymphonies themselves. From these the students heard, sang, and\nexpressed the rhythms of the themes of chief importance. Symphonic\nform, the relation of the music ideas in certain movements, the different\nmovements and their relation to the whole symphony and orchestration,\nwere all touched upon. This was done thru discussion and illustration\non the piano. We were specially favored by and deeply grateful to Mr.\nTheodore Thomas for the cycle of Beethoven music which he presented\nwith his orchestra during the season, which gave the students the opportunity of enlarging their Beethoven experience.\nOn these occasions they\n\n"}
{"page": 548, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\n536\nexpressed themselves understandingly, and showed an appreciation of the\ndeep significance of pure music. This larger concept of music was\ndirectly helpful in the simplest and most practical lines of their music\ndevelopment. It helped them to break loose from the more limited sense\nof rhythm as confined in a time limit or bounded by bars.\nWe speak of the rhythm of the spheres, or of rhythm in a picture, or\neven in a flower. In this large and true sense rhythm defines itself as\n\nthe proportionate unfoldment of idea. The simplest approach to the'\nstudy of rhythm would appear to be thru verse rhythm. A child is\neasily led to express its interest in dolly, puss, or bird, in some simple\nform of poetic rhythmic feeling, having already in the verse the sine qua\nnon of music — rhythm.\nWith your permission I will give a few illustrations from very recent\nobservations: A child of six years who had not sung — that is, consciously attempted to sing ; for I hope it is rare to find the child who does\nnot sing in child fashion in its unconscious playtime — to repeat, not only\nshe had not sung, but also said that she did not want to sing, but was at\nonce interested in making a story about dolly. Thru an intimate and\nsympathetic talk between teacher and child, this line took form: \"Dolly\ndear can shut her eyes.\" The child was then asked to bring a melody to\nfit these words.\nThe next day she brought the following :\n\nThis was sung in sweet voice, true intonation, and in perfect rhythmic\nform. A little seven-year-old girl in the same class, having much less\nrhythmic feeling, after a week of lessons, was given this melody :\n[-H\n\n1 49~ r*—\nihL?\n=>\n(a) Down\n(by Rain\n\n0\n1\n\n&\n\n- ward\n- drops\n\nfal I\nall\n\n*9 1\n\n-■\n\n#Z\n\n- wa\ndro rd\ndown\nrain -\n\n1\n\nJ1\n\n<d1.\nall\nfal\n\nwith the words : \"Downward fall raindrops\n\" all.\" She showed clearly her\nsense of the proportionate development .. of the thought and the line by\nchanging it to, \" Raindrops all downward fall,\" which in quality of sound,\nas well as logic of rhythm, is surely the truer rendering.\nThe study of rhythm is thus approached thru verse. How deeply\nverse and rhythm, poetry and music, are allied, and how far the study of\nthe first is enlightening in the development of the second, is amplified\ns in\np\n\nSidney Lanier's Music and Poetry, while Mr. Moulton, in his Literary\nStudy of the Bible, has made the greatest and most exhaustive study of\n\n"}
{"page": 549, "printed_page": null, "text": "Department]\n\nRHYTHM\n\nIN\n\nTHE\n\nKINDERGARTEN\n\n537\n\nthis subject, treating it in its broadest significance. The illustrations\nwhich we have just considered also show that melody is the most simple\nand childlike musical expression thru which rhythmic ideas unfold.\nI should like to add that, while verse rhythm is so simple and happy\nan introduction to this study, it leads naturally and rapidly to the understanding of rhythm in its more abstract instrumental form. I think we are all coming to realize that rhythm has its important and\nindispensable function in that universal history of mankind which Hegel\ndefines as \"progress in the consciousness of freedom.\" Our harking\nback to rhythmic plays and skits and figures in the kindergarten certainly\nis a re-acting of an element which is conspicuous in the childhood of the\nrace, as seen in the weird and natural rhythmic swayings and dancings of\nAfrican and Indian. The dance would seem to be also in the child-life\nthe most primitive form of rhythmic expression. We give it honorable\nplace for its dower of graceful, unconscious, free bodily expression. The\npresent wave of rhythm work in the kindergarten surely is acknowledged\nas an advance into the personal actualization of freedom in movement.\nSo far, so good. It is also said to open the child to musical impression\nand feeling, or, more truly expressed, to awaken its responsiveness to\nmusical expression.\n•\nOpportunity should also be provided for children to experience this\nlaw in a more conscious way thru melody, and it should go hand in\nhand with, and be wedded to, its more elemental advanced form. I\nbelieve that we are only beginning to grasp the possibilities of rhythm in\nthe kindergarten. This is a noble field for fearless and progressive work.\nWe find encouragement in the earnest and thoughtful work of those\nalready so helpfully active in this comparatively new field.\nMay I again quote Lanier, who says : \" The art of an age will be\nalways complementary to the thought of that age.\" He further states\nthat this age is characterized by the rise to its highest development of\nscience and of music. He argues that the mighty reach of music into the\nunknown and the potential, or, as we might say, into the spiritual realities, is the great swing of the pendulum away from the \"holy mania for\nthe realities of physical science.\" In fact, this is the reaching out of the\nmost scientific age after spiritual equilibrium. Beethoven, however,\nasserts the inherent unity of the two, when he says, in the midst of the\nrevolutionary conditions of his own time: \"It is art and science alone\nthat reveal to us the hope of a loftier life.\"\nIf music has such a noble function — if man is naturally and normally\na God-made musical being — to be a musician should be a noble and consecrated calling. It is not generally so considered. To dub a man a\nmusician is not always a compliment, often the reverse. To dedicate a\nchild to a musical career is, in the thought of many, synonymous with\nsending him to destruction ; and too often this appears substantiated by\n\n"}
{"page": 550, "printed_page": null, "text": "538\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Kindergarten\n\nfact. We find this reluctance on the part of parents and guardians exemplified in the lives of musicians who only thru persistent disobedience\nwere able to follow their God-given bent toward musical expression. We\nremember the\" little Bach — our great-grandfather of piano composition —\npatiently copying music by moonlight, because of his uncle's prejudices.\nWhere would be our well-tempered clavier, our passion music, but for the\ndivine inner necessitude which impelled him into music expression ?\nHandel was kept from school for fear he should learn music, and played\na smuggled spinet in the garret late at night for fear [of being surprised\nand robbed of his treasure. Think of the world deprived of his masterconcept of the story of the Messiah in song ! You may have heard the\nstory of a well-known Chicago boy singer. When his voice began to\nchange, someone asked his [father whether the boy's musical education\nwas to be continued and a musician made of him. The father promptly\nanswered : \" I hope he'll be good for something better than that ! \"\nAltho so many musicians have failed to demonstrate the unity of art\nand life, in both their personal careers and in their interpretations of\nmusic, we remember with reverence the great masters — Palestrina, Bach,\nBeethoven, and a goodly following — who lived in harmony with this\nunity and subject to law, because of their love for the order and for the\nbeauty of holiness. We know that the true artist loves goodness, because\nit is beautiful, and that where truth and beauty are realized as one —\ninseparable, the unity of life — there is serene, triumphant, holy, joyrevealing art. Then the artist becomes the seer.\n\nDISCUSSION\nCharles H. Keyes, supervisor of public schools, South Hartford, Conn. — It has\nbeen said that kindergartners have made a cult of themselves and their business. That\nsuggests your disposition to clothe your thoughts about children in the language of the\nphilosopher. If you wish to educate us who are not familiar with the art and science of\nyour work, I beg of you to give it to us in simple language.\nI believe in education thru music by the methods outlined to us in the paper just\nread, but we must not expect that all teachers are able to use these methods with success\nwithout special musical training.\nThere is an impression abroad that the business of the kindergarten is to prepare\nchildren for the primary school. This is an error, for in many respects your work points\naway from the traditional primary school. It is the primary school that must change and\nprepare itself to receive the child trained in the kindergarten. I have heard primary\nteachers say that they could get along with any children except those who had been\ntrained in a kindergarten.\nYour first, second, and third aim should be to make your kindergarten child a good\nanimal. You can never make an angel of him if you have not first made him a good\nanimal. Your work should enable him to eat better, play better, sleep better. In all\nyour methods the child should be your guide\nYou should be as ready to use in your\n\n"}
{"page": 551, "printed_page": null, "text": "Department]\n\nRHYTHM\n\nIN\n\nTHE\n\nKINDERGARTEN\n\n539\n\nwork roses, vegetables, the shovel, the hoe, and other things of a child's environment, as\nthe cubes and cylinders and squares of paper.\nThe great aim of the kindergarten, it seems to me, should be to lead the child into a\nrealization that play is as important as work, and that work is as pleasant as play, and\nthat the keenest joy of school life is to be a helper of his fellow-pupils and his teacher in\nall the occupations of daily school life. In this way he will come truly prepared for the\nprimary school. When you do this, the primary teacher will say: \"I must study my\nbusiness in the light of kindergarten methods.\"\nThe primary teacher should know more of your work, and you should know more\nabout the primary teacher's work. When the time comes that the child shall indeed lead\nboth kindergartners and primary teachers, we shall not be troubled about defining the\nrelation of the kindergarten to the primary school.\n\n"}
{"page": 552, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSECRETARY'S\n\nEDUCATION\n\nMINUTES\n\nFIRST SESSION.— Thursday, July ii, 1901\nThe department met at 3 o'clock P. M. in the assembly room of the Central High\nSchool, and was called to order by the president, J. W. Carr, of Anderson, Ind.\nThe following songs were rendered by Miss Esther St. John : \" The Clover,\"\nMcDowell; \"The Parting,\" James Rogers; \"The Open Secret,\" Huntington Woodman.\nA paper on \" The Church and the Public School \" was read by T. A. Mott, superintendent ofschools, Richmond, Ind.\nThe discussion was opened by N. C. Schaeffer, state superintendent of public instruction, Harrisburg, Pa., and was continued by R. A. Ogg, superintendent of schools,\nKokomo, Ind.\nThe second subject, \"Economic Basis of Art,\" was presented by Charles De Garmo,\nprofessor of science and art of education, Cornell University, Ithaca, N. Y.\nThe paper of Dr. De Garmo was discussed by Mr. George Gunton, of New York,\nand Miss Roda Selleck, of Indianapolis, Ind.\nThe Committe on Nominations was appointed as follows :\nGeorge B. Cook, Hot Springs, Ark.\nAdda P. Wertz, Carbondale, 111.\nRobert Hamilton, Huntington, Ind.\n\nSECOND\n\nSESSION.— Friday, July 12\n\nThe department was called to order at 3 P. M. by President Carr.\nThe meeting was opened by a vocal solo, \" Spring,\" by Miss Lois Inglis.\nDr. William Goodell Frost, president .of Berea College, Berea, Ky., addressed the\ndepartment on \" Educational Pioneering in the Southern Mountains.\"\nA paper on \"Nature Study in- the Public Schools \" was read by Rev. William J.\nLong, of Stamford, Conn.\nMusic — \" Endymion,\" Liza Lehmann — by Miss Isabel Weir.\nMr. Long's paper was discussed by Miss Adda P. Wertz, critic teacher, Southern\nIllinois Normal University, Carbondale, and Mrs. Mary Rogers Miller, lecturer on nature\nstudy, Cornell University.\nAmos W. Butler, secretary of board of state charities, Indiana, presented a paper on\n\"Education and Crime.\"\nThe nominating committee reported the following officers for the ensuing year :\nFor President — R. A. Ogg, Kokomo, Ind.\nFor Vice-President — J. J. Doyne, Little Rock, Ark.\nFor Secretary — Adda P. Wertz, Carbondale, 111.\n\nThe report was adopted and the officers declared elected.\nThe meeting was then adjourned.\nB. F. Moore,\nSecretary pro tern.\n\n540\n\n"}
{"page": 553, "printed_page": null, "text": "Department]\n\nTHE\n\nTHE\nT. A. MOTT,\n\nCHURCH\n\nAND\n\nTHE\n\nPUBLIC\n\nSCHOOL\n\nPAPERS\n\nAND\n\nDISCUSSIONS\n\nCHURCH\n\nAND\n\nTHE\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\nSCHOOLS,\n\n54 1\n\nSCHOOL\nRICHMOND,\n\nIND.\n\nIn the history of the race the influence of the church is as potent as\nthat of any of the institutions of civilization. Our religious jviews, feelings, and biases are among our strongest sentiments and motives. The\nreligious beliefs of the individual and of the nation are among their most\nsacred treasures, and as such must be vital factors in any complete consideration of questions of the education and development of the race.\nReligious thought, sentiment, and purpose bear so important and vital a\nrelation in the outward life of mankind today that it is hardly possible\nthat any intelligent citizen, teacher, or parent should deem it best for a\nchild to grow to maturity without the elements of a religious education.\nThe appreciation of the meaning and scope of education is the greatest problem now before mankind. The supreme center in all education\nis the child in its relation to its environment. What the child is, its development, the end in view, the means to be employed, its relation to nature,\nto men, to society, to divinity, are all questions involved in considering\nthe subject of method and scope in education. The problem in education is quite definite. Given the children at the age of four, what shall\nbe done with them until the age of eighteen or twenty, so that they shall\nevolve into desirable types of men and women ?\nEducation has been rightly defined as \" the adaptation of a person to\nenvironment, and the development of capacity in a person to control\nenvironment.\" By \"environment,\" in this definition, we mean two things :\nfirst, physical surroundings, and, second, that vast accretion of knowledge\nand its results in habit and conduct which we call civilization — civilization crystallized into the institutions of home, state, school, society, and\nchurch.\nThe free citizen must take his place in the world of society of which\nhe is a part. The child is born into a pre-established ethical order, that\nof law and institutions. These he must take up and objectify in his own\nlife, if he reach his highest freedom. The family, state, church, and\nsociety are the pre-established institutional order into which he comes.\nThese he must make a part of himself; he must make them over, re-establish, and reproduce them in his own life. Becoming a man, he is to\nre-create the family in his own household ; he is perpetually to renew the\nstate, for he is the final lawmaker; especially is he to preserve and reconstruct society in accordance with new times and new ideas; he is to perpetuate the universal church by reproducing in his life, and thru his\n\n"}
{"page": 554, "printed_page": null, "text": "542\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nlife, the fundamental principles of true living which he has ever tried to\nexemplify.\nThe school as an institution is the organ of education. It is set\napart and dedicated to the work of forming a better individual and thru the\nindividual a better social life. Its function is performed thru the interaction of the individual and the social group of which he is a part. Between\nsociety, on the one hand, and the growing individual, on the other, the\nschool stands as a mediator, controlling and directing the play of each on\nthe other.\nA vital part of the school's work is to lay hold of the complexity of\nhuman experience, as existing in the institutional life in which we live,\nsimplify and organize it, and then bring it into the closest touch with the\nlife of the child. In this process the school must take the adult expressions of life and bring them to the plane of the child's understanding.\nEach of the institutions embodies vital experiences of life, which are by\ninheritance the right of every child. Church doctrines, principles of government, social customs, laws of business, are all material upon which the\nlife of the child must feed.\nThe school must know what principles of activity are valuable to the\ngrowing individual, and must select these principles from each of the\nfundamental institutions and emphasize them in the life of its pupils. In\nthis manner the life of the growing child is adjusted to the larger social\nlife of which he is a part. It must not be forgotten that each individual\nwill contribute to, as well as share in, the values of social life. As he\npartakes of the best life the race has evolved, so will he return to this best\nexperience of the race the results growing out of the interaction between\nhis life and that of the social whole.\nAs he takes, so shall he give.\nThe great movements in the modern educational progress have all\nsought to bring closer together the life of the school and the life of the\npeople. Students of education are recognizing that the true purposes of\nthe school can be rendered- possible of fulfillment only by the fuller\nco-ordination of the life of the school and the life of society. The new\neducation seeks to remodel our thought of the school, to the end that the\nchild's experiences may be so nearly continuous that when he leaves\nschool he shall be able to enter into the activities that surround him, thru\nthe life he has already lived. The school has year by year become more\nsocialized in its organization, methods, and curriculum. We are everywhere recognizing the fact that, if the child be able to enter the world of\nexperience when he leaves school, he must be made familiar with the chief\nvalues of social activity : the school and the state, the school and industry, the school and home, drawn together in a closer union.\nThe place and importance of religion as an element in human life\nhardly need discussion. The fact is that \"there has not been a single\ntribe or people known to history or visited by travelers which has been\n\n"}
{"page": 555, "printed_page": null, "text": "Department]\n\nTHE\n\nCHURCH\n\nAND\n\nTHE\n\nPUBLIC\n\nSCHOOL\n\n543\n\nshownto be destitute of religion of some form.\" It has been argued by\nsome that all religion has had its basis in superstition and fear ; that it\nwas not universal, and not a vital element in the civilization of man.\nThese contentions seem to me to arise from an ignorance alike of the\nhistory of the race and the laws of human nature. Religion is a part of\nman's psychical being. In the nature and laws of the human mind, in\nthe intellect, emotions, sympathies, and passions, lie the well-springs of\nall religions, modern or ancient, Christian or heathen. To these we\nmust refer, by these we must explain, whatever errors, falsehood, bigotry,\nor cruelty have stained man's creeds ; to these we must credit whatever\ntruth, beauty, piety, and love have glorified and hallowed his long\nsearch for the perfect and the eternal.\nThere seems to be a general response from the human heart, as well\nas from the history of the race, to that clear statement of Hegel's, when\nhe says : \" Religion is, for our consciousness, that region in which all the\nenigmas of the world are solved, all the contradictions of deeper-reaching\nthought have their meaning unveiled, and where the voice of the heart's\npain is silenced — the region of eternal truth, of eternal rest, of eternal\npeace.\" If religion is defined, in the words of Dr. Martineau, as \"the\nbelief and worship of the supreme mind and will directing the universe\nand holding moral relations with human life,\" then civilization is unintelligible without it.\nBut it is said by many that morality takes the place of religion, and\nthat a satisfactory substitute for religious training is instruction in morals\nand civics. This view has been widely held and is defended by many able\nminds. We believe, however, that the field of moral and civic instruction\nis quite distinct from religious training. The moral phases of life have\nlong been closely related to the religious life ; nevertheless the two are\nquite separate. Dr. Butler, in discussing this question, has called attention to the fact that religion has not infrequently, in the history of the\nrace, been immoral in its influences and tendencies, and insists that to\nconfuse religion with ethics is to obscure both. Religion must be apprehended as something distinct and peculiar, if it is to be apprehended at\nall. When Matthew Arnold said \"that religion is ethics heightened,\nenkindled, lit up by feeling; and that the passage from morality to\nreligion is made when morality is applied emotion,\" he was surely and\nclearly wrong. \"If the history of civilization bears unerring testimony\nto any one proposition, it is that morality requires for its highest efficiency\nsome kind of religious basis.\"\nA system of morality based upon mere expediency, solely upon deductions from human experience, or upon utilitarian grounds, can never\nproduce the highest practical moral life. Some kind of religious belief,\nsanction, and aspiration lies at the foundation and root of every system\nof morality that has borne noble fruit in the world.\nIn the conflict\n\n"}
{"page": 556, "printed_page": null, "text": "544\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nof life, when in the midst of success or failure, temptation, despair, or\nsorrow ; when the battle is strong between the forces of good and evil,\nthe human heart finds little aid in the questions of expediency, utility, or\ncustom, but intuitively reaches upward in the hope of aid and inspiration\nfrom an infinite, all-loving, and all-powerful God and Father.\nThe subject of religious education is venerable in its tradition. From\nthe earliest history of religious thought the education of the children has\nheld a prominent place. From the beginning of human thought the child\nhas been the pivot upon which the history and institutions and religion\nhave hung. Without dwelling on ancient Jewish history, we can but refer\nto that profound interest in childhood which underlay the whole structure\nof Jewish thought. Every synagogue had attached to it a school. The\neducation of their children was one of the most impressive features of\ntheir national life. In the time of Jesus we find the religious instruction\nof children commanded the most serious interest. Child life was holy to\nthe Jewish thought. When our Lord said, in speaking of children, \"Their\nangels do always behold the face of my Father which is in heaven,\" and,\n\"Suffer little children to come unto me, and forbid them not, for of such\nis the kingdom of heaven,\" he was expressing the true Jewish estimate of\nchildhood.\nAs Christianity passed out upon its mission it carried this estimate of\nchildhood with it. Thruout the apostolic age the story of the Christian\neducation of the children is ever present, and the Christian church has\nnever broken with this old thought of the holiness of the child. The\nearly church, true to this instinct, went at once to the childhood of the\nempire. She gathered the children in every possible way into her schools.\nShe made the school the connecting link between herself and the world.\nEmperor Julian, when he determined to take control of education into\nthe hands of the state, said that \"unless he could arrest the movement of\nthe church in the schools, the progress and triumph of Christianity were\ninevitable.\"\nFor a moment let us consider the status of religious education in the\nfour states whose educational institutions pre-eminently lead all others.\nIn France and in the United States formal religious instruction is entirely\nbanished from the public schools. In Germany and England religious\ninstruction is made a prominent part of the work of all schools.\nIn probably no other country in the world is religious instruction so\nsystematically and thoroly given as in Germany. The principal function\nof the German schools is officially declared to be the \" making of Godfearing, patriotic, self-supporting citizens.\" The Germans would no more\nthink that religious instruction could be omitted from the program of\ninstruction than mathematics or languages could be left out. Every\nteacher receives religious training for his work.\nToday their hour for religious instruction is the first in the morning.\n\n"}
{"page": 557, "printed_page": null, "text": "Department]\n\nTHE\n\nCHURCH\n\nAND\n\nTHE\n\nPUBLIC\n\nSCHOOL\n\n545\n\nThe course of study in the primary grades is made up of Bible stories,\nthe memorizing of church hymns, the catechism, and selected scriptural\ntexts. In the middle grades it is their aim to present a tolerably complete idea of the Christian religion, some church history, and the meaning\nof the forms and ceremonies of the church. In the secondary schools\nthe work of the lower grades is reviewed and the history of the church\nand the Bible introduced. A recent writer on German education says\nthat \" this religious instruction is so imparted that emphasis is laid upon\nthe living acceptation and inward appropriation of the facts of salvation\nand the Christian duties.\" He further says: \"I rarely found a schoolboy\nwhose judgment I considered of value in other matters, who was not\ndeeply impressed with the worth of his religious training.\"\nWe look instinctively to England, as a free Protestant nation, for an\nexample of what can be done in the matter of religious education in the\nschools of the masses. Here we find that at least 50 per cent, of the\nchildren attend ecclesiastical schools, and about 50 per cent, attend the\nschools under the direct control of the state. In the church schools the\nelement of religious instruction forms a prominent part of all courses of\nstudy. In the state, or board schools, as they are called, religious instruction isregularly given, but the teaching of the catechism, creeds, or church\nformula, or the institution of any distinctively church ceremonies, is\nforbidden. In all private or ecclesiastical schools receiving state aid the\nstudy of religious subjects is elective, and parents so desiring may withdraw their children from such classes. Thus a great free democratic\npeople has provided in its elementary schools for the religious training\nof the children of the state.\nIn France we find a marked contrast to the conditions in Germany\nand England. Here in the great system of state education we find that\nformal religious instruction is entirely forbidden, and a system of training\nin morals and civics is substituted in the place thereof. Before the great\nrevolutionary movements of the latter part of the eighteenth century,\neducation in France was entirely in the hands of the church. In 1764\ncame the expulsion of the Jesuits, partly for political reasons and partly\nbecause of the dissatisfaction with the influence of the Jesuit teacher in\nthe schools of the country. The methods of religious education had all\ntended to the upholding of the Roman church, and at the same time the\nsupport of the political ideas of the ruling class. After the revolution\nand the establishing of the republic, religious education was entirely separated from the schools of the state.\nTurning to our own country, we find that any formal religious instruction is largely excluded from our public schools. When the statesupported school came into existence in America, the intense diversity of\nreligious opinion then existing among the people found expression in the\nprohibition of any formal religious instruction on the part of the teachers\n\n"}
{"page": 558, "printed_page": null, "text": "546\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nemployed by the state. This view, that the state-supported school must\nrefrain absolutely from exerting any direct sectarian influence, has been\nso general that it has led to sweeping provisions in the constitutions and\nstatutes of nearly all the states against sectarian religious instruction of\nany kind in the state schools. The extreme American opinion was\nexpressed by the supreme court of Wisconsin, in 1890, when that court,\nin an elaborate opinion, held that the reading of the Bible — King James'\nedition — in the schools, tho unaccompanied by any comment, constituted sectarian instruction. In the same opinion the court says: \"The\npriceless truths of the Bible are best taught to our youth in the church,\nthe sabbath school, the parochial school, the social religious meeting, and,\nabove all, the home circle.\"\nThe best period of human life is childhood. It is the richest and\nlargest. It has most sympathies, the most capacities, the most pleasure\nof any time between birth and old age. If the principles of Christian\nethics are to take root in the life of our people, the work must be begun\nin the schools. The true warp and web of Christian character and faith\nare necessarily wrought out in the school period of life. Ideas cannot\nbecome the permanent possession of the world unless they enter in thru\nthe door of childhood. The results of child study have shown to the\neducational world that it is at the age of from twelve to fifteen, the opening period of adolescence, that the individual is most susceptible to the\ninfluence of culture and refinement. In most lives this is the time of the\ndawn of the real educational and religious instincts. It is the waking\ntime of life in body, mind, and heart. Now it is we find that subtle\nemotions are settling into dispositions, and dispositions are becoming\ncharacter. The great instincts of altruism begin to be felt and to transform the soul, and there comes to the individual the great conception\nthat life is after all not to be lived for self, but for others. There comes\nto the soul the instinct of subordination and sacrifice, \"of being ready to\ndie for that we should live for.\" It is in this period that the principles\nof religious character can be most surely appropriated by the life of the\nindividual. This is the age of confirmation in the Greek, Roman, and\nLutheran churches. The statistics of the leading Protestant churches\nshow that this is the age in which occur the greatest number of lasting\nconversions.\nThe great need of the complex civilization of the twentieth century,\nwith its diversity of economical interests, its conflict of principles and the\nstruggle for supremacy, is Christian manhood. But the agencies for the\ndevelopment of this quality among the masses of the people are limited.\nThe churches and the Sunday schools in their many lines of activity are\ndoing much ; but they have but one or two hour's a week, and nearly\nhalf the children are not brought under their direct influence at all. If\nthe principles of Christian character are to predominate in the future\n\n"}
{"page": 559, "printed_page": null, "text": "Department]\n\nTHE\n\nCHURCH\n\nAND\n\nTHE\n\nPUBLIC\n\nSCHOOL\n\n547\n\ncivilization of America, the state schools must assume the responsibility,\nin a measure at least, of giving to all the children that come under their\ncharge a basis of religious education.\nWhat doctrines, beliefs, and sentiments shall the public schools seek\nto inculcate ? The course of instruction would necessarily exclude the\nteaching of any sectarian catechism, creeds, or church formula. The work\nmust be restricted to broad, universal religious principles. I would venture\nto state the leading purposes of public religious training as follows :\ni. That all children should be lead to believe in the Divine Being, in\nGod as the Father and Creator of all.\n2. That there might be developed in all a general intelligence in\nreligious matters, and a tolerably complete idea of the Christian religion,\nits principles and precepts.\n3. That there might be inculcated in the minds of all growing children a spiritual conception of life, a Christian spirit, and a permanent\nreligious attitude of mind.\n4. That there may be early developed habits of Christian conduct, and\na personal acceptation and an inward appropriation of the facts of salvation and Christian duties.\n5. That there should be taught in the grammar grades and the high\nschool the history of the church and the literature of the Bible.\nAs a last thought let us consider what means may now be employed\nin the school that these results may be obtained. And let me say that\nthe public schools, even with the formal religious instruction forbidden,\nmust not be considered godless. In many ways the highest and purest\nreligious influences pervade the spirit of many of our schoolrooms. When\nchildren are brought face to face with truth of any kind, there is, if the\nsubject be rightly appreciated by the teacher, a strong tendency to fill the\nheart of the boy or girl with admiration, with wonder, and with awe.\nThis influence is in a high sense religious in its nature.\nEverywhere God touches man thru the earth, by means of the outward\nlife of flower, of star, of mountain, and of storm. When Jesus told men\nto consider the lily how it grows, he was telling them that they could find\nin its unfolding life something to fill their lives with richer sacredness\nand power.\nIn the study of history there is a rich field for the development of\nreligious thought and feeling. To leave religious thought and influence\nout of the history of the world would leave most of its events without\nexplanation.\nIn literature the true teacher has an agency that, rightly used, leads\nto the richest development of religious thought. The hope, the sacrifice,\nthe heroisms and fidelities, that literature has enshrined in its most\nperfect art, form the subject-matter for religious inspiration to every\nearnest student.\n\n"}
{"page": 560, "printed_page": null, "text": "54**\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nThe most potent of all forces is the personal life of the teacher.\nYoung lives are easily molded and directed by the strong, earnest life of\na Christian teacher. If our schools are taught by men and women of\nsound ethical and spiritual lives, devoted in the most conscientious way\nto the work of building up in the children the highest elements of worthy\nmanhood and noble womanly character, shall we not have met the most\nimportant condition of religious education ?\nIn conclusion, it is maintained that the highest good of the individual\nand of society as a whole demands that the public schools of America,\nalong with physical, intellectual, and other forms of culture, shall make\nsome systematic effort to develop and train the highest spiritual consciousness of the children, and shall seek during the school life to bring\ninto the experience of the child the typical and fundamental activities of\nthe broad religious life of society. To do this in a rational way, without\nnarrowness or sectarianism, but in the broadest, most catholic manner,\nis not only the duty, but a great privilege, of the school.\n\nDISCUSSION\nR. A. Ogg, superintendent of schools, Kokomo, Ind. — There should be no chasm\nbetween the school and the church. They are working to a common end. Let me deal\nwith the question in the concrete, and speak of some of the particular problems that arise.\nThere are those who hold that school-teachers should not teach in the Sunday school.\nTo this I must reply that the fact of being a teacher neither creates nor releases from the\nobligation to render service to the church in its various activities. The teacher of experience and power in the school is needed to aid in making teaching in the Sunday school\nmore valuable, and, if health will permit, the duty is clear. Some doubt may properly\nexist as to the attitude of the school toward the exercises in connection with certain\nchurch festivals, as Christmas and Easter, the Jewish New Year, etc. The demand of\nthe church for some of the time of the children to prepare for these occasions is to the\ndetriment of the school. Shall children be excused ? There must be caution here that\nthe school may be protected. But in so far as pupils can be allowed to participate in these\nexercises, it should be done, that they may feel that the school is in harmony with the\nwork of the church. A question sometimes arises as to the propriety of the schools\nhaving exercises for these special church occasions, whether the school may not discount,\nor at least anticipate, the Christmas exercises of the church. Such is possible, and the\nmore so because the school is able to drill more fully for these performances. But, on the\nwhole, the influence is good, for the child finds that the same ideals exist in the school and\nthe church. The question of supreme importance is that of the use of the Bible. The\nhostility to its use that existed a few years since has largely ceased. To my mind there\ncan be no real question in this land that the Bible should be used. It is the exclusive\nbook of the church ; it ought not to be the excluded book of the school. While many\nteachers use the best literature they can find for teaching ethics, and with good reason, it\nremains true that there is no other book so replete with ethical teachings as the book of\nthe church, and children should not be allowed to regard it as foreign to the schools. As\nprincipal of a high school, I formerly used the Bible for regular devotional exercises, and\nyet, I am sure, never offended any in my school. When I left the school, my pupils could\nthink of no more appropriate gift as a token of their good-will than a fine Bible, and in\n\n"}
{"page": 561, "printed_page": null, "text": "Department]\n\nTHE\n\nECONOMIC\n\nBASIS\n\nOF ART\n\n549\n\nthe gift Catholic and Jew united with Protestant with equal enthusiasm. The Bible\nstories cannot be excelled for real value, and some of the best teaching of the Bible I\never saw was by two teachers this last year thru the use of the biographies of some of the\nBible heroes.\n\nTHE\n\nCHARLES\n\nECONOMIC BASIS OF ART:\nART UNRESPONSIVENESS\nDE GARMO, PROFESSOR OF THE\nCORNELL\nUNIVERSITY,\n\nCAUSE AND CURE\nIN CHILDREN\n\nSCIENCE\nITHACA,\n\nAND ART\nN. Y.\n\nOF\n\nOF\n\nEDUCATION,\n\n.Few will claim for our art instruction that it produces, all that is\ndesirable in its influence upon the subsequent lives of the people. We\nsee that it is not always poverty, so much as artistic insensibility, that\nrenders the common American life so pathetically barren of art influence.\nOur houses, our walls, our furniture, our tables, our clothes all bear\nwitness to art unresponsiveness, if not in the school itself, at least in the\nperiod when the school is a thing of the past.\nYet the school tries to do its duty in this as in other departments.\nMillions of children are patiently, not to say painfully, taught something\nof art appreciation, something of the power to produce art ; a little\nability to use the pencil is imparted, a little familiarity with art masterpieces isacquired. Yet genuine enthusiasm among the children during\nthe progress of the work, and permanent transforming influence of the\nart work upon subsequent life, are all too rare. Not infrequently the art\ninstruction is like a spell of hot weather, a thing first to be endured and\nthen forgotten.\nIt does not concern us to inquire whether the art instruction in our\nschools is not as good as that in any other department. This may be\nunhesitatingly granted. Yet here, as elsewhere, mistaken ideas as to the\nend and means may paralyze the efforts of thousands of teachers and\nmillions of pupils.\nFirst of all, we need to note the case of those rare examples of artistic\ngenius found now and then among children. It is from this class that\nthe great artists always come. A breath may stir their sensitive souls\ninto an enduring passion for art. To see a true work of art is with them\nto worship it; to possess a pencil or a brush is to acquire skill. The\nschool, however, does not produce genius ; it can at best but discover it,\nand offer it opportunity.\nThe inborn art impulse will do the rest.\nThe burden of our work lies in the fact that teachers without artistic\ngenius must teach the pupils who are likewise deficient. The mass\nof children have but latent and limited artistic possibilities, which\ncan be developed into permanent usefulness only by methods and aims\nthat appeal most powerfully to the strongest artistic motives.\nWith such\n\n"}
{"page": 562, "printed_page": null, "text": "55°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\npupils mere exposure to art does not awaken artistic appreciation ; mere\ndrill upon technique does not give artistic power. Lacking the vital\nmotives that lend inspiration to vision, and patience to the acquisition\nof skill, the eye remains dull and the hand inert.\nIf, therefore, our art instruction is to become more fruitful, we must\nperceive more clearly what are the most potent art motives that can be\nbrought to bear upon children.\nLet us first examine our current art ideals, to learn, if possible, in\nwhat they are defective. It is a curious fact that, tho evolution has for\nforty years determined the course of biology, of history, of sociology, of\nethics, and of psychology, its influence is only here and there to be\ntraced in education. Even Spencer, the great evolutionist, when he\nwrote a book on education, for the most part left evolution out of it.\nJust as up to the present it has been the custom to make a cross-section\nof the adult mind in order to learn what the child's mind is, so it has\nbeen the practice to make a cross-section of developed art to find out\nwhat the child should be taught. In other words, we have gone to the\nart genius to learn the ends and means of art education. The first effect\nis that we are blinded to true artistic progress by accepting the art\ngenius' dictum that art is an end in itself. This is what Professor\nBaldwin calls the autotelic theory of studies — each becomes its own end.\nThe fact that there has been a progress in art, that it has had diverse\norigins among primitive people, that it has adapted itself to the genius\nof a nation or an age — all this is forgotten. It is assumed that there is\nan absolute art, whose end can be in nothing but itself, and whose celestial emanations are somehow to illumine the soul of youth. The result\nis that what I call \" Madonna art \" loads the walls of our schoolrooms.\nCatalogs are constantly sent out from art and educational centers,\nthree-fourths of whose selections, are chosen from romantic art, the\nMadonna being the leading type. The effect can hardly be otherwise\nthan abnormal. Being stimulated to admire what they cannot possibly appreciate, some are thrown into a harmful state of sentimentality ;others are left in a state of indifference or youthful contempt ;\nnone, with the possible exception of a genius now and then, are healthfully stimulated by such means to a higher artistic life. The motive is\ntoo remote, too abstract, too far removed from anything that pertains to\nlife. As soon as art is abstracted from the motives that lead a people to\naction, it does, indeed, become an end in itself. Its products are shut up\nin museums, to be viewed from time to time by gaping or perspiring\nmultitudes. The artist dwells apart from the common activities of the\npeople, a producer and a worshiper of an abstract product, which is as\nremote from real life as astronomy is from engineering. The fundamental defect of such conceptions is that, being abstracted from intellectual, from economic, from political activities of the people, they\n\n"}
{"page": 563, "printed_page": null, "text": "Department]\n\nTHE\n\nECONOMIC\n\nBASIS\n\nOF ART\n\n551\n\nstimulate no activities, hence do not contribute to the progress or survival of individuals or classes or nations. Whatever is out of relation to\nthe active realities of life can appeal at best only to the select few, chiefly\nthe geniuses, and the sentimentalists. The classes that find it necessary\nto struggle in order to meet their requisites for survival, such as lead to\neconomic thrift, to resistance to the temptations that economic success\ncarries in its train, to intellectual mastery of the sciences underlying professional careers, will endure such autotelic art instruction as they must,\nbut will abandon its practice as soon as they can. This holds both of\nattempts to teach art appreciation and to impart artistic skill.\nIs it not manifestly absurd to feed modern American children on\nromantic art, or any other form that is so remote in time and so foreign in\nconception as to be ages removed from any living interests of thought or\naction ? Only a wholly erroneous idea of the origin and functions of\nart, and an equally delusive conception of the normal processes of education, can account for such wholesale efforts to reach undesirable ends by\nirrational methods. What rapture can we expect a healthy-minded boy to\nfeel when he beholds a picture of the immaculate conception, or a modern\ngirl when she sees a Madonna? The ideals embodied in a Madonna\nlie a thousand years behind the modern girl, while as a stimulus to art\nproductivity the technique lies as far ahead. Not even as representatives\nof motherhood and infancy are these pictures effective, for it is not their\npurpose to represent these ideas. They do not inspire such wholesome\ndelight in the mind of a child as that which arises even from a good\npicture of a brood of chickens or a basket of kittens.\nLacking the experience and historic background that can alone\nrender such works of art intelligible, children can get only false or perverted fondness for them ; and, even if understanding is present, these\nworks of other ages, inspired by obsolete ideals, can no longer awaken a\nvivid interest in the beholder.\nFrom every standpoint, therefore, autotelic ideas of art must be condemned when they fix the matter and method of the art in our schools,\nsince they ignore development in art and in children, and since, being\ndevoid of motives that lead to activity, that promote intellectual or economic or social survival, they are fit only for small esoteric groups whose\nleisure or profession or sentiment leads them to worship art for art's\nsake.\nWhen it comes to acquisition of skill, I readily admit that it is possible for a good teacher to secure not a little in the absence of any\nadequate training in art appreciation. A gifted miss of twelve in one of\nour Ithaca schools, infinitely wearied with the art instruction, bored as\nmuch as a healthy child can be, so that she was in danger of acquiring a\npermanent disgust for drawing, was taken from the drawing class and put\nunder the instruction of an artist in the university.\nNot only was the\n\n"}
{"page": 564, "printed_page": null, "text": "552\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nlost interest restored, but very rapid progress was secured. Good drill\nhere will develop skill in drawing, as it will in any other subject. Yet\nwhen we come to the masses of children, who must be taught by teachers\nwho are not artists, and who teach art no better than they teach arithmetic or grammar, we come again to the imperative need of strong\nartistic motives. I have said enough, perhaps, if not entirely to convince\nyou that such motives cannot be found in art regarded as an end in\nitself, yet enough at least to raise the question whether we can longer\nadhere to ideals that regard both subject and child as beyond the pale\nof the processes of development.\nHaving satisfied ourselves that autotelic art is false in theory and\ndefective in practice, it remains for us to inquire how the fact of development in subject and child should influence the ends we should seek to\nattain, and the means whereby we may reach them.\nEven a cursory study of the origin of art leads to the conviction that\nnowhere and at no time did art, as a thing apart from life, ever spring,\nMinerva-like, into existence. It has always been associated with some\nactive struggle for existence, or other strong instinctive line of conduct.\nAt times we associate the beginnings of art with play, then with warlike\nor erotic motives, then with primitive religion, often with things that promote the economic well-being of the individual or community. We\nnote, moreover, that some form of feeling always accompanies artistic\nproduction or process, as in song and dance, in personal adornment, in\nartistic construction or arrangement.\nFrom an economic standpoint, this feeling is the artistic satisfaction\narising from the harmonious grouping of the elements of economic\ngoods. This would appear in the manufacture of utensils, of implements\nof warfare, of articles of clothing or of food, of structures for shelter.\nThe satisfaction of the savage in such harmonious arrangement of crude\nmaterials has developed into the refined artistic joy of the modern man\nin his home and its adornment, in his clothing and his food, and in the\nrepresentations of his spiritual life. In the last analysis, however, the\nhighest artistic pleasure finds its genesis in the harmonious grouping of\nthe elements that have to do with his individual or class or national survival ;hence with his important life-activities. Having its chief origin,\nthen, in the things most important for living, we have an explanation of\nthe fact that every great epoch of art has mirrored the age that produced\nit, not some other age with other ideals.\nThe genesis of art should show us, moreover, that our art education\nwill be ineffective to the extent that it abandons the present and the\nvital for the distant and the fanciful or the sentimental. To some extent\nthe development of the child follows that of the race, especially in the\nunfolding of its power to conceive, and in other respects it is a product\nof its own time.\nAs a formal principle, the harmonious grouping of\n\n"}
{"page": 565, "printed_page": null, "text": "Department]\n\nTHE\n\nECONOMIC\n\nBASIS\n\nOF ART\n\n553\n\ngoods or elements of goods will always produce aesthetic pleasure, but\nas a concrete principle the degree of this pleasure will depend upon the\nimportance of the elements grouped. Interest will be warm, vivid,\nintense, in the things nearest to life; it will pale and grow cold as life\nrecedes from the aesthetic object.\nThe conclusion, therefore, that irresistibly forces itself upon one is\nthat art with children should be industrial before it is fine ; the economic\nshould precede the autotelic.\nWe are not devoid of intimations as to how the economic principle\nmay be recognized in art instruction. An eminent authority in this field,\nlecturing last winter at Cornell, told the following incident : He had\nbeen for some time teaching art to a class of girls in a normal school.\nHe had dwelt on the beauties of form and color, yet without producing\nthe slightest visible effect upon their dress, which was in general anything\nbut artistic. One day, however, he asked them if they would be willing\nto submit themselves one by one to the friendly criticism of the teacher\nand the class, to the end that the money expended on their dress might\nproduce more artistic results. After some demur, they consented. Each\ngirl in turn presented herself before teacher and class for comment and\nsuggestion. Assuming the cost to be unchanged, the criticism concerned\nitself with style and fit, with color and arrangement, the personal peculiarities of complexion and form of each being taken into consideration.\nThe result was that studies in form and color took on a new meaning, for\nthey now assumed relations to life instead of being regarded as mere\nends in themselves. The personal appearance of the young women\nunderwent a rapid transformation, and the art instruction, formerly perfunctory, became charged with vital and personal interest.\nIn the Brooklyn Manual Training School the members of the class in\ndomestic art at one stage of their work labor to produce an artistic hat.\nEach girl is asked to bring to school some old cast-off hat frame. This\nis first renovated and dyed, and then pressed into shape and trimmed\nwith colored tissue-paper cut in bands from assorted sheets. Each girl,\nwith the guidance of the teacher, the help of the mirror, and the comments of her mates, works at her own individual problem, which is to\nproduce a hat which in form and color will be well adapted to her features,\ncomplexion, and clothing. As soon as a fair degree of success has been\nattained, the frame is trimmed with strips of some thin, inexpensive\nmaterial, which comes in various colored bands, and which I believe is\nfurnished by the school. Finally, when success has been attained, each\ngirl purchases, with or without aid, a new frame and good materials for a\nhat, which, when completed according to the design already worked out,\nis worn by the maker.\nPossibly some will not regard this as a form of real art. Autotelic it\nmay not be, but it is economic, it is real, it is charged with artistic\n\n"}
{"page": 566, "printed_page": null, "text": "554\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\ninterest, because, instead of being related solely to itself, it is related to\na fragment of real life. Such art is concrete, not abstract. It recognizes\nthat not even in art is heaven reached at a single bound. Does anyone\nfancy that this beginning might not also be the beginning of interest and\npower in drawing ?\nI do not urge the beneficial effect that such instruction would have\nupon millinery as a reason for giving it, but satisfy myself simply with\nthe acquisition of a single vivid art motive.\nIn what manifold ways may we not similarly proceed ? There are the\ncolor and cut and fit of garments for the older girls ; there is the arrangement of pictures and furniture in a room in the schoolhouse dedicated\nto this purpose. It may be transformed now into a parlor, now a sittingroom, a dining-room, a bed-room, a kitchen ; part of the furnishings being\nborrowed from house and store, and part being already at hand in the\nschoolhouse. A group of girls may be given charge each day, after a\nproblem has been proposed by the teacher. When they have done as\nwell as they can without assistance, class and teacher may be called in to\ncriticise. Another attempt may then be made, the criticism being continued until comparative perfection of arrangement has been obtained.\nAgain I refrain from urging the improvement in the artistic aspects of the\nhome as the chief reason for having such exercises, but content myself\nwith the gain in artistic motive. It is but a step from the study of effects\nin wall paper to artistic designing; from the critical arrangement of ornaments to their drawing or molding.\nA part of the work described is fitted for boys. Many other equally\ngood beginnings may be found in manual training, in miniature school\ngardening by means of large, shallow receptacles partly filled with sand.\nIndeed, every school of industrial arts, like the Drexel Institute in Philadelphia, or the Pratt Institute in New York, is a constant object-lesson in\nthe acquisition of artistic appreciation and skill thru the harmonious\ngrouping of economic goods..\nWhen art finds its natural basis in the ways described, the road is open\nto more abstract forms. Next to the aesthetic feelings arising from harmonious grouping of economic goods, we may place, perhaps, the waves\nof artistic feeling to which children are subject, and which arise from real\nor fancied union with others or alienation from them.\nMy plea is simply that we begin at the right end ; that we secure the\nmost universal and powerful artistic motives in children by recognizing\nthat art has had an evolution, and that children have a somewhat corresponding development. I call attention, moreover, to the fact that, of\nall the origins of art, the one whose elements are still most potent is\nthe economic. Barbaric or savage warfare is no more ; primitive erotic\nand religious feeling is transformed or finds no expression ; but the\n\n"}
{"page": 567, "printed_page": null, "text": "Department] EDUCATIONAL\n\nPIONEERING\n\nIN SOUTHERN\n\nMOUNTAINS\n\n555\n\nelements of economic goods are ever with us. Their harmonious\ngrouping still has power to produce artistic pleasure even in the dullest\nminds. My argument goes to show that art instruction is now dominated\nby conceptions of art as an end in itself; but that this high potential\nabstraction, the deduction of generations of philosophers and art geniuses, leaves the art impulses of children cold and inert ; and that,\nfinally, if we would cure the prevalent art unresponsiveness in children,\nwe must begin with the strongest art impulses that children feel — the\nhappiness that arises from felicitous grouping of the things whereby they\nlive.\n\nDISCUSSION\nPresident George Gunton, of New York city, said that he was in full sympathy\nwith the speaker. Art is not a thing in and for itself. It is a mistake to undertake, in\nany human institution or in any phase of human life, to establish anything in and for\nitself ; for it is only as it comes in touch with human life that anything is of value.\nArt is valuable just in proportion as it broadens human life ; hence, the farther art is\nremoved from daily life, the less valuable it is.\nArt, culture, refinement, taste, etc., begin on the outside and work inward. If we\ncannot get pure silk, we take silk with cotton back. Some people wear gloves before\nlearning that hands and finger nails should be clean ; but this even will help toward\nrefinement, for the gloves will take them into society where they will soon learn that\nclean hands are a first requisite.\nArt must touch us thru our appreciations, or it will be of no value to us. The idea that\nart should not be vulgarized is erroneous. Art that is of most value to the human race is\ncommercialized and bears close relations to the daily environment.\nMiss Roda Selleck, Indianapolis, Ind., made a strong plea for art in daily life.\nShe thought the time was near when the subject would find a place in every high-school\ncourse. She believed that manual training would do much to establish and cultivate the\nart spirit, and that the two subjects would prove to be mutually helpful in all their relations to human life.\n\nEDUCATIONAL\nWILLIAM\n\nGOODELL\n\nPIONEERING IN THE\nMOUNTAINS\nFROST, PRESIDENT\n\nBEREA\n\nSOUTHERN\n\nCOLLEGE,\n\nBEREA, KY.\n\nFriends and Fellow- Teachers :\nAllow me to begin with a ;' true story,\" which is also a parable.\nBerea's first teacher came to the mountains of Kentucky in 1855. The people had\nsubscribed the necessary logs, but there were freshets and delays, so that when the\n\" college \" was finally completed, and fifty strapping young men and women enrolled as\nfreshmen to begin the alphabet, only seven weeks remained before the instructor must\nreturn to his own college studies.\nBut the teacher rose to the occasion, and determined to give those young people something worth while in those seven weeks. He had no precedents, and he threw all preconceived notions to the winds.\nHe sat up nights devising short-cuts, and sifted over all\n\n"}
{"page": 568, "printed_page": null, "text": "556\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nthe knowledge he possessed to find which was really of greatest importance. The pressure of that seven-weeks' course taught him to select and to invent. He boldly jumped\nthe alphabet drew a cow upon the blackboard, wrote the name beneath, and launched\nout in a lecture upon the animal kingdom.\nResults followed. The whole region blazed with educational enthusiasm, and when\nthe seven weeks ended, his pupils could use the third reader, repeat the ten commandments and the law of love, explain the chief glories of America, and conduct a social\ngathering or a debating society with propriety.\n\nThis incident may well introduce the two errands which have brought\nme here this afternoon. The first is to remind you, and thru you the\nlarger audience that follows the proceedings of this body, of the existence\nand value of the great uneducated masses of people that still linger in\nthis age of light and privilege. The people who still live in log-cabins\nconstitute a very important element in our nation. And my second\nerrand is to suggest some of the educational adaptations which are called\nfor in our attempts to reach our belated fellow-countrymen, and make\nthem sharers in the best elements of modern civilization.\nThe largest body of uneducated Americans, the greatest mass of\nunprivileged people of our race anywhere in the world, is to be found in\nthe southern mountains. But in describing them we shall describe a class\nwhich exists in greater or smaller numbers in all our states.\nIf we are to deal worthily with the belated and untrained people of\nAmerica, we must approach them sympathetically and with consideration.\nThey are not to be judged wholly by our somewhat artificial standards.\nWe must appreciate their circumstances, and recognize their excellencies\nat the same time that we are bringing them new opportunities.\nProbably the consideration which will most easily and certainly put\nus into a right attitude is the thought that these people are not a degraded\npeople, but simply a people not yet graded up. Their speech, their customs, their ways of thought, are all survivals of former times. What they\nare today our own forefathers were a few generations back. Our families\nhave had the opportunity to -change and to progress, while their families\nhave not. All these conditions are seen most clearly in the recesses of\nthe southern mountains.\nIt is a far cry from McKinley back to Daniel Boone, but if you set\nyour face toward eastern Kentucky, you may make that transition in\ntwenty-four hours. The people of that vast region have been beleaguered\nby nature. Call up the map of our country, and you will see, grouped\naround eastern Kentucky and Tennessee, the mountainous backyards of\nthe Virginias, the Carolinas, Georgia, and Alabama. Here is one of the\ngrand divisions of our continent, which we are beginning to name Appalachian America. It embraces great varieties of climate, surface, and\nelevation, but as a place of human habitation it has one chief characteristic— it is a land of saddlebags.\nAnd this means that it is a land of isolation. Passengers, messengers,\n\n"}
{"page": 569, "printed_page": null, "text": "Department] EDUCATIONAL\n\nPIONEERING\n\nIN SOUTHERN\n\nMOUNTAINS\n\n557\n\npreachers, and ideas cannot travel as swiftly on horseback as by steamer,\nrailroad, and electric cars. You can never know what isolation means\ntill you have ridden with me a hundred miles up and down the beds of\nstreams. After hours of solitude we reach a picturesque log-cabin, and\nbehind it is a corn field so precipitous that they must prop the pumpkins\nto keep them from breaking from their moorings and rolling into the\n\"branch.\" We may meet a man who will tell you, with a solemn drawl,\nthat he has been \" a leetle lame ever since he fell out of his corn field.\"\nAnd the children of that cabin, if they wish to see the world, have only\nthe option of going up stream or down stream, where they will see other\ncabins and corn fields like their own.\nA life of isolation is a life of deprivation. I remember the first time\nI rode into the mountains with my wife. We stopped for dinner some\nfifteen miles from home. Mrs. Frost was anxious to know whether she\nshould see the woman of the house again — whether she came to Berea to\ntrade, or went to Richmond, our county seat ; and so she innocently\ninquired : \" When you cannot get what you need at the little store down\nby the branch, where do you go?\" The mountain woman smiled and\nsaid : \"I go without.\" This \"going without\" leads to strange results.\nIt seemed barbarous to find the people burning grease lamps with a\nfloating wick, or using kerosene lamps without chimneys.\nBut consideration shows that it is a delicate matter to carry a lamp\nchimney on horseback over twenty miles of mountain road, and we concluded that if we lived where they do we should live very much as they do.\nWe do not pity them for the lack of lamp chimneys so much as for\nthe lack of other means of illumination, such as schools and churches.\nIn religion the people have really degenerated, and lost the great Protestant idea that a minister should be an educated man. These preachers\nare, many of them, good men, but they have not yet ceased to debate such\nquestions as whether the world is flat or round, and whether the Southern\nMethodist or the Missionary Baptist is the only true church. Not long\nago two of our college students were carrying on a Sunday school near\nBoone's Gap. A native preacher ministered there once a month, and\nlearned from our students that his next appointment fell on \" Easter Sunday. \" He was too proud to ask what \"Easter\" meant, and searched his\nBible in vain.\nWhen the day came he preached upon Queen Esther.\nBut the most interesting thing about our backwoods cousins is the survival of ancient words and customs among them. You notice it first in\ntheir speech, which glitters with Shakespearean English and Anglo-Saxon.\nThe past tense of \"help \" \\shoIp in the mountains, and we have the strong\nplurals like \" poster\" and \" beasts.\" And it is well to remember that, while\nwe are interested in all these queer things about the mountaineer, he is\njust as much interested in the queer things about us. On one occasion\nthey had adjourned court to hear me lecture on education, and I spoke\n\n"}
{"page": 570, "printed_page": null, "text": "558\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nto some two hundred men, not one of whom\n\n[Elementary\n\nwore a collar. After the\n\nspeech a man with a big voice said to me : \"Wall, stranger, I could understand right smart of what you were telling us. Ye see, we had an officer\nin eour regiment from New York or sum such part what spoke the same\ndialect as you do!\"\nWith the speech of colonial times they maintain many of the arts of\ncolonial times. I, for one, stand with respect before the loom and\nspinning-wheel. No woman in this assembly can spin. Our mothers\nhad already forgotten the art. But our grandmothers, and our foremothers for a hundred generations, have been spinners. The dexterity\nof our young girls in piano-playing and china-painting comes from the\ndeft fingers that once twirled the thread.\nThe mountain people are hospitable, patriotic, religious ; and if they\nare much addicted to killing one another, that is only another honest\nsurvival of Saxon temper. In a word, these people are \" our contemporary ancestors.\"\nThis mountain region contains three million people, about two million of whom are living in the primitive conditions described. And, as\nwe have before remarked, there are people of this class and condition,\nmore or less numerous, in all our states. The mountain condition is the\ncountry condition intensified. In all the South where there is not the\nisolation of mountains there is the isolation of distance and a sparse population. Do we need to pause to argue the significance and value of our\nrural and mountain population ? Here are the giant forms that can\naccelerate .the nation's industry, and the unjaded nerves that can steady\nthe nation's thought. Here is American stock, only needing the motive\nand the guidance which elementary education can give.\nIt is not for me in any single address to point out all the adaptations\nnecessary in bringing education to such people. But it may be of value\nto call attention to the fact that there must be adaptation. There is\ndanger that the problems of the city schools may divert attention from\nthe equally important work of the rural districts. The methods of the\nBoston Latin School will require some modification when applied to the\nchildren of a moonshiner in North Carolina — children virtually living\nin the seventeenth century !\nOur methods must be characterized first of all by patience. Our\npupils are not to blame for not knowing what nobody has told them. A\nrecent text-book in German was adopted in Berea because of this sentence in the preface : \" It is impossible for the author of a text-book to\noverestimate the ignorance and stupidity of the learner — let him take\nnothing for granted.\" We owe them courses of instruction so planned\nas to produce some immediate results. For each unit of effort these\nbeginners in education should receive a distinct reward. They have a\nright to an unusual proportion of the practical.\nThey are perishing for\n\n"}
{"page": 571, "printed_page": null, "text": "Department] EDUCATIONAL\n\nPIONEERING\n\nIN SOUTHERN\n\nMOUNTAINS\n\n559\n\nlack of knowledge upon ordinary affairs like hygiene, agriculture, and the\nconduct of business. Of course, the teacher who is to be their friend in\nthese matters must be a superior and an enterprising person.\nOur plans for them must embrace more than the schoolroom. There\nmust be a certain education for the parents before we shall have their full\nco-operation. There must even be an education for the school trustees\nand school superintendents. Necessarily thruout the South today the\npublic school is largely administered by men who did not come up\nthru the public school themselves, and hence are hardly yet in fullest\nsympathy with it. It is here that private benevolence finds its place, in\nfunds like those bequeathed by Peabody, Slater, and Hand, and in institutions like Berea College, which spends an eighth part of its income in\nextension work in the remote districts.\nThe great battle in the United States today is not to push the forward column, but to bring up the belated detachments at the rear. If I\nwere the United States commissioner of education, I would concentrate\nmy efforts on the backward states. If I were a state superintendent, I\nwould devote my energies to the lagging counties. If I were a county\nsuperintendent, I would spend my time in the poorer districts. If I were\na country-school teacher, I would look up the most unenlightened families\nin my district.\nLet me invoke, then, a larger appreciation for the country-school\nteacher. It is he who must \"identify\" the \"lad o' pairts\" and put\nhim on the way to wider usefulness and honor. It is he that must adapt\nand invent and make himself into a whole faculty. It is he that will take\nthe dry seed learning of the books and scatter it among the people\nwhere it may become fruitful.\nAmerican education runs too much to tops. Everybody is ambitious\nto be teaching advanced courses. The third-grade teacher counts it a\npromotion if she may be set to teach pupils a year older in the fourth\ngrade, and the college instructor will give up his class of fifty lusty boys\nand girls in Homer in order that he may teach three or four dreary\nspecialists in Sanskrit. It is all a mistake. Education is the formation\nof character, and this is accomplished most effectively in the earlier\nstages of the process. The Germans know this, and men of genius there\ngive their lives to the work of elementary education.\nWhat is \"higher education \"? If by that term you mean the education that requires the longest time and the largest expense, then the universities monopolize it. But if \" high \" means dignified, important,\nweighty, momentous, then the highest things in education, the things\nthat minister to soul-welfare and the happiness of the pupil and the community, these things must be crowded into the elementary courses.\nIt is cheering to find how the people of the mountains respond to\neducation of the right kind.\nI love to recall the capture of my first\n\n"}
{"page": 572, "printed_page": null, "text": "56o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nmoonshiner. I was lecturing at the little schoolhouses, and the people\nbegan to tell me of a mighty man whose dominions I was approaching.\nHe had built his log castle at a point where three counties joined,\nso that on occasion he could move rapidly from one jurisdiction to\nanother. He had killed a neighbor here and an officer there, and, in\nthe jocular phrase of the mountains, \"had so much lead in him he\ndassen't go in swimmin'.\" This distinguished individual attended my\nlecture and listened with rapt attention. Evidently the subject of\neducation was new to him. He followed me up and heard the same\nspeech over again in the afternoon. The next day, as I came up to my\nschoolhouse miles away, there was his familiar gray horse fastened to the\nhanging limb of a beech tree. He heard that speech for the third time,\nand the result was that he closed his still, moved with all his \" plunder\"\nto Berea, and put five children in school — the eldest being already in\nthe penitentiary.\nThat family was interrupted just in time.\nThe typical backwoods boy was Abraham Lincoln. He differed\nfrom his neighbors in that his mother had six books. Without that ray\nof education his great soul would have been strangled at the birth.\nLincoln has hallowed the log-cabin, in a way, as Christ hallowed the\nmanger. And I can never pass one of those humble dwellings without thinking of the possible Lincoln that it holds, and stiffening up my\nresolution to do all that in me lies to put some educational light into\nevery mountain home.\n\nEDUCATION\nAMOS\n\nW.\n\nBUTLER,\n\nAND\n\nCRIME\n\nSECRETARY\nOF BOARD\nOF STATE\nINDIANA, INDIANAPOLIS, IND.\n\nCHARITIES\n\nOF\n\nMany a time I have seen a\"farmer cleaning wheat for seed. One such\noccurrence comes plainly to my mind. The floor was cleared ; the fanning mill was brought out ; the slides, shakers, and all other parts were\nadjusted ; the wheat was poured into the hopper, and the gates were\nopened as the fan began to turn. Apparently all was going well.\nShortly one observed that the amount of seed-wheat coming out of the\nfront of the mill was not what he thought it should be. Examination\nshowed that many perfect grains and many more that were plump, but\nundersized, were passing thru the wrong channel. These, with the\ngrains that were shriveled, crushed, or otherwise defective, were going\ninto the box under the mill with the cheat. Upon investigation it was\nfound that one of the riddles had been put in wrong. This was adjusted,\nand when the mill started anew all the large, perfect grains found their\nway to the seed-wheat\n\npile.\n\nThe smaller grains, tho plump, would pass\n\n"}
{"page": 573, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nAND\n\nCRIME\n\n5^1\n\nthru the riddles and find their way to the cheat box. Another riddle or\na different adjustment of the shaker would have separated them for merchantable wheat ; but they were not good enough for seed. Often, when\nI am in a reformatory or a prison, I think of those who are serving sentence there as persons who, in the fanning mill of life, have fallen into\nthe cheat box. Possibly there is some reason for it. If so, the cause may\nbe found, and that which is wrong righted. I think that some of these\nyoung men are dwarfed, shriveled, or misshapen grains thru some human\nfault; that they are crushed and shattered thru some improper adjustment or arrangement of the machinery.\nIt is well to stop at times and review the past — our own and that of\nthose around us — so far as we can be accurately informed concerning it.\nBy such retrospection we see the crooked places in our trail — the irregularities of our lives, the mistakes of our living. From the things we see,\nif we are wise, we can better guide our future course.\nI have seen a miller go to the spout in the mill, lift the cloth, and\nbring forth a handful of flour. By sight and feel he judges whether the\nproduct is of proper quality. At the end of the milling process he is\nable to tell whether anything is wrong ; if so, what ; and promptly to\nadjust the machinery that needs it.\nIt might pay us to stand at the spout like the miller ; to note the quality\nof the product of life's mill, with its continuous grind. Thereby we might\nlearn what, if anything, it is that is wrong. Having such knowledge, we\nmight apply our best efforts to its correction.\nWith Pope we are coming to believe \" the proper study of mankind is\nman.\" In this study we include all men, the normal and defective, the\nsuccessful and the unsuccessful. Frequently we learn more from our\nfailures than from our successes.\nThe Indiana board of state charities has supervision over all state and\nlocal charitable and correctional institutions that receive any support\nwhatever from the public funds. For several years it has been collecting\ninformation concerning the defectives, dependents, and delinquents of\nthe state. Blanks have been prepared for each group of persons, giving\nall that can be learned of the important events in the personal and family\nhistory of each individual. These relate to his nativity, personal defects,\nfamily surroundings, training in childhood and youth, associates, habits,\nand other related facts. The information collected is transcribed to a\ndouble card registration. One set of cards is arranged alphabetically, the\nother by institutions ; one is a duplicate of the other. From this it is\npossible to tell who are the inmates of Indiana's institutions and who\nhave been cared for therein since the registration began.\nDr. W. W. Folwell, ex-president of the University of Minnesota, and\na specialist in sociology, has recently stated that this is the best system of\nrecords in use by any state.\nUnfortunately the board of state charities\n\n"}
{"page": 574, "printed_page": null, "text": "562\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nhas been hampered in its work by lack of funds. For this reason the\nvaluable data in its office have not been worked up and studied. From\ntime to time, as opportunity offered, studies have been made of a certain\nnumber of cases. Among these have been a few groups of inmates of the\nIndiana reformatory at Jeffersonville. That institution receives young\nmen, principally first offenders, between sixteen and thirty years of age.\nRecently, for a special purpose, a short study was made of certain\npoints regarding the last five hundred inmates received up to and including May 31, 1 90 1. The facts brought out verify in a striking way those\nof previous investigations. It is generally recognized that the family\nrelations of a majority of the inmates of such institutions have been disturbed. One or both parents are dead, or they live apart. Their children have not had the benefit of proper home training. The largest\nproportion are notably deficient in education. Of the 500 studied, 66, or\n13.2 per cent., are reported as illiterate; 251, or 50.2 per cent., had\nnot reached the fourth grade in the public schools; and but 26, or 5.2\nper cent., had reached the high school; 282 of all noted were natives of\nIndiana. The proportion of illiteracy was less in these by almost one-half,\nand a greater number had passed the elementary-school work. To be\nmore specific, of those last mentioned, 22, or 7.8 per cent., were illiterate;\n123, or 43.6 per cent., had not reached the fourth public-school grade;\nonly 13, or 4.6 per cent., had reached the high school.\nThe stooping shoulders, awkward arms, and shambling gait of these\nyoung men indicate plainly that they are deficient in physical training.\nThe training of the hand has been neglected; 406, or 81.2 percent.,\nclaim to have no trades. In these busy times when there is demand for\nworkmen, 252, or 50.4 per cent., state they were unemployed when the\ncrime for which they were sentenced was committed. Not one claims to\nhave been under the influence of good associates. Evil associates lead to\nbad habits. While it is not claimed that those shown were the cause of\ncrime, it is interesting to no'te their relationship to it. Three hundred\nand twelve, or 62.4 per cent., use liquor; 374, or 74.8 per cent., smoke\ncigarettes; 409, or 81.8 per cent., use tobacco in some form. On the\ncontrary, it is shown that they have not been to any very great extent\nunder those influences which are considered refining or helpful. Many\nhave been deprived of proper home influences. Two hundred and eightysix, or 57.2 per cent., have not attended Sunday school. Only one of the\n500 examined claimed to have belonged to the Y. M. C. A. It should be\nstated here that no value is claimed for some of these latter figures. I do\nnot know that it will be shown that they have any value. They are simply\ntaken for purposes of experiment in order that they may be tested.\nThe offenses committed by these 500 persons may be classified as crimes\nagainst persons and crimes against property. It will be observed that 88\nper cent., 440, of them fall under the latter class, leaving 12 per cent., 60,\n\n"}
{"page": 575, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nAND\n\nCRIME\n\n563\n\nunder the former. As has been intimated, this is but a tentative presentation of this subject. Similar studies have been made with substantially\nthe same results. One is impressed that there is something notably lacking in these young men. They lack home training ; they lack mental\ntraining ; they lack physical training ; they lack manual training ; they\nlack moral training.\nThe striking need is the training of the mind, the morals, and the\nmuscles. It is the effort of our reformatories, so far as they can, to correct these deficiencies, and in addition inculcate self-control. That they\nare doing a good work is shown by their histories. This is the work of\nreclaiming the fallen. Why not train properly those who have not fallen ?\nWhat can we do that has not been done for the prevention of crime ?\nThat is the word for us to remember — \" prevention.\" \"An ounce of prevention isworth a pound of cure.\"\nDoes it not impress you that something may be wrong with the present attitude and efforts of the home, of the school, and of the church\ntoward the young ? Can we not stand at the end of childhood, where the\ngrist comes out, and learn something ? Is there not something in the\nfacts that appeals to you, teachers, whose lives are devoted to the elevation of all childhood ? Shall that not cause us to question our theories,\nour methods, and our results ?\nThe last quarter of a century has witnessed notable changes in the\ntreatment of the young who have committed crime. The ten years just\nclosing have been especially conspicuous in this way. Indiana has\nendeavored to keep pace in this work with the more progressive states.\nNot long since one of our most experienced penologists, a resident of an\neastern state, said to me : \" I have watched with pleasure the progress of\nIndiana's institutions in the last few years, but that which has interested\nme most has been the laws that you have passed that will be preventive\nof crime.\" We then spoke of the child-saving law, the child-labor law,\nthe compulsory-education law, the board of guardians law, and of the\ncurfew ordinances. It was recalled that the administration of almost all\nof these measures was under the supervision of one central board. As we\nrealize that these laws for the protection of unfortunate childhood, of the\norphan or ill-treated child — those requiring school attendance, those for\nthe regulation of children at night — all strike at some of the causes of\ncrime, we feel the force of his remark. How efficient they will be\ndepends upon public intelligence and public sentiment. If our people\nknow these things, will they not do them ? In addition, two great factors\nin the proper training of the young are beginning to make themselves\nfelt. They are manual training and physical culture.\nI have been asked how I believed existing conditions would be\nhelped. My reply has been that the work will first be taken up by our\nschools.\nThey represent an organized force, active and alert for every\n\n"}
{"page": 576, "printed_page": null, "text": "564\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nadvance. Next the churches will give it their attention. Finally, thru\nthe influence of both of these and of charity organization — a proper\nplace for uniting their efforts — the homes will be reached. These are\nthe social unit, and the message will come to them one by one.\nWhen the school, the church, and the home shall fully understand\nthe facts, and the urgent need for renewed effort along every line that\nmay possibly be used to save the boys and girls, the figures will have a\ndifferent story to tell. I have faith to believe that this result will be\naccomplished. In my own state I feel that it is working with mighty\npower now. I have great confidence in our people. I have faith in\nmen and women. I believe in you teachers who are called upon to\nteach the children of the people. With such faith I need not assure\nyou that I expect our children to get much more than their parents\nreceived. I expect them to be better than their parents. What I expect\nfor my own children I expect for all children.\n\n"}
{"page": 577, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSECRETARY'S\nFIRST\n\nEDUCATION\n\nMINUTES\n\nSESSION.— Wednesday, July io, 1901\n\nThe Department of Secondary Education met in Room 230 of the Central High\nSchool, and was called to order by the president, William J. S. Bryan, principal of the\nhigh school, St. Louis, Mo. In the absence of the secretary, the vice-president, Miss\nNettie Fillmore, of Cincinnati, was called upon to act as secretary.\nMusic — vocal solo, (a) \" Villaneth,\" Del Acqua; {b) \" Song of Sunshine,\" Goring\nThomas — by Miss Gertrude Loder.\nThe president delivered a brief introductory address, after which he introduced J.\nRemsen Bishop, principal of the Walnut Hills High School, Cincinnati, O., who spoke\non \" The Function of the High School of Today.\"\nDiscussion of Principal Bishop's address was opened by Stratton D. Brooks, high\nschool visitor of the University of Illinois, Champaign, 111.\nFollowing the discussion the president appointed the following Committee on Nominations, to report at a special business meeting to be held at 2 P. m., Friday, July 12 :\nF. P. Moulton, Hartford, Conn.\nJ. H. Harris, Orchard Lake, Mich.\nF. W. Barrows, Buffalo, N. Y.\n\nThe department then adjourned to meet in the various rooms assigned for roundtable conferences in accordance with the following program :\nEnglish Conference, Auditorium ; leader, J. H. Harris, principal of the Michigan Military Academy,\nOrchard Lake, Mich.\nLatin Conference, Room No. 311 ; leader, F. P. Moulton, instructor of Latin, High School, Hartford,\nConn.\nCommercial Studies Conference, Room No. 118 ; leader, Thomas H. H. Knight, Girls' High School,\nBoston, Mass.\nBotany Conference, Room No. 217; leader, Lewis Murbach, teacher of biology, Central High School,\nDetroit, Mich.\nChemistry exhibit, Room No. 4; physics exhibit from St. Louis, Room No. 117.\n,\n\nSECOND\n\nSESSION. — Thursday, July ii\n\nThe department met at 2 : 30 P. M.\nMusic — vocal solo, \" Staccato Polka,\" Harshell — by Miss Lois Inglis.\nAn adjournment was then taken to the various round-table conferences in accordance with the following program :\nZoology Conference, Room No. 217; leader, Franklin W. Barrows, teacher of zoology, Central\nHigh School, Buffalo, N. Y.\nDomestic Science Conference, Room No. 302; leader, Miss Abbie L. Marlatt, teacher of domestic\nscience, Manual Training High School, Providence, R. I.\nAlgebra Conference, Room No. 311 ; leader, George W. Evans, teacher of mathematics, English High\nSchool, Boston, Mass.\nGreek Conference, Room No. 307; leader, Isaac N. Judson, teacher of the classics, St. Louis High\nSchool, St. Louis, Mo.\nGerman Conference, Room No. 301 ; leader, Joseph Krug, teacher of German, Central High School,\nCleveland, O.\n\n565\n\n"}
{"page": 578, "printed_page": null, "text": "566\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nPhysics Conference, Room No. 117; Carl J. Ingerson, teacher of physics, High School, St. Louis, Mo.\n\nRound-table discussions on secondary studies, 4 : 30 P. M.\nChemistry Conference, Room No. 9; leader, C. E. Linebarger, teacher of chemistry, Lake View\nHigh School, Chicago, 111.\nGeometry Conference, Room No. 218; leader, Alan Sanders, teacher of geometry, Hughes High School,\nCincinnati, O.\nHistory Conference, Room No. 230; leader, James J. Sheppard, head teacher of history, DeWitt\nClinton High School, New York, N. Y.\nPhysiography Conference, Room No. 212; leader, William H. Snyder, teacher of science, Worcester\nAcademy. Worcester, Mass.\nPhysiology Conference, Room No. 212; leader, James E. Peabody, teacher of physiology, Cooper\nHigh School, New York city.\nFrench Conference, Room No. 305; leader, Charles M. Gubus, teacher of French, Central High School,\nDetroit, Mich.\n\nNettie Fillmore,\n\nActing Secretary,\n\nTHIRD\n\nSESSION.— Friday, July 12\n\nA business meeting of the Department of Secondary Education was held in Room\n230 of the Central High School at 3 P. M. The meeting was called to order by President William J. S. Bryan.\nIn the absence of the secretary, J. H. Beazell, principal Central High School,\nDetroit, Mich., was appointed secretary pro tern.\nThe first business was the report of the Committee on Nominations, which was as\nfollows :\nFor President — J. Remsen Bishop, principal Walnut Hills High School, Cincinnati, O.\nFor Vice President— W. F. Webster, principal East Side High School, Minneapolis, Minn.\nFor Secretary — Miss Clara A. Pease, High School, Hartford, Conn.\n\nThe secretary was instructed to cast the ballot in favor of the nominees, and this was\ndone. The president then declared the above-named elected as officers of the Department of Secondary Education for the ensuing year.\nThe following resolution was introduced by Mr. C. F. Adams, Central High School,\nDetroit, Mich., and adopted by the department :\nWhereas, A recent ruling of the appraiser of the port of New York, relative to the importation of\nscientific apparatus, duty free, for the use of schools and colleges, has so changed the previous classification\nas greatly to limit, if not entirely prevent, such importation ; and\nWhereas, We believe such ruling is not in conformity with either the spirit or the letter of the law\nand seriously cripples the work of the scientific departments of our schools ;\nBe it resolved, That we, as representatives of the teachers of science of the United States, enter our\nearnest protest against such ruling as working a hardship to the educational interests of the country, and\nrespectfully request that it be reconsidered and, if possible, changed.\nBe it further resolved that this protest\nand request be forwarded to the secretary of the treasury of the United States by the Secretary of the National\nEducational Association.\n(Signed)\nCharles F. Adams, Central High School, Detroit, Mich.,\nChairman of Committee.\nA. W. Augur, Lake View High School, Chicago, 111.\nHerbert C. Wood, East High School, Cleveland, O.\n\nA resolution was offered tendering the thanks of the department to the principals\nand teachers of the Detroit high schools, and to the local committee, for the work done\nby them to make the meetings a success.\nThe last business was a vote of thanks to President William J. S. Bryan, and the\nother officers of the department, for their efforts in the way of preparation for the\nmeeting and for the successful execution of the plans.\n' The meeting then adjourned.\n\nJ. H. Beazell,\nSecretary pro tern.\n\n"}
{"page": 579, "printed_page": null, "text": "Department]\n\nOPENING\n\nPAPERS\nOPENING\nWILLIAM\n\nJ. S. BRYAN,\n\nADDRESS\n\nAND\nADDRESS\nPRINCIPAL\n\nOF PRESIDENT\n\n567\n\nDISCUSSIONS\nOF PRESIDENT\nHIGH\n\nSCHOOL,\n\nST. LOUIS, MO.\n\nIn the report of Commissioner William T. Harris for 1898-99, chap,\nxli, there are some interesting and suggestive statistics with reference\nto the growth of secondary schools in the United States, which seem to\nshow that the people of this country have decided that it is necessary\nto provide for the education of the youth of the land, at least to the\nlimit of secondary studies. This report is the more encouraging\nbecause the growth has been most marked in the number of public\nsecondary schools. Certain portions of the community always have\nregarded some form of secondary education as essential, because it afforded\nthe preparation for higher education and the means of entering college ;\nbut now the people as a whole evidently have settled in their own minds\nthat the advantages of secondary education to the individuals who receive\nit, and to the community that profits by the increased power and usefulness of the recipients, are such as to make it imperative for progressive\ncommunities to provide the necessary facilities for imparting such education to those who are prepared and disposed to take it. The community\nthat in the future fails to see the signs of the times relative to the education of its youth will inevitably be outstripped in the race for development, wealth, and power. With more than seven thousand five hundred\nschools, educating over six hundred thousand pupils in secondary studies,\nand sending forth annually at least one-tenth of that number as graduates\nto contend for the improvement and further extension of the education\noffered to the youth of the nation, no backward step need be feared or\nwould be tolerated. The battle of secondary education has been won.\nIndeed, there is every indication that men everywhere are convinced of\nthe value and the imperative need, not only of secondary education, but\nof education with only such limitations as the spiritual and intellectual\nendowment of the individual imposes. Sporadic instances of opposition\nto the maintenance and support of secondary schools no doubt will occur,\nand some districts, infected with ignorance and incrusted with prejudice,\nmay refuse their support for a time, but the general discussion and questioning ofthe use or need of public secondary education would seem to be\nthings of the past, not to be renewed or revived. It is remarkable that in\nten years the number of public secondary schools should have increased\n117 per cent., and the number of pupils enrolled in them 135 per cent., or\nfrom 204,982 to 580,065. Still more significant is this increase when we\nconsider that it is not at all explained by the increase in the population.\n\n"}
{"page": 580, "printed_page": null, "text": "568\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nThe percentage of pupils of secondary schools to the population increased\nfrom .335 per cent, in 1889 to .784 per cent, in 1899. This growth is\nprophetic of future advancement in education, and may well gladden\nthe heart of every lover of his fellow-man. The sovereign people has\nspoken, and in this case the voice of the people is truly the voice of God :\n\" Let there be light.\" \" Ye shall know the truth, and the truth shall make\nfree.\"thought, the fear, the dread of inhibition or retrogression may\nyou The\nnow be dismissed, and the energy, the determination, the devotion heretofore expended in establishing and maintaining the right of the youth\nto secondary education may now be employed in devising improved\nmeans for the development, stimulation, and nourishment of those who\npresent themselves for instruction and training. Secondary schools will\nno longer be engines with 20 or 25 per cent, of effective power, but\ndynamos with only an inconsiderable waste of force.\nThe age of high-school pupils is most critical. Their proper guidance\nand direction require the utmost tact and skill. In these years, from\nfourteen to eighteen, the vital energies are most active. The currents of\nlife course warmly and rapidly thru the veins; the entire organism\nhastens toward maturity; the buds of promise are unfolding into the\nflower of manhood and womanhood. In stature the boys and girls often\nare already men and women. The desire to assert their individuality and\nto assume the prerogatives of maturity throbs in every youthful heart.\nExuberant vitality, abundant strength, buoyant hope, determination\nuntempered by experience of difficulties, make the young men and women\nimpatient of restraint, because confident of wisdom and power. Ignore\nthe conditions, and the problem of secondary education fails of solution ;\nsee them, recognize them, comprehend them, act in consistency with them,\nand the problem becomes most fascinating, not because of its simplicity —\nfor it is very complex — but because of the possibilities involved in its\nsolution. Have you ever platted a curve from its equation, and traced\nwith astonishment and delight its evolution ? Have you ever stood\nalmost in awe and watched the marvelous unfolding of some exquisite\nmoon-flower ? Have you seen its petals tremble as with a consciousness of\nits blooming ? Have you beheld it suddenly spread itself out before your\nwondering eyes in its perfection of beauty ? Not nearly so wonderful or\nimpressive is this sight as is the vision of boys and girls developing,\ngrowing into manhood and womanhood, before the eyes of the teacher\nwho is in love with his work ; the preparation thru instruction and discipline of strong, noble, forceful, beneficent manhood, and gentle, pure,\nresourceful, gracious womanhood, from the potential characters of his\npupils.\nIn the brief time at my disposal I may not hope\" to. tell how the\npossible can be made the actual; and were time unlimited, I could not\n\n"}
{"page": 581, "printed_page": null, "text": "Department]\n\n' OPENING\n\nADDRESS\n\nOF PRESIDENT\n\n569\n\ntell how individual cases should be treated or special problems may be\nsolved. But of this I feel assured : the educator of boys and girls, who in\ntheir own estimation and in the estimation of the well-informed teacher\nare young men and women, must be a leader, not a driver ; he must excite\ntheir admiration, inspire their confidence, and kindle their enthusiasm;\nhe must be large of heart and strong of mind ; a manly man, whose\nknowledge of the subject taught is such as readily to command the respect\nof his pupils, and whose character makes a personal appeal to the best\nthat is to be found in the pupil ; who must be brought to realize that the\nconsciousness of freedom is attainable only thru the comprehension\nand sincere approval and willing observance of the laws that condition\nhis life as a rational, social being, and inhibit all unreasonableness of\nconduct. The methods of such an educator will be hopeful, sympathetic,\nhelpful, intelligent, judicious, discriminating, faithful, individual. Confidence on the part of the educator in the ultimate result of his efforts\nwill create in the pupil the condition precedent to such an end. Doubt\nof success will paralyze effort and is quickly communicated from teacher\nto pupil ; and when both are fettered by it, further progress is impossible.\nBetween the teacher and the taught there is ever the strongest bond of\nsympathy. The needs, the aspirations, the defects, the dormant but\nawakening powers, appeal with irresistible pathos to the teacher, of whom\nit must be true, as it was of the Great Teacher : \" A bruised reed he will\nnot break, the smoking flax he will not quench.\" Without this kindling\nsympathy teaching is soulless and impotent. Of all pupils those in\nsecondary schools are most easily discouraged, and most quickly become\ndisgusted with school life unless it is instinct with human interest. Horace\nMann's comparison and contrast of the physician and the teacher in their\nattitude toward patient and pupil is most suggestive. Not they that are\nwhole, but they that are sick, have need of a physician. For the physician\nto complain that his patient is sick and needs his utmost skill is not more\nunreasonable than for the teacher to find fault with the pupil who needs\ninstruction and discipline, forgetful that, were there no need of instruction\nand discipline, the teacher's occupation would be gone. The privilege of\nbeing helpful is the chief attraction of the teacher's vocation.\nThere is, however, need of information, if the teacher is to be truly\nhelpful. A knowledge of symptoms and of the various conditions indicated, acquaintance with remedies available, and familiarity with methods\nof treatment are essential. These are the general equipment of the\neducator, but for the production of the desired effect there must be\ndiscrimination of the special conditions and a judicious use of means at\ncommand. The adaptation of method to the individuality of pupils, of\nwhich we hear so much, is not a new discovery, but the practice of all\nsuccessful teachers. The indolent, the indifferent, the ignorant teacher,\nthe hireling, doubtless has treated the pupils who were so unfortunate as\n\n"}
{"page": 582, "printed_page": null, "text": "57°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nto be in his charge as tho they were all alike, but the educator has\nnever lost sight of the personality, the individuality, of his pupils. In\nthe pupils of secondary schools the differentiation of character is even\nmore marked than in younger pupils, and the sense of maturity more\nconscious, and the need of individual treatment more insistent and imperative. This does not mean that the teacher is to cease to be an educator\nand become a chairman or a chaperon. It does not mean that he is to\nturn over the direction of affairs to those whose judgment he is to form\nand mold. It does imply that the educator must be a student of human\nnature and of the special pupils in his charge, that he may adapt his art\nto the particular subject treated.\nTeachers of secondary schools, the requirements are exacting ; the\nwork demands the noblest native endowments, supplemented by the\nbroadest preparation, the profoundest study, the deepest devotion. But\nwe labor for an ample reward, the great result to be achieved, the perfecting of manhood and womanhood in the lives of our pupils.\n\nTHE\nJ. REMSEN\n\nFUNCTION\n\nOF\n\nBISHOP, PRINCIPAL\n\nTHE\n\nHIGH\n\nWALNUT\n\nHILLS\n\nSCHOOL\nHIGH\n\nOF\n\nTO DA Y\n\nSCHOOL,\n\nCINCINNATI,\n\nO.\n\n[an abstract]\n\nSocrates, the greatest of teachers and of disputants, apparently felt that\nthe chief end of his elenchus was attained if he arrived at a definition.\nThe definition he sought and toward which he remorselessly drove his\ninterlocutor was not one that merely satisfied preconceived opinion ; it\nmust be one that, subjected to the severest examination, no available\nargument could successfully assail. No readier method suggests itself of\ndetermining the true function of the high school than that of examining\nsome of the current definitions of that institution. The analysis necessary\nto this process may at least \"bring into view some of the material upon\nwhich ultimately a true definition will be based.\nOf the more or less vague definitions of the public high school that pass\ncurrent in the thought of the people is the one that it is successor to the\nrights, privileges, and benefits of the old academy of New England and\nthe middle states. It would be historically gratifying if the old academy\ncould, phoenix-like, live again in the modern high school. Nor is there\nanything very harmful in this definition, illusory tho it be, if there is not\nat the same time an implication of moral obligation on the part of the\nhigh school to perform chiefly, or at all, the particular work of the prototype.\nPrimarily designed to put young men in training for the ministry, the\nlaw, or at any rate for college, the scheme of the New England academy\nwas naturally to a preponderating degree classical.\nWith perfect loyalty\n\n"}
{"page": 583, "printed_page": null, "text": "Department]\n\nFUNCTION\n\nOF\n\nTHE\n\nHIGH\n\nSCHOOL\n\nOF\n\nTODAY\n\n571\n\nto its traditions, it was slow to welcome new subjects, was itself without\ninitiative, and clung to as narrow a program as the demands of the colleges permitted. Of somewhat the same character were the private schools\nof the western cities in the middle of the last century. That these private\nacademies were forced to yield their ground to some extent to the public\nhigh school, that later made its appearance as an advance of the publicschool system into the domain of secondary education, was due to the\nrapid and peculiar development of this new factor in education.\nWas the high school to be practically the old New England academy,\ndiffering chiefly in the fact that its tuition was free of cost to all children\nof citizens ? When the public occasionally grew skeptical regarding the\nreal benefit of the schools to any very large number of children, and\ndemanded the introduction of so-called practical branches, there was a\ntemporary yielding to the demand. Subjects of study that had become\nfactors in modern civilization within the memory of living men were\nintroduced, tho reluctantly. When the partially elective system was\nintroduced, the high school ceased to be the old academy of single but\nnarrow aim. For good or for ill, it became a profoundly different institution.\nA few years ago it was a habit of speakers addressing assemblies of\nschool-teachers to refer to high schools as the \"people's colleges.\" For\ntwo reasons this definition appears to be unsound. At least the general\naim of the college is the pursuit of learning for learning's sake, with no\nutilitarian purpose that cannot be accomplished without sacrifice of the\nbroad nurture of the intellect. Universities supported at state or municipal expense may be maintained for this purpose ; the high schools are\nnot, except as they incidentally furnish the foundation for advanced\nstudy.\nThe pupils of the high school are neither old enough nor intellectually\nsufficiently trained to do what all will agree is true college work. The\nbest colleges of law, medicine, and theology would now receive a man or\nwoman without a college training, or its equivalent, only upon evidence\nof extraordinary fitness to profit by their courses ; and the day will come,\nif present tendencies continue, when a professional school with lower\nentrance requirement will be outclassed. It would be an injury both to\nthe high school, in its proper sphere, and to the college, if the people\nshould regard their high schools as colleges.\nAgain, the high school, from another and more comprehensive point\nof view, has been considered the connecting link between the primary\nschool and the university in a grand system of education offering to every\nboy and girl of this free land, at public expense, the completest education\nwhich he is capable of receiving. The only objection to this definition\nof the high school is that it disregards certain facts. In 1889-90 the per\ncent, of public high-school students preparing for college was 14.44, and\n\n"}
{"page": 584, "printed_page": null, "text": "572\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nin 1898-99 only 11.5. In other words, relatively more students are now\nfound in our high schools with the purpose of going to work at the end\nof their course or sooner. Those who would make the connecting-link\nidea paramount in the fashioning of the high-school program should give\nthis condition due thought.\nThere is a growing sentiment that the high school should be in a real\nand practical sense distinctively a preparatory school for men and women\nwho are to enter at once into the industrial life of the community. The\nalarmingly small proportion of boys in some high schools, as compared\nwith the number of girls, is adduced as testimony tending to show that\nparents wishing to start their sons promptly in practical life either set\nthem at work prematurely or send them to schools which, if inferior in\ncertain regards, still offer a definite training for some paid social service.\nThere is another and very serious aspect of this question. While our\ncommunities were rapidly growing and developing, there was an everready popular assent to enterprises at public cost. The process of a vast\nhost of civilized people settling themselves in a new land has been hugely\nexpensive, and the high rate of taxation, bordering perhaps on thirty\ndollars to the thousand, is becoming a disturbing element in politics.\nNaturally the levy for the support of the public schools, which, at a venture, may be called a seventh of the whole, suggests itself for curtailment.\nThe high schools, being in a certain sense select schools, apparently of\nbenefit to only a portion of the youth of school age, offer, an obvious\npoint of attack. Put upon the defensive, high schools in these communities must make good the title to existence of each of their departments\nby an appeal to the judgment of the people. The result will be simply\nthat the schools will be reorganized so that a large portion of their function will be giving their students training adapted to prepare them for\nready entrance into the communal .life, while a margin will still continue\nsacred to the intellectual treasures of the race. The schools will have\nwon in the contest if, whatever the change in the material of their courses,\nthey teach whatever they do teach in a broad spirit, with devotion to\nunderlying truth and a resolute rejection of mere surface work.\nSigns of this new development — or perhaps it might better be called\nthis alteration — of the public high-school scheme are all about us. The\nentering wedge may have been the division of the course into two courses.\nThen followed a liberal application of the principle of election of studies.\nSo far, there has not been of necessity any change in the studies\noffered. The pupil could avoid subjects not entering his individual\nscheme, but his choice was still confined to subjects not at all or but\nslightly connected with hand- and eye-training, and quite as far away from\nimmediate application to the doing and making activities of modern life.\nFrom this stage the development has been slow. It might a priori be\ninferred that changes of material and method would be frequent.\nToo\n\n"}
{"page": 585, "printed_page": null, "text": "Department]\n\nFUNCTION\n\nOF\n\nTHE\n\nHIGH\n\nSCHOOL\n\nOF\n\nTODAY\n\n573\n\nrapid change and insufficient consideration might well be feared. On the\ncontrary, the ordinary American school board is found to be in an attitude of suspicion, if not of actual hostility, with reference to making\nimportant changes, especially such as involve new ideas or the application\nof well-known educational means for the first time in any particular\nplace.\nWhen it was first proposed to introduce shop-work into the secondaryschool system, objection was made on two grounds. It was pointed out\nthat the time allowances of the existing branches was hardly adequate ;\nthat to put anything more into the course without removing something\nalready there meant less thoro work in everything, and there was already\ncomplaint on that score; that what was really needed was a decrease in\nthe number of studies already in the course, and greater thoroness ; that\nthere was now too much of a mere smattering of knowledge of many subjects, where there should be thoro mastering of a few. The other objection\nseems to have rested upon the notion that there was something intrinsically less educative in handwork, and that to give it equal place with the\nold humanities, and even with the modern sciences, involved a lowering\nof standard, a downward step in education, and an unworthy concession\nto the commercializing tendency of the age.\nThat we best learn to do by doing will be accepted as a truism by all\nhere today. That man will reach his highest development who has had\nopportunity to employ his natural talents to produce, after gradual\nimprovement, the best he is capable of producing. Certainly the hand\ncan do nothing without the aid of the brain, and the craftsman talent, if\nI may call it such, may be the. pivotal talent in the individual, around\nwhich his other talents must revolve if the result is to be lastingly efficient.\nThe idea that manual training, as understood and offered today, involves\nanything ignoble is nonsensical. A great loss to countless boys and girls\nhas resulted from its tardy introduction. Its relegation to separate\nschools is perhaps only a temporary stage in the process of general introduction.\nThere is another class of subjects intimately connected with the function of the high schools, viewed as schools for all the people, that is but\njust now receiving serious attention. About us there has grown up a\nvast structure of industry, of making and exchanging things, which exerts\na vital influence upon every one of us. Today the man must learn to be\ngood in the midst of affairs, to be sufficiently public-spirited to interest\nhimself earnestly in politics, to be wise and generous in his business.\nChemistry and physics as applied to manufacturing, the machinery of\ngovernment, business management, and the methods of banking and\nexchange correlate much in modern life. It is possible to construct textbooks and to teach these subjects in such a way that no one studying\nthem would derive anything but theoretical knowledge.\nBut those who\n\n"}
{"page": 586, "printed_page": null, "text": "574\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\ncontend that the function of the high school is primarily to prepare\nyouth for immediate social service boldly assert that applied chemistry\nand physics should be taught with constant reference to the student's\nentering the commercial laboratory and the shop; civics, with a view to\nhis knowing the practical working of the local, state, and federal government ;business matters, as actually employed in the business establishments of the community, with the practical adjuncts of stenography and\ntypewriting. The movement to include these subjects grows apace even\nwhere no beginning has thus far been made.\nConcerning chemistry, physics, and civics it is not necessary for this\npaper to enter into details, but a reason should perhaps be given why\nthe present state of business training in the high school is believed to be\nencouraging. The high school, the people's school for youths between\nthe ages of approximately fourteen and eighteen, ought, it would seem,\nto give as useful a preparation as the \"business college\" and the correspondence school. The material for a suitable high-school business\ncourse is now shaping itself.\nIn response to a series of questions, Dr. Cheesman A. Herrick, of\nthe school of commerce of the Central High School, Philadelphia, Pa.,\nstates that he regards \"a business course liberally conceived and wisely\ninaugurated as a legitimate part of secondary education, and deserving\nto rank with manual training or the classics. Its establishment is indispensable ifsecondary education is for the whole community.\"\nThus the high school will^ not only send into the business world beys\nand girls equipped for work, but will send on to the university or school\nof technology such as develop ambition tp become masters and leaders.\nThe technical schools will perform like service for those who prefer a\nmore distinctly technical preparation for immediate work or for advanced\nstudy.\nDoubtless the general character of the high school will be altered by\nits entrance upon the field of-practical training, but it is safe to say that\nthe traditional material of the curriculum will not be abandoned, and\nthat the school will never become a trade school. It would be a sad day\nfor education and for the race upon which opportunity should cease for\nthe study of the ancient literatures by those eager and qualified, with all\nthe helps which modern erudition and research afford. Whole spheres\nof aesthetic enjoyment rest upon the canons of art which we inherit from\nthe ancients. We have in them a precious heritage which we will not throw\naway. It is as important that the few should devote themselves to the\nclassics and keep alive for us the sacred fire of pure taste, as it is that\nthe many should be fitted for some active labor. The strange increase\nin the number of high-school students studying Latin (34.90 per cent, in\n1889-90 and 50.39 per cent, in 1898-99) will cease as the business courses\nabsorb more pupils, but it is to be hoped that a certain proportion will\n\n"}
{"page": 587, "printed_page": null, "text": "Department]\n\nFUNCTION\n\nOF\n\nTHE\n\nHIGH\n\nSCHOOL\n\nOF\n\nTODAY\n\n575\n\nalways continue to study that language. Greek, with its very moderate\nnumber of students, need not perish as a high-school study, nor will it\nperish as long as Greek scholars are found in our corps of teachers.\nThose who are to be ministers, lawyers, doctors, teachers, and journalists\nwill often find Latin and Greek within their scheme of work.\nThe course of the high school, having for its aim simply the education\nof all youth coming to it, must be elastic. At the same time there will be\ncertain studies which will be selected as of such general value as to be\nrequired of all pupils ; the universities will aid the schools in determining\nthese. All other studies than these \"constants\" will be elective in the\nsense that combinations will be made of them to constitute a variety of\ncourses, each with its definite purpose. Provided that the choice is carefully supervised and that all work done is thoro, systematic, and properly\ntested, the element of discipline of mind and character will not be wanting.\nIt is not necessary to do more than mention the moral function of\nthe high school. The core of sound learning, of correct manners, and of\nright living that vitalizes every true educational institution is as carefully\npreserved in the high school today as it has been in the past. It is safe to\nsay that the teaching force of the public high schools, 30,489 in number,\nand guiding a host of 630,000' boys and girls, is improving in scholarship\nand pedagogical skill, and is maintaining its character. The excellent\nmoral influence of the high school is recognized in every community in\nwhich such a school is found. Just criticism on this score has yet to be\nuttered, and the teachers jealously guard their reputation for loving care\nof the personal interest of even their least promising pupils.\nThe institutions of higher education do not intend closing their\ndoors, tho they may properly deny their degrees, to any who have the\ngroundwork for advanced study laid in any manner requiring strenuous\nemployment of the intellect. The ascending path of education, made\nbroader and better adapted to the feet of those who must travel at the\ngait which nature made theirs, will at no point be closed to any that\npossess capacity and energy of any kind. But at frequent intervals there\nwill be ready and honorable egress to the table-lands of productive toil.\nWe shall cease to create a disappointed class. No one will be compelled\nto struggle ill some fashion to the top or consider himself an educational\nfailure. It is useless to deny that the practical forcing of a man or woman\nto continue the preparatory work of life, when the zest for learning is\nlacking and the longing for active work strong, often results in the adoption of a profession as a pis alter, and a lifelong attempt to fit a round\npeg into a square hole.\nThe high school will not become a trade school, teaching merely some\none handicraft, nor will it occupy the place of the technical school, which\n* Statistics of secondary schools.\n\nAdditional information for 1899-1900.\n\n"}
{"page": 588, "printed_page": null, "text": "576\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\noffers special training for the naturally inventive in matters of mechanic\nart ; but it will prepare for active life at various points. It will not by any\nmeans abandon its office of layer of the foundation for advanced work in\nthe subjects that come within its scope and for a general advance into a\nhigher sphere of intellectual effort.\n\nDISCUSSION\nStratton D. Brooks, high-school visitor, University of Illinois. — \"When in the\ncourse of human events it becomes necessary\" — with such words did our forefathers\ndeclare themselves free and equal. Now when I read, \"Resolved, That we recommend\nthat any piece of work comprehended within the studies included in this report that has\ncovered at least a year of four periods a week, in a well-equipped secondary school\nunder competent instruction, should be considered worthy to count toward admission to\ncollege,\" I feel that I am reading the declaration of independence of the American highschool system. It is a declaration which shadows forth the functions of the high school\nin new terms, and because of which we shall build up a better, stronger, more efficient\nsystem. It indicates that the academy idea and academy influence are disappearing, and\nthat we shall soon cease to discuss the relative merits of subjects as preparation for life or\npreparation for college. It has been believed that preparation for life demanded less\nthan preparation for college. Subjects which were more easily mastered or more poorly\ntaught than the traditional college subjects have been accepted as adequate preparation\nfor life. This resolution does not mean the lowering of requirements for admission to\ncollege. It indicates rather a belief that the non-college admission subjects have made\nsuch progress in organization of material and methods of presentation that they may\nsafely be substituted for some of the traditional subjects. It recognizes that the problem\nof life and a living demands as close application and as much thought-power as\" does the\nsecuring of a college diploma. There will soon be no need to separate the student body\ninto divisions to which different intellectual pabulum must be administered, but for all\nthere will be one object or set of objects, the means only varying with the individual\npeculiarities of the pupils.\nWhat are these aims ? In the first place it is the business of every man to earn a\nliving. Life and the means to sustain it are the primary aims of living creatures. The\nmen who cannot earn a living may by public or private charity be allowed to exist, but\nthey are always debtors to civilization ; hindrances, not helps ; clogs on the wheels of\nprogress, which may be endured, if not too numerous. Every man should have a vocation\nwhich will support himself and family, and the school may, therefore, have\nA.\n\nVOCATIONAL\n\nAIMS\n\nBy this I do not mean that the school shall devote itself to the so-called practical\nsubjects, or shall attempt by short-cut methods to make callow youths into experienced\nbusiness-men. The school is supported by public tax, and it must deal impartially by all\nwho contribute to its support. From the many things which it may teach it should\nselect those which are suited to the needs of all. It is not the function of the public\nhigh school to train specialists in any line, but to teach such things as may find application in almost any vocation. What vocational aims may the high schools properly\nhave ?\nI. Directly practical. — There can be no distinct line of division, but here would lie\nall those facts and processes which can be transferred directly to the business of life —\nthe elementary part of mathematics, a portion of the bookkeeping work, and drill in\n\n"}
{"page": 589, "printed_page": null, "text": "Department]\n\nFUNCTION\n\nOF\n\nTHE\n\nHIGH\n\nSCHOOL\n\nOF\n\nTODAY\n\n577\n\nlanguage. This last should include, if need be, improvement in reading, in spelling, and\nin writing, but especially ability and facility in accurate and concise self-expression, both\noral and written. As by self-expression the self is built up, the soul enlarged, we here\ntouch also the aesthetic and ethical aims of school work ; and as self-expression demands\nideas and reasoning ability, the effort to be practical brings with it a supply of facts and\ntraining in logic.\n2. Conventional. — There are some things worth knowing because the world knows\nthem. The men and women with whom we meet, and with whom we must work, know\nthings and say things and do things which may have but small bearing on practical\nlife, but the man who is ignorant of these conventionalities finds himself at a disadvantage. The various circles of life have different sets of conventionalities. The mispronunciation ofwords or a lack of knowledge about Shakespeare might not affect a day\nlaborer, but there are circles to whose inmost shrine such a sinner may not come.\nBecause we do not know in what circles our pupils may fall, we must teach to all as\nmuch as possible of the conventional world knowledge.\n3. Disciplinary. — (a) After all, the best vocational aid which the high school gives lies\nin the realm of work not called practical, in those things by which the pupil is taught to\nthink. The ability to think accurately and correctly, to determine the given conditions,\nto draw the correct conclusions, to state them concisely, and to use them effectively —\nthis is the essentially practical thing. Language, science, mathematics, history may, and\ndo in this sense, become essentially practical. The boy who once told me that he was\nstudying Caesar in order to become a better blacksmith than his father had a better understanding of the function of the high school than many teachers I have heard. With this\nunderstanding, there is no distinction between those who are preparing for college and\nthose who are not. They may, from choice, be found pursuing different subjects, but the\nfunction of the high school is the same for both — to teach them to think; and the\nmeasure of success will not be the facts they know, but the power of original thought\nthey have acquired.\n{6) There is still another task before the high school on its vocational side — that of\nteaching its pupils to work. This is an age of work, and the pupils should come forth\nwith an understanding of the dignity and necessity of daily labor. Accuracy, rapidity,\nneatness, and completeness are practical things, and may be taught in any subject. The\nboy who has learned these lessons from quantitative experimental work in physics may\nbecome, and usually will become, a better bookkeeper than most of those who claim to\nhave passed the subject.\nB.\n\nGOVERNMENTAL\n\nAIMS\n\nLife and liberty are our first desires. These necessitate government. With us the\npower of government is vested in the people, and the schools may justly have aims looking toward the perfection, perpetuity, and vitality of the national life. What are these\naims ?\nI. To maintain equality. — It is one of our beliefs that every boy shall have an equal\nopportunity to choose his own vocation in life. The intelligent choice of a vocation\ndemands a broader knowledge and a better understanding than is furnished by a course\nending with the elementary school. Most high-school pupils do not have definite selections of vocations made, and those who have seldom follow those selected. They are in\nan age of changing interests, and it is the function of the high school to direct, suggest,\ncontrol, and in the end leave the pupil with a general intelligent interest in the varied\nactivities of life ; to lead him as far as possible to an understanding of the conditions\nunder which he lives, and to enable him to choose more wisely the work which he shall\ndo and for which he is suited. The high school must stand ready to help any boy, no\nmatter what his station in life may be, to make the most of himself, and thus prevent\nthe establishment of a governed and a governing class.\n\n"}
{"page": 590, "printed_page": null, "text": "578\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\n2. To promote good citizenship. — (a) By increasing intelligence : To exercise the\npowers of government either as a voter or an officer demands ability to think. Intelligence is the protection of democracy against the demagog. While an elementary\neducation may suffice for the mass of voters, a democracy always needs men of higher\npowers and greater ability. Many such men have been found in the past who could\nclaim no college for their alma mater, but for the future we are looking more and more\nto the college-bred men for our leaders. While we are prone to say that we must do the\ngreatest good to the greatest number, and while the pupils not going to college are\nnumerically more important, yet we must remember that it is no less important that the\nhigh school should set before some now unpromising lad that task which shall challenge\nhis powers, lead him to discover himself, and bring him out to be a benefactor to his\nrace or the protector of his nation. Not knowing who he is or when or where he is to be\nfound, it becomes necessary for all the high schools everywhere to teach all the pupils in\nthem so that they are best fitted to go into life when need be, and so that, at the same\ntime, they may, if they choose, go on with a college course. Nor is this impossible. We\nare now in a transition period. Some mechanical difficulties present themselves, but\nthese are rapidly disappearing. The Declaration of Independence has been promulgated. We are now in the period of the Articles of Confederation, but the time of the\nconstitution is not far distant.\n(6) By character building : An educated rascal is a greater menace to the community\nthan an ignorant one. Our education should do all that it can toward the building of\ncharacter. This is done by the aesthetic and ethical sides of school subjects. Sometimes\nthese may be affected almost directly, as in art and music, but for the most part they come\nabout quite indirectly from the daily contact with various subjects and from the personal\ninfluence of the teaching force.\nC.\n\nLIFE\n\nAIMS\n\nAfter all, the first object is to live, and this includes much more than the earning of\na living. Life is more than buying and selling and toiling and planning, and we hear\nmuch of the necessity of teaching our pupils to live the best life. It seems to me, however, that, when we have done all of the things here set forth, this is the result, and the\nhigh school has performed its full function.\n\nROUND\nTHE\nLEADER\n\n—\n\nJAMES\n\nH.\n\nTABLE\n\nCONFERENCES\n\nENGLISH\n\nCONFERENCE\n\nHARRIS,\nORCHARD\n\nPRINCIPAL\nOF MILITARY\nLAKE,\nMICH.\n\n[synopsis of introductory\n\nremarks\n\nACADEMY,\n\nby the leader]\n\nA retrospect of the course in English during the past ten or fifteen years reveals a\nprogress that is as revolutionary as it is encouraging. 'Tis a far throw from the narrow,\nscanty, circumscribed character of the work in English as it existed ten years ago in our\nsecondary schools, to the broad, rich, generous, and vitalizing curriculum which we see\ntoday. Its growth has been essentially organic, and has followed with striking and\nscrupulous fidelity the general laws of organic development. From a state of almost pure\npotentiality we have seen it emerge into a separate and distinctive entity, gradually but\nsteadily dissociating itself from the other subjects, and slowly but irresistibly gaining\nrecognition for itself and for its right to a place in the hierarchy of studies.\nThe evidences of an undeniable growth in both the social and educational interest in\nthe subject of English are found : (i) in the enlarged amount of work required of\n\n"}
{"page": 591, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n579\n\npupils ; (2) in the improved and more scientific character of the teaching ; (3) in the\nincreased amount of time devoted to the subject ; (4) in the evolution of a distinct class\nin the educational world whose work is the performance of this function ; (5) in the large\nnumber of text-books constantly appearing ; (6) in current literature on the subject.\nThe ground for this extraordinary interest and activity in this subject lies in two\ncauses : first, a dynamic appreciation of the cultural and disciplinary possibilities of a\nstudy of the masterpieces of English literature ; and, second, a lively sense of the value\nof our native tongue as an instrument of social communication. Cultivation of the art\nof expression as a social obligation and as a phase of the law of economy has but\nrecently appealed to us, but in these, philosophically speaking, lies the impelling cause of\nthe interest and progress in English.\nThe present status of the English problem is distinctly encouraging. On the main\nprinciples of our work — its character and aim — we are in substantial unanimity. Such\ndifferences as exist are exclusively upon matters of detail, and are the problems which\nlogically grow out of progress.\nThey will adjust themselves to social needs.\n\nDISCUSSION\nThe discussion took the form almost exclusively of a consideration of the importance\nof reading in the cultivation of an appreciation of literature. It was opened by Miss\nAldrich, of Cincinnati, who earnestly advocated increased attention to the art of reading,\nor elocution, in its best sense. The discussion was resumed by J. H. Thomas, of the\nUniversity of Michigan ; Reuben Post Halleck, of Louisville, Ky.; Miss Lucia Stickney,\nof Cleveland, and others, all of whom, while deprecating any efforts toward artificial elocutionary effect, were insistent that more attention should be given to the art of reading.\nMr. P. M. Buck, teacher of English, High School, St. Louis, Mo., presented a statement of the plan pursued in the St. Louis High School to give the pupils a first-hand\nacquaintance with English authors, American and British, whose place in literature is\nassured. In brief, the pupils of each half-year are expected to read at least one of a\nprescribed list of books of one of the great names in literature during a term of three or\nfour weeks set apart for that particular author. In the course of four years, following\nthis plan, the pupil reads, in the order of adaptation to his age and mental development,\none or more of the best works of the thirty or forty greatest names in literature. The\nworks thus read afford a theme for conversational exercises, class themes, and home\nessays by the pupils, and class-room lectures or talks by the teacher, who supplements the\nobservations of pupils and assigns to the author his acknowledged place in literature.\nThus the reading of pupils during the high-school course is directed, and a taste for the\nbest writing is cultivated that will prevent the reading of inferior books ; the material for\nthought and composition is furnished, and the power of oral and written expression is\ndeveloped by acquaintance with the best models and by individual practice.\nThe discussion was closed by Superintendent F. Treudley, of Youngstown, O., who,\nin a happy five-minute talk, brought out the close relationship between personality and\nthe art of expression, and the dependence of the latter upon the former.\n\nLEADER\n\n—\n\nF.\n\nP.\n\nMOULTON,\n\nLATIN\n\nCONFERENCE\n\nTEACHER\n\nOF\n\nLATIN,\n\n[\"synopsis of leader's\n\nHIGH\n\nSCHOOL,\n\nHARTFORD,\n\nCONN.\n\nremarks]\n\nFree schools, from their very nature, are the barometer of the nation's intellectual\nlife. They are not alone the depositories and conservators of knowledge, but they are\nthe levers of progress and the brakes on wild excess.\n\n"}
{"page": 592, "printed_page": null, "text": "58o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nIn this age of progress and expansion there is developed a yearning for the new and\nthe temporary, resulting in fads, which in the schools conducted by men and women of\nexperience are entirely inexcusable. Change in methods for the mere sake of change is\njust as reprehensible as stubborn unwillingness to change the old for a new and better\nway.\nEver since Charles Francis Adams delivered that famous speech at Harvard, attacking the results and aims of classical study, opinions in regard to the aims and methods of\nstudying Latin have been divided. Many, catching the new idea, were ready to cast\naside everything that was old. As usual, the new converts were ready to magnify all the\nsins of the past in order to show an entire change of heart. It became the fashion to\nscoff at grammar and the old-fashioned drill. These ideas are all too prevalent. They\nstrike at the very foundation of all higher education. No wonder at the cry of distress\nby teachers of Latin and higher English all over the land.\nGrammar is the interpretation of language, the symbols by which the power of language is revealed. And it is this power of language that we should strive to attain. Do\nnot, then, teach grammar less than formerly, but better. To classify thoughts and group\nclauses, as \" cause,\" \" condition,\" \" result,\" etc., is just as much science as to classify\nthe phenomena of nature. There is a science of chemistry only as we make it science\nby the way we learn it. There is more science in Latin taught scientifically than in\nphysics taught unscientifically.\nThe great advantage in translating Latin is that it compels one to observe the force\nof grammatical and logical structure, the effect of position and arrangement of words and\nclauses. Our object is not to speak Latin, nor primarily to read Latin literature. A\nperson born in ancient Rome, speaking the Latin language from a child, was no wiser\nthan a person born in America, speaking English. The mere substitution of one language for another is not an object of importance educationally. The guides of Europe,\nspeaking several languages, may conduct travelers to the tomb of Virgil or Dante or\nShakespeare, but how marvelously different is their power of thought and expression from\nthat of Virgil, Dante, and Shakespeare themselves ! It is toward, if not to, the higher\neducation of the forum, of eloquence, of literature, that we try to educate our pupils by\nthe study of Latin.\nThoroness, drill, education, are the aims of classical instruction. Concentration and\ndevelopment are prime factors in the consideration of methods. The first-year work, the\nauthors to be read, the order in which they should be taken, what part Latin composition\nshould have in classical training, and how.it may be combined with the regular work of\ntranslation, are questions for discussion.\n\nCOMMERCIAL\nLEADER\n\n—\n\nTHOMAS\n\nSTUDIES\n\nCONFERENCE\n\nH. H. KNIGHT,\nOF THE\nGIRLS'\nHIGH\nSCHOOL,\n[synopsis of introductory remarks by the leader]\n\nBOSTON,\n\nMASS.\n\nThere is one thing which I should like to have clearly stated and defined, and that\nis the status of the commercial work in the high school. If one thinks the question an\neasy one, let him look about him and see how diverse are the opinions of educators. Chicago proposes to have a commercial high school, and her superintendent visits other cities\nto study their methods ; and the next thing we hear is that the commercial-school idea is\nabandoned and a commercial course in the regular high schools is to be substituted.\nDefinite commercial instruction in the American public school has only very lately\nattracted attention, and no strong, vigorous policy has yet appeared. Should it supplant\nthe business college and nothing more, or should it be educative simply, without any\nattempt to compete with technical business schools ? Between these two extremes lies the\n\n"}
{"page": 593, "printed_page": null, "text": "Department]\n\n■\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n5Sl\n\nquestion. Of course, a perfectly safe and conservative answer would be the golden mean ;\nbut that is dodging the question. Either the practical or the educative, either the art\nor the science, will be uppermost, and the other will be subsidiary. To whom shall we\ngo for an answer ? The business-college man is not an educator ; he does not pretend to\nbe ; he often ignores utterly the pedagogical value of the subject he teaches.\nThe professional educator will not consider the subject. Shall we go to the businessman ? Some business-men say that a special training for commercial work is not necessary ;that business is a thing which can be learned only in a store or office, all previous\ntraining being practically thrown away. Such men would prefer that the youth would\ncome to them with a broad general education, such as would make him intelligent and\nreceptive, rather than expert and perhaps narrow. Others require that the young man\nor woman who comes to them shall be immediately useful; they have no time or inclination to instruct clerks and assistants in their duties. Perhaps a common ground for these\ntwo classes might be found in a properly constructed high-school course. I think I may\nwith propriety quote from a very able article which appeared in the North American\nReview, from the pen of Hon. James Brice : \" The function of a proper course of preparation deals with both aptitude and knowledge. It ought to aim at forming and training\nthe mental faculties most needed in business, and it ought to impart the kinds of knowledge most serviceable in business.\"\nIf we are to consider that it is not merely clerks and stenographers that we are training, but men and women ; not machines, but intelligent beings, then the course must be\nso planned that along with a general development there shall be given, not a mere smattering of practical subjects, but a solid foundation for the work of life. The subjects must\nbe taught with the same aims and with the same regard for educational principles that are\nrecognized in other subjects.\nDISCUSSION\nI. O. Crissy, state inspector of commercial work for New York, expressed the opinion\nthat business education is a proper function of the high school, and that this is becoming\nmore generally recognized. He did not think that the course in the high school would\never wholly supplant the work of the good commercial college. He thought the poor\ncommercial colleges would be likely to suffer from the introdution of the commercial\ncourse in the high school, but that the community could very well spare them.\nAllan Davis, of the Washington Commercial High School, said that the amount\nand character of the work in the commercial department in Washington is equal to that\nof any school. He said that the subjects desired in a good commercial school are already\nvery largely in the high-school curriculum ; they simply need adaptation to the needs of\nthe commercial department. The study of language should lead up to the correct and\nvigorous use of English in business correspondence. History is often very poorly taught,\nbut if the spirit of history can be brought out, if it can be shown that the great facts like\nthe fall of Carthage and the Hanseatic League were commercial, an interest is aroused\nand stimulated which makes the subject vital. All of the work of the school should be\nrelated and it should be developmental.\nTempleton P. Twiggs, of the Detroit Central High School, stated that the public\nsentiment, which had originally been against the commercial department, has changed in\nits favor. He gave a synopsis of the course in the Detroit High School, and explained\nthat pupils entering the school had an opportunity to understand very clearly what the\ndifferent courses were before making a choice.\nSuperintendent Charles E. Chadsey, of Denver, said : There are many cities\nnot large enough, or in which public sentiment has not been sufficiently well crystallized, to permit separate commercial high schools, where successful commercial courses\n\n"}
{"page": 594, "printed_page": null, "text": "5^2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\ncan be established. The tendencies of educational thought are strongly favorable to\nsuch courses. In preparing commercial courses the greatest care must be taken not to\npermit them to be less educational than the parallel courses of the high school. There\nis no reason why the commercial course should, in any respect, fall below other courses\nin the development of power. A four-years' course can well afford to have the first two\nyears devoted to studies which are found in other courses, concentrating those studies\npeculiar to a commercial course in the last two years.\nDr. H. M. Rowe, of Baltimore, said that both the cultural and the practical side of\nthe commercial department ought to receive attention. He thought no subject could\nbe properly taught without resulting in a gain in both directions.\nThere was a unanimity of opinion that the commercial work ought to be of the same\nvalue educationally, and receive the same consideration, as the ordinary high-school work.\n\nBOTANY\nLEADER\n\n—\n\nLEWIS\n\nMURBACH,\n\nCONFERENCE\n\nCENTRAL\n\n[synopsis of opening remarks\n\nHIGH\n\nSCOOL,\n\nDETROIT,\n\nMICH.\n\nby the leader]\n\nThe three factors in the consideration of any school study are the pupil, the teacher,\nand the subject. If time permitted, it might be profitable to discuss the pupil and the\nteacher, but of most practical value to the gathered teachers will be the consideration of\nthe subject taught.\nWhile every high-school teacher of botany should be interested in the advances of\nthe science of botany, and should perhaps even add his mite, from time to time, in the\nway of some contribution, it is not these that will occupy our attention so much as the\npractical side — what kind of teaching as to subjects and methods will afford the best\nresults to learners, who may wish culture, an introduction to science, some practical\nknowledge of plants, or even the ability to teach the rudiments.\nWe may pass by the question of the place of botany in the high-school curriculum,\non the assumption that everyone understanding its educational value gives it a place in\nthe early part of the high-school course, either as a culture and training study or as an\nintroduction to science. As these have to do only with the rudiments of education, which\nshould be acquired by the same sound methods, we may begin with the importance of\nteaching botany by the laboratory and field method now commonly employed.\nIt is not so long ago that the- older didactic informational method was in vogue,\nand some of us had our first botany lessons under its rule. Newer workers combine its\ngood features with the laboratory method. Since the laboratory method has been introduced into high-school science teaching, there have been written a number of elementary\ntext-books, treating plants from different standpoints and using about as many different\nmethods as there are authors. Yet these books are the expressions of the ideal ways of\nteaching suggested by some of our best university and high-school teachers. Much\ntime could be saved by combining the best points of all these books. All agree on the\nlaboratory and field method as the best.\nAnother subject of interest is the relative amount of time to be given to observation\nwork (in field and laboratory), written work (including drawing), and recitation. In the\nold way, book learning was the chief thing, but the newest tendency is to an abundance\nof field work. This is very profitable when well done, but the many questions and\nthe exuberant remarks of pupils on an outing are too frequently mistaken for interest and\nenthusisam. Laboratory and field work without notes and drawings showing definite\nattainments lack a large part of the training that this method can give. The recitation\nis needed to bring order into the confused or scattered facts learned, and to build up a\n\n"}
{"page": 595, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n5^3\n\nlogical whole. How much time should be given to each of these is a question of interest\nto all.\nThat which should be taught, as held by prominent teachers at different times, is\nindicated in the evolution of the newer text-books. There has been a slow transition\nfrom the systematic thru the morphological to the physiological standpoint. At present\nthe greatest stress is laid on ecology.\nBut these are only the broadest and most general indications of where it is thought\nthe high-school pupil can best use his time in the study of plants. Of the two phases of\nplant life, some lay stress on the physiological relations as expressed in the vegetative\nstage, and others on the reproductive phases. Then it becomes a question of the amount\nof time to be given to such topics as germination, seedlings and their organs, and, on\nthe other side, flowers, fruits, and seeds.\nSumming up, then, we have for consideration :\n1. The importance of teaching botany by the laboratory and field method.\n2. Text-books.\n3. The relative importance of germination, seedlings, the adult plant, flowers, fruits,\nand seeds.\n4. The amount of time to be given to observation, written work, and recitation.\n\nDISCUSSION\nDr. Pollock, of Ann Arbor, Mich., said that it is still necessary to emphasize the\nvalue of the laboratory method and to combat the idea that all knowledge can come\nfrom books. Laboratory work should, however, be aided by text-books. He said that\nhe believed in the value of teaching morphology, for which study material is easily\nobtained.\nThe leader suggested the value of some work in plant identification, and stated that\nin the Detroit High School the pupil analyzed from three to ten plants.\nIn answer to a question about text-books, the leader suggested Coulter's Plant\nStudies; Bergen's Foundations; The Teaching Botanist; Barnes' Outlines of Plant Life;\nAtkinson's Elementary Botany; Bailey's Elementary Botany. He also stated that the\ncourse in botany in the Detroit High School was ten months, five recitations per week,\neach two periods long.\nMiss Chandler, Elgin, 111. — The amount of time to be given to the study of germination, to flower, fruit, and seed, or the reproductive phase, should be at least twice\nas much as to the whole subject of cryptogams and gymnosperms. The study of the\ngross anatomy of the seed and the organs of the seedling, accompanied by appropriate\nexperiments in plant physiology, should occupy about two -thirds as long as the study\nof the flower. This greater length of time should be devoted to the study of the flower\nbecause of the unexcelled opportunity for training in observation of morphological features\noffered by the manifold variations in flowers, and for the training in thinking to be\nobtained from the study of ecological problems in connection with the subject of pollination. To the study of fruit and seed, following upon the study of the flower, perhaps as much time might be given as to the study of the gross anatomy of the seed,\nmade earlier in the course, attention being given chiefly to the origin of the various\nparts of the fruit and to the adaptations for dissemination.\nIt was stated that the University of Michigan and Cornell University had given credit\non their college courses for superior work in high-school botany.\nMiss Williamson emphasized the valuable results in leading the pupils to see the\nunity of nature in showing the development of the sexual reproduction of plants thru\nthe asexual.\nSeveral speakers emphasized the value of original investigations when the teacher's\n\n"}
{"page": 596, "printed_page": null, "text": "584\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\ntime, the locality, and the teacher's qualifications favored such work. The discovery of\nnew facts of value to science was urged as being quite within the field of a high-school\nteacher's work.\nZOOLOGY\nLEADER\n\n— FRANKLIN\n\nW. BARROWS,\n\nCONFERENCE\n\nTEACHER OF ZOOLOGY,\nBUFFALO, N. Y.\n\n[synopsis of opening remarks\n\nCENTRAL\n\nHIGH\n\nSCHOOL,\n\nby the leader]\n\n1. Laboratory and field study should form the basis of the entire course, and should\nbe allotted at least half the time of the course.\n2. The most profitable study of any organism takes into account, not only its actions\nduring life, but also its structure, both internal and external, as revealed by dissection.\n3. Every student of zoology should practice the use and application of the compound microscope,\n4. No plan has yet been devised by which zoology classes in cities can do even a\nfair amount of field work.\n5. Since the pupil cannot go to the animals, the animals must be brought to him,\nalive and sound, in sufficient numbers and variety to give the schoolroom a distinctly\nzoological aspect. Aquariums and vivariums should be the centers of interest in every\nlaboratory.\n6. A liberal use of photographs, lantern slides, charts, and illustrated books will\neconomize both the time and the mental effort of the classes. Museum specimens and\nanatomical preparations are useful for the same reason.\n7. The materials for the study of economic zoology are everywhere near at hand.\nThe subject is of transcendent value, and should be prominent in every course of study.\nThe career of the English sparrow and gipsy moth in this country and of the mongoose\nin Jamaica, the importation of insects to the Pacific coast to fight the orange scale and\nthe San Jose\" scale, and of others to fertilize the fig trees, are not only interesting zoologic\nepisodes, but important economic revolutions. The life -histories of mosquitoes, flies,\ntapeworms, the trichina, and the close association of these and other pests and parasites\nwith diseases of man and domestic animals, should be matters of common information in\nall our schools. So, also, the valuable services of many despised and persecuted animals,\nsuch as toads, snakes, birds, should be not merely alluded to, but thoroly taught as\nimportant economic principles. The achievements of our national Fish Commission,\nBureau of Entomology, Bureau of Animal Industry, and other state and federal agencies\nshould be brought prominently befo-re the pupil. To this end the library of the laboratory\nshould be furnished with a judicious selection of government reports, bulletins, and\nmonographs.\nThese things should have a place in the course because they are zoology and because\nthey are too significant to be any longer ignored in our schools. Zoology will lose nothing\nof its effectiveness as a culture study thru this consideration of its vast utility. The pupil\nwho obtains this outlook will become more appreciative of the life and services of the\nprofessional scientist, more alert to his own surroundings, and better fitted to live wherever fortune places him.\n1\n\nDISCUSSION\nLewis Murbach, Central High School, Detroit, discussed the value of dissection in class work. In spite of current arguments against it, he regarded a moderate\namount of dissection as indispensable. The objections of pupils to handling animals for\ndissection are decreased by beginning with the lower forms. Time may be saved in the\nstudy of some forms by the use of dissected preparations in the laboratory.\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n585\n\nW. H. MacCraken, Buffalo, N. Y., believed that it was a mistake to expect the\nbeginner in zoology to pay much attention to minuteness of detail in dissection. In place\nof the fine points of anatomy often insisted upon, he favored a few simple demonstrations\nof function by vivisection.\nPrincipal William J. S. Bryan, Normal and High School, St. Louis, Mo., attributed to the lack of experience the repugnance of pupils to handling most forms of\nanimals. When interest has been aroused, this aversion is removed. Mr. Bryan asked\nhow much use of the compound microscope is profitable in high-school work ; will a\nsimple lens answer all purposes ?\n.\nThe leader, in reply, said that the pupil should first be trained to use his own eyes\n\" for all they are worth.\" After this he should acquire the power to use the compound\nmicroscope, because the instrument may be of great service to him in the future. The\ntechnic of the instrument is simple and easy, and no school should deprive its scientific\npupils of the practice necessary to make them independent in its use. In zoology, in\nparticular, they are neglecting a great opportunity if they fail to see some of the protozoa\nin this way. Many of our pupils are training themselves to become teachers, and cannot\nbegin too soon to learn to handle the microscope. It is not wise to add to the labors of\nteacher and class by attempting to teach histology ; on the contrary, the microscope\nshould serve as an adjunct to the other laboratory work, to be employed wherever it may\nsimplify or illumine the subject in hand.\nLewis Murbach, in response to a question, gave a brief outline of the course in\nthe Detroit high schools. The present tendency is to reduce somewhat the amount of\ndissection and to emphasize the study of the living animal. Such harmless experiments\nas the tying of the fins of a fish in order to learn their function may well be substituted\nfor some of the dissections. This kind of work is introduced in Detroit wherever possible. Beginning with the amoeba, the classes then dissect a few invertebrates and two\nor more of the vertebrates. No pupil is compelled to handle forms that are repulsive.\nAfter the dissection of a type, other related forms are presented and compared. He\nbelieved that the movement to abandon zoology in high schools is led by a few university\nprofessors who prefer to reserve to themselves the pleasure of teaching, for the first\ntime, the interesting facts of zoology. The high school cannot afford to give up this\ntraining until better reasons are presented.\nW. H. MacCraken, of the University of Buffalo, approved the course just outlined rather than one which devotes the whole time to the study of one or two types to\nthe exclusion of all else. He quoted the sentiment of a student who had passed thru\nsuch an experience and complained that, for him, zoology had \"too much frogginess.\"\nAt the request of the leader he presented a paper on \" The Camera in Zoology.\" The\nfollowing is a synopsis of the paper :\n\" Up to the present time, the taking of photographs has been more a matter of recreation than of practical utility. I wish to emphasize those points which should make the\ncamera an indispensable adjunct to any biological laboratory. In all scientific work it is\nnecessary that we aid and support defective memory. In notes, and still more in sketches,\nwe have to take into account the element of personality. Especially is this true when the\nsubject studied is alive and moving, as most zoological matter is or should be. A sketch\nis at best a series of efforts of memory. The entire picture, with exactness of detail in\nlight and shade, is possible with the camera in the one-hundredth part of a second or less.\n\" It may be urged that the student, in drawing, comes to observe his subject more\nclosely than he otherwise would. I am by no means sure that, in a case where an\norganism moves slowly enough to admit of prolonged observation, or is stationary, a\nstudent will not observe it quite as closely in the work of accurate focusing. The camera\nis being used more and more as we appreciate the importance of studying plants and\nanimals in relation to their environment.\nA great point in favor of the camera as a\n\n"}
{"page": 598, "printed_page": null, "text": "586\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nzoological implement lies in the use that can be made of it in recording the metamorphoses so common in the life-histories of many animals.\n\" The laboratory camera must be a long bellows instrument, in order to admit of\nvarying adjustment, and should have several lenses of various focal lengths, that will cut\nclearly to the edge of the plate, with a sufficiently large aperture for instantaneous work.\nThe camera must be constructed to work in any position. Your shutter, to catch the\nmotion of a bird's wing, must work in one five-hundredth of a second, and then will fail\nto give a clear image in the case of a humming bird.\n\" There is no time for micrometric focusing. Very recently I contrived a piece of\nexperimental apparatus by means of which I have had a little success. I took two\nlenses, each twenty inches focal length, and set them so that I had a sort of double-barreled camera. One lens focused on a two-inch square piece of ground glass, and the\nother on the surface of a film beside it. The two cameras being parallel, of course the\npicture on the ground glass was exactly like the image on the film, and by watching\nthe glass I could tell just what sort of a picture I would get, and just when the subject\nwas in focus.\nSo the instant of springing the shutter was determined to a nicety.\n\" You and I may yet be able to put our nickel in the slot and watch the caterpillar\nturning to a chrysalis, or the mother bird feeding her young. \"\nIn conclusion, the leader urged the importance of the subject of economic zoology,\nreferring to the sevenjth thesis. With scarcely any sacrifice of time from the regular\nlaboratory work, it is possible to introduce a vast body of facts of the greatest economic\nvalue, facts that many schools have always ignored. We owe it to our pupils and we\nowe it to the government, which supports the schools, to teach something of this important subject.\n\nDOMESTIC\nLEADER\n\n— MISS\n\nABBIE\n\nSCIENCE\n\nCONFERENCE\n\nL. MARLATT,\nMANUAL\nTRAINING\nPROVIDENCE,\nR. I.\n\n[synopsis of introductory\n\nremarks\n\nHIGH\n\nSCHOOL,\n\nby the leader]\n\nIn consequence of changed social and industrial conditions, and increased complexity in domestic life, the old-fashioned home training has become a thing of the past.\nSome thirty years ago the need of reviving and developing such training was recognized\nby a few long-sighted persons, who conceived the idea of introducing instruction on this\nsubject into the schools. From this small beginning such a thoro appreciation of the\nwork has developed that it is now found as a regular part of the school curriculum in\nmany cities in this country.\nRealizing its value and knowing the lack of definite knowledge of its scope and\nlimitations, a few leading workers and thinkers organized themselves in 1889 into what\nis called the Lake Placid Conference on Home Economics, which meets annually. To\none of its committees was assigned for consideration the subject of the teaching of home\neconomics in elementary and secondary schools. Their report, representing three years\nof conscientious work, is now before this round table for discussion.\nThat the subject of domestic science or household economics is of educational value\ncan be established thru careful study of methods, considering the subject from three\npoints of view — that of the individual, that of society, and that of the school in its\nattempt to train the individual for himself and society. As a field for self-expression\nand self-control, household economics is admirable, as it begins with that in which the\nchild already has a living interest — the home — and gradually broadens the horizon by\nshowing how all the forces of nature and society tend to center there.\n• From the standpoint of society there can be but little question of its value, as the\nmost superficial examination of vital statistics demonstrates the poor physical condition\n\n"}
{"page": 599, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n5^7\n\nof a considerable portion of the population, with the consequent loss to the state, thru\nlack of effective work and resultant drain on public funds for remedial measures.\nIn the school life is found the necessity for due proportion of hand-work and\nthought-work, each of which should aid the other. This subject offers abundant opportunities for arousing the interest of pupils in other studies, as it presents a field for the\napplication to daily life of theoretical knowledge gained in the sciences, arts, and economics.\nHow to arouse a desire for further study in the individual whose school life is limited to the grammar grades is a problem demanding consideration by all educators. One\nsolution of the difficulty may lie in a closer correlation of school work and social environments, which, by showing the value of study as a means of controlling conditions, may\nlead to an appreciation of the necessity and advantage of a wider knowledge, if effective\npersonal and social work is to be done.\nBy the judicious interrelation above referred to a conception of the relation of\nschool studies and things of daily life, and of their value to the individual and .thru him\nto society, would be acquired.\nDISCUSSION\nMiss Alice R. Ravenhill, inspector of classes in hygiene in West Riding of\nYorkshire, England, special representative from the board of education of England and\nWales, commissioned to report on the teaching of domestic science and hygiene in the\nUnited States. — I believe that this is an epoch-making report, that it is an effort\nworthy of thoughtful study, and that its suggestions along the line of the teaching of\nhome economics are exceedingly valuable. Such introduction will train toward right\nunderstanding of the laws of health, and how they may be obeyed, which will emphasize\nthe need of better shelter, proper food, pure water, good ventilation, rational cleanliness,\nand suitable clothing ; will help to remedy some of our economic evils, as well as train\nfor right appreciation of life. It is what we need, and are striving to obtain, in England.\nI am delighted to find that here in the United States there are a few places where such\ninstruction is being given.\nA. E. Winship, of Boston, Mass., asked Miss Ravenhill whether she agreed with\neverything in the Lake Placid report.\nMiss Ravenhill. — I believe in the important features of the report, its ideals and\naims ; that I may not agree with some of the minor details is non-essential. As I previously stated, I believe it to be an epoch-making report. In this connection I may be\nallowed to read from a private letter from Michael Sadtler, in which he says how\nfortunate that nation would be which could provide in its schools instruction in cooking,\nsewing, and hygiene.\nSuperintendent Charles H. Keyes, of South Hartford, Conn. — I am very\nmuch in favor of this subject of home economics. In fact, I have sent two of my\nteachers to New York to study basketry and weaving, with a view to incorporating these\nwith the art work in the grades. I do not agree that a boy should have instruction in\ncooking and sewing. That is not his work. He will eat what is set before him. It is\nthe wife's duty to provide suitable food, hence the need for her training.\nMiss Marlatt pointed out that the arts of cooking and sewing, tho important,\nwere far from all that was included under home economics ; that a knowledge of personal hygiene, sanitation of house and city, and of food values was essential to the boy as\na future citizen and lawmaker; and at present the school must provide such training, if it\nis to be gained.\nFrancis W. Parker, Chicago Institute. — What is the object of all this instruction ?\nMiss Marlatt. — Training the individual for life.\n\n"}
{"page": 600, "printed_page": null, "text": "588\n\nit.\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nColonel Parker. — If its object is training for good citizenship, then I am with\nGo ahead, you are doing a good thing.\n\nDr. William T. Harris, United States Commissioner of Education. — One question\nI should like to have answered. Why do you advise weaving a blanket with Indian\ndecoration ?\nMiss Marlatt. — As an illustration in connection with the study of primitive life,\nand also because the design is comparatively simple.\nDr. Harris. — The Indian design is not simple; every color, every mark, every\nstitch, has a deep religious significance, which the Indian understands, and not one item\nof which he would dare to omit or change for fear of offending the gods. It has no such\nsignificance to the young child, and so should not be used. In your course of study in\nthe primary grades I see no consecutive arrangement, no leading on from one complete\nstep to another; just a bit of one art and a bit of another art; a mosaic, not in pedagogical order, therefore wrong.\nWhat is the reason for that ?\nColonel Parker. — In the first four years of school life the child must learn about\nall the great industries, and learn by doing.\nDr. Harris. — That idea is all wrong. The child learns thru inhibition. On the\ncortical surface of the brain, the great area is that which is occupied with the function of\ninhibition. The child gains power by learning to control himself, to refrain from motor\naction. By placing this work of home economics in the lower grades, responsibility and\ncare will be laid upon the child. John Fiske has pointed out the reason for the long\nperiod of human infancy, of incompleteness. We should do nothing to render this\nperiod of plasticity, of receptivity, less. In teaching a child to make a bed, you\nsay: \"Don't do that way; do this way.\" In thus compelling the child to follow one\nmethod, in place of all others, you fix upon him responsibility, and thus care. Leave\nthe child free to play games as he will, but do not call it formal education. I believe\nthat home economics should be in the schools ; but not till the child is in the seventh\nand eighth grades is he ready for the careful, detailed work, which should be carried out\nstep by step.\nMiss Gladfelter, St. Louis, thought that the cooking, sewing, and cleaning\nmight be placed in primary grades, and that the grade teacher, with only a very short\nperiod of training, could do all the work that is essential ; that the ethical and sociological side of the subject could take care of itself. The great aim is training to right\nmethods in the manual work.\nTo this there were many objections, as the educational value to the individual would\nthen be at its lowest stage.\nMr. Whitney, of Saginaw, Mich., asked whether, in the high school, much of this\ntraining could not be given under the subjects of chemistry and physics, as applications\nof principles.\nMiss Marlatt said in reply : Yes, there is a very large field for work in connection with chemistry, physics, and biology, where no separate laboratory or special\nteacher is required. Even some of the art side of the subject may be illustrated without\na special laboratory. There is no reason why the classes in chemistry should not\nanalyze foods and test for purity, in place of much of the so-called analytical work, or\nthe classes in physics find the temperature of coagulation of white of egg, as well as the\ntemperature of boiling water, or the boiling temperature of sugar solutions as well as of salt\nsolutions, or use the trap as an illustration of siphonage. In bacteriology, observations\nof changes in food products due to growth of bacteria is a legitimate part of the study,\nand the step to showing methods of preventing bacterial growth is short and a part of\nsanitation. There is every reason for this close union between the theoretical sciences\nand practical life, and each will be benefited by the interrelation.\n\n"}
{"page": 601, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nALGEBRA\nLEADER\n\n— GEORGE\n\nW.\n\nEVANS,\n\nCONFERENCES\n\n589\n\nCONFERENCE\n\nTEACHER\nOF MATHEMATICS,\nBOSTON,\nMASS.\n\n[synopsis of introductory\n\nremarks\n\nENGLISH\n\nHIGH\n\nSCHOOL,\n\nby the leader]\n\nImprovement in the teaching of algebra should be sought under the suggestion of\nthe historical principle that the order of acquirement in the individual should correspond to the order of discovery in the progress of human knowledge. Diophantus of\nAlexandria (about 300 A. D.) wrote many explanations of problems, and in three\ninstances noted in the margin a schedule of the explanation almost exactly like the set\nof equations that we would use today. For these and other similar reasons, define and\npresent algebra in the class-room as a means of abbreviating the explanation or analysis\nof arithmetical problems. Algebra does not replace arithmetic ; it deals only with the\nlogical warrant for numerical work.\nAgain, take rules that the pupil has had in arithmetic, and give him formulae for\nthem, with plenty of practice in evaluation. Here again algebra is an abbreviation of\nmathematical language. Still another application of this same idea is found in the\nstatement and demonstration of theorems, which must be preceded by a study of the\nalgebraic operations of summation, multiplication, and division.\nThis introduction gives the pupil three ideas : the equation of condition, the algebraic\nexpression, and the equation of identity.\nFactoring should be applied from the beginning to the solution of quadratic equations. Even the method of completing the square should be considered as a special\ndevice in factoring. In short, the teaching of factoring should bring out in practical\nshape, and in the interest of efficiency, the fundamentally important theoretical relation\nthat exists between the factors of an algebraic expression and the roots of the corresponding equation.\n\nGREEK\nLEADER\n\n—\n\nISAAC\n\nN. JUDSON,\n\nCONFERENCE\n\nTEACHER\n\nIN\n\n[synopsis of opening remarks\n\nHIGH\n\nSCHOOL,\n\nST.\n\nLOUIS,\n\nMO.\n\nby the leader]\n\nAltho statistics show that Greek is about holding its own in the secondary schools\nof the country, still teachers of Greek are liable to feel themselves on the defensive, so\nconstant and bitter are the attacks made on the study. The tendency at the universities,\ntoo, seems to be to put Greek among the electives both for admission and graduation.\nThis, however, should not discourage those who believe in the high educational value of\nGreek, for students who pursue the subject from choice are bound to prove themselves\nearnest and faithful.\nGreek is a very difficult language, and perhaps it is better for such as are not willing\nto work hard, and do not possess by nature some aptitude for linguistic study, to leave\nit alone. It is true that the student should not follow the line of least resistance, but he\nshould certainly pursue such studies as are best adapted to secure his development. It\nis a difficult question how far teachers should urge to the study of Greek pupils who\nare preparing for a college where it is not required ; and still more difficult to say how\nfar they should urge to its pursuit those who do not intend to go to college.\nIt is not my purpose to argue the utility of Greek. The testimony to its educational value is overwhelming. Those who wish to see modern languages put into the\nplace of the classics base their arguments on the supposed superior utility of modern\nlanguages. Even if schools and colleges could impart the power to speak languages —\nwhich they cannot do — such an acquisition would not possess a high educational value.\n\n"}
{"page": 602, "printed_page": null, "text": "59°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nThe so-called natural method of teaching languages has proved itself a failure, and\nwhen applied to the classics is an absurdity, and means simply wasted time. In learning\nGreek the essential point is the training of the eye, for the object sought is the ability\nto translate. The reading of the text, therefore, should be considered of the least\nimportance. The most important points are : a constant drill in forms and syntax, the\nacquisition of a vocabulary, and the training of the pupil to see the meaning of a\nsentence literally, tho it may be necessary to recast it into good English. Reading at\nsight, the formation and derivation of words, and Greek in English are also important\npoints.\nThe arrangement of a program for secondary schools is a question of great importance, especially when a considerable number of pupils do not intend to go to college.\nIs it possible to teach pupils to read the text of Homer so as to bring out the quantitative\nrhythmic effect of the verse ? In teaching composition, is it better to use sentences\nwhich illustrate the principles of syntax consecutively, or sentences and connected\npassages based on the text ?\n\nGERMAN\nLEADER — JOSEPH\n\nCONFERENCE\n\nKRUG, TEACHER OF GERMAN, CENTRAL HIGH SCHOOL,\n[synopsis of opening remarks bv the leader]\n\nCLEVELAND,\n\nO.\n\nIn order to secure a practical basis for the subjects of grammar, translation, and\ncomposition in modern language instruction, I shall have to speak first of reading. In\nthe high school the reading of classical authors begins on entering the second year. It\nis natural to begin with the fairy stories, or Marchen, in which the German language\nis so prolific. I prefer Grimm's Marchen to all the rest. Adalbert von Keller, the\ngreat scholar and Germanist, pronounced them the purest and most idiomatic German\nthat has ever been written. The reading of complete classical texts will then be started\nin the second year of the high school, by taking up Schiller's Wilhelm Tell. I have not\nbeen able to find any other piece of classical literature that would answer the ethical and\npedagogical demand as well as Schiller's Wilhelm Tell. As to the method of reading\nSchiller's Tell and other classical texts, I wish to mention only the following matters\npertaining more or less to work preparatory to composition : (i) Do not give any synopsis of the play, the fable, the single acts or scenes, preliminary to the reading. (2) The\npupils are to read, not to translate. Elliptical phrases should be completed before they\nare explained. Difficult or obscure inversions must be changed to the normal arrangement. (3) As to translation of the text, this exercise should be restricted as much as\npossible. Only those passages which are really intricate and difficult in construction\nshould be rendered into idiomatic English. (4) Colloquial exercises and oral composition must be based upon and developed from reading, or from object-lessons specially\nprepared for these purposes. (5) Do not chop up the classical text into grammatical\nhash. Classical language is not the field for studying technical grammar. (6) This will\nnot exclude, however, the use of the grammar wherever we need it to facilitate the understanding ofthe text.\nThe principal aim of reading will always be the ready understanding of the text,\nwhile oral and written composition aims at fluent and correct application of all words\nand phrases that will admit of application in conversation. The method of teaching\nwritten composition should be adapted to the nature of the subject.\nLet translation be the method and means of testing a student's knowledge of a\nforeign text, but do not make it the means of obtaining this knowledge. Translation\ntakes words out of their natural environment by associating them with English synonyms\ninstead of with the native idiom.\nIf the time given to translating our classics into rather\n\n"}
{"page": 603, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n591\n\ndoubtful English were spent in oral and written composition, it would yield more satisfactory results. There is a place for translation, but it is not in the reading hour. Systematic translation will have to go hand in hand with systematic grammar; as soon as\nthe student has acquired the full knowledge of one sentence, he may at once begin the\nstudy of grammar by examining and analyzing the construction of this sentence and the\nforms of the parts of speech.\nA special exercise essentially connected with the study of grammar is the memorizing\nof the paradigms. Let the forms be demonstrated in connection with the living language.\nTeach them as they are applied in sentences. The meaning, the form, and the position\nof the case will then be taught inductively from these model sentences. After all\nthe cases are developed, they will be tabulated and the table or schedule committed to\nmemory. What 1 have said with regard to declensions may be applied likewise to conjugation. The teacher should consider the different arrangements or orders when he\nteaches the paradigms, and the student must study and memorize the tenses in the three\norders.\nGerman prose work is in the same field with systematic teaching of technical grammar. Here translation will step in. The student must translate in complete sentences\nand entirely independent of the printed text or any written preparation. It must be the\nstudent's principal task to acquire the language as it is spoken.\n\nPHYSICS\nLEADER\n\n—\n\nCARL\n\nJ. INGERSON,\n\nTEACHER\n\n[synopsis of introductory\n\nCONFERENCE\nOF\n\nPHYSICS,\n\nremarks\n\nHIGH\n\nSCHOOL,\n\nST.\n\nLOUIS, MO.\n\nby the leader]\n\nThe proper place of physics in a course of study is predetermined by those characteristics which differentiate it and other sciences. Physics may be discriminated\neasily. Natural philosophy, its older designation, is both apposite and illuminating.\nIt implies philosophizing — that is, reasoning like a lover of wisdom — upon obvious\nphenomena in nature. Biology exercises the perceptive rather than the reflective faculties. It makes heavier demands upon memory than upon judgment. Chemist is\nalchemist, less its initial syllable ; and chemistry, in rationalizing the mysteries of\nalchemy, has neither abrogated the imagination nor circumscribed the range of its\nmanifestations.\nNature study in the grammar schools could never rise to the dignity of a study of\nphysics. The necessary philosophic quality of mind is, to this class of learners,\nbut a latent possession. A child at nine years of age is a wholly different intellectual\nentity from the same child at twelve and sixteen. At the earlier year in his life perception and memory characterize his mental mode ; a few years later imagination gives\ncomplexion to the activities of his mind ; while the reasoning, reflecting aspect of the\nintellect does not attain distinctiveness before the sixteenth year. The Jews had developed sound pedagogic practices more than twenty centuries ago. They recognized the\nprocessional incipiencies of the cardinal mental endowments, and suited the pupil's tasks\nto the order of his psychic evolution. It is possible to propagate roses in January and\nto produce ice in August, but nature refuses to co-operate. There are times and seasons\nin the intellectual as well as in the physical world. Moreover, the student of physics\nought to bring to his study of the science, not only potential, but also certain kinetic\nmental energies. If the saying be true that \"the calculus is the language of physics,\" it\nis equally true that algebra, geometry, and trigonometry are the alphabet and the twoand the three-syllabled words of the language. Or, to change the figure, mathematics is\nthe machinery of thought by which alone the most and the best truths of physics may be\n\n"}
{"page": 604, "printed_page": null, "text": "59 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\napprehended. Niagara without a wheel is not to be compared for usefulness as an\nefficient force to a spring brook supplied with a tiny \" undershot.\"\nConsidering, therefore, the inexorable demands which the inherent nature of the\nscience makes upon the thought-processes of the pupils, the last years of the usual highschool course, in which their reason and judgment are in a state of natural, vigorous\ndevelopment, and in which also their mathematical attainments are as full as possible,\nsurely present peculiar advantages for the study of the elements of physics. Botany and\nphysiology precisely answer the requirements of the memory stage. Chemistry, appealing to the imagination, and suffering nothing, directly, from a deficient knowledge of\nhigher mathematics, is admirably adapted to the growth of the child during the second\ngeneral division of his mental unfolding; while physics, a philosophy, comes logically and\nconclusively last in the science course of secondary schools.\nBut the advantage of proper place may be rendered nugatory by improper methods\nand a lack of proper perspective in imparting the subject. As an illustration in point :\nSeven recent text-books on physics have devoted an average of 27 per cent, of their\nentire space to magnetism and electricity. Surely this was not done with due regard for\nthe just balancing of the subject. Doubtless electrical demonstrations quicken interest.\nBut we need to have a care lest our class-rooms degenerate from places of education into\nhalls of amusement.\nAgain, a school program that provides four periods for laboratory work to one\nperiod for class-room discussion, demonstration, and recitation shows want of perspective.\nThe high-school physics laboratory has many and important uses. But, by arrogating\ntoo much for it, its over-zealous friends are in danger of precipitating a revulsion of\nsentiment that will greatly cripple this branch of the work.\nFinally, there appears a more or less unconscious surrender by instructors to utilitarian tendencies. In these times, when so much is said about \"practical\" studies,\nteachers need to remember, and pupils need to be reminded, that practicality inheres in\nthe person and not in his knowledge. The demand of today is for training, not education : some faculties dragged forth and not all faculties led forth. Not technical training,\nwith a view to future money-getting, but a strong, broad, symmetrical mentality, should be\nthe ideal toward which all high-school teaching tends.\n\nDISCUSSION\n[REPORTED\n\nBY\n\nH.\n\nD.\n\nMINCKIN,\n\nCENTRAL\n\nHIGH\n\nSCHOOL.\n\nDETROIT,\n\nMICH.]\n\nProfessor A. W. Augur, Lake View High School, Chicago. — In my remarks I\nwish to speak briefly of two tendencies at present existing in the teaching of physics :\n1. At present there is a crowding of too much work into the course. We attempt\nto teach too much for the time we have at our disposal. We are crowding two, years'\nwork into one. The result is that work is not done well ; there is a skimming over. It\nis absolutely necessary that the student be given more thoro drill, and therefore he\nshould not be overcrowded. It is for the teacher carefully to select that which is to be\ngiven him and that which he is to overlook. The time at present given to physics in the\nhigh school is not sufficient to allow the taking up of the whole subject.\n2. The present method of dividing the subject-matter into heads, as mechanics,\nheat, sound, etc., is misleading to the student. He comes to think of the study as a collection of several subjects. We must get an underlying principle, one that we may\ncling to in the different sub-heads. At the present I am working for such a plan, and I\ntake as the definition the following: Physics is the science that treats of motion as\nassociated with matter and a manifestation of energy. If we keep this definition in\nmind, it changes the order of presenting the subject.\n\n"}
{"page": 605, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n593\n\nWe will not take up the properties of matter first, but will begin with motion. The\npupil never saw a case of uniform motion ; there is no such thing as pure mechanics or\npure dynamics. We should take as our first example of motion a vibratory motion.\nThis is almost exact, and can be measured. Discuss uniform motion as growing out of\nthis, and sound as a particular kind of uniform motion ; heat, also, as a particular kind of\nthe same phenomenon ; etc. This will unify the work and keep it within our limits.\nIn regard to laboratory experiments, I hold that there are but two reasons for performing an experiment: (i) it illustrates a law ; (2) the results obtained by performing\nit are essential for future experiments.\nDo not ask the pupil to perform experiments that are of neither class. Do not ask\nhim to measure a piece of wire unless he is to use the wire and needs to have its length.\nTeach him the use of an instrument and you weaken your work. He should learn\nhow to use it in a practical exercise. We are in great danger of asking the pupil to do\ntoo much. We should aim to have him do a few exercises well, rather than a number\nwith no idea of their meaning or use.\nProfessor E. A. Thornhill, Carrollton, Ind. — I am at present endeavoring to\nreorganize my work in physics, and I wish to ask what amount of time should be given\nto laboratory practice.\nProfessor C. F. Adams, Central High School, Detroit, Mich. — I heartily indorse\nthe introductory remarks to which we have just listened. I [think much better results\nwould be obtained if we were to begin our work with motion, and we should not be\nafraid to begin there. I believe we should have better results from our laboratory if we\nwere to keep in mind that there are many facts and truths that are now well established\nand need no further proof by the pupil.\nIn answer to the question just asked, I will say that we have four recitation periods\nper week for text work and two periods per week for laboratory work. We should have\nmore time. We ought to have five recitations in the text, as we now have to take one of\nthe four for discussing the laboratory exercise of the week. Then we should have at\nleast two periods of sixty minutes each per week for laboratory, where we now have but two\nof forty-five minutes each. In this state we have laid down as a minimum amount of work\nfor the laboratory a list of about forty experiments. The time now given to these is not\nsufficient to cover the work as I think it should be covered. Our work lacks in completeness. We lay a good foundation, but the superstructure is lacking. I speak not as a\nteacher of physics only, but as a teacher interested in the high-school course. In the\nsmall schools, where much individual work can be done, more may be accomplished in\nthe same time.\nProfessor H. N. Chute, High School, Ann Arbor, Mich. — Our great difficulty\nwith the subject of physics is that the boys and girls think they have taken hold of anew\nlanguage. They get the idea that it is a compilation of hard words. It is, in a sense, a\nforeign language to them. The sentences that are plain to us are, or may be, meaningless to them. We must translate this language for them, and then require them to translate it back into the language of physics.\nWe experience other difficulties in the teaching of physics, because of the fact that\nit is placed too low down in the course. The average boy and girl reach the eleventh\ngrade at about fifteen years of age, and their minds are not mature. They are unable to\ngrasp the subject. They get the idea that physics is a grind. The subject has been\ngiven a black eye long before it is reached, and it takes a good half year to remove the fear\nthat has seized the pupil. The parents, and often the principals, are to blame ; they are\nanxious to crowd the pupil, and he is not given the time to comprehend the facts. A\nlack of interest is the result.\nI wish to emphasize what the leader stated regarding the amount of time given to\nthe different parts. The boy is interested in the magnet, and he wants his work all\n\n"}
{"page": 606, "printed_page": null, "text": "594\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nelectricity. There is a tendency to skim over light and heat. Both of the latter are\nof great importance, and both can be illustrated easily and at small expense.\nAs to what experiments to perform, I should like to ask where the pupil will land if\nhe is to perform no experiment, the results of which he is not to use in the next experiment. In my work I give four periods of fifty-five minutes each per week to text and\n\"three periods of fifty-five minutes each per week to laboratory. I follow the outline prepared by the Michigan Schoolmasters' Club in 1899.\nProfessor C. F. Adams. — I heartily indorse the idea that no work should be\nrequired of the pupil if it is to be of no use to him. Do not have him measure for the\nmere sake of measuring.\nProfessor Herbert C. Wood, Central High School, Cleveland, O. — With us no\npupil is allowed to take up physics until he has had one year of algebra and the same of\ngeometry. Some of the difficulties I have met in the teaching of physics I find are due\nto the indifferent work done in the preceding studies. It is necessary that in geography,\nbotany, physical geography, etc., more scientific work be done. We have in our schools\nintroduced laboratory work in connection with physical geography, and we find that better work is being done in physics.\nMr. Jones, South High School, Cleveland, O. — Our requirements are the same as\nthose of the Central School. We have physics in the third year. I find a difficulty in\ngetting the pupil to state in mathematical language an expression in physics, and vice\nversa. The teacher of physics has, as his first duty, to teach how to change a statement\nin physics to one of mathematics. Secondly, he must teach that mathematical expressions do not teach that we can get at a thing exactly. The pupil sees in the laboratory\nthat we cannot get at an exact result.\nProfessor F. A. Osborne, Olivet College, Olivet, Mich. — As teachers we are too\noften afraid of having physics considered difficult. If we are to make the study intensely\ninteresting, and give the pupil the discipline he should get from it, we must make it difficult.\nIt is possible to add interest and not detract from its value. It is well to introduce some\nhistorical facts. In every study there is encouragement in knowing of the difficulties\nothers had with the subject. Devote one half-hour per week, at least, to the history of the\nsubject. As to the use of problems in physics, I find they are of untold value. My students work 250 to 300 problems each year, and are benefited by so doing. Do not leave\nout the original work. We do not do so in geometry. The more we make physics difficult and not a grind, the better. In the laboratory work I believe in doing fewer experiments and doing them well. I began by working sixty; I now work about forty. I am\ndecidedly in favor of working a few experiments the data of which are not required later.\nProfessor A. P. Cook, High School, Ithaca, Mich. — I have a laboratory about\n12 )>< 25 for twenty-five pupils. Ours is about a middle-grade high school, and we are\nplaced under many restrictions. Our work must be shaped accordingly. I am in favor\nof working many problems. I believe in making the subject hard. Do not attempt to\ndodge all the hard points, but solve the difficulties and derive the benefit. Tell the\nboys and girls to keep their eyes open and be ready to apply what they have learned.\nProfessor H. N. Chute, Ann Arbor, Mich. — The question that troubles me is\nwhere to get the wherewithal to teach physics. I mean good and efficient instruments.\nOur foreign friends make them, but Uncle Sam says we cannot have them unless we pay\nthe large tribute. Our lawyers seem to be unable to interpret the law. They do not\nunderstand English. They fail to be able to recognize a scientific instrument. We should\nlook up the law, and then translate ourselves into chronic kickers. It is time for the\nscholar to get into politics.\nProfessor Adams. — It seems that some protest should be made by the National\nEducational Association, and I, therefore, move that we enter a protest, and present\n\n"}
{"page": 607, "printed_page": null, "text": "Department]\n\nHOUND\n\nTABLE\n\nCONFERENCES\n\n595\n\nit to the secretary of the treasury of the United States, and that our chairman appoint\na committee to draw up said protest and present it to the proper authorities. The\nmotion carried. Chair appointed Professors Adams, Augur, and Wood ; the committee to report at the meeting July 12. It was suggested by Professor Osborne that each\nmember of the Physics Conference present to his congressman a copy of the report of the\ncommittee, together with his own letter. The suggestion was favored by those present.\n\nCHEMISTRY\nLEADER\n\n— C. E.\n\nLINEBARGER,\n\n[REPORTED\n\nBY\n\nF. C\n\nCONFERENCE\n\nTEACHER\nOF\nCHICAGO,\n\nCHEMISTRY,\nILL.\n\nLAKE\n\nIRWIN,\n\nHIGH\n\nDETROIT,\n\nCENTRAL\n\nSCHOOL,\n\nVIEW\n\nHIGH\n\nSCHOOL,\n\nMICH.]\n\nAt 4 : 30, July II, Mr. Linebarger called the meeting to order in Room 9, the chemistry lecture-room. Despite the lateness of the hour, the place was soon comfortably filled\nwith teachers representing nearly every state from Rhode Island to Kansas. Each member of the conference was supplied with a copy of the following list of topics proposed for\ndiscussion :\nI. Quantitative experiments : (a) Object; (6) nature ; (c) degree of accuracy to be required ; (d) number.\nII. The historical method: (a) What is it? (i) object; (c) how much should be given? (d) benefits.\nIII. Research work : (a) Feasibility; (3) what problems demand but slight equipment? (c) influence on\nteachers' work, or students'.\nIV. The ionization theory : (a) Should it be introduced? (6) if so, when and where?\nV. The chemical library: (a) Object; (i) how can it be best used? (c) benefits to be derived from it.\n\nBy vote it was decided to consider, first, quantitative experiments. The discussion\nwas opened by Mr. Linebarger. He said in part : A quantitative experiment may be\ndefined as one in which a measurement is made. In chemistry the measurements are\ncommonly of mass and volume. A quantitative experiment determines some physical\nconstant, or verifies some fact or law. It teaches the student that chance does not enter\ninto scientific considerations. It is unnecessary to insist upon great accuracy, for accuracy is but a relative term. The seeking out and accounting for sources of error should\nbe strongly insisted upon, and the result obtained should always be within the experimental errors allowable. Too many quantitative experiments should not be given, and\nthe manipulation involved should not be beyond the ability of the average student. A.\nsufficient number can be easily performed with very simple apparatus. The training\nderived from quantitative experiments is most valuable.\nThe discussion at this point turned upon the number of quantitative experiments\nwhich may be introduced to advantage in a year's course. The members of the conference were asked to inspect and criticise a series of quantitative experiments used in the\nCentral High School of Detroit. Volumetric measurements in these experiments are\nmade with the burette.\nThe following are the experiments in part :\n1. Determine the weight of 1 cc. of water by weighing several different volumes of water.\n2. Ordinary solutions (weight and volume).\n3. Oxygen in the air (pyrogallic acid method).\n4. Percentage of oxygen in potassium chlorate.\n5. Preparation of standard solutions, and determination of weight relations between alkalies and acids.\nLaw of definite proportions.\n6. Analyses of hydrochloric acid by electrolysis and by decomposition of the gas with sodium amalgam.\n7. Determination of weight of acid required to dissolve a given weight of metal.\n8. Determination of combining weights for magnesium and iron : (a) by measuring hydrogen evolved ;\n{b) for magnesium, by ignition.\n9. Oxides of nitrogen and reactions with oxygen.\nVolumetric proportions.\n10. Analysis of ammonia gas by chlorine.\n11. Water of crystallization.\n12. Density of chloroform vapor by a modification of the Victor Meyer method.\n\n"}
{"page": 608, "printed_page": null, "text": "5Q6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nWith the methods used in the above list of experiments it has been the experience\nin Detroit that at least consistent results may be required from a class of pupils. As\ntwenty or twenty-five students work the experiment simultaneously, this consistency of\nresults is believed to be important, and always awakens a lively interest in the pupils.\nTabulated records on file for the past year show that results need not vary from each\nother by more than i per cent., and generally may be kept within a fraction of I per\ncent, of the theoretical result. Question : Is it the opinion of any of the teachers present\nthat the above amount of purely quantitative work is too great for a year's course ?\n\nDISCUSSION\nMr. A. C. Norris, of Minnesota. — In analyzing simple minerals, the student should\nbe required to prepare the chemicals used in analysis. A quantitative synthesis should\nbe made, using the chemical equation as a basis.\nMr. Newman, Cincinnati. — The number of quantitative experiments is not important. In general, I should say, the fewer the better. It is, however, a question of training for the student. The experiment which \"comes out\" easily according to theory\nshould not be selected for this reason alone. It should form a vital part and occupy a\nlogical place in the year's work as a whole. We should by all means choose the experiment that we can adapt to a general discussion of principle and to the scientific training\nof the student.\nI think the mathematical aspect, the aspect of practical mathematics, is of the\ngreatest value in training a logical habit of thought. Pupils know mathematics, but do\nnot know how to apply its principles to science. This phase suggests an important\nopening for general discipline.\nMr. Linebarger. — I have noticed the failure of the students' mathematics in dealing with chemical problems.\nThis question of the correlation, or the lack of it, between mathematics and science\nbrought out a general expression from the teachers. Difficulties along this line are now\nregularly anticipated and provided for by science teachers.\nMr. Heacock, Topeka, Kan. — My pupils are frightened by a proportion or a fraction in chemistry. I do not think that the fault is with the teachers of mathematics,\nbecause the pupils do know their algebra, and geometry. I do not know where the\ntrouble lies.\nMr. Newman.— It cannot be a case of having forgotten their mathematics, because\npupils in my classes have been studying advanced algebra and geometry at the same time\nwith their science.\nMr. Courtis, Detroit Home and Day School. — I find the following remedy effective :I give my classes a lesson on the mathematical question involved.\nMr. Whitney, Saginaw, Mich. — Does this question of mathematical difficulty apply\nonly in connection with quantitative experiments ?\nAnswer : It seems to be the general experience that the same difficulty arises in the\ndiscussion and application of most chemical laws.\nMr. Pete, University of Michigan. — The difficulty does not arise from the student's\nlack of knowledge of his mathematics. I require my students to make up standard solutions of alkalis; then, by titration with known acids, to determine whether the alkali\nsolution is exact. These same people are students in calculus and geometry, but the\nquestion above mentioned always causes difficulty.\nMr. Adams, Providence, R. I. — I should like to offer as a suggestion an expedient\nthat has proved useful to me.\nMy students substitute x or y for the unknown quantity.\n\n"}
{"page": 609, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n597\n\nThis brings them to familiar mathematical expressions. Now, further, it appears to me\nthat in science, teachers have one of the rarest opportunities in the whole field of education. Itis to bring into correlation the two subjects, science and mathematics.\nMr. Parsons. — I would go back to mathematical texts and ask for better problems\nthere, i. e., examples in science.\nMr. Linebarger. — The trouble with the expedient is that we should be obliged to\nget a new set of teachers in mathematics. An example comes to mind from my own\nexperience with calculus. In order to understand the calculus, I had to study physical\nproblems involving the methods of the calculus. I finally got out a text-book composed\nlargely of physical problems ; but, as the book has had a very limited use, I judge that this\nexpedient is not successful.\nTOPIC\n\nII.\n\nTHE\n\nIONIZATION\n\nTHEORY\n\nMr. Linebarger said in substance : I am an ardent advocate of the ionization\ntheory in the presentation of certain parts of elementary chemistry, and have employed\nit with success for several years. With a few simple experiments and demonstrations\nthe electrical part of the theory may be made clear to those who have not studied electricity, so that a knowledge of physics is not a necessary prerequisite. I lay but little\nstress upon the electrical part, but apply its chemical aspect to a variety of cases. Students readily learn to think in terms of the theory, and things that seemed obscure when\npresented in the old way now appear quite plain. Anyone who will systematically and\nthoroly use this theory in his teaching will find it of so great value that he will not\nwillingly relinquish it.\nMr. Pete. — I am pleased with the results of teaching the ionization theory. We use\nTorrey's Chemistry as a guide. He explains dissociation, the electrolysis of water, etc.,\nclearly and simply.\nMr. Linebarger. — Torrey is a good book for teachers. It is not a book for elementary students.\nMr. Newman. — Would the order of precedence of physics and chemistry influence\nthe explanation of electrolysis of water ?\nMr. Linebarger. — Lack of physics does not affect the power of the student to\nunderstand the explanation of the electrolysis of water.\nMr. C. F. Adams, Detroit. — Do I understand you that in general you do not care\nespecially to have physics precede chemistry ?\nMr. Linebarger. — My own chief reason for wishing physics to precede chemistry is\nthat we are then enabled to get the students when they are a year older and farther along\nin scientific thinking. Of course, with pupils unprepared in physics considerable time\nmust be spent in studying certain purely physical laws.\nMr. Parsons. — It is as easy to teach physics to chemistry classes as it is to teach\nchemistry to physics classes.\nSeveral teachers could not agree with this latter position.\nTOPIC\n\nIII.\n\nTHE\n\nCHEMICAL\n\nLIBRARY\n\nMr. Whitney, Saginaw, Mich. — What method of using the chemical library will\nbring the best results ?\nMr. Linebarger. — Put the books in the student's way. Do not have them in a\nlittle room by themselves. The books will not be consulted freely in that case. Have the\nbooks where the student must stumble over them in order to get out of the room. I have\nsome French and German texts. It pleases the pupil to find that he can apply his knowledge of language in reading a foreign text.\nMr. Pete. — My experience shows that references to laboratory manuals in the latter\npart of the year are useful.\n\n"}
{"page": 610, "printed_page": null, "text": "598\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nAfter obtaining the roll of members present, the conference adjourned at 6 P. M.\nThe conference was one of exceptional interest to all present. Judging from the\nfriendly criticism and comparison of methods used in widely separated localities, the discussions could not fail to prove of real help and suggestion. The central idea suggested\nby the conference as a whole may be stated in a word : The most important object in\nteaching chemistry should be to develop in the student a logical scientific habit of\nthought. By this standard every topic and experiment in elementary chemistry should be\njudged. The topics and experiments which meet this standard and make chemistry an\nessential integral part of the student's education will be adopted by progressive teachers.\nIn discussing the mathematical difficulties in chemistry, Mr. Adams sounded the right\nnote : In science, teachers have one of the rarest opportunities in the whole field of education. Itis to bring into correlation the two subjects, science and mathematics.\n\nGEOMETRY\nLEADER — ALAN\n\nSANDERS,\n\nCONFERENCE\n\nTEACHER\nOF GEOMETRY,\nCINCINNATI,\nO.\n\n[synopsis of opening remarks\n\nHUGHES\n\nHIGH\n\nSCHOOL,\n\nby the leader]\n\nGeometry was a science in form as perfect as it is today long before the Christian\nera. As Minerva sprang fully armed from the brain of Olympian Jove, so Euclidian\ngeometry comes to us fully developed from the schools of ancient Egypt and Greece.\nIn the schools of our English-speaking cousins across the water the definitions,\naxioms, and sequence of the propositions of Euclid are strictly adhered to. We Americans who believe in progress, while still teaching Euclidian geometry in substance,\nhave made many changes in the sequence of propositions, in definitions, and even in the\naxioms. The question whether these changes are always improvements on the text of\nEuclid seems pertinent.\nOne of these changes is the use of the term \" angle.\" This term is variously defined\nas \"the difference in direction of two lines that meet,\" \"the amount of divergence\nbetween two intersecting lines,\" \" the opening between two lines drawn from the same\npoint,\" etc. Is it consistent with any one of the above definitions to speak of \" an angle\nintercepting an arc \" ?\nThe next point is the definition of \" tangent circles.\" A definition that has come\ninto very common use is: \"Two circles are tangent to each other if both are tangent to\na straight line at the same point.\" ..Now, I submit that two circles are tangent to each\nother when, as the language indicates, they touch each other, and that the statement,\n\" Two circles are tangent to each other if both are tangent to a straight line at the same\npoint,\" is the statement of a proposition, and should be proved.\nA third point is looseness in expression of the statements of propositions. This\nmay be illustrated by the statement : \" At a given point in a straight line a perpendicular\nto the line can be drawn, and but one.\" Now, I know of no way to prove that a perpendicular can be drawn to a line other than to give the construction for its erection. I\nthink it would be fairer to place all constructions not proved under the list of postulates.\nThis leads up to my fourth point: Are these \"assumed constructions\" or \"stealthy\nassumptions,\" as one author is pleased to denominate them, conducive to strict, rigorous\nreasoning ? Should we allow a pupil to give the construction of a problem at the end of\nBook II or III, unless he traces back every authority used in that problem, and shows that\nit in turn does not depend upon a proposition that has assumed the very construction that\nhe is proving ? Have you ever done this yourself ? Try it.\nThe introduction of the modern theory of limits is certainly an improvement on the\nEuclidian method ; but the theory of limits must be handled with care.\n\n"}
{"page": 611, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n599\n\nIn this connection I would ask your consideration of the following question : Is it\ncorrect to attempt to prove the proposition, \" Triangular pyramids having equal altitudes\nand equivalent bases are equal in volume,\" without first proving the proposition : \" The\nvolume of a triangular pyramid is the limit of the sum of the volumes of a series of\ninscribed or circumscribed prisms of equal altitude, if the number of prisms is indefinitely\nincreased ? \"\nThe questions I have proposed for discussion seem to me to be very one-sided, but,\nas my views on these subjects are opposed to the majority of the texts on geometry published in this country, I am convinced that you will have much to say on the other side.\nIt is not the purpose of the chair to confine the discussion to these questions, but any\nteacher present is invited to present for discussion any question relating to the subject of\ngeometry or its teaching.\nDISCUSSION\nIn the discussion that followed the opening remarks of the leader the points suggested were discussed, and, in addition, the methods, aims, and ideals of the teacher of\ngeometry and the advantages of the heuristic method of instruction, tho the time was\naltogether inadequate to the purpose.\nProfessor Evans, of Boston, called attention to the fact that the vital propositions\nin geometry, those that are really essential to a complete system, are comparatively few,\nand that a carefully selected collection of such propositions would be of great value to\nteachers and students of geometry, as furnishing a common basis of reference and a\nsyllabus that may be used in examinations for admission to college.\nIt was agreed that a committee should be appointed to draft such a syllabus. This\ncommittee was composed of the following members : Professor George W. Evans, of\nBoston ; Professor L. D. Remington, of Fenton, Mich. ; Mrs. Milner, of Detroit ; Professor Alan Sanders, of Cincinnati ; Miss Ackerman, of Bay City, Mich. ; Professor\nHarlan, of Dayton, O. ; Professor William H. Lynch, of Mountain Grove, Mo. ; and Mrs.\nF. Temple, of Chicago. These were empowered to call upon any others to assist them\nin this important work. The result is to be presented to the Geometry Conference at the\nnext meeting of the National Educational Association.\n\nHISTORY\nLEADER\n\n— J. J. SHEPPARD,\n\nCONFERENCE\n\nTEACHER\nOF HISTORY, DEWITT\nNEW\nYORK\nCITY\n\nCLINTON\n\nHIGH\n\nSCHOOL,\n\nGeneral topic : \" The Nature and Aim of History Work in the Secondary School.\"\nIntroducing the discussion, Mr. Sheppard referred briefly to the former indeterminate,\nlow status of history and history teaching in secondary schools, as compared with the\npresent assured position of the subject in the curriculum and the dignified status of the\nteacher of history. There is much to be desired in the way of improvement, but progress\nhas been made and is making, so that the future development of strong work in history\nis assured.\nE. W. Castle, professor of history in Teachers College, Columbia University, New\nYork city, presented a paper on \" History as a Study of Life,\" of which the following is\nan abstract :\nUntil the middle of the nineteenth century the subject-matter of history consisted of\ncourt intrigue, personal adventures, wars, revolutions, and political incidents. With the\ndevelopment of historical study and investigation during the last half-century, art has\n\n"}
{"page": 612, "printed_page": null, "text": "600\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\ngiven place to truth, imagination to fact, vividness of narration to accuracy of statement.\nAmount and minutiae of detail alone cannot reasonably be expected to give a realization\nof life. The history which pretends to portray life must not alone give the details of life,\nbut must give them in such form as to be easily, accurately, and readily recognized in the\nimagination of the reader. It is to be feared that the study of documents, from which\nalone a genuine and unwavering zeal for historic truth can be derived, has drawn some\naway from the realities with which history has to deal. The study of human life has\ngiven place to the study of the form in which human life has been portrayed. \"Documents are the traces which have been left by the thoughts and actions of men of former\ntimes.\"\nTexts, notes, reference work, map-drawing, themes, outlines, notebooks, etc., have\neach in turn in various schools constituted the study of human life. It is peculiarly hard\nto subordinate methods and devices to their proper place and rank when teachers are\njudged by results, and that, too, visible and tangible results chiefly. The lack of imagination, and a misconception of its nature and function, also contribute largely to giving\nfalse emphasis and bad proportion. In daily life, as also in scientific pursuits, the part\nplayed by the imagination is universally underestimated, possibly because the creative\npower of the imagination and its relation to things already perceived are not understood.\nWherever truth is dependent upon the relation of things to each other, there the imagination is absolutely indispensable ; hence in history its necessity. Even in the minds of\nthose who regard the study of history as a science the imagination is a necessary and\nindispensable piece of mental furniture ; it alone gives the reality. But how, pray, may\nwe reasonably expect pupils to apprehend the reality when the teacher himself does not\nperceive it ? The failure on the part of both teacher and pupil to realize just exactly\nwhat humanity is and means takes away the sense of life from history teaching, perhaps\nmore than any other thing.\nHistory has to deal with human beings as they are, not as they might or should be.\n\"A condition, not a theory,\" confronts one on every page. When we discuss the possibilities ofRome's still being mistress of the world, had she adopted a different system of\ncolonial administration and a different treatment of the Roman populace, we are in the\nrealm of speculation pure and simple. The historical query is : \" Why did she follow the\ncourse which she did ; what was the course ; how did it result ? \" not : \" What might have\nhappened had she done otherwise ? \" Rome was composed of human beings acting as\nhuman beings act. Rome was what she was because they were what they were. Human\nbeings are subject to all of the virtues and vices known. This mixture of good and evil\ncrops out constantly. Human beings are further characterized by the power of consecutive, continuous, and self-directed thought. The striking thing about historical thought\nis that it has been rational and logical according to the ideas of the time. Motive is the\nmainspring of action. Behind historic deeds lie ideas and motives, conscious and unconscious. The vital thing is to discover which are the efficient motives and how they produced action.\n\"And they lived \" are the words of the text of the teacher of history. They should\nring in his ears continually.\nDISCUSSION\nWilliam Schuyler, assistant principal of the St. Louis High School. — What is\nyour method of making history live in your class-room work ?\nProfessor Castle. — A sense of the reality of the historical events themselves, an\nunderstanding of human life as such, as found all about us today, together with illustrations from everyday life, are about the best resources of the skillful teacher. Well-timed\nanecdotes (not anecdotage) often serve to drive home a truth.\n\n"}
{"page": 613, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n60 1\n\nEugene W. Lyttle, inspector of the University of the State of New York, department of history, asked what subject-matter is best suited to children from eight to twelve\nyears of age.\nProfessor Castle replied in substance that the practice in the Horace Mann\nSchool (of the Teachers College) is to present in the fourth grade biographical subjects\nfrom American colonial history, beginning with Virginia, going then to Massachusetts,\nand ending with New York. In the fifth grade, biographies from Greek and Roman\nhistory are presented. In the sixth grade a transition is made from biographical study,\nthru mediaeval history, to political history proper. The mediseval period seems to\nlend itself to this process of transition, and the general plan has worked well thus far.\nUnited States history is given last of all, in the seventh and eighth grades, with some\ndiscussion of economics. The work has assigned to it three periods a week, each year,\nin five grades, fourth to eighth inclusive.\nMr. Schuyler spoke of the necessity of omnivorous reading and constant thinking\non the part of the teacher, and of the need of bringing out constantly the relations of\ncause and effect in historical events.\nMiss Florence Pomeroy, teacher of history in the Ann Arbor (Mich.) High School,\nspoke of the value of the historical novel in causing interest in the subject.\nMr. Lyttle thought the historical novelist might be a truer historian than the professed writer of history.\nMr. Schuyler took much the same view, holding that the teacher may easily\ncorrect wrong impressions given by the novelist.\nMiss Guthrie, of St. Louis, teacher of the blind, spoke of the information and\ndelight afforded the blind pupils thru Irving's books. Historical novels could be used\nvery freely to great advantage.\nMr. Burnham, of Pennsylvania, urged that the selection of material is all-important. Any and every bit of material, whether found in novels, poems, selections from\nstandard historians, or in any other place, should be used. A text-book made of selections from Parkman, and other equally interesting and standard authors, is very desirable.\nC. L. McCartha, professor of languages, State Normal College, Troy, Ala., urged\nthe desirability of correlating history with geography and with other subjects. Historical\nnovels frequently have interested students and led them to serious study and research.\nMiss Baylor, of Wabash, Ind., said that excellent results had been reached by a\nsociological and economic study of Greek life as a preparation for the study of Greek\nhistory.\nH. L. Wilson, principal of the Sioux Falls (S. D.) High School, pointed out the\ndanger of attempting to illustrate past life by the life about us at the present day. It\nis dangerous to illustrate the Punic wars by references to the Spanish-American war of\n1898.\nW. H. Nichols, professor of history, University of Colorado, suggested the inadvisability of relying much upon historical novels. The nature of the study of history in\nthe secondary school might possibly be determined by making it an interpretative study\nof significant facts. The nature of the learning mind itself will determine what facts are\nsignificant during the adolescent (secondary) stage of school instruction.\nMr. Sheppard, in closing the discussion, pointed out the limitations of the use of\nthe historical novel. The novelist, of necessity, seizes upon the most dramatic incidents.\nThese may or may not have historical significance. In any event, their very interest in\nand of themselves is sufficient to attract attention to them. They do not require further\nemphasis or elaboration. The historical novelist cannot at best present more than a\npicture of general conditions, and this is apt to be so interwoven with his story as to be\nof very small value to the student relative to the time required for reading the novel.\n\n"}
{"page": 614, "printed_page": null, "text": "6o2\n\nNATIONAL\n\nEDUCATIONAL\n\nPHYSIOGRAPHY\nLEADER\n\n— W.\n\nH.\n\nSNYDER,\n\nASSOCIATION\n\n[Secondary\n\nCONFERENCE\n\nTEACHER\nOF\nWORCESTER,\n\nSCIENCE,\nMASS.\n\n[synopsis of opening remarks\n\nWORCESTER\n\nACADEMY,\n\nby the leader]\n\nWe Americans of all nations should be students of geography. Our isolation, extent\nof territory, commercial and expansive spirit, make it expedient that we should acquaint\nourselves, in all ways possible, with the rest of the world. Altho the American is by\nnature a traveler, yet our home geography extends over such vast distances, and the\noceans so effectually shut off our shoulder-to-shoulder intercourse with other nations, that\nit is only thru study that the most of us will ever be brought to appreciate the conditions of other peoples. These conditions must be appreciated, if we are ever wisely to\ntake the position for which we as a nation seem foreordained. This appreciation will,\nhowever, never be attained by a purposeless or aimless study.\nThen, too, if ever geography is to attain a commanding position in our educational\nsystem, it must show its value as a disciplinary as well as an informational subject. The\nsimple acquiring of information does not train citizens. The why and the because must\nplay as important a part as the behold and the remember. Probably most of us can\nremember when physics and chemistry were taught entirely from books, and consisted\nsimply of a mass of information which was accepted on authority. During the past few\nyears this kind of presentation has been superseded by a rational method, and I believe\nwe are destined to see in the near future the same rational method applied to geography.\nTo attain its highest efficiency, geography must become, to a considerable extent, a laboratory subject in which actual work is done, and the principal use of the text-book is as a\nguide and fount of reference, and not as something to be learned and recited.\nThe government during recent years has gone to great expense in making contour\nmaps of different parts of the country. How many of our educated people even are able\nintelligently to use these ? What does great circle sailing mean to the average student\nof geography ? We use maps and charts and models and globes in a very glib way, and\nnever take the trouble to show how these are made and what they really express. The\naim in geography should be to impart a scientific knowledge of the surface of the earth.\nThis scientific knowledge, however, is not general information. It is the experimental\nknowledge which enables us to understand fully the expressed results of others, to appreciate the geographical details of a photograph, to understand exactly what sort of topography is represented by a contour map, to form a mental picture of a region when properly\ndescribed, and by means of photographs, maps, and description to appreciate and\nto explain the phenomena discovered. It is necessary, therefore, to have a material\nequipment for the teaching of geography. There must be an actuality about the subject,\nnot a mere hearsay. Chicago, by its school museum which it has prepared to move from\nschool to school, is the first city to supply one of these needs.\nThe larger part of the apparatus of this subject has not yet been invented, and it\ndevolves upon those who are today teaching the science to construct and bring together\nthe tools. The first decade of the twentieth century will see this done. The fields are\nwhite for the harvest, but the laborers are few.\n\nPHYSIOLOGY\n\nCONFERENCE\n\nIn the absence of the leader, Mr. James E. Peabody, teacher of physiology, Peter\nCooper High School, New York, President W. J. S. Bryan conducted the conference.\nHis remarks were as follows ;\n\n"}
{"page": 615, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n603\n\nWe regret exceedingly that the gentleman appointed to lead this conference has\nbeen prevented by sickness from attending. We regret this the more because he would\nhave spoken of that which he himself has learned by actual experience. It is sometimes\nasserted that physiology should not be taught in secondary schools, because it cannot be\ntaught in such schools in a scientific way or by the laboratory method. The age of the\npupils and the feelings or prejudices of pupils and parents prevent its presentation after\nthe manner employed in medical colleges. Dissection of animals is repugnant to most\npupils of high-school age, and it is not to be supposed that it would be at all suitable or\npossible to study physiology by the dissection of the cadaver. The disgust aroused by\nthe sight and touch of the muscles and organs of dissected animals is largely sentimental\nand may be overcome by the awakening of a truly scientific spirit of investigation. The\nsimilarity of the structure and organs of other animals to those of the human species\nmakes it possible easily to secure from the market-house the specimens necessary for a\nlaboratory treatment of the subject. The human skeleton, from frequent presentation,\nhas largely lost its offensiveness, and the study of the bones can be pursued with but little\nopposition in the mental attitude. The lens, the stereopticon, the microscope, the microtome, the slide, may be made to serve the same useful purpose as in botany. The subject, tho at first to some not pleasing, with proper treatment may be relieved of its\nrepulsiveness, and from the very fact of its nearness to the pupil may become interesting\nand attractive.\nPhysiology has long been accorded a place in the curriculum of the high school. Its\nimportance has been recognized, but those who have taught it have not as yet devised the\nmeans for its study by the methods now regarded as essential to proper scientific teaching. That the same thing can be done for physiology as has been done for botany and\nphysics and chemistry is not to be questioned.\nIt is for those who are present to outline for the help of each other the methods they\nhave found serviceable and to describe the devices they have invented and contrived for\nthe scientific study of physiology by the laboratory method. In this science, as in others,\nit must be borne in mind that in the high school the elements of the several sciences are\nto be taught in a truly scientific way. It is not for the high school to teach physiology as\nit is taught in the medical college. If teachers of physiology would secure for their study\nthe recognition its importance deserves, they must teach it in such a way as to command respect.\nDISCUSSION\nDr. Louis Murbach, Central High School, Detroit, Mich., expressed the opinion\nthat, while it is more difficult to teach human physiology in high schools by the laboratory method, the combination of physiology, hygiene, and sanitation can readily be\ntreated in this way, because it is more amenable to experimentation, and material for\nlaboratory work can easily be obtained. He considered this combination of subjects\ndesirable for high-school work under the name of physiology. He laid stress upon the\ndivision of time between laboratory and recitation or demonstration work, claiming that\nat least half the subject should be taught by the laboratory method. The laboratory work\nshould be done in connection with the text and preceding each subject. Thus, the study\nof the vascular system and the functions of the blood may be preceded by observing first\nthe vessels in a living earthworm, then the blood-flow in a frog's foot, and so on. When\nphysiology is properly taught, it should be recognized by higher institutions as an equivalent of a zoology course covering the same time. The youth of the pupils who study\nphysiology increases the difficulty of properly presenting it.\nMrs. L. Bassett, of Detroit, spoke of the difficulty of teaching physiology to pupils\nof the ninth grade on account of their immaturity and the consequent trouble they have\nin grasping the subject or in understanding the text.\n\n"}
{"page": 616, "printed_page": null, "text": "604\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nMiss E. Pettie, speaking from her own experience, favored the use of the laboratory method in teaching physiology.\nT. O. Mast, Holland, Mich., gave his experience in the introduction of a laboratory\ncourse in physiology. He found Peabody's Laboratory Exercises an admirable book for\nthe purpose. The course was entirely successful, and need not cost more than twentyfive cents for each pupil. He emphasized the fact that the text-book should not be\nneglected, but should be used fully half the time, after the observation and experimental\nwork.\nDr. F. Barrows, Central High School, Buffalo, N. Y., was asked to give his opinion as to the proper sequence of zoology and physiology. He thought that, from the\nstandpoint of zoology, physiology should come first, tho much physiology can be\ntaught in a course of zoology.\nS. B. McCracken, Buffalo University, suggested that the pupils might study physiology thru the medium of their own bodies. The pupils might learn much by a careful\nexamination of themselves and each other. The boys could furnish models for the\nclass, or boys might examine boys and girls examine girls.\nMiss Grace Ellis, Central High School, Grand Rapids, Mich., described a spirometer of simple construction, consisting of an inverted bell jar filled with water and balanced in a glass vessel of water by means of weights and pulleys, and having a tube\nentering from below, thru which, by means of a rubber hose, the air from the lungs\nmight be forced into the jar. On the side of the outer vessel there is pasted a scale to\nshow the amount of air forced into the inverted jar.\n\n"}
{"page": 617, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSECRETARY'S\nFIRST\n\nHIGHER\n\nEDUCATION\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly io, 1901\n\nThe Department of Higher Education met in Room No. 314, Central High School,\nat 3 P. M., the president, Charles F. Thwing, president of Western Reserve University,\nof Cleveland, O., in the chair.\nMusic — vocal solo, \"In Maytime\" — Miss Clara Vollbreche.\nThe first paper — subject, \" The Function of the State University\" — was presented by\nPresident R. H. Jesse of the University of the State of Missouri.\nThe paper was discussed by J. H. Canfield, librarian, Columbia University ; President William F. King, Cornell College, Iowa ; President William L. Prather, University\nof Texas ; President Miller, Ruskin College, Missouri.\nBy vote of the department, Dr. J. E. Gilbert, of Washington, D. C, was given an\nopportunity to present the interests of the Society of Religious Education. He extended\nan invitation to the members of the department to attend the meeting of said society\nThursday afternoon.\nProfessor John William Perrin, of Western Reserve University, presented a paper on\n\" The Rise of National Education in the Sixteenth Century.\"\nProfessor Elmer E. Brown, University of California, and Professor F. C. French, of\nVassar College, spoke in discussion.\nThe following Committee on Nominations was appointed by the president :\nWilliam F. King, Cornell College, Iowa.\nF. C. French, Vassar College, New York.\nSamuel G. Derby, Ohio State University, Ohio.\n\nThe department adjourned.\nSECOND\n\nSESSION.— Friday, July 12\n\nThe department met in the Central High School at 3 p. m., and was called to order\nby President Thwing.\nMusic — vocal solo, \"Angus Macdonald,\" Roeckel — by Miss Minturn.\nWilliam E. Chancellor, superintendent of schools, Bloomfield, N. J., read a paper on\n\" Education for Social Control.\"\nQuestions were asked, and remarks on the paper made, by Charles C. Ramsay, principal of high school, Fall River, Mass.; Miss Pomeroy, Ann Arbor, Mich.; J. L. Goodknight, of James Milliken University, Illinois ; and Walter H. Nichols, of the University\nof Colorado.\n\"The Moral Element in Education\" was the subject of a paper read by W. H. P.\nFaunce, president of Brown University, Providence, R. I.\nThe Committee on Nominations reported as follows :\nFor President — W. H. P. Faunce, Brown University, Providence, R. I.\nFor Vice-President — C. W. Dabney, University60of Tennessee, Nashville, Tenn.\n5\nFor Secretary — John William Perrin, Western Reserve University, Cleveland, O.\n\nThe report was unanimously adopted and the officers declared elected.\nThe meeting then adjourned.\nWm h< Black, Secretary.\n\n"}
{"page": 618, "printed_page": null, "text": "606\n\nTHE\nRICHARD\n\nNATIONAL\n\nEDUCATIONAL\n\nPAPERS\n\nAND\n\nFUNCTION\n\nOF\n\nHENRY\n\nASSOCIATION\n\n[Higher\n\nDISCUSSIONS\nTHE\n\nSTATE\n\nJESSE,\nPRESIDENT\nUNIVERSITY\nMISSOURI,\nCOLUMBIA,\nMO.\n\nUNIVERSITY\nOF\n\nTHE\n\nSTATE\n\nOF\n\nWherever in this paper the word \"university\" occurs, it means state\nuniversity; wherever the word \"college\" is used, it means a private or\ndenominational institution. Let me describe the function of the state\nuniversity as it appears to me.\nI. It should be within :\n1. Non-partisan, but patriotic to the state and to the nation.\n2. Non-sectarian, but religious.\n3. Free as to tuition in all departments, academic and professional.\n4. Every inch a university.\n\n1. While the obligation named first binds every institution of learning\nin our country, it binds the state universities in a peculiar degree. Their\nfoundations are federal land grants. The funds for their maintenance\ncome from their respective commonwealths. In the highest and broadest\nsense they should be nurseries of patriotism, but they should shun partisan politics as they shun death.\n2. Non-sectarian, but religious.\nThe state universities have not yet realized their opportunity for\ndeveloping in students a life that is religious and yet not sectarian.\nFreedom from denoininationalism is apt to be construed as license to\nsubordinate unduly religion in education. No good reason appears why\nthe universities should not each maintain one professor, at least, to lecture\nupon sacred literature, natural religion, and practical morals, and to serve\nas chaplain of the students. • Tf, unfortunately, the law or constitution\nforbids such teaching at public expense, an appeal should be made for an\nendowment by private benefactions. What a blessing for a long time\nhas Dr. Peabody been to Harvard ! Such a man ought to be at every seat\nof higher learning.\nMoreover, why should not a large state university maintain a department of theology, without which it is not complete and which does not\nbelong necessarily to any denomination. In Germany, in spite of an\nestablished church, theology is non-sectarian. Men of all creeds go there\nfor training. Why should not our American state universities show that\nethics, religion, and even theology of the highest and best type may be\ndivorced entirely from denominationalism r*\n3. Free as to tuition in all departments, academic and professional.\nThis proposition ought to be established by the mere statement that\n\n"}
{"page": 619, "printed_page": null, "text": "Department]\n\nFUNCTION\n\nOF\n\nTHE\n\nSTATE\n\nUNIVERSITY\n\n607\n\nin every commonwealth the university is the head of public instruction,\nwhich is free up to the higher learning and ought to be free there also.\nThe reasoning that people have indulged in as to free tuition is very\ncurious. In early times the doctrine was preached that schools should\nbe maintained at public expense, but should be limited to the elements\nof learning — reading, writing, arithmetic, geography, and United States\nhistory. A little learning the public might give the individual, but no\nmore. After strenuous opposition, this doctrine was established in New\nEngland, in the middle states, in the West, and finally in the South.\nThen came the second step forward, in which in many places high\nschools were smuggled in. In Kansas City, for example, the first high\nschool, now one of the best in America, was for years maintained rather\nsurreptitiously. Later the people thruout the union came to the belief\nthat a chance at secondary education also, without charge for tuition, was\ndue from the commonwealth to every soul on its soil ; but it was still\nargued generally that college or university training should be paid for by\nthe individual. Not long ago some western states reached the third\nstage of progressive belief, that free instruction should be given thru the\ncollege of liberal arts, but that professional training should be paid for.\nIn the process of evolution, however, the fourth era is near at hand, in\nwhich it will be recognized, I think, that the discrimination between\nacademic and professional instruction is wholly specious. If it be\ngranted that the state owes to every soul on its soil a chance at free\ninstruction thru the college of liberal arts, by what legerdemain of\nlogic can it be denied in medicine or engineering ? In these so-called\nprofessional courses, perhaps half the studies are academic and the other\nhalf are applications of the academic. Is it reasonable for the state to\nteach a man freely physics, chemistry, mechanics, drawing, and mathematics, but refuse to teach him freely their applications to engineering ?\nShould one learn at public expense such academic subjects as physics,\nchemistry, neurology, embryology, anatomy, histology, physiology,\nphysiological chemistry, and bacteriology, but learn at personal expense\ntheir applications to medicine ? All such reasoning is, to my mind, artificial. Itis said that law, medicine, and engineering are gainful pursuits,\nand, therefore, the beneficiaries should pay for training in them. The\nargument is not worth refuting, but, if it were, it might be pointed out that\nbachelor of arts is a gainful degree. Moreover, academic graduates are\nnot more useful to the people than are lawyers, physicians, pharmacists,\ndentists, engineers, etc., of superior quality. As soon as you admit that\nthe commonwealth must furnish its people free instruction in any degree,\nyou are compelled to admit that it must furnish free instruction in every\ndegree and in every useful form. But the same argument, it is said,\nmight be advanced for free clothing or board or books. To my mind\nthis does not follow at all, but if any man will demonstrate that they\n\n"}
{"page": 620, "printed_page": null, "text": "608\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nshould be furnished in any stage of education, it would be easy to prove\nthat they should be furnished in every stage thereof and in every useful\nform.\nIt is questionable whether, in view of the superb training at Harvard,\nMassachusetts is bound to found a free university, but, in my opinion,\nshe is bound to give her citizens that desire it, and are prepared to\nreceive it, free instruction in some accessible university of high rank.\nWhether free tuition should be extended by one state to citizens of\nanother is a question that I will not now discuss. Those who, like the\nwriter, exalt the nation above the state will favor it.\nIn closing this division of my subject, let me say with emphasis that\nfree tuition in any department without high standards of admission and\nof graduation is akin to crime.\n4. Every inch a university.\nThere is danger that, thru eagerness to take in new territory, to swell\nenrollments, and to provide instruction for special classes, some of our\nuniversities may forget that to deserve richly their titles is the highest\nobligation they owe to the people. Policies of expansion and adaptation\nare sometimes commendable, and occasionally are forced upon us by\ncircumstances, but they take money and subtract from the energy due\nto higher teaching. Never should they be allowed for a moment to\nobscure the main purpose, which is to be, from circumference to center,\na great university. Particularly objectionable is the tendency, too often\nexhibited, to swell enrollments by adding professional schools in the\nnearest metropolis. These morganatic unions rarely bear good fruit. A\nuniversity is much more than a college, or an aggregation of them. Its\ngreat work is graduate and professional studies, based upon an academic\ndegree. To attain this end is far harder when the work is not concentrated on one campus.\nII. The university without should care for the state, and should serve\nas a buttress to a national university.\nIt has been preached strenuously that the state should care for its\nuniversity, but scarcely has the idea been broached that the university\nshould care for the state. It is possible to do this in a variety of ways,\nin material, in social, in political, and in spiritual things. The possibilities in spiritual things have been discussed in the second paragraph\nof this paper. What can a great seat of learning do for the public good\nin other directions ?\n1. Thru the college of agriculture, or in conjunction with it and\nother public agencies, it should look after the material welfare of the\npeople.\nThe loftiest learning should not scorn to help men in their material\ninterests. If in its laboratories a dietary can be discovered whereby the\nfattening of swine is made cheaper to swineherds, the university should\n\n"}
{"page": 621, "printed_page": null, "text": "Department]\n\nFUNCTION\n\nOF\n\nTHE\n\nSTATE\n\nUNIVERSITY\n\n609\n\npromulgate that dietary. The Babcock milk test, discovered at the University of Wisconsin, has been a blessing to dairymen in all the world ;\nand almost as beneficial to another class of husbandmen has been the\ndiscovery in the University of Missouri of a method of inoculating cattle\nagainst Texas fever, whereby the mortality in blooded animals carried\nsouth has been reduced from 90 to less than 8 per cent. Our colleges of\nagriculture have devised better dietaries for domestic animals than the\nwit of medicine has yet invented for growing children.\nExpeditions have been sent out by our universities to measure\naccurately remote water power, and to survey routes for transmitting it\nelectrically to railway stations ; to measure beds of coal and test their\nthermodynamic values ; to measure beds of cement and quarries of\nstone, and try their quality; to collect flora, fauna, rocks, and minerals ;\nand for other useful purposes. The results, carefully tabulated, have\nbeen widely distributed. Diseases of animals and plants have been held\nfirmly in check. What has been done shows what may be done for\nthings material by the scientific skill of universities. But what has been\naccomplished has been mainly along the paths prescribed by the United\nStates in the Hatch Act, establishing agricultural experiment stations.\nExcept under federal leadership, our universities have not done very\nmuch, I fear, for the material welfare of the people, when one considers\nthe immense possibilities.\n2. In collaboration with state boards, bureaus, and commissions, the\nuniversity should look after social and economic conditions.\nHow many states can point with pride to their penal institutions —\ntheir jails, penitentiaries, reformatories, almshouses, tenement houses, and\nasylums? Yet the university of each commonwealth perhaps maintains\na chair of sociology. On the campus are students from every countyIn their summer vacations they could visit every reformatory and eleemosynary institution, reporting accurately its condition. A judicious publication of the results, with a statement of fundamental principles, would\nlead often to radical reforms in the treatment of the criminal and\ndefective classes.\nNo state is without municipal problems, and few can boast of a\nrational system of taxation. Why should not the department of economics take up these subjects ? If the professors understand what scientific\ntaxation is, why can they not apply it wisely to prevailing conditions ?\nThe wisest teaching of political economy in municipal problems should\nbe spread broadcast. The federal government maintains in every commonwealth an experiment station to find out what is wise in agriculture,\nand to disseminate among the people the knowledge gathered. The\ndepartments of sociology and political economy ought to be experiment\nstations after their kind in the full meaning of the federal government,\nand the university should not begrudge\nthe cost of publishing and\n\n"}
{"page": 622, "printed_page": null, "text": "610\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\ndistributing among the people whatever information may be necessary to\nenable them to adjust wisely their systems of taxation, to solve municipal\nproblems, and to improve the condition of their penal institutions,\nreformatories, asylums, almshouses, tenement houses, etc. It is the\nfunction of a university to investigate, to teach, and to publish.\nA painstaking study of the state laws, in the light of the broadest\nlearning and in comparison with other codes', if embodied in timely\npublications and spread broadcast, would not be without good results\nanywhere. The achievements of David Dudley Field in this direction\nare well known.\nThe early history and archaeology of every state is an inviting field\nfor investigation, while the editing of early local writers of the better sort\nmight well employ some of the literary skill of the faculty. A spicelegium\nin some cases it might be, but in every case it would be valuable.\nThe departments of chemistry, sanitary engineering, and medicine\nfind a wide field of usefulness in things pertaining to public health :\npure foods and drugs, pure water, good sewers, the ventilation of buildings, and so on. In this broad direction it is possible, by scientific work\nand by helpful publications, to diminish sensibly the rate of sickness\nand of death.\n3. In co-operation with boards of education and the state superintendent, the university should build up the schools below it.\nThe writer has talked on this subject so often that he feels inclined\nnow to dismiss it hastily. Elementary schools cannot be brought to\nefficiency, unless there be high schools to lead them, and high schools\ncannot become ideal without the help of a university. The whole system\nof public education, from the kindergarten to the graduate department,\nand thru it, should be strongly knit together. This principle is accepted\nuniversally, the chief discussion being about instrumentalities. My own\nexperience causes me to place high value upon examiners of schools\nappointed by the university. - The examiner should be an instructor or\nassistant professor of pedagogy, and should lecture sometimes on the\ncampus. In large states it might prove convenient to have an examiner\nfor town high schools, another for rural schools, and a third for elementary schools. The examiners should all be extension teachers of practical\npedagogy. Their function is not so much to examine as to build up. If\nthe university will pay for the cost of this service, the money will come\nback twofold. As an example of what may be done by an institution\nfor the schools below it, let me point to the University of the State of\nNew York. Few universities could engage in all its manifold work, but\naccording to our means we should adopt its best methods. Traveling\nlibraries, galleries, and extension lectures, as well as examiners of schools,\nare educationally. important means of grace.\nMoreover, the university is not without obligation to the private and\n\n"}
{"page": 623, "printed_page": null, "text": "Department]\n\nFUNCTION\n\nOF\n\nTHE\n\nSTATE\n\nUNIVERSITY\n\n6n\n\ndenominational colleges which, chartered by the state and protected by\nits laws, teach a large percentage of the educable youth. It is a blunder\nof the first magnitude to assume toward these colleges an attitude of\nhostility. One of the best things that we have tried in Missouri is the college union, consisting of the university and of every other respectable\ninstitution of higher learning. At the meetings, held at each institution in\nsuccession, we discuss common problems, talk of common troubles, and\nhelp one another to the common end — the uplifting of the people. In\nspite of provoking opposition occasionally from the churches, any university should be held largely responsible if bad feeling continues between\nthe denominational colleges and itself. Stepping grandly over small\nanimosities, it should remember that, while officially it is the head of\npublic instruction alone, in a broader sense it should be the loving, helpful head of all sound education in the commonwealth.\nThe state university should serve as a buttress to a national university.\nEducation will not be complete in these United States until we have\nat Washington a national university with state institutions as its buttresses.\nSome day our education will conform to our system of government. I\nfor one would not be willing to see institutions of any class enjoying\nprivileges in the national university that are denied to other institutions\nof equal or superior grade, but close affiliation between the state and\nnation seems inevitable in education also.\nLet me answer some possible objections to the positions taken in this\npaper as to the outward obligations.\nShould the university invade the provinces of the boards, bureaus, and\ncommissions — the Geological Survey, the Natural History Survey, the\nhealth officers, the tax commission, the superintendent of public instruction, and the college of agriculture and the school of mines, if, unfortunately, these stand on separate foundations ? If the interests of the state are\nadequately served by others, the university might let well enough alone.\nUnder no condition should it officiously invade the territory of any officer\nor organization appointed by the state. But 99 per cent, of the difficulty\nwill disappear if only the university will do the work admirably and let\nothers take the credit. If the purpose be to promote public welfare, why\nshould one care who gets the praise ? In every instance, hitherto, in the\nwriter's experience, the scientific, philanthropic, and statistical departments of the state and the nation have been eager for co-operation, wherever the university has demonstrated ability to do work superbly, and in\nmost cases they have supplied the money. Besides, it is one thing to\nappoint commissions and quite another to induce them to fulfill strenuously the purposes for which they were appointed. Many a yawning gap\nof deficiency in public officials may be quietly bridged by the patriotism\nand skill of the university, which should be the eye of the people, searching in every direction for opportunities to serve their welfare.\n\n"}
{"page": 624, "printed_page": null, "text": "612\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nWill not the discussion of social and civil questions embroil the university in partisan politics? The most important problems of sociology\nand politics are not often embodied in state platforms, which usually\nconsist of the national structure with a few more planks lauding one\nparty and vilifying the other.\nDo you ask where the money for all this is to come from ? False to\nthe core is the idea that the resources of a university are solely for\ninstruction on its campus. The administration has no right to wait\nalways on needed investigations for special appropriations from the\nlegislature. It should rather assume that in part the income must be\nconsecrated, as need arises, to promoting the public good wherever it\ncan be reached by scientific skill. Ultimately no use of money will pay\nbetter, even as an investment of capital. At last, we are not required to\ndo more than our resources permit. It is the spirit that maketh alive.\nThe important thing is for the university to construe its functions liberally and to choose intelligently what can be done now and what should\nbe postponed. Time as well as money is necessary for perfect performance of its whole function.\nIn conclusion, let me say that the state university, founded by the\nfederal government and supported by a mill tax upon the property of a\ngreat commonwealth, with broad outlook and intense devotion to the\nwelfare of the people, can be made the best institution yet devised by the\nwit of man for the promotion of human progress. University mottoes\nare sometimes inspiring, but the one that appeals to the writer most is\nfrom Cicero's De Legibus — \" Salus populi suprema /ex.\" The welfare\n{salus), construed broadly, is coextensive with public interests, which,\nbeginning in the soil of earth and rising thru human society, mount\nupward finally to the kingdom of heaven.\n\nDISCUSSION\nDr. J. H. Canfield, Columbia University. — The spirit and tone of university life\nhave changed from the cloister to the world. The day of the recluse is past. Education\nhas come down, and is in its shirtwaist instead of in cap and gown. It is now tangible\nand open. More are being educated. I was glad to hear that the university should be\nhelpful to all interests. Higher training does not lift one above his fellows, but qualifies\nhim to be of greater use to them. \" He that would be greatest among you must be the\nservant of all.\" I was glad to hear of the attitude of the state university to other schools\nand colleges. Some may not be ready to be taken under the wing of the university, but\nthe day of conflict is past.\nPresident William F. King, Cornell College, commended the paper of Dr. Jesse,\nand affirmed that we all, of every type of school, are working harmoniously and to a\ncommon end.\nLet us hope that we shall always work thus.\nPresident William L. Prather of the University of Texas said that the university should study the tax laws.\nHe referred to what was done in his own state, where the\n\n"}
{"page": 625, "printed_page": null, "text": "Department]\n\nRISE\n\nOF NATIONAL\n\nEDUCATION\n\n613\n\nlegislators thought that the professors were mere theorists. The university should be the\nhelpful guardian of the state. This idea is a western idea which could not have been\nborn in the East. It took long training to bring about the conditions favoring this, but\nthe day of prejudices against the educational forces of the country is passing. The state\nuniversity is the child of the people in the West, and is destined to dominate all other\neducational forces. He referred to the history of education in Texas in illustration of\nhis views. The state university must respond to the interests of the state, while cultivating friendly relations with all private and denominational colleges. It should guard\nthe people, by its economic instruction, against the wrongs of the railroads.\nPresident George McA. Miller of Ruskin College, Trenton, Mo., said that the\nuniversity seemed to stand for the interests of the people in general, but not for any\ninterest in particular, and raised the question whether anything could be done to link the\nuniversity to the real interests of the people.\nPresident Jesse said he thought they were now so related, tho imperfectly. When\nwe reach our ideals it will be time for us to be shot.\n\nTHE RISE OF NATIONAL\nJOHN\n\nWILLIAM\n\nEDUCATION\nCENTURY\n\nIN THE SIXTEENTH\n\nPERRIN,\nPROFESSOR\nOF HISTORY,\nUNIVERSITY,\nCLEVELAND,\nO.\n\nWESTERN\n\nRESERVE\n\nBoth national and obligatory education, as understood in modern\ntimes, had their origin in the Reformation. When man was made responsible for the religious \"faith that is within him,\" it became necessary for\nhim to read and interpret the Bible for himself. Thus the education of\nthe people, among all branches of the Protestant faith, became a religious\nduty to be as carefully and conscientiously performed as any other duty\ncontained in the religious creed they had accepted. This explains the\ngreat attention that Luther and Calvin gave to the establishment of schools\nfor the people. During the remainder of Luther's life, after his revolt\nfrom Rome, he constantly advocated universal education and urged the\nestablishment of schools for the masses. While he believed that the\nchurch is the mother of the school, he urged the establishment of schools\nby municipalities. In 1524, in an address on this subject to the mayors\nand aldermen of Germany, he says:\nDear rulers, if we must spend so much yearly upon artillery, roads, bridges, dikes,\nand innumerable other things of the same kind, in order that a city may have temporal\npeace and tranquillity, why should we not spend as much on the poor, needy youth,\nthat we may support an able man or two for schoolmaster?1\n\nHe not only urged the establishment of schools by every city and\nvillage for the mental and moral training of the youth, but he urged such\na course as a duty the municipality owed to itself. He believed that the\nsafety, strength, and perpetuity of municipalities depended more on the\nschools they established than on their armies and fortifications.\nIn the\n1 Dr. Karl Zimmermann, Dr. Martin Luther's reformatorische Sckriften. Darmstadt, 1847.\nZweiter Band, p. 517.\n\n"}
{"page": 626, "printed_page": null, "text": "614\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\naddress from which I have just quoted he emphasizes this belief in no\nuncertain language :\nTherefore it is becoming [he says] for the council and the magistrates to have the\ngreatest care and diligence for the youth. For since the good, the honor, the life, and\nthe activity of a great city are committed to their faithful hands, they do not act justly\nbefore God and the world when they do not seek the prosperity and improvement of the\ncity with all their power, night and day. Now, a city's prosperity lies not alone in accumulating great treasures, producing strong walls, beautiful houses, and munitions of war;\nindeed, where there is much of this, and reckless fools come into power, it is so much\nthe worse, and of greater detriment to the city. But this is the best and richest increase,\nprosperity, and strength of the city, that it has many polished, learned, judicious, honorable, and well-bred citizens, who, when they have been able to accumulate treasures and\ngreat wealth, may keep and use them rightly.1\n\nAnd in a letter to John the Constant, who had succeeded his brother\nFrederick the Wise as elector, in 1525, he says:\nWhere there is a city which has the ability, your electoral grace has the power to\ncompel [the people] to support schools, pulpits, and parishes. If they will not do it for\ntheir salvation, then consider that your electoral grace, as highest guardian of the youth\nand of all others needing supervision, shall compel them to do so, just as they are\ncompelled to give and render services toward bridges, paths, and roads, or other matters\npertaining to the public interest.2\n\nBut his plans for universal education did not end with the establishment and support of schools by municipalities. In his sermon on the\n\"Duty of Sending Children to School\" he insists that it is both the right\nand the duty of the state to enact laws compelling parents to send their\nchildren to school.\nHe says :\nI maintain that the civil authorities are under obligations to compel the people to\nsend their children to school\nIf the government can compel such citizens as are\nfit for military service to bear spear and rifle, to mount ramparts, and perform other\nmartial duties in time of war, how much more has it a right to compel the people to send\ntheir children to school, because in this case- we are warring with the devil, whose object\nit is secretly to exhaust our cities and principalities of their strong men.\n\nBesides the establishment of schools, he urged the formation of libraries. He says :\nFinally, it is well for all those who have so much love and desire that schools and\nstudies be established and sustained in Germany, to keep in mind that we spare no trouble\nnor expense to furnish good libraries, especially in great cities, where such are possible.\nFor if the gospel and all the acts are to remain, they must indeed be inclosed and bound\nup in books and writings.\n\nThese libraries were not to include the writings of the schoolmen and\nchurch fathers merely, but also the works of every great writer, whether\npagan or Christian.\nThere is scarcely any phase of education that was left untouched by\nLuther.\nAs one has well said :\n1 Op. cit., p. 521.\n193-\n\n2Zimmermann,\n\nSchrribcn an den Kurfiirsten Johannes, 22sten November\n\n132b. Dritter Band, p.\n\n"}
{"page": 627, "printed_page": null, "text": "Department]\n\nRISE\n\nOF\n\nNATIONAL\n\nEDUCATION\n\n615\n\nIf we survey the pedagogy of Luther in all its extent, and imagine it fully realized\nin practice, what a splendid picture the schools and education of the sixteenth century\nwould present ! We should have courses of study, text-books, teachers, methods, principles, that could serve as models for our age.\n\nBut Luther was too little understood by his own age, and his plans\nwere but imperfectly realized. Still his labors brought forth much good\nfruit from their beginning.\nIn 1524 Duke John of Gotha granted a petition of the council, the\nparish, the dean, and the court, declaring for the Reformation. This was\non Tuesday of Whitsuntide, and in August of the same year Frederick\nMyconius, Luther's intimate friend, was made evangelical minister and\nsuperintendent of the duchy. In this year appeared Luther's address to\nthe mayors and aldermen of Germany. Myconius considered it one of\nhis principal duties to care for the schools. He fused those already in\nGotha into one, and established the new school thus formed in the convent of the Augustinians.1 This was no easy task. Myconius himself\nsays: \"Schools and studies were utterly despised by the mob, and it\nwould be much easier to find ten ready to storm and destroy a school\nthan one or two willing to help in building one.* In speaking further of\nthe magnitude of his labors, he says :\nNobody would believe what an immense amount of labor is required to build a new\nhouse with warped and rotten wood. Oh, how long have we been compelled to work\nagainst the stream and to fetch everything from out of the fire ! Now, God help us, that\nit may be preserved to our posterity ?\n\nWhen he had completed the organization of the town schools, he\nplaced a rector, M. Monerus, at their head. Then he turned his attention\nto the establishment of elementary schools. This, too, was due to Luther's\ninfluence. In 1527 Luther had written a letter to the ministers, asking\n\"that they should read the catechism to the children and servants every\nSunday afternoon at church, and hear them recite.\" It was comparatively\neasy for the ministers of the towns to satisfy these demands. But in the\ncountry, where they had in charge numerous chapels scattered over a wide\nterritory, they were able to give but little attention to the young. To\novercome this difficulty and to comply with Luther's wishes, a substitute\nfor the minister was found in his clerk or sacristan. In this appointment\nof the minister's clerk to take charge of the education of the youth we\nhave the beginning of the common schools in Gotha.\nIn Thuringia, also, Luther's labors brought speedy and desired results.\nHere the propagandist of universal education was Philip Melancthon, as\nin Gotha it had been Myconius. Like Myconius, Melancthon was an intimate friend of the great reformer.\nHe was a man of great learning and\n1 Dr. Henry Barnard, in speaking of this school, calls Myconius \" the founder of the gymnasium.\" See\nHenry Barnard, LL.D., Systems, Institutions, and Statistics of Public Instruction in Different\nCountries.\n\nNew York, 1872.\n\n■zlbid.\n\nPart I, \" Europe — German States,\" p. 575.\n3/bid.\n\nQuoted there from Myconius, History of the Reformation, p. 54.\n\n"}
{"page": 628, "printed_page": null, "text": "616\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\not much mental acuteness. In 1527, thru the influence of Luther,\nJohn the Constant appointed him to visit and examine the schools of\nThuringia. He traversed the whole of this territory with Myconius and\nJustin Jonas. The results of his investigations were embodied in his\nBook of Visitation, which was published in the following year by the order\nof the elector. These labors of Melancthon had much significance in the\nfurther development of the educational ideas of the Reformation. Out\nof them grew the \" Saxony school plan,\" which afterward became the\neducational system of most of the Protestant states of Germany. It\ndemanded of the pastors that they should admonish the people of their\ncharge on the necessity of sending their children to school, that they\nmight be trained \"to teach sound doctrine in the church and to serve the\nstate in a wise and able manner.\"\nThere can be no doubt that this plan of Melancthon was based on\none prepared by Luther four years earlier. In 1524 Luther wrote to\nSpalatin, saying :\nI send you my sketch of the school as it should be, that you may lay it before the\nelector; and tho I do not expect that much heed will be given to it, yet I must venture,\nand leave the issue with God.\n\nMelancthon himself says in a letter to Camerarius on the subject of\nhis Book of Visitation : \"You will see that I have written nothing more\nthan what Luther has prompted.\"\nThe influence of Melancthon's labors did not end with the organization of schools under the Saxony plan. The Book of Visitation was the\nmeans of the establishment of an \" Evangelical church system,\" in which\nmatters of ecclesiastical doctrine and government asserted its own\nauthority independently of the papacy.\nOne of the most important laws of this century was that given by\nDuke Christoper of Wurtemberg in 1599. In that year he gave the first\npermanent regulations for the education of the common people. Universal education was not only provided for, but insisted upon. Pastors\nwere required to admonish the parents of their congregations twice each\nyear upon the duty and the necessity of sending their children to school.\nBesides this, the schoolmasters were required to keep a register of all the\nboys in the district according to the classes to which they belonged. At\nthe close of each recitation they were required to call this roll, and if the\nabsentees were not able to give satisfactory excuses, \" they were fined\naccording to their deserts.\" These provisions were looked upon with\nfavor by other districts of Germany, and in some instances laws of a similar nature were passed. Nearly half a century before these provisions for\nthe education of the common people were made, secondary schools were\nestablished thruout the duchy by the authority of the state. May 15,\n1559, Duke Christopher issued what is called the \"Grand Ecclesiastical\nOrder.\"\nThe purpose of this order, as stated in the preamble, was \"to\n\n"}
{"page": 629, "printed_page": null, "text": "Department]\n\nRISE OF NA TIONAL\n\nEDUCA\n\nTION\n\n617\n\ncarry youths from the elements thru successive grades to the degree of\nculture demanded for offices in the church and in the state.\" This order\nreceived the sanction of the diet in 1565, and, with some modifications,\nremained in force till 1803. As a result of this order, there were in Wurtemberg, in 1607, forty-seven Latin schools {lateinische Stadt-Schuleti) and\neighteen cloister schools in operation.\nDuring this period there was no neglect of the higher education by\nLuther. The union of church and state gave the latter an indirect control\nover the universities. The old ones were organized in accordance with\nthe constitution of the church, and several new ones were founded. The\nfirst of the new institutions was at Marburg, in 1527. This was followed\nby the establishment of one at Konigsberg in 1544, Jena in 1556, and one\nat Helmstadt in Brunswick in 1576.\nWherever the Reformation spread, plans for universal education accompanied it. In 1542 Calvin organized the ecclesiastical state of Geneva.\nEducation was made universal, and, so far as Calvin was able to realize his\nplans, it was obligatory. In 1560 the Protestants of France took up the\ncause of universal education. In that year the states-general of Orleans\nsent to the king the following memorial :\nMay it please the king to levy a contribution upon church revenues for the reasonable support of teachers and men of learning in every city and village, for the instruction\nof the needy youth of the country; and let all parents be required, under penalty of a\nfine, to send their children to school, and let them be constrained to observe this law by\nthe lords and ordinary magistrates.\n\nReasonable and just as were these recommendations, they did not meet\nwith the approval of the king. Eleven years later, on the recommendation of the queen, Jeanne d'Albert, the estates of Navarre passed a law\nmaking primary instruction compulsory. Probably this was borrowed\nfrom Geneva. Queen Jeanne was a zealous Calvinist, and Calvin himself\nwrote to her at times concerning the affairs of her government.\nWhat Calvin did for education in Geneva, John Knox attempted in\nScotland. The First Book of Discipline, prepared under Knox's direction in 1560, ordained that each kirk should appoint a schoolmaster able\nto teach grammar and the Latin tongue. In the upland towns the minister is to take care of the children and instruct them in the first rudiments\nand in the catechism. It seems that the civil authorities gave Knox very\nlittle assistance in his endeavors to establish schools. It was not till 1633\nthat there was a legal enactment for the establishment of schools. In that\nyear it was ordained by parliamentary legislation \"that a school should\nbe established in every parish, and that the lands be assessed for that\npurpose.\"\nEarly in the history of the Reformation, Protestant Holland attained\na higher standard of education for the masses than had been realized\nelsewhere.\nIn speaking of the institutions of Antwerp, Motley says :\n\n"}
{"page": 630, "printed_page": null, "text": "6l8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nThe schools were excellent and cheap.\nIt was difficult to find a child of sufficient\nage who could not read, write, and speak at least two languages\nThe standard\nof culture in those flourishing cities was elevated, compared with that observed in many\nparts of Europe. The children of the wealthier classes enjoyed great facilities for education in all the great capitals. The classics, music, and the modern languages, particularly\nthe French, were universally cultivated. Nor was intellectual cultivation confined to the\nhigher orders. On the contrary, it was diffused to a remarkable degree among the hardworking artisans and handicraftsmen of the great cities.\n\nThe progress of the Reformation brought with it greater zeal for the\neducation of the masses, and before the close of the sixteenth century\nthere had been established a system of schools fostered by the state. A\nresolution was passed in the first synod of Dort, in 1574, urging \"the\nservants of the church \" to obtain permission from the magistrates to\nappoint schoolmasters in every locality. A more advanced step was taken\nby Friesland in 1582.\nThere it was decreed by the estates that\nthe inhabitants of towns and villages should within the space of six weeks provide\ngood and able Reformed schoolmasters, and those who neglected so to do would be compelled to accept the instructors appointed for them.\n\nIn the year following, a law was passed in Zealand insisting upon education because \"it is the foundation of the commonwealth.\" In 1586 the\nsynod attempted to make schools universal.\nThen it was ordered\nthat the consistories or assemblies of ministers and elders of the church should take\ncare that schools should be everywhere provided with good schoolmasters to instruct the\nchildren of all classes of persons in reading, writing, rhetoric, and the liberal arts, as well\nas in the doctrines of religion and the catechism of the church.\n\nBy 1609, the year in which the Puritans took up their residence in\nLeyden, schools for the people had become municipal institutions, which\nwere paid for as were other expenses of the municipalities.\nIn England the state did but little for the cause of universal education during this period. The magnificent results achieved by the labors\nof Luther, Melancthon, and other reformers of Protestant Germany are\nin marked contrast with tho&e accomplished by the labors of Erasmus,\nColet, and More in England. Almost nothing was accomplished during\nthe first half of the sixteenth century. At the beginning of the reign of\nHenry VIII. the Oxford reformers had hoped and looked for a reawakening of the people thru schools established for them. But Henry did but\nlittle toward establishing schools. During his entire reign of thirty-six\nyears he founded but ten grammar schools. Twenty-seven were established byEdward VI. and thirty between Mary and Elizabeth. When the\nReformation was considerably advanced, Cranmer formulated a scheme\nfor the founding of schools of every grade in connection with new cathedrals which he hoped would be established. It was a part of his plan to\nuse the revenues from the monasteries for this purpose. But the spoils\nof the monasteries went into other hands, and his plans were far from\nrealized.\nThe Reformation and that great intellectual movement which\n\n"}
{"page": 631, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nSOCIAL\n\nCONTROL\n\n619\n\naccompanied it, both as cause and as effect, gave thru private charity the\nfacilities for education which the state had failed to provide. In all, 250\ngrammar schools were established by the state and private donations\nduring the period of the Reformation. But these schools did not furnish the primary instruction which the people needed. They were higher\nschools, and corresponded to the laieittische Stadt-Schulen established by\nDuke Christopher in Wurtemberg. Probably these schools accomplished\nthe object which the leaders of the movement had in view when they\nestablished them. They undoubtedly did, if that object was the furnishing of the means of education beyond primary instruction to the middle\nclasses. But if they also had in view provisions for the intellectual training of the poor, then in that respect they must have failed. What this\nclass needed was primary instruction, and the Reformation was far\nadvanced before schools giving such instruction were established, and\nthen only by private benefice.\nSuch was the origin of modern compulsory education, and such the\nprogress that universal education and the principle of compulsion had\nmade at the end of the sixteenth century. . The great movement which\nbegan with Luther's breaking' the ecclesiastical shackles which Rome had\nplaced on the Christian world had transferred from the church to the\nstate all matters pertaining to the instruction of the youth. That principle, maintained so strenuously by Luther, that the city or state, for its\nown safety, must establish schools for all the people, and compel the\nattendance of the youth upon them if necessary, had won the battle so\nfar as it had then been waged. The next victory for the cause of universal education and the principle of compulsion was won on the American continent by the New England Puritans.\n\nEDUCATION\nWILLIAM\n\nE.\n\nFOR\n\nSOCIAL\n\nCONTROL\n\nCHANCELLOR,\nSUPERINTENDENT\nBLOOMFIELD, N. J.\n\nOF\n\nSCHOOLS,\n\nThe nature of social control is now the most important question in\nAmerican life. So important is it, and so vast, that we forget it just as\nwe ignore the horizon, the sky, and the sun when we go on our busy\npersonal errands over the earth. It was the prayer of Lincoln that\n\" government of the people, by the people, for the people, may not perish. \" Every other kind of government has at last perished. Every\nother civilization has come to naught. An amazing labyrinth of lines of\nsocial control is the peculiar characteristic of every great civilization.\nEvery civilization either has at last broken down, as in Egypt, Chaldea,\nGreece, Rome, and France before the Revolution, or has atrophied, as in\n\n"}
{"page": 632, "printed_page": null, "text": "620\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nIndia and China, for want of righteous and efficient control. It may be\nthat no race can produce enough wise and strong men to keep it developing in freedom and happiness thru ages on ages.\nNo civilization can proceed without agents whose wisdom and righteousness measure its efficiency and condition its vitality. Democracy\ncannot escape from its servants. This difficulty of producing enough\ncompetent agents for social control has never been solved. Social righteousness means more than acceptance of the brotherhood of man. We\nread in a very old document that one brother did not deny another's\nbrotherhood, but simply questioned whether he was his brother's keeper.\nSocial righteousness is greater and more difficult than personal righteousness. Single individuals are not often responsible for the poverty, the\ndisease, the ignorance, and the sin of other individuals ; but society itself\nmay be responsible. Its obligation may be greater than the total obligations of all its members, for its opportunity may be greater.\nSchools are the agencies for the transmission of culture in as real a\nsense as the courts are the agencies for the transmission of that lesser\ninheritance, the lands and goods and rights of the earth. But in our\neducational system, or that concatenated order which passes for a system,\nwe have singularly neglected the preparation of our youth for the highest duties.\nFirst we must acquire property in our own bodies, learn our own hands\nand feet ; then add skill in tools, in games, and in athletics. We know\nthat every human creature is worth most to himself and to us when he\ncompletely possesses himself. Next we must acquire the facts of the\nsenses — that is, world-knowledge ; and we have nature study and science\nlaboratories, social investigations, history, and geography. These furnish\nthe elements of preparation for self-support. Hitherto this world-knowledge has been for most men fragmentary and often incorrect. Yet the\nhuman race has blundered forward, thinking that the world is flat, that\npriests own God, and kings are by grace of God ; that history is a series\nof accidents, and that whatever'is is fate.\nAfter getting this objective knowledge, the individual turns to himself, to his own soul and mind. Therefore the wise teach others literature, philosophy, and religion, which reveal the soul of humanity. The\nbeginning of this stage of development is self-consciousness, and its end\nis self-control. Beyond this few ever advance. \" Know thyself \" was\nthe highest point reached by the philosophy of Socrates, who exploited\nthat popular saying. Yet there are two higher stages to which we may\nattain, if we do not crystallize in character and mind at earlier stages.\nBeyond self-knowledge is self-direction, amid the forces and events and\nfacts of nature and of the human life. This self-direction is possible\nonly to men of objective social knowledge. The earlier objectivity that\nleads to observational science and to industry is not enough.\nThis later\n\n"}
{"page": 633, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nSOCIAL\n\nCONTROL\n\n621\n\nobjectivity is not of the senses so much as of the will, carrying one\nbeyond truthfulness of vision to truthfulness of action, to self-revelation\nand self-direction in the world. Of every hero who has stood for his\nmission, even of every man who has risen in the world, these words of\nArnold are true :\nHe within\nTook measure of his soul and knew its strength,\nAnd by that silent knowledge day by day\nWas calm'd, ennobled, comforted, sustained.\n\nThe philosopher Rosenkranz was unable to carry his argument\nfarther than this, the climax of individualism. The appeals by teachers\nto the desire in their disciples for property, both as wealth and as income ;\nthe exhortations to self-knowledge for one's own sake, and to self-control so as to win and to hold the respect of others ; and the incitements\nto acquire power, so as to make a place by one's own will for one's self\nin the world, are very familiar to us all, both as students and as teachers.\nThese appeals are absolutely necessary ; they are as milk to babes and as\nmeat to strong men. \" Seize your opportunities,\" is the maxim of those\nwhose philosophy must end with self-control. \" Make your opportunities,\" is for those who are capable of self-direction. Some of the greatest names of history illustrate this exalted stage of culture ; of these\nNapoleon is the most striking, the startling example. Higher than selfdirection and social knowledge, but possible only to those who have\nconquered the forces of social habit and of social thought, is the stage\nwhereon a man represents in his mind and will the best thoughts and\npurposes of humanity, and, as such a representative, exercises social control. For this stage our education, our very institutions, self-governing\ntho we Americans may be, afford no adequate preparation. Social control is a state of the mind, completely absorbed in the affairs of society\nfor its sake ; absorbed, tho never equally alive, in any earlier state.\nOur democracy employs some who cannot see even the facts of\nobjective experience; others who are incapable of self-support; and\nmany who have no self-reliance, but who, knowing nothing securely of\nthemselves, wait to see what others will do or say. Our citizenship is\nafraid of the selfishness of educated intelligence. To develop selfcontrol, to raise men out of unthinking subordination to superiors, to\nachieve democracy, education — elementary, secondary, and collegiate —\ncan do much by employing the original self-activity of children and\nyouth, and can do nothing otherwise. Unless education does produce\nself-reliance, the youths are better out in the struggles and temptations of\nlife than at school or college.\nThe truthful observer — clear-eyed, self-reliant — and he alone, can\nbecome the righteous servant-ruler in church and state, in business and\nschool and society. Many such self-understanding men may be called ;\nbut even of these only a few will be chosen for continued service.\nUpon\n\n"}
{"page": 634, "printed_page": null, "text": "622\n\nNATIONAL\n\nthese few depends the\nzation.\n\nEDUCATIONAL\n\nfurther progress of\n\nASSOCIATION\n\n[Higher\n\na great and difficult civili-\n\nBut why is it all cannot become agents of social control in a nation\nof free equals ? We have done away with kings in the state, with priests\nin the church, and with patriarchs in the family. We are doing away\nwith men as masters in business, and may some day dispense with our\nlords of the land. We have opened the schools to all. Why do not all\nascend to the very highest stages of culture, to be their own kings and\npriests, employers, teachers ? If the way up the Parnassus of the muses\nis steep, that to the Olympus of the gods is sheer. If it is difficult to\nmaster the great classics and the fine arts, it is more difficult to master\nthe sciences of humanity and the arts of the control of men.\nSometimes the early environment is so barren that it affords no\nproper and adequate nourishment for the mind struggling to compass\nthe objects of the world. Sometimes — and I doubt not that this is true\nin at least 40 per cent, of the children of our race — the bodily apparatus\nis so defective, especially in the eyesight and external muscular accommodations of the eye, that the soul cannot find the real world or truly\nexpress itself in it. Many others cannot progress in culture because\nthey must stop by the way for the means of existence. Getting beyond\nself-control to intelligent self-direction, and then on to competent\nrighteous social control, is personal pioneering ; for not only are there no\nteachers or books, save biographies seldom full of truth, but even the\nphilosophy of modern education can point out no path.\nConsider the spectacle of eighty millions of men, women, and children between our oceans, living in all these varied stages of culture ; so\nmany in the earliest stages, so few in the last ! Few are they who are\ncapable of self-control ; very few are they who are capable of self-direction ;very, very few, a mere handful among so many, fitted for social\ndirection ; only a fraction of those who are actually exercising social control. Consider, too, that nature brings to birth very few creatures of\ngenius able to rise without teaching to self-knowledge, self-control, selfdirection, social direction toward the righteousness which is taught by\nthe wisdom and goodness of a hundred centuries of the cumulative\nexperience of unknown billions of men. Children of one Mother Earth,\nwarmed and lighted by a single sun, joint heirs to the acquirements of\ncountless generations of creatures, which taught our very nerve-cells the\nright ways to do things ; disciples of the common human thought, developing for ourselves practically nothing, we have a common obligation\nand a common opportunity. And yet to develop our people, these\neighty millions, our democracy spends for all kinds of education, private\nand public, of our immense national income about one-third as much as\nit spends for beverages to make us forget our troubles ! And there are\neducators so unaccustomed to the ratios of large figures as to compliment\n\n"}
{"page": 635, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nSOCIAL\n\nCONTROL\n\n623\n\nour people, to cheer the hearts of niggardly politicians, and to put\nstumbling-blocks in the paths of the actual workers, the money-getters,\nin the cause of culture, by exclaiming upon the liberality of a nation of\neighty million people which, out of an income of one hundred billions a\nyear, spends three hundred millions on all forms of instruction — less than\none-half of what it spends on tobacco ! of which paltry three hundred\nmillions by far the largest amount is spent upon the very rudimentary\neducation of reading, writing, and arithmetic. As long as tobacco costs\nscholarly men about as much as do their books ; as long as beer for the\nmen costs all our people as much as meat for men, women, and children\ntogether; as long as all our universities cost less than our warships; as\nlong as we are willing to spend on conquests more than we are willing to\nspend to irrigate our arid West ; as long as city slums endure ; as long\nas men, women, and children who work must work anywhere in inhuman\nconditions ; as long as the doors of opportunity are shut to many ; so\nlong we can regard neither our nation as a nation of well-educated\nhumanity nor our schools as truthful exponents of human culture. We\nare better than any other people ; but we are only at the beginnings\nof wisdom and righteousness and wealth.\nIn the last generation of men and women we heard much about preparation for social service. \" He that would be great among you, let him\nbe the servant of all and the minister of all.\" The converse is equally\ntrue. He that serves all rules all. The lesson of a longer experience is\nthe need of preparation for social control. The old required course is a\nthing of the past. No mere change of studies, however, can effect an\nessential change in the fitness of the bachelor of arts, for either social service or social control. At best he may issue into the world intending to\nreform it ; at worst he issues into it intending to master it ; sometimes\nhe hopes to find opportunities for acquiring more knowledge or greater\nskill ; generally his intention is to enjoy, not the world, but himself in the\nworld. We need none of these men. We do not need men bent only\non accumulating knowledge of specialties. We do not want masters.\nWe do not accept reformers — the history of the world is the miracle of\nconstructive omniscience. We do not care for aesthetic dilettanti good\nonly as critics. We object to eager executives seeking to convert the\ntreasures of the world's labor-power into plunder for themselves. We\nneed and we use self-reliant men, who see the facts of nature ; who are\ninterested in the welfare of humanity; who are ready both to serve and\nto rule ; who are keen for action after thought.\nTo prepare such men the elective system leads in the right\ndirection ; it does not reach the goal unless individualization is the one\nthing desirable in education, and self-reliance is the final stage of culture.\nThe elective system has introduced the right studies. Let these now\ntake the place of required constants.\n\n"}
{"page": 636, "printed_page": null, "text": "624\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nTime was that the college graduate came from the college at sixteen\nor seventeen years of age. The youth scarcely goes to it nowadays until\nhe is eighteen or nineteen. Great as has been the change in the curricula in the past half-century, it has not been as great as is demanded by\nthe entirely different characters of the boy of fifteen and the young man\nof twenty. Not the college only must change its subjects, but the secondary school as well. The elective system is beginning to disclose that\ngreat mistakes have been made in the location of studies in our courses.\nThere are college studies requiring such simple processes of thought that\nthey belong in the secondary schools, even in the grammar schools. Psychology has demonstrated that the powers and interests of the students\nare the sole tests as to how early in life any subject shall be introduced,\nand in what form it shall be introduced. And sociology, when it\nhas taken its form and marked out the nature of its content, will demonstrate that the needs of society are the sole tests whether any subject shall\nbe studied at all, except as a diversion or a recreation, or by investigators\nin the hope that something useful may be found.\nThe fundamental science of the modern time is biology. The man\ndestined for social control ought to understand humanity as it really is,\noffspring or kindred of all the living creatures of this realm of one\nFather.\nA knowledge of physiology is required far beyond the compass of a\ncourse of lectures or of an abridged text-book. Some of the most important questions any society of men and women has to solve arise solely\nfrom the general ignorance of fundamental human facts. The competent, if in authority, could easily dispose of them. The tenement houses\nin the slums, the children with neglected teeth and eyes and bodies, the\nwidows bringing up orphans in the awful poverty of homes in which\nmothers worry all night after working outside of them all day, social evils\nand wrongs resulting from customs quite contrary to physiological facts\n— sorrows like these are remediable by competent and righteous men in\nbusiness and politics.\nPsychology has extremely important contributions. The ability to\nlocate individuals in such and such stages of culture has countless uses.\nThe study of human nature belongs to the rulers of men, for it not only\nmakes them rulers, but it qualifies them to rule well. We can save society\nfrom becoming the prey of the able but evil only by producing the wise\nand good who may overcome them.\nSociology serves, for the youth about to be graduated, as the final\ninterpretation of this human life as it really is. History is both the\ntreasure-house of human facts and a method of finding the truth. Economics isthe arithmetic of the collegiate course. No man is competent\nto rule his fellows who does not understand the nature of capital, wages,\nrent, interest, profit, and taxes; just as no man is competent to buy or\n\n"}
{"page": 637, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nSOCIAL\n\nCONTROL\n\n625\n\nsell merchandise until he knows addition, subtraction, multiplication,\nand division. By this standard most men in office and in business, exercising social control, are incompetent. When this great nation at last\nseriously undertakes the higher education, and seriously enters upon its\nmission of developing the human spirit, every college graduate will\nunderstand political economy. Political science demonstrates why the\nstrong rule, just as sociology demonstrates why the good ought to rule.\nThe man who is to exercise authority needs to know the elements of\nthe law of his nation, his state, and his community, the rights and duties\nof citizens, the nature of property in lands and goods, the principles of\ncontract, and the definitions and sanctions of crime. Especially ought\nhe to know the nature of corporations, private, public, and quasi-public ;\nfor corporations are the greatest devices for progress — cultural, political,\neconomic — yet sprung from human brains.\nThe youth broadly prepared to rule should know the literature of his\nrace. He cannot know this too well. He must have an adequate command of thought-imagery. This is a requirement, not only of contentknowledge, but also of skill in the arts of speech and print.\nNo subject is to be studied for its discipline alone. In the wealth of\nsubjects today, we ought to choose subjects for their contents as well as\nfor their logic.\nThis prepared servant of society ought to know for himself — not by\nbooks merely, nor by observation merely, but in personal experience —\nthe life-conditions, both economic and domestic, of the men and women\nwho are working for humanity in some great industry or in agriculture\nor in commerce. He will find that most opinions of the great working\nmillionaires are caricatured by reporters and casual acquaintances, who\nare as incompetent to understand their motives and capacities as our\nschool children to understand their teachers. He will learn that the control of men must neither be solely for one's own ends'nor academic and\nimpractical.\nEvery college graduate should be trained physically, manually,\norganically. He ought to know something of the fine arts and music\nand architecture, that our social life may be more attractive, and the\nappearance of our buildings and homes be more beautiful.\nMeantime, during these four years — the very best for training in any\nman's life — the youth who is being fitted for the authority, duty, and\nresponsibility of social control should be learning self-government by\npracticing its principles in a self-governing student body and in selfgoverning student organizations. Any college that cannot maintain\nstudent government is in need of a new faculty, and its trustees sin\nagainst the light. If half-trained councils can oversee the self-government of great cities, full of ignorant people, some of them bad, a college\nfaculty can do as well by bodies of the finest young men in the land.\n\n"}
{"page": 638, "printed_page": null, "text": "626\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nThey may not be what the faculty wants; and, again, the faculty may\nnot be what the nation needs ; but the young men are the best God yet\nintrusts to this people.\nThe college belongs to the democracy of culture. Its teachers ought\nto be broad-minded workers for social betterment. By profession every\nteacher exercises social control. In what spirit does he exercise it ?\nNone of us will expect that the deepest lessons interpreted from the\nprinted pages of the masters can eventuate at once in the action or even\nthe character of the graduate or post-graduate. But we not only can\nexpect, we ought to know, that the young men and women sent into the\nworld from these cities of the light will manifest, in moments of opportunity, some memory of the wisdom of the great, and some emotion of\nthe righteousness taught by them. The righteousness of a cultured\nsociety would transform the wealth and the labor power of the world\ninto opportunities for intelligence, health, happiness, homes, and work\nworth doing for all. Every teacher fails utterly of his duty both to his\nstudents and to the mighty dead who, thru pain, toil, and danger, have\nwon progress for humanity, if he does not bring to his students the\nmessage of social duty.\nThe scholar in politics ? Yes, and only the scholar trained to displace all others. The scholar in business ? Yes, and the scholar first\nof all. But in politics and business such scholars need training and\nknowledge as much better than at present offered in the schools as\nmodern life surpasses earlier conditions. Education ought no longer to\nlag so far behind the actual progress of the times. Today home and\nchurch are visibly disintegrating. The school by integration grows more\nand more.\nThe making of men for social control is today the opportunity of\nhigher education. In this nation its youths of talent are as the water of\nthe river of life. To state and church comes the challenge of the poet ;\nand the question of Lowell is the question of the living Christ of history :\nHave you founded your thrones and altars then\nOn the bodies and souls of living men,\nAnd think ye that building shall endure\nWhich shelters the noble and crushes the poor ?\n\nIt may be that our historic mission is but to do better than any preceding people, and then, like all others, to fail, leaving lessons to instruct\na new people in the valley of the Amazon, or to revitalize an ancient\npeople on the shores of the China Sea. And it may be that the American\nrepublic will become the center of one self-governing world-nation,\nbounded by the circumpolar seas and the signs of the zodiac, postponing the day of doom by the thousand years of a millennium of human\nrighteousness.\n\n"}
{"page": 639, "printed_page": null, "text": "Department]\n\nTHE\nWM.\n\nH.\n\nP.\n\nTHE\n\nMORAL\n\nMORAL\n\nFAUNCE,\n\nPRESIDENT\n\nFACTOR\n\nFACTOR\nOF\n\nBROWN\n\nIN EDUCATION\n\n627\n\nIN EDUCATION\nUNIVERSITY,\n\nPROVIDENCE,\n\nR. I.\n\nOver every true school might well be inscribed the sentence which\nwe find in Genesis : \" Let us make man.\" That great purpose, anterior\nto creation, lies behind all the work of the teacher. Teaching is a species\nof creation. The writer of Genesis little knew how much was involved in\nthe making of man.\n\nHe conceived the process as needing only a handful\n\nof dust and a day of twenty-four hours. Now we know that the making\nof man means millenniums : the slow climbing from dust to crystal, from\ncrystal to plant, from plant to infusoria, from infusoria to mammal, from\nmammal to Moses and Dante and Shakespeare. But as each student\nrepeats and epitomizes the history of the race, each involves a fresh creative\nprocess, and all true teaching has behind it the basal purpose of the\nworld : \" Let us make man.\"\nTo make a muscular marvel — a Samson or a Sandow — is not to make\nman. To make a prodigious memory by conning Chinese classics for\ngenerations is not to make man. To produce a logical mechanism, a\nmere reasoning faculty, by sacrificing to it all the rest of human nature,\nis not to produce a man. To produce, as the output of an educational\nsystem, shrewd manipulators, abnormal geniuses, like Machiavelli in\npolitical life or Barney Barnato in commercial life, is not the object of\nour work. We cannot allow any part of the pupil's nature to atrophy in\norder to produce a dazzling prodigy. We aim to make full-orbed men —\nmen of keen senses, trained intellect, warm hearts ; men rich in imagination and emotion ; men of power to resolve, to initiate, to administer, to\nachieve; power to see swiftly, judge accurately, decide immediately, to\nlove deeply and hate persistently, and grow forever — men such as all the\npast of human history now should culminate in producing.\nBut the fact is that for the past few centuries we have tried in our\nschools to produce minds rather than men. We have given our whole\nstrength to mentality, often ignoring the physical basis on the one side,\nand the entire gamut of desire and volition on the other. Modern\npsychology makes the will central in human nature. To possess a will\nactive, and active on the side of righteousness, is more than to carry in\none's head all tongues, ancient and modern, or to be familiar with all the\nsciences of the world. Just as the old political economy dealt with an\nimaginary \"economic man,\" who had only slight resemblance to the true,\nso our schools have often dealt with a supposed learning and remembering man, only a fragment of the true man. We have thought of the\neducated man as one who knows certain things, regardless of how he feels\nor what he does. But no mere knowledge ever yet guaranteed an education. The educated man is, above all, one who controls his own powers,\nand controls them for righteous ends.\nEncyclopaedic knowledge with a\n\n"}
{"page": 640, "printed_page": null, "text": "628\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nweak will George Eliot has pictured in Doctor Causabon. Vast knowledge with an evil will Goethe has pictured in Mephistopheles. One of\nthem is less than human, the other is more. It is a severe indictment of\nour modern training that we can conceive of an educated bad man, while\nto the Greeks such a being was inconceivable. As Mr. Bosanquet has\nsaid :\nWhen we compare the ancient Greek education with our own, whether primary or\nsecondary, as a training of the whole man, we are surprised to find ourselves put on our\ndefense\nWe think of education, on the whole, as an intellectual process, as a\nprocess of learning a number of things, each of which on separate grounds is necessary to\nbe known. The Greek thought of it on the whole as a moral process ; or, rather, he would\nnot have understood you if you had asked him which of the two he thought it to be.\n\nWe, alas! understand perfectly the divorce between intellect and character, between mind and conscience, between learning and doing ; but\nthe Greeks could not conceive such a separation as possible. Plato and\nAristotle shall rise up in the judgment with the men of this generation and\nshall condemn it ; for they aimed everywhere at the production of moral\nhuman beings, and we have aimed at making learning and remembering\nmachines. But our ideal is changing — thank heaven! The idea of\nself-activity has in many quarters displaced the immorality of passive\nreception. The idea of action as the method of learning has been\nembodied in our manual training. We begin to perceive that the end of\neducation is volition — as Kant said: \"The only good thing in the universe is a good will.\" But how shall we embody these new perceptions\nof truth in our present school and college life ? How shall we moralize\neducation ?\n1. The first requisite is character in the teacher. When Emerson's\ndaughter wrote to him about her choice of studies, he answered : \" It\nmatters not so much what you study as with whom you study.\" A small man\ncannot cast a great shadow. A teacher cannot do work at a higher level\nthan that of his own interior Hfe. No formal instruction in moral duties\ncan ever have one-thousandth part of the influence which steadily flows\nfrom a teacher by nature magnanimous and steadfast.\nEspecially is character in the teacher indispensable in dealing with\nvery young pupils, for they depend almost wholly on example and contagion. To force little children into moral philosophy, into analysis of\ntheir own mental states or their deeds, is to produce insufferable prigs.\nEmphatically true is it of children : \"Theirs not to reason why.\" Introspection, self-scrutiny in childhood, is abnormal and dangerous. Abstract\nvirtue they should never consider. Goodness they should know, not as a\nquality, but as an incarnation. Hence a teacher of rich, large, generous\nspirit, noble by instinct and righteous by training, is the best possible\ncode of law and the only true treatise on moral philosophy for little\nchildren.\n\n"}
{"page": 641, "printed_page": null, "text": "Department]\n\nTHE\n\nMORAL\n\nFACTOR\n\nIN EDUCATION\n\n629\n\n\" O'er wayward childhood wouldst thou hold firm rule\nAnd sun thee in the light of happy faces ?\nLove, Hope, and Patience, these must be thy graces,\nAnd in thine own heart let them first keep school.\"\n\nIn dealing with older pupils, the need of character in the teacher is\nhardly less. The graduates of our secondary schools and colleges, when\nthey come to talk over the old days spent in study, always speak first, not\nof the buildings in which they studied, not of the formal lessons, but of\nthe character of their instructors. That is obviously the thing which\nmakes the deepest impression on the student mind. A college alumnus\nforgets everything else sooner than he forgets the personality of his\ninstructors. And as we all look back in life, we see that the best our\nteachers did for us was to incarnate before our eyes the simple, homely\nvirtues which are the warp and woof of noble living. Marcus Aurelius\nopens his Meditations — one of the best books in the world for a modern\nstudent — with striking tributes of this kind :\nFrom my grandfather Verus I learned good morals and the government of my temper.\nFrom the reputation and remembrance of my father, modesty and a manly character.\nFrom Apollonius I learned freedom of will and undeviating steadiness of purpose —\nand how to receive from friends what are esteemed favors, without either being humbled\nby them or letting them pass unnoticed.\nFrom Alexander, the grammarian, I learned to refrain from fault-finding.\nFrom Maximus I learned self-government and not to be led aside by anything, and\nto do what was set before me without complaining.\n\nAs our colleges increase in size, one of the greatest problems is how\nto preserve this priceless touch of soul on soul. A university whose faculty\nare all specialists of high repute, absorbed wholly in advancing human\nknowledge, may do much to widen the domain of science, but may do\nlittle or nothing in the making of men. And if it is not prepared to aim\nat the molding of character, it ought frankly to abandon undergraduate\ninstruction. Here is a consideration demanding attention from every\nfather who has son or daughter to educate. But in our secondary schools\nthe power of personality still has full play. The head of an excellent\nsecondary school need envy no college president. Such a head-master is\none of a great fraternity of noble spirits ; he is the heir of Arnold and\nThring and Quick ; he is a true leader in the progress of the world.\n2. But the moral power of a teacher is exerted largely thru the administration of a school. The whole arrangement of a building, the conduct\nof school affairs, the method by which pupils enter and leave a room,\ntheir attitude in study and in recitation — the entire management of a\nschool constitutes an atmosphere in which the pupil's life is to unfold.\nOne of the graduates of Brown University was employed during his entire\ncourse to ring the bell for recitation about seven or eight times a day.\nHe now declares that the best thing he received from his college course\n\n"}
{"page": 642, "printed_page": null, "text": "630\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Higher\n\nis the habit of regularity and punctuality derived from four years of bellringing. When a school is administered in the spirit of impartiality and\njustice, it is giving indirect instruction in rights and duties. Candor and\nhonesty in personal intercourse means love of truth in the pupil. Kindness and courtesy in manner means refinement of spirit inculcated in the\nbest possible way. Neatness of attire, erectness of position, grace of\npersonal carriage — these things produce the self-respect without which\nvirtue is impossible. Regularity of habit and attention to method enable\na pupil to pass over much of his life to the region of the automatic, and\nso leave him free to make fresh acquirement. The spirit of pettiness and\nfussiness in school administration, the exaltation of the trivial, and the\nnagging of pupils by martinets dressed in a little brief authority, may produce serious nervous disorders in children, and must produce a narrowing\nof horizon and a contraction of spirit. The generous, magnanimous teacher\nwho daily lives in touch with the great souls of all time, who is constantly\nfed by literature and art and science, and who never loses the forest in\nthe trees, is creating unconsciously an atmosphere so genial and vernal\nthat all the souls in the room feel, like the very clods in the month of\nJune,\n\n\" a stir of might,\nAn instinct within that reaches and towers.\"\n\nJust because the human personality is a growth and not a manufactured article, this indirect approach to its moral life is far more valuable\nthan any didactic pressure. In carving a granite column which lies cold\nand passive under the chisel, we need the direct blow on blow which\nshall shatter the surface into the desired shape. But in training a vine or\na blossoming shrub, nothing is gained by pulling the branches or\nuntwisting the tendrils or forcing open the buds. We must approach\nthe plant life by moistening the foots, by bathing the leaves in light, by\nnourishing the soil, and then letting nature do the rest. A great sermon\nmight be preached to teachers from the text : \" The earth bringeth forth\nfruit of herself.\" The student's nature is not a foe to be subdued, but a\nfriendly power to be understood and directed. In the right atmosphere\nthe innate moral forces come to the front and reinforce the teacher's\nword.\nIn such an atmosphere the pupil will learn to abhor cramming as an\nessential falsehood, will learn the necessity of leisure in order to grow,\nwill shrink from all exhibitioner se, and will love knowledge for the\nsake of richer, deeper life, and not for the sake of rewards of any kind.\nWhere the moral tone is lofty, the school will unitedly seek to be rather\nthan to seem, will wish to possess rather than to display, and will have a\nself-respect and poise and deliberation which will disdain superficial\nsmattering, and will know the thing in itself. The teacher who \"paints\nthe thing as he sees it for the God of things as they are\" will find that he\n\n"}
{"page": 643, "printed_page": null, "text": "Department]\n\nTHE\n\nMORAL\n\nFACTOR\n\nIN EDUCATION\n\n631\n\nis teaching both painting and godliness as no art manuals and no theistic\ntreatises could possibly do it. In such a school the great moral laws of\nthe world outside will be the laws of the school world inside. Class\nmorals will be impossible. The idea that the student code of conduct is\nseparate from that of the rest of humanity, and that the high-school pupil\nor college freshman is superior to the laws which bind the clerk in the\nstore or the commercial traveler, will vanish, and the great moral currents of the world will flow thru the entire life of the school.\nTo recur again to our masters, the Greeks, they had no ten commandments to teach their pupils, their religious sanctions were feeble\ncompared with ours, and they could not enforce duty by any clear vision\nof the life to come. Yet their education was so serious and noble, so\nessentially bound up with moral action, that at the age of seventeen or\neighteen, when a young man received the soldier's spear and shield in\nthe presence of the magistrates, he took the memorable oath of the\nEphebi :\nI will not dishonor my sacred arms; I will not desert my fellow-soldier by whose\nside I shall be set ; I will do battle for my religion and my country, whether aided or\nunaided. I will leave my country not less, but greater and more powerful, than she is\nwhen committed to me ; I will reverently obey the citizens who shall act as judges ; I\nwill obey the ordinances which have been established, and which in time to come shall\nbe established, by the national will ; and whosoever would destroy those ordinances I\nwill not suffer him, and I will do battle for them whether aided or unaided ; and I will\nhonor the temple where my fathers worshiped : of these things the gods are my witnesses.\n\nCan the average American youth take that oath and keep it ? And\nif he cannot, is it not irrelevant, if not impertinent, for him to offer as a\nsubstitute a certain amount of Greek, Latin, and mathematics ?\n3. Briefly we may advert to the moral culture of athletic sports.\nThat there are moral dangers in athletics none can deny. Especially\nwhen great notoriety is given to those who participate, when the contest\nis chiefly for gate-money, when professionalism creeps in and life is\ndegraded to livelihood, then the result of athletics is a relaxation of\nmoral fiber and a confusing of standards. But when pursued in legitimate ways, modern athletic contests not only develop the physical powers,\nas do gymnastics, but they develop certain moral qualities which exclusive attention to mental development has led us to ignore. Our ever\npopular games of football and baseball develop a power of quick observation and decision, a self-reliance, and at the same time a subordination of\npersonal advantage to the common good, a spirit of obedience to\nauthority and spontaneous co-operation, and a score of other qualities\nwhich are essential in the social order. The spirit of fairness in competition developed in sport may be easily transferred to the industrial\narena. The willingness to face heavy odds on the gridiron may be carried into the field of battle.\nThe spirit of generosity to a defeated\n\n"}
{"page": 644, "printed_page": null, "text": "632\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nopponent and of faith in a defeated friend is the very instinct of\nchivalry, and without it life will become, like nature, \"red in tooth and\nclaw.\"\n4. Some teachers who readily admit the moral effect of administration\nand of student sport have never yet fully recognized the power of moral\nmethods in the class-room. They have never realized the value of what\nMr. Lecky calls \" the intellectual virtues.\" In the study of language,\ntraining in translating is training in truth-telling, in just discrimination,\nin fair comparison, in adequate representation. One's choice of words\nin writing is an index of the character, and the style is the man. It was\nsaid of Gibbon, perhaps unjustly, that he wrote in a style in which it was\nimpossible to tell the truth. Anyone who compares Macaulay's glittering\nsentences with his style in correspondence or conversation will see how\nfar he was willing to sacrifice truth to epigram. The influence of the\nscientific spirit on literary, and especially on oratorical, style has been\nprofound. The orations of Webster are too ponderous for our day, and\nthe delight of Everett in mere rhetorical splendor is wearisome to a generation which is eager for the fact and distrustful of verbal drapery.\nCollege writing ought to feel the changed temper of our time and cultivate the virtues of simplicity, directness, and truth. The study of science\nitself has done much to promote exactness of observation and honesty in\nreport. It has taught us to trace events to causes and reserve our conclusions to the end of our investigation. It has set before us, as the\nmodel student of the nineteenth century, Charles Darwin, of whom it has\nbeen said that in all his voluminous writings not an instance can be\nfound of a fact misstated or consciously perverted. It has given our\nstudents patience in study and taught them the greatness of the creation.\nIt has silently molded the character of millions. Manual training has\ngiven to many pupils certain virtues that books cannot impart, and\nhistory when really taught will be, as Froude says, \" the voice of God\nforever sounding across the centuries the laws of right and wrong.\"\n5. Thus far we have said nothing about direct ethical instruction.\nThis is last in order of time, and last in order of importance. But it\ncannot be ignored. After a student has learned to admire the right and\nto do the right and to love the right, comes the formulation of right\nprinciples and rules, and the question why one thing is right and another\nis wrong. As flowers come before botany and stars before astronomy,\nmoral living comes before moral philosophy. Yet inevitably the student\nwill come to ask as to the reason of righteousness, and will need direct\nethical teaching. Here our procedure must depend largely on circumstances. In institutions wholly under private control we may add\ncertain religious instruction as a powerful sanction to the moral life. In\npublic schools and state universities this is impossible. But it does not\nfollow that the teaching and study of practical ethics is impossible.\nThe\n\n"}
{"page": 645, "printed_page": null, "text": "Department]\n\nTHE\n\nMORAL\n\nFACTOR\n\nIN\n\nEDUCATION\n\n633\n\ntheory of ethics is still in debate among philosophers, but the praxis, the\nactual life according to practical reason, is something which may be\ntaught by Christian, Jew, or agnostic, and may be taught in the same\nway by all of them. There can be no valid objection to the use of brief\ntreatises on moral conduct which shall formulate principles and enforce\nthem by the actual consequences of conduct as seen in society and\nhistory. That righteousness tendeth to life, and that the wages of sin is\ndeath, is not, and never can be, sectarian instruction. It is simply a\nstatement of moral gravitation, as universal, as pitiless, and quite as\nimportant for us to appreciate as the law of physical gravitation. A\ntext-book on this subject must describe the virtues which are essential to\nhuman beings dwelling together, must show them in the great characters\nof history, and reinforce them by their results in the social organism.\nIn two respects, especially, do we need such instruction today.\nFirst, we need training for citizenship. The average student knows little\nabout the government under which he lives, and feels small responsibility\nfor its character. He does not look forward, as did the pagan youth, to\nthe service of the state as the noblest possible career, but he thinks of\nlaws and courts and legislatures as instruments thru which, by proper\nmanipulation, a skillful citizen may attain his private ends. Such an\nattitude is anti-social and anarchistic. The worst anarchists are not those\nwho wave a red flag. They are those who use the American flag as a\ncloak for the concealment of private schemes and the attainment of selfish\nambitions. The essence of anarchy is the exaltation of self above the\nstate. This spirit must be conquered, not in Haymarket square, but in the\nschool and the college ; not by the policeman's club, but by the teacher's\npersonality. \"To replace is to conquer;\" and this anti-social attitude\nmust be replaced by a large-minded patriotism which counts the highest\nhonor for a citizen the service of the stateIn another direction is this training still more important — in preparation for the duties of home life.. Back of state and church and school\nstands the home, the fundamental institution of civilization. When the\nhome is strong and pure, all other institutions will flourish; when the\nhome decays, all is corrupt. Yet probably all of us who have been thru\nthe public schools have heard not one word of direct instruction on the\nduties of parenthood or even of simple home life. The great facts of\nthe transmission of life, the sacred mystery of the relation of parent and\nchild — these are things which Puritan prudes have banished from the\nteaching in either school or home ; and in the one domain where the student\nmost needs reverent instruction from noble minds, he is left to seek it\nfrom the least reverent, if not the most degraded, of his companions.\nAn education which is silent here is wretchedly incomplete. Like the\nostrich, it hides its head in the sand and hopes all will be well. I rejoice\nin an increasing literature treating of these themes ; and in every true\n\n"}
{"page": 646, "printed_page": null, "text": "634\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nschool a reverent teacher may find a way to lead from the bird's nest to\nthe human home, and show how all creation culminates in the love which\nmakes the fireside and the cradle. In our secondary schools and colleges,\nthe obligations and opportunities of home life may be clearly set forth.\nWhen they are thus seriously studied, our young people will not blunder\ninto marriage so often as now, and the divorce courts, that have been\nalready driven west of the Mississippi, will be driven by a rising public\nsentiment into the Pacific ocean. Our teachers will then think more of\nstudents than of studies, more of making men than of school programs\nor apparatus.\n\n"}
{"page": 647, "printed_page": null, "text": "DEPARTMENT\n\nOF NORMAL\n\nSECRETARY'S\nFIRST\n\nSCHOOLS\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly io, 1901\n\nThe Normal Department met in the chapel of the First Congregational Church at\n3 P. M., President Charles D. Mclver in the chair.\nJames E. Russell, dean of Teachers College, Columbia University, New York, read a\npaper on \" The Training of Teachers for Secondary Schools.\"\nThe discussion was introduced by Professor George H. Locke, of the University of\nChicago, and was continued by Principal F. B. Palmer, State Normal School, Fredonia,\nN. Y.; President Z. X. Snyder, State Normal School, Greeley, Colo.; Dr. C. C. Rounds,\nNew York city; Principal H. B. Frissell, Hampton Institute, Virginia ; Professor Walter\nBallou Jacobs, Brown University, Providence, R. I.; Principal F. J. Cheney, State Normal\nSchool, Cortland, N. Y.; President Charles McKenny, State Normal School, Milwaukee,\nWis.; President John R. Kirk, State Normal School, Kirksville, Mo.; and Principal A. S.\nDowning, Training School for Teachers, New York city.\nThe following Committee on Nominations was appointed :\nJohn W. Cook, De Kalb, 111.\n\nSECOND\n\nA. S. Downing, New York city.\n\nSESSION.— Friday, July 12\n\nThe department was called to order at 3 p. M. by President Mclver.\nThe Committee on Nominations reported as follows :\nFor President — J. F. Millspaugh, State Normal School, Winona, Minn.\nFor Vice-President — Myron T. Scudder, State Normal School, New Paltz, N. Y.\nFor Secretary —John R. Kirk, State Normal School, Kirksville, Mo.\n\nThe above-named officers were duly elected.\nA resolution was adopted that the meetings of this section next year should be held\non Wednesday and Thursday afternoons, and not on Wednesday and Friday afternoons.\nThe speakers on the program being absent, the meeting was resolved into a roundtable discussion on the practice school, led by President John W. Cook, and participated\nin by Messrs. Millspaugh, Lyte, McFarland, Mclver, Scudder, and others.\nAfter the discussion, Miss Laura E. Aldrich, Walnut Hills High School, Cincinnati,\nO., spoke briefly, saying that she was one of a committee of four representing the\nNational Academy of Elocution, whose aim it is to gain recognition in the normal schools\nof this country of the necessity of teaching enunciation, articulation, and pure tone.\nMiss Aldrich's remarks were favorably received, tho, owing to the lateness of the\nhour, no resolution or recommendation touching the matter was introduced.\nAdjourned.\nMyron T. Scudder, Secretary.\n635\n\n"}
{"page": 648, "printed_page": null, "text": "636\n\nNATIONAL\n\nPAPERS\nTHE\n\nTRAINING\nJAMES\n\nE.\n\nOF\n\nRUSSELL,\n\nEDUCATIONAL\n\nAND\n\nTEACHERS\n\nASSOCIATION\n\n[Normal\n\nDISCUSSIONS\nFOR\n\nSECONDARY\n\nDEAN\nOF TEACHERS\nCOLLEGE,\nUNIVERSITY,\nNEW\nYORK\n\nSCHOOLS\n\nCOLUMBIA\n\nTwo years ago, at the meeting of the Department of Superintendence\nheld in Columbus, O., I read a paper on this topic. In that paper I\nattempted to sketch the situation as I saw it, and to emphasize what seems\nto me still the essential qualifications in the professional training of\nteachers for secondary schools. These qualifications were summarized\nunder four heads, viz.:\n1. General knowledge.\n2. Professional knowledge.\n3. Special knowledge.\n4. Skill in teaching.\nFirst, general knowledge. The liberal culture implied in four years of training in\nadvance of the grades to be taught is surely not too much to require from every applicant\nfor secondary teaching. The fact that the secondary teacher is to some degree a\nspecialist, that he knows his subject and exercises considerable ingenuity in satisfying\nthe requirements of college entrance or some examining board, is no indication that he\nhas a world-view of sufficient breadth to justify him in attempting the training of youth\nor an understanding of related studies sufficient to enable him to teach his own subject in\na scientific manner. The inspiring influence that comes from well-developed manhood\nor womanhood taught to view the subject-matter of secondary education in a comparative\nmanner, trained to see the relationships everywhere existing in the various spheres of\nknowledge — yes, the unity pervading all knowledge — is an influence that the secondary\nschool can ill afford to neglect.\nSecond, professional knowledge. It is equally important that the secondary teacher\nbe able to view his own subject and the entire course of instruction in its relations to the\nchild and to society, of which the child is a part. A teacher may be able to teach his\nsubject never so well, may even have the reputation of being a distinguished educator,\nyet his life long be a teacher of Latin, or physics, or history, rather than a teacher of\nchildren. The true educator must know the nature of mind ; he must understand the\nprocess of learning, the formation of ideals, the development of will, and the growth of\ncharacter. The secondary teacher needs particularly to know the psychology of the\nadolescent period — that stormy period in which the individual first becomes self-conscious\nand struggles to express his own personality. But more than man as an individual the\nteacher needs to know the nature of man as a social being. No knowledge, I believe, is\nof more worth to the secondary teacher than the knowledge of what standards of culture\nhave prevailed in the past, or now exist, among various peoples, their ideals of life, and\ntheir methods of training the young to assume the duties of life. Such study of the\nhistory of education is more than a study of scholastic institutions, of didactic precepts, or\nthe theories of educationists ; it is Kulturgeschichte with special reference to educational\nneeds and educational problems. It gives that unifying view of our professional work\nwithout which it is idle to talk of a science or a system of education ; it prepares the way\n\n"}
{"page": 649, "printed_page": null, "text": "Department]\n\nTRAINING\n\nOF TEACHERS\n\nFOR\n\nSECONDARY\n\nSCHOOLS\n\n637\n\nfor the only philosophy of education which is worth teaching. Under professional knowledge I should also include such information as can be gained from a study of school\neconomy, school hygiene, and the organization, supervision, and management of schools\nand school systems at home and abroad. Some of this technical knowledge is indispensable for all teachers ; all that can be gained is not too much for those who will\nbecome leaders in the field. But the least professional knowledge that should be deemed\nacceptable is an appreciation of the physical conditions essential to success in school\nwork and a thoro understanding of psychology and its applications in teaching, of the\nhistory of education from the cultural standpoint, and of the philosophic principles that\ndetermine all education.\nThird, special knowledge. The strongest argument that can be urged against the\naverage college graduate is that he has nothing to teach. The argument applies with\neven greater force to the normal-school graduate, however well he may be equipped on\nthe professional side. Neither liberal culture nor technical skill can at all replace that\nsolid substratum of genuine scholarship on which all true secondary education rests. A\nteacher with nothing to teach is an anomaly that needs no explanation. And I count\nthat knowledge next to nothing which must be bolstered up by midnight study to hide its\ndefects from a high-school class. No one who knows the scope, purpose, and methods\nof collegiate instruction, no one familiar with the work of the normal school, will posit\nfor a moment that such training necessarily gives any remarkable degree of special\nknowledge. I say this without any disrespect either to the college or the normal school';\nit is not the first and foremost duty of either of these institutions to turn out critical\nscholars or specialists in some small field. But special scholarship, I maintain, is an\nabsolute necessity in the qualifications for secondary teaching. Without it the teacher\nbecomes a slave to manuals and text-books ; his work degenerates into formal routine\nwith no life, no spirit, no educative power, because he knows no better way ; the victims\nof his ignorance rise up to call him anything but blessed, and take their revenge as\ncitizens in ignoring altogether professional knowledge in the conduct of public-school\naffairs — because they, too, know no better way. Now as never before, I believe, do we\nneed to emphasize the possession of special scholarship as an essential prerequisite to\nsecondary teaching.\nFourth, technical skill. It is safe to say that no quality is more earnestly desired in\nthe teacher, or more persistently sought for, than the technical ability to -teach. The\nfirst question asked of an applicant is not, \" Has he had a liberal education ?\" or, \"What\nis his professional knowledge ?\" or, \"Has he anything to teach ?\" but this : \"Can he\nteach ? \" The popular mind fails to recognize the interdependence of these qualities,\nand failing in this it bases judgment of a teacher's ability on the relatively nonessential.\nAbility to maintain order in the class-room, to get work out of his pupils, to satisfy casual\nsupervisors and examiners, to keep fine records, and to mystify parents — this too frequently passes for ability to teach. How seldom, indeed, is a teacher tested by his\nability to get something into his pupils, by his ability to impart his knowledge in a way\nthat shall broaden their horizons, extend their interests, strengthen their characters, and\nrouse within them the desire to lead a pure, noble, unselfish life ! School-keeping is not\nnecessarily school-teaching. The technical ability to teach includes both. The art of\nteaching is mimicry — a dangerous gift, unless it is founded on the science of teaching\nwhich takes account of the end and means of education and the nature of the material to\nbe taught. School-keeping may be practically the same for all classes of pupils, but true\nteaching must always vary with surrounding conditions and the ends to be attained.\nGraduates of colleges and normal schools alike must fail in technical skill if they teach\nas they have been taught. The work of the secondary school is unique. It requires an\narrangement and presentation of the subject-matter of instruction in a way unknown in\nelementary education and unheeded in most college teaching ; it requires tact, judgment,\nand disciplinary powers peculiar to the management of youth.\nHerein is the need of\n\n"}
{"page": 650, "printed_page": null, "text": "638\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\nthat technical skill which is not, as has been well said, \" a part of the natural equipment\nof every educated person.\"\n\nThe question before this department is : How can these qualifications\nbest be secured ? There may be, however, a preliminary question which\nsome will desire to have answered : What is the relative importance of\nthese qualifications, if all cannot be secured ? In attempting an answer,\nI am well aware of the difficulties presented by actual conditions in\nvarious parts of the country, even by conditions which occasionally arise\nin almost any school, and more particularly by situations presented in\nthe individual characteristics of teachers. There are schools in all parts\nof the country (one might almost say, all schools in some parts of the\ncountry) which think that they cannot afford good teachers. To such\nschools I can only say that they are too poor to be able to afford poor\nteachers. It is our business here to assert that the best teacher is always\nthe cheapest ; and if our influence has any weight, it should be used energetically wherever it is proposed to employ a poor teacher merely because\nthe poor teacher will work on a lower salary.\nThe personality of the teacher, however, is another matter. There\nare persons who might conceivably possess all of the qualifications which\nI have called essential, and yet be unfit to train animals, to say nothing of\nteaching children. In fact, these qualifications which I have enumerated\nare really conditioned by certain universal human attributes which are\nprerequisite to the truest success in any vocation in life. The person\nwho does not first of all have high moral worth, intellectual honesty, fertility of imagination, industry, sympathy, tact, and common-sense can\nnever become a good teacher, and a notable deficiency in any of these\nattributes will assuredly prevent a person from becoming a great teacher,\nregardless of professional training — the best that can be given. No one\nknows better than we do how absolutely essential is the right personality\nin the teacher. This knowledge, however, should not make us unappreciative of professional training. The rather should we see in professional training the means whereby native impulses are made available and\ndirected systematically toward the highest ends of education. It can do\nno harm for us to exalt the native qualities in a teacher's equipment, but\nit can do no good to overestimate them. School officers too often\nexhibit a lack of intellectual honesty or common-sense when they make\nprofessional qualifications of secondary importance in the selection of\nteachers. From that position it is only one step to personal and partisan\nfavoritism ; for no school principal or superintendent can make a strong\ncase against political interference in school affairs, if he himself does not\nconsider professional training an essential article in his educational creed.\nI yield to none in my appreciation of what is called \" personality \" in\nthe teacher, but I maintain that the \" personal \" and the \" professional \"\nare co-ordinate, and that both are essential.\nTo make the \" personal \"\n\n"}
{"page": 651, "printed_page": null, "text": "Department]\n\nTRAINING\n\nOF\n\nTEACHERS\n\nFOR\n\nSECONDARY\n\nSCHOOLS\n\n639\n\nsubordinate to the \" professional \" may be a sin ; but to subordinate the\n\" professional \" to the \" personal \" is a crime.\nWhat, then, of the four qualifications which I have enumerated as\nessential in the professional training of a secondary teacher ? Is any one\nof greater relative importance than any other one ? First, it may be said\nthat a college course nowadays gives no assurance of general knowledge.\nThere is considerable justice, I fear, in that claim. Our colleges are all\npretty thoroly inoculated with the germs of the elective system, and some\nof them have already developed into serious cases. In fact, it has become\nso epidemic that it seems useless longer to maintain a quarantine against\nthe contagion. However, this movement may not be a plague except to\nthose who do not know how to take advantage of it. It is true that\nnever before has such wealth of opportunity been presented in higher\neducation. The list of courses offered in our largest universities is certainly bewildering to one who is in doubt either of his own abilities or of\nhis future needs. So long as I do not know myself, or what I shall become,\nhow can I choose intelligently from the tender made by a modern university?\nAnd, from another standpoint, it may be asked : How can a college\nfaculty intelligently prescribe a curriculum for an unknown person bound\nfor an end that is also unknown ? It is the complexity of modern life\nthat affords the fullest justification of the elective system in higher education. But there is no justification for free election when a definite\nprofession is in view, nor should there be any serious doubt of what subjects are of most worth in the training of a lawyer, a physician, or a\nteacher. And, in the case of the teacher, most subjects of the college\ncourse enter into his professional equipment. They are in part the\nmeans and instruments which he must later employ in professional\nservice. .Hence I do not hesitate to say that the collegiate education of\nthe secondary teacher should be general in character and liberal in its\nnature and influence. Moreover, it is not the duty of the college or university to make courses of study suited to the needs of teaching or of any\nparticular profession ; it is our business as teachers to know what is best\nfor those who will come after us, and it is our duty as a profession to\ninsist upon public recognition of our claims. In other words, it is absurd\nfor us to criticise the college for not giving us what we want and in the\nway we want it ; our part is to know what we want and to see to it that\nwe get it.\nThere is an assumption in what I have said that a college course is an\nintegral part of the professional training of a secondary teacher. After\ndue allowance has been made for all the defects of collegiate education,\nit must still be acknowledged that there is no other institution which can\nmore satisfactorily give the general knowledge so essential in a teacher's\nequipment.\nIn my opinion, it is scarcely worth while to discuss this\n\n"}
{"page": 652, "printed_page": null, "text": "640\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\npoint. Nevertheless, the practice of some normal schools warrants the\nbelief that a different conclusion is possible. I fail to see on what\ngrounds such practice can be defended. A normal school that sets itself\nup to train teachers for secondary schools either greatly magnifies its\noffice or deliberately stultifies the profession which it represents. Of\ncourse, I do not refer to those institutions which maintain academic\ncourses equal in scope and quality to college courses, and which provide\nfor four years of instruction in advance of the secondary school. A college degree is no criterion of excellence, nor is it necessary that the\ninstitution be known as a college. What is wanted is an education broad\nenough and liberal enough to qualify the teacher to select and train\nleaders for the coming generation. Such an education surely cannot be\ngiven by an institution that limits its field to the needs of a single profession, whether that profession be dentistry, medicine, engineering, or\nelementary teaching. Not all of a college education comes from the\nclass-room ; an important part of it comes from the associations of persons with widely differing interests and ambitions. A professional school\nis narrowing in its influence. A normal school, therefore, if true to its\nown high calling, cannot be expected to afford a liberal education or to\nmeet the requirements in general knowledge which the secondary teacher\nshould have.\nIn the second place, no ordinary normal school can sufficiently equip\nthe secondary teacher in special scholarship. And the secondary teacher\nwho is not a specialist is an elementary teacher who has mistaken his\ncalling. I am well aware that there are schools which expect teachers to\nteach anything and everything, but unless such schools can secure teachers who are masters of anything and everything, it is a misnomer to call\nthem secondary schools. The age of pupils is no guide to the grade of\na school. If it were, we should have \" evening universities \" in New\nYork city where adults learn their A B C's. It will be a glorious day in\nAmerican education when we have teachers thoroly capable of teaching\nany subject in the secondary-school curriculum, but until we can be certain that such universal specialization is an assured fact, we would serve\nour profession better to insist on sound scholarship in one or two subjects. As things are now in most states, it is a disgrace to the teaching\nprofession that we teachers make no efforts to distinguish between the\ncompetent and incompetent. We even look complacently upon the\nefforts of politicians and lawmakers to fix the metes and bounds of our\nown profession. While it may not be proper for us to adopt tradesunion methods, it is certainly most becoming in us to uphold the dignity\nof our profession by advocating at all times those standards which we\nknow to be right — right not only for us as teachers, but right also for\nthose whom we instruct. And I know I am right when I say that the\nsecondary teacher should be master of every subject which he is called\n\n"}
{"page": 653, "printed_page": null, "text": "Department]\n\nTRAINING\n\nOF TEACHERS\n\nFOR\n\nSECONDARY\n\nSCHOOLS\n\n641\n\nupon to teach. Moreover, I am convinced that the patrons of our secondary schools will believe us when we say it honestly; and when they are\nconvinced, the means for securing such teachers will promptly be provided.\nFinally, we have to consider the aim of the whole matter in what I\nhave called the technical qualifications of the teacher. The public is\ncoming to recognize, what some of us have long known, that trained\nteachers are superior to novices. That graduates of normal schools are\nin demand for secondary-school positions does credit to public opinion ;\nthat they should be encouraged to accept such positions without having\nmade adequate collegiate preparation is not creditable to the normal\nschools. The fact is that collegiate and normal training are both essential. The problem is how to secure both.\nI can see only two ways that are practicable. One way is to provide in\nthe normal schools a distinct course to train college graduates for sec.\nondary schools ; the alternative is to establish, in connection with univer\nsities, professional schools for teachers. Either plan is difficult of\nexecution. College graduates do not assimilate readily with normalschool students ; and even if special courses were provided, it would\nrequire a change in policy and an elevation in standards which few normal schools could or should be expected to meet. On the other hand,\nit ought to be perfectly clear that a chair of pedagogy — even when it is\ncalled \"education\" or \"the science and art of teaching \" — is no adequate\nsubstitute for a professional school for teachers. Sixty years ago there\nwere such professorships in law, but today we have law schools. How\nlong must we wait for \"schools of education\"? The universities must\nprovide not only courses in the history and philosophy of education,\npsychology, and its applications in teaching, school economy, and the\nlike, but, they must also provide for extensive and thorogoing practical\nwork. A professional school for teachers is no more complete or adequate without schools of observation and practice than is a medical\nschool complete and adequate without a hospital and clinical laboratory.\nSo far as secondary -school work is concerned, therefore, either the\nnormal school must raise its standards and prepare to enter a new field,\nor the universities must deal with teachers as honestly and liberally as\nthey do with lawyers and physicians. Personally, I think the universities\nare the better fitted to take over this work, and it seems to me that they are\nmaking very satisfactory progress. But there is chance for great improvement, and this body should let it be known that it appreciates the gifts\nreceived, but never ceases praying for still greater blessings.\n\nDISCUSSION\nGeorge Herbert Locke, assistant professor of education, University of Chicago. —\nThe educational world does move.\nWe are entering upon the new century with only\n\n"}
{"page": 654, "printed_page": null, "text": "642\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\na few doubting Thomases in our ranks. This is a happy state, because we have many\nwarnings in the history of education that we become so joyous over our victories that we\nare inclined to press them too far, and so spoil the result. The doubting Thomases keep\nus to the earth and to the necessity of making haste slowly.\nProof of this progress of which I have spoken was given me this year, when a\nmature student in my department undertook to ascertain, by private correspondence, the\nopinions of representative professors of our universities — in departments other than that\nof education and teaching — on the advisablility of professional training for those who\nintended to enter the teaching profession. The result was extremely gratifying, and I\nwas surprised to find how many felt that such training would greatly aid the young college\ngraduate. True, we heard the old song of \" teachers being born and not made \" again\nand again, and it was quoted just as if it were a new discovery, and that this generative\nprocess applied only to teachers. This, to my mind, is an economic question in which\nis involved the old law of supply and demand. If the supply of \" teachers by the grace\nof God,\" as Laurie calls them, were equal to the demand, we should be delighted to turn\nour energies to some other field of human endeavor ; but we are facing a condition, not\na theory, and as the demand far exceeds the supply, and as there seems to be no\napparent way of applying any Dr. Schenck theory to aid the generative process, we are\ntrying to do our best with the people who were apparently born to something else, but\nwho wish to enter our profession.\nWe can justify our position on historical grounds — always a strong argument with\nthe Anglo-Saxon. In the first of our great universities, that of Paris, founded in the\ntwelfth century, the degree of bachelor of arts was given to the student who had satisfied\ncertain scholastic requirements ; i. e., it stood for a certain amount of knowledge. The\nholder of the bachelor's degree was allowed by his master to teach in the school, that he\nmight gain experience in teaching, and that the worshipful company of masters of arts\nmight decide whether he had the ability to communicate knowledge as well as to acquire\nit. It was only after he had shown this ability that he was admitted to the degree of\nmaster of arts, and was given the diploma conferring upon him the jus ubicunque\ndocendi — the right of teaching everywhere. In those days the degree of master of arts\nhad a significance, and it is interesting to see how early in our university life was the\nidea that there was an essential difference between the ability to acquire knowledge and\nthe ability to impart it.\nBut the burden of proof in other respects is still upon us, and our work is by no\nmeans done. Granted that there is this difference today, what are we to offer the college\ngraduate in the shape of professional training that will really help him in his work ?\nThis must be a dignified, solid, substantial, and reasonable course for an educated man.\nSuch a course of training should certainly be given in a university and not in any separate\ninstitution, such as a school of pedagogy or a normal college. It should not be given\nentirely in one year, as is often now the case, for there is but little chance for adequate\ncorrelation and sequence of work.\nThe study of education falls naturally into three great divisions : (1) the history of\neducation; (2) the theory of education, including the principles of education; (3) the\norganization and administration of education, including practice teaching. This also is\nthe natural order in which these divisions ought to be studied. The history of education\nshould come in, say, the junior year, as an elective in the college course. It ought to be\ntreated as a culture subject, and deserves adequate treatment as such just as much as\ndoes the history of government or of any other social institution. It can be made so\ninteresting and suggestive that it will be chosen by many who do not intend to enter the\nteaching profession, but who will possibly be associated with education as members of\nschool boards, or in some other public position in which they may help toward an\nenlightened public opinion on educational matters.\nStudents who intend to teach will, of course, take psychology in the college, and\n\n"}
{"page": 655, "printed_page": null, "text": "Department] TRAINING\n\nOF TEACHERS\n\nFOR\n\nSECONDARY\n\nSCHOOLS\n\n643\n\nthis should not be differentiated from the ordinary psychology course offered to undergraduates. Itis for culture purposes, and has no direct application to teaching. But\nthere will be offered afterward a course in educational theory, in which can be introduced whatever educational psychology is necessary; but psychology as such must be a\nprerequisite. This study of educational theory can be made very suggestive, especially\nif the student has had the history of education and psychology.\nAnd now remains a peculiarly important professional course — the organization and\nadministration of education. This involves the application of the theories of education,\na comparative study of how these theories are being applied at home and abroad, and a\nconstructive study of how they might be applied, given certain local circumstances. The\nstudents have been observing teaching in various schools, and this has been discussed in\nconferences with the instructor, and they are now prepared to put their theories to the\ntest in actual teaching. By this practice teaching I do not mean playing at teaching\nwith some person ever at one's elbow to suggest, warn, and sometimes even to instruct\nand dictate ; on the contrary, the student must be assigned a class for the mental, moral,\nand physical advancement of which he is to be held responsible, and over which he is\ngiven authority, for there is no meaner situation in life than to be charged with responsibility and yet deprived of authority. There will, of course, be careful supervision at\nintervals, so that the interests of pupils and teacher may be conserved. The success of\npractice teaching depends largely upon the skill and care with which it is supervised.\nThe student should have control of a class for a period long enough to attain some\ndefinite results. I am of the opinion that he should teach for not less than two and not\nmore than six hours a week during some three months, and that he should be allowed to\nchoose, as far as is economically and educationally possible, the major and minor subjects\nin which he has the best scholastic training and in which lie his interests as a possible\nteacher.\nNow, this is what I would call the minimum amount of professional training for the\nperson who wishes to teach in our secondary schools. It may be almost indefinitely\nenlarged, and if one is so fortunate as to have a magnificently equipped teachers' college, such as that over which Mr. Russell presides, there are possibilities for greater and\nbetter work which is legitimate graduate study. I am offering this simple plan as one\nthat can be profitably used in a comparatively small college, provided that the local\nschool authorities} or indeed the academy authorities, will co-operate, so as to make the\nsecondary school available for practice teaching.\nThere are some who oppose practice teaching, in the belief that it is not good for\nthe students who are being practiced upon. This position is tenable when the practicing\nteacher has a class for only a very short time, when teachers are frequently changed and\nthe continuity of the school work is interrupted, and when the teaching is not skillfully\nsupervised. Where these details are attended to, the results have been wonderfully satisfactory to the headmaster of the school, to the pupils of the school, to the regular teachers, and to the parents. This is not mere hearsay evidence, but I speak that I do know; and\nI am persuaded that these are possibilities in even a small college, and that no college\nshould send forth graduates into our secondary schools without at least this minimum of\nsound professional training.\nPrincipal F. B. Palmer held that college graduates could get ample training in\nthe normal schools. His experience showed him most satisfactorily that college graduates coming to a normal school entered into the spirit of the school, enjoyed their work,\nand got great benefit from their study and practice.\nPresident Z. X. Snyder likewise held that secondary teachers could be prepared\nin the normal schools, but only in case rich four-years' courses were established. The\nnormal schools must come to this ; for, otherwise, how are our secondary schools to get\ntrained teachers ?\n\n"}
{"page": 656, "printed_page": null, "text": "644\n\nNATIONAL\n\nEDUCATIONAL\n\nASS0CIA7 ION\n\n[Normal\n\nDr. C. C. Rounds said that the doctrines laid down in Dean Russell's paper\nwere revolutionary, but revolutionary in the right direction. The normal schools should\nnot attempt to give higher education or to prepare teachers for secondary schools. Let\nthe colleges and universities do that. Let the normal school return to the more modest\nduty of preparing teachers for primary and grammar grades. Of course, teachers for\nsecondary schools need training ; they also need more subject-matter than the normal\nschools are equipped to give. Why should the normal schools attempt to do more than\nthey are able, or more than they were originally intended, to do ?\nCollege professors also need pedagogic training. It is a fraud for men to attempt\nto do that for which they have had no preparation and training. The universities themselves must provide facilities for this training ; must prepare as soon as possible to give\nus expert teachers for higher as well as for secondary institutions ; the normal school\ncould then keep to its own function of training teachers for the grades.\nPrincipal H. B. Frissell thought the universities would soon come to this if there\nwere a sufficient demand for it. We ought to insist on the highest training on the part\nof our teachers. If we do this, we shall get it. The training profession will always lag\nbehind until we thus insist.\nProfessor Walter Ballou Jacobs spoke, by request, concerning the pedagogic\ntraining given at Brown University. The pedagogic instruction in the university is supplemented byactual experience in teaching in the high schools and grammar schools of\nthe city of Providence. In these practice classes the student-teachers teach under the\nsupervision of teachers of experience. The damage to the pupils in the practice classes\nis practically nothing. Not one complaint has been received from parents to the effect\nthat their children were suffering at the hands of the student-teachers. Professor Jacobs\nfeels that the work done by the college students, when carefully supervised, is better in\nmany instances than that done by other teachers. He believes that the place to train\nteachers for secondary schools is either in college or beyond the college.\nPrincipal F. J.Cheney claimed that in some normal schools the academic facilities\nafforded were so superior that it is perfectly legitimate to recommend normal graduates\nfor secondary work. Some normal schools have better equipment in certain subjects\n(e. g., physics, chemistry, and biology) than many a college or university. This superior\nequipment is provided in order that the normal schools may prepare teachers for secondary schools. Colleges are not training teachers. What are secondary schools going to\ndo for trained teachers if the normal schools do not supply the demand to the best of\ntheir ability ?\nPresident Charles McKenny said that in his state the question has come up as\nto whether the college or the normal school should prepare teachers for the high schools.\nThe sentiment has been growing that it is impossible for normal schools to furnish the\nkind of teachers that the better grade of high schools demand. The normal schools are\ntherefore confronted with a serious problem : either to equip for preparing teachers for\nthe high schools or cease to attempt it at all. What should they do ? Secondary schools\ndemand better teachers, yet the universities do not supply these. Wisconsin is making\nan attempt to solve this problem by forming, as it were, a joint partnership between the\nnormal school and the university, whereby the university gives credit for the work done\nin the normal schools, and gives normal graduates a degree after two years of university\nwork.\nThus both ends are attained, to wit, scholarship and pedagogic training.\nPresident John R. Kirk deplored the tendency to regard the lower grades as\nneeding only inferior scholarship on the part of teachers. Superior scholarship is needed\nhere as elsewhere, and normal schools should aim to give their graduates a high grade of\nscholarship, with the idea of sending them, not into the secondary schools to teach, but\n\n"}
{"page": 657, "printed_page": null, "text": "Department]\n\nTRAINING\n\nOF TEACHERS\n\nFOR\n\nSECONDARY\n\nSCHOOLS\n\n645\n\ninto the elementary schools.\nHe believed that normal-school faculties should urge thei\ngraduates to go into the lower grades.\nPrincipal A. S. Downing strongly favored Dean Russell's position, and also commended very highly the remarks of Principal Kirk. He declared that the weak point\nin the normal schools of today is that they are employing normal graduates as teachers\ninstead of college-bred instructors. Men and women trained in college will, when they\nbecome members of a normal-school faculty, lay stress on the great importance of the\nbest scholarship and the best skill in teaching for the lower grades.\nDean Russell, in summing up, said he was much gratified that the consensus °f\nopinion had been strongest on his side of the argument. He admitted that normal\nschools had done some good service for secondary education, but he felt strongly that\nnormal-school principals ought not to encourage their graduates to teach in secondary\nschools, but should insist on their making the best possible preparation, in academic as\nwell as professional subjects, for teaching the elementary subjects in primary and grammar schools.\n\n"}
{"page": 658, "printed_page": null, "text": "DEPARTMENT\n\nOF MANUAL TRAINING\n\nSECRETARY'S\nJOINT SESSION\n\nWITH\n\nMINUTES\n\nDEPARTMENT OF ART\nJuly io, 1901\n\nEDUCATION.— Wednesday,\n\nThe session was called to order in the First Congregational Church at 3 P. M., by\nthe president of the department, Charles A. Bennett, of Peoria, 111.\nThe opening number on the program was a vocal solo — \" Could I But Tell,\" Klein —\nby Harold Jarvis, of Detroit.\nA paper on \" Textile Arts as Constructive Work in Elementary Schools \" was read\nby Miss Clara I. Mitchell, of the Chicago Institute.\nA paper on \"Artistic Handicraft in Primary and Secondary Grades,\" by Miss Helen\nM. Maxwell, principal of the Corcoran School, Minneapolis, who was unable to be present,\nwas read by Miss Bonnie E. Snow, president of the Department of Art Education, who\nadded interesting explanatory statements and answered many questions. The paper\nwas illustrated by a collection of objects made by students in the public schools of Minneapolis.\nA general discussion followed by Charles H. Keyes, Hartford, Conn.; Colonel\nFrancis W. Parker, Chicago, 111.; and C. R. Richards, Teachers College, New York.\nThe president appointed the following committees :\nON\n\nNOMINATIONS\n\nCharles H. Keyes, Hartford, Conn.\nArthur D. Dean, Springfield, Mass.\nDaniel Upton, Buffalo, N. Y.\nON\n\nRESOLUTIONS\n\nWilliam E. Roberts, Cleveland, O.\nHarris W. Moore, Hartford, Conn.\nA. C-. Newell, Des Moines, la.\n\nAt the close of this session a most enjoyable informal reception was given in the\nchurch parlors by the local committees on art education and manual training, the chairmen of which committees were, respectively, Miss Myra Jones, supervisor of drawing,\nand J. H. Trybom, supervisor of manual training.\nSECOND\n\nSESSION.— Thursday, July ii\n\nPresident Bennett called the meeting to order at 3 p. M.\nMr. W. E. Roberts, of Cleveland, chairman of Committee on Resolutions, read the\nfollowing, which was adopted :\nMr. President:\nYour committee offers the following resolutions :\nResolved, That we, delegates to the annual meeting of the National Educational Association, express\nour appreciation of the effective efforts of the officers of the Department of Manual Training and the local\ncommittees for our instruction, comfort, and pleasure in providing an exceptional program; second, a suggestive exhibit of educational work ; and third, a delightful reception ; and that our appreciation be made manifest\nby a vote of thanks.\n\n646\n\n"}
{"page": 659, "printed_page": null, "text": "Department]\n\nTEXTILE\n\nARTS\n\nIN ELEMENTARY\n\nSCHOOLS\n\n647\n\nFurther, as the joint meeting of the Manual Training and Art Departments has proved so instructive\nand significant, be it\nResolved, That the officers of the Manual Training Department co-operate, if possible, with the officers\nof the Art Department, in arranging a similar meeting for the coming year.\nThe committee:\nW. E. Roberts.\nA. C. Newell.\nHarris W. Moore.\n\nCharles H. Keyes, of Hartford, Conn., chairman Committee on Nominations, reported\nthe following nominations :\nFor President — Charles H. Richards, Teachers College, New York city.\nFor Vice-President — Charles F. Warner, Mechanic Arts High School, Springfield, Mass.\nFor Secretary — J. H. Trybom, Detroit, Mich.\n\nA motion was made that the secretary be instructed to cast the ballot for the\nnominees, which was carried.\nThe ballot was cast as ordered, and the nominees were declared elected as officers\nfor the ensuing year.\nPrincipal Charles F. Warner of the Mechanic Arts High School, Springfield, Mass.,\nwas then introduced, and read a paper on the topic, \" Education for the Trades in\nAmerica: What Can Technical High Schools'Do for It?\"\nFollowing Mr. Warner, Mr. Virgil G. Curtis read a paper on the topic, \" The Relation of Manual Training to Technical Education.\"\nThe discussion was opened by Professor Charles R. Richards, of the Teachers College, New York city, who was followed by Professor Calvin M. Woodward, of St. Louis ;\nDr. Belfield, of Chicago ; Superintendent Charles B. Gilbert, of Rochester, N. Y.; President J.L. Snyder of the Michigan Agricultural College ; and Principal G. B. Morrison,\nof Kansas City. The discussion was closed by Mr. Warner.\nThe department then adjourned sine die.\nFoster H. Irons,\nActing Secretary.\n\nPAPERS\n\nAND\n\nDISCUSSIONS\n\nTEXTILE\n\nARTS\n\nAS\n\nMISS\n\nISABEL\n\nMITCHELL,\nSCHOOL\nOF\nCHICAGO,\nCHICAGO,\n\nCLARA\n\nCONSTRUCTIVE\nWORK\nTARY SCHOOLS\nEDUCATION,\nILL.\n\nIN ELEMENUNIVERSITY\n\nOF\n\nTo present the subject of textile arts as constructive work I shall,\nwith your permission, discuss constructive work generally, and its place\nin the curriculum, perhaps gaining by that means a clearer point of view\nfrom which to study the value of this particular activity.\nAs the educational problem is now shaped, the most economical\npolicy for a body of teachers to pursue is in the free and critical discussion of the course of study. The discussion of that question by this\nparticular company is of vital importance, because upon the grade teachers, manual-training teachers, and art teachers rests the responsibility of\nthe initial acts in reconstructing our course of study.\n\n"}
{"page": 660, "printed_page": null, "text": "648\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nThe present course of study is, evidently, not adequate to the\ndemands of the time. Our educational ideas are undergoing radical\nchanges. Our course of study does not meet these changes. We need a\ncourse which acknowledges the claims of the new ideals and assists in\ntheir realization. The new educational ideal is changed from \"school as\npreparation for the future\" to \"school as present community life.\" It\ninsists that school is life; that it is the place where every child begins at\nonce to realize himself according to his own innate capabilities.\nBy community life we mean that state of society in which every\nindividual member orders his conduct with reference to the good of the\nwhole; the whole being so constituted as to necessitate the highest development of its members. As this state of society is the only means powerful or complete enough to set in motion all forces of individuals, it is\nevident that individual progress is only possible as community life exists,\nand that the good of one is identical with the advancement of all.\nOur schools, in fulfilling this large social aim, must give to children\nall-sided growth as the result of their service to the community. It must\ninsure to them the development of all powers — physical, mental, and\nmoral. As all education is thru self-activity, and human faculties develop\nthru use, the community which is to provide for all-sided growth of individuals must call into action all the forces of those individuals.\nCommunity life is made up of work and play; it depends upon these\nactivities for its existence. The individual is developed thru his work\nand play. It is, therefore, the function of the course of study so to guide\nthe school community as to engage all its members in educative work\nand play. Such work and play we call social occupations, and in their\norganization lies the problem of the course of study.\nConstructive work, manual training, industrial arts, drawing, painting,\nhandwork of all kinds, form a large part of these social occupations of\nthe school life. The question is as to their place and educative value.\nPsychology, as well as experience, proves them to be among the central\ninterests of life, the strongest forces in the schoolroom, the most economical means to power and knowledge. Grouped together with other\nsocial occupations, they should be the center of the course of study, and\nabout them should be ranged all the other subjects of the curriculum.\nThe fitness of social occupations to stand as the central force in education is proved by history. The social life of our great world is seen to\nconsist in the interrelation and development of a few primary and fundamental activities. Cities, farms, mines, quarries, and water-ways are filled\nwith men and women busy with the affairs of life — engaged in the work\nand play of the world. All this work and play is for the satisfaction\nof man's needs. His necessities, reduced to simplest terms, are companionship, shelter, clothing, and food. The needs of society today,\ncomplicated as they seem, arise from these few fundamental ones, and\n\n"}
{"page": 661, "printed_page": null, "text": "Department]\n\nTEXTILE\n\nARTS\n\nIN ELEMENTARY\n\nSCHOOLS\n\n649\n\nare the elaborations of them, developed and refined by man's educated\ntaste.\nThru self-activity, under the necessity of food, clothing, shelter, and\ncompanionship, the human race has educated itself out of savagery into\ncivilization. In the getting and cooking of food, the making of houses,\nthe weaving of clothing, and adjusting himself to the habits of other\nhuman beings, man has gained the knowledge of nature and society, and\ngrown to the power of self-direction, which constitute his present state of\nculture. His activities, set in motion under the pressure of necessity,\nhave developed and multiplied with use. The rude strength of the\nprimaeval hunters, fishers, farmers, and shepherds has grown, with experience, into the skill and art of our civilization.\nThis has been the educational process thru which the race has passed\n— self-activity aroused by need. The result is our present state of\nsociety, with its sum of knowledge and stored-up power — knowledge\norganized into sciences, mathematics, history, civil law, philosophy ;\npower expressing itself as skill in the arts of living — agriculture, manufacturing, commerce, social government, language, literature, and the fine\narts.\nOur human family has educated its children thru centuries of building, cooking, weaving, family life, and lawmaking; in processes at first\nsimple and primitive, but growing in complexity as the race advanced.\nAs there arose necessity for bridges and machines, people became engineers; seeing the need of better and more beautiful homes, they became\narchitects and artists; conscious of still higher needs, they devoted themselves to the study of sciences, religion, law, government. Sense of social\nneed has, from the beginning, acted as the most powerful incentive to\nindividual human effort.\nThe school must apply the principle of education learned from the\ngreat world. It must be a community into which the child puts himself\nin work and play, and from which he gains the knowledge and power\nwhich are his individual right. Like the larger world, it must demand\nof its members work which sets in motion all their latent energies and\nputs them in contact with people, materials, forces, and laws. As the race\nhas gained its learning and skill, the child will get his — by working out\nthe problems of life thru the incentive of human need.\nRepresentative forms of the great type industries appear in the school\nunder the names of constructive work, manual training, industrial arts.\nThe processes they involve are wood-working, metal-working, cooking,\ngardening, weaving, needle-work, pottery, modeling, drawing and painting, bookbinding, and printing.\nHeretofore these have been superadded to the already overcrowded\ncurriculum as valued but unrelated subjects. The time has come when,\nif they are to fulfill their great educative function, the course of study\n\n"}
{"page": 662, "printed_page": null, "text": "650\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nmust recognize their social significance and establish them as fundamental factors in the life of the school. Socialized work has been the\nmaker, builder, educator of our race. It must be such to the children of\nthe race.\nIt is for the course of study to provide work and play that will place\nthe children in the normal, vital relations with life — in free and living\ncontact with nature on the one hand, on the other with society. To\nallow for this normal interaction between the child, his work, society, and\nnature, four conditions are essential to the planning of all constructive\nwork in school:\n1. Everything made must be made for the sake of its social value.\n2. The need for the thing to be made must appear to the maker, and\nmust be recognized by him as genuine.\n3. The work and play must be so varied and universal as to make an\nall-sided appeal to the child's nature.\n4. It must be so directed as to connect the worker with nature and\nwith human life as sources of knowledge.\nThe first condition is so bound up with the second that the two must\nbe considered together. Both are essential to community life in accordance with its definition as a state of society in which the individual orders\nhis action with reference to the good of the whole ; for the workman can\ndirect his powers only toward such ends as he sees and understands. He\nputs his intelligence into his work just in so far as the work appeals to\nhis intelligence. He who knows the purpose of his labor can focus his\nattention upon it, measure his forces in relation to it, and shape conditions toward its fulfillment. That the student should know the use of\nwhat he is making is essential to his education as a free, socialized human\nbeing.\nOriginality, freedom, taste, can grow only under power of initiative.\nTo know a need, and to be allowed initiative as to ways and means of filling it, gives opportunity for play of the creative element, without which\nwork will be imitative and slavish, because the worker has not put himself\ninto it. The putting of himself, his taste, his invention, into his service\nmakes it a genuine offering to society. It is just that which makes the\nschool a social, community life.\nWork done in the textile arts, as in all other forms of handwork,\nshould be the making of things of use for the school or the home, for\nsome other school or home, or for people somewhere in the world.\nEnough human needs are waiting to engage our energies at all times.\nThe necessity for laws restraining child labor proves that the work of\nlittle children is of value to society. The children, then, may be set at\nthe simplest beginnings of that great industry which ends in clothing the\nhuman race and in beautifying human homes. Let them weave baskets,\nmake rugs, embroider aprons and curtains, and sew garments, because\n\n"}
{"page": 663, "printed_page": null, "text": "Department J\n\nTEXTILE\n\nARTS\n\nIN ELEMENTARY\n\nSCHOOLS\n\n65 1\n\npeople need their work. Such making will be their education into original, creative skill. Let them know the use of each thing they are\nmaking and appreciate its value, for sense of value is interest. Interest,\nthe great motor force in human action, makes effort easy. Interest in\nspinning, dyeing, and designing of things for use will open new channels for the movement of activities outward — the freeing of creative\nenergies.\nThe third condition necessary to the socialization of constructive\nwork is that it be of sufficient variety and breadth to call into action all of\nthe child's powers, and so give him all-sided development. The power\nof community life as an educative force lies in the fact that its needs are\nso many and so varied that no individual, however abnormal or undeveloped, can escape the appeal of all of its claims. Somewhere in the work\ndemanded by the maintenance of society is the particular need which will\nput into action the individual energy of each member. And everywhere\nis that call to disinterested, unselfish action which alone develops the\nhighest and most potent force in man's life — consideration for his\nfellows.\nWhen the course of study shall make of the school a. place of playrooms, workshops, studios, gardens, kitchens, and laboratories where\nchildren are co-operating in a real, tho small, part of the world's work,\nevery child can find that activity thru which he may begin to realize\nhimself. Somewhere there will be the piece of work which is to set him\nto thinking, feeling, doing. Then the thing he does is the expression of\nhimself.\nInto it he puts his thought, feeling, skill.\nIt is at this living point of self-expression that human growth takes\nplace, and that education is possible. Here the teacher recognizes his\nopportunity. Work in the shops, studios, and laboratories, made powerful thru purpose, self- directed, moves outward and manifests itself in a\nrug, a chair, a piece of pottery, a thing of use. This is art. It is a gift\nto society expressing the thought and feeling of the maker. Art is\ndeveloped, skill grows, under the demand for creative work and thru\nincentive to self-expression. In complete community life this demand\nand this incentive exist.\nThe course of study must provide for the use of material and\nemployment of processes so varied as to make possible full expression\nof all sides of the self in art. When our school life sets children to\nwork in designing and making happily the things used in daily life,\nmaking them beautiful that they may the better serve human needs,\nit will give them art education — education in art for all the people by all\nthe people.\nThe final condition for constructive work is that it shall have such\ndirection as to connect the worker with all of life, nature, and society as\nthe sources of knowledge.\n\n"}
{"page": 664, "printed_page": null, "text": "6s 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nFitness for community life demands that its individuals have knowledge to contribute to the general good. We have seen that the whole\nsum of human knowledge has been generalized into great bodies of\nfacts. It is for the course of study to provide types of industries in the\nschools which will direct the children toward this knowledge and give\nthem the power of comprehending its meaning and its use. Things\nmade in the textile arts, for example, must be so closely related to the\nnecessities of the child's life that his interest in the things themselves,\nextending to the materials of which they are made and the processes by\nwhich they were produced, directs him toward the facts which explain\nthose materials and processes. Desire to fill completely the needs for\nwhich the fabrics are woven must lead him to consideration of fibers and\nfabrics. It should move him to study of qualities ; of causes for success\nand failure in their culture. He must feel the community so genuinely\ndependent upon the excellence of his work that he willingly investigates\nprocesses ; he invents ; inquires into laws and forces to apply to the\nimprovement of his art or craft. Thus he will become a self-propelled\ninvestigator in the field of science and a contributor to the sum of knowledge in applied science. The materials used in these arts are so varied\nin their qualities and suggestiveness that they will set the worker wandering thru all the world of nature in search for the meaning of their charm\nof color and design. His own experiences in dyeing fabrics should lead\nhim into delighted appreciation of the coloration of sky, water, flower,\nfruit, bird, and insect. These are but a few hints at the vital connections\nbetween nature, the sciences, and the work in the textile arts. It is sufficient, however, to indicate the closeness of relationship existing between\nall forms of social occupations and the natural sciences. The course of\nstudy must establish these relationships in school, thru organic correlation of subject-matter.\nThe facts of science should come into the child's life as they came\ninto the life of the race; thafis, when needed for immediate use. Not by\nthe page, by the book, or even by the subject, but principle by principle,\nas it can be applied to daily life. To illustrate, let knowledge of physics\ncome to him as he constructs looms, runs the sewing machine by steam,\nor rings the door-bell by electricity. Let him learn chemistry in dyeing,\nin cooking, in testing building materials. As to the correctness of the\npedagogical method involved in this we may be sure. If the facts of\nscience are to have value and force to a student's mind, they must fit the\nproblems of his individual life. They cannot be brought to him as possible helps for the future. They must be sought by him as necessary to\nthe movement of his work and play. Knowledge gained in this way will\nhave clearness and meaning. It will be full and vital, because life itself\nis greater than any school and more potent than text-books.\nUnder such a plan history will be to the child the story of how other\n\n"}
{"page": 665, "printed_page": null, "text": "Department]\n\nTEXTILE\n\nARTS\n\nIN ELEMENTARY\n\nSCHOOLS\n\n653\n\npeople have done work like that which he is doing. Interest in his own\nbuilding, weaving, and cooking will give him interest in the building, weaving, and cooking done by peoples of all times. If, while weaving a rug,\nhe reads the story of man's struggle for clothing from the beginning, he\nlearns to see in that struggle a great part of the history of man. He is\nable to interpret that history, because in his own person, thru the work\nof his own hands, he has partaken of the experience of the race. Struggle\nwith the world's work, however elementary, puts a human being into\nintelligent relationship with all the workers of the world, past and\npresent, giving him insight into history and sociology, which, reinforced\nby observation and study, is scholarship of social value.\nContact with materials of all kinds, study of qualities, interest in work\nand workers, build up in the child's mind great images of the earth and\nits products. Tracing the course of silk from China or Italy, woods\nfrom the tropics, metals from ^Siberia or the Rockies, dyes from the\nMediterranean or the depths of the coal bed, the child learns to picture\nthe earth as the rich source of materials, the background of man's life,\nthe scene of his activities. Geography becomes the science which\nexplains to him much of man's history, his work and civilization. So\nthe subject-matters of the sciences, history, sociology, and geography\ncorrelate with all forms of social occupation, and on such a basis should\nthey have their place in the curriculum.\nTo recapitulate, the new ideal of education demands the reconstruction of the course of study. It makes social occupations the center of\ncorrelation. About these occupations it groups all sciences, mathematics, geography, history, literature, and language as helps to the child's\nbetter understanding of his work and its relation to life.\nHandwork, which is a large part of these occupations, must fill four\nconditions : (1) Everything made in the school shall have distinct social\nvalue. (2) The child, in making any object, must appreciate the social\nneed which that object is to fill, thus rendering willing and intelligent\nservice. (3) The handwork must be so varied as to call into activity all\nthe faculties of the children. (4) It must be correlated with such studies\nin the sciences, history, geography, and mathematics as will give the\nchildren increasing knowledge of the work they are doing, and a growing\ninsight into its scientific and social significance.\nTeachers of handwork, in conjunction with grade teachers, can do\nmost to bring about this reconstruction by establishing the different\nforms of handwork as social occupations, and bringing all other subjects\ninto relation with them.\nThe most radical change involved in the re-forming of the course of\nstudy will be the correlation of he sciences, mathematics, history, sociology, literature, and the languages with the school occupations. To\naccomplish this, expert knowledge in different branches of subject-matter\n\n"}
{"page": 666, "printed_page": null, "text": "654\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nmust be called into consultation. When, with its aid, the school shall be\na center of productive social activities leading outward to all sources of\nknowledge, we shall have an education worthy of our ideal. In such a\nlife our children will be happy co-operators in the work of the world,\nIts occupations will unite them in the brotherhood of community interest,\ntake them closer to all workers and builders past andjpresent, and direct\nthem toward nature as the source of all knowledge and good.\nWhen, thru the co-ordinated working of mind and body, the children\nof men have learned to help each other in making the earth a garden ;\nin building cities which shall be the beautiful dwelling-places of men ;\nwhen they have become generous and skilled in fitly clothing all of the\nchildren of the race, the world will have a great new art. One product\nof that art will be the beauty added to the external world of man's building ;the other will be the greater beauty wrought in the quality of human\nspirit — the end of all construction.\n\nARTISTIC\nMISS\n\nHELEN\n\nHANDICRAFT\nM.\n\nIN PRIMARY\nMEDIATE GRADES\n\nMAXWELL,\nPRINCIPAL\nMINNEAPOLIS,\n\nOF THE\nMINN.\n\nAND\n\nINTER-\n\nCORCORAN\n\nSCHOOL,\n\nFor many years \" construction work\" has been written in our ^course\nof study. All of us have believed in the necessity of hand-training and\nits relation to the mental development of children. Living up to their\nbest light, our primary grades have been trying to solve this problem,\nand have attempted many constructive exercises that proved themselves\nalmost useless and without the first element of beauty. Paper chairs that\nwill not rock and paper wheels that will not turn are a rather discouraging and unsatisfactory product.\nLast summer a part of the Minneapolis principals and teachers spent\na week at the Chicago Institute and at the summer school at Chautauqua,\nrefreshing their minds with study and seeking sources of knowledge\nwherewith to enrich their future work. At an early day attention was\ncalled to weaving and basketry, as taken up in connection with the study\nof primitive people, and as a phase of manual training for young children. To those of us who had known of the fruitless plans and gropings\nafter something better in the industrial line came the thought that here\nwas the foundation for occupations that would train both hand and brain,\nand would result in a product of some practical use, and even of artistic\nworth. It is needless to say that that line of work was pursued with a\nvigor and interest characteristic of our teachers, roused by the needs of\nour pupils and inspired by the possibilities in store.\n\n"}
{"page": 667, "printed_page": null, "text": "Department]\n\nARTISTIC\n\nHANDICRAFT\n\nIN\n\nPRIMARY\n\nGRADES\n\n655\n\nReturning in September, the arts we had acquired were shared with\nfellow teachers, who were quick to see their value, and lessons were\nplanned and given to large classes and to individuals as opportunity\noffered. The spirit of industry rapidly spread, until before the close of\nthe first terra nearly every building in the city was engaged to some\nextent in the work, tho to a large degree in an experimental way.\nThe question of materials was rather a formidable one at the beginning.\nThe sympathy of our superintendent and supervisors was evinced in a\nvery practical way by the readiness with which they joined the principals\nin contributing a sufficient sum to purchase enough material for a large\nbeginning. Small hand-looms of pasteboard were used, and many a\nlittle rug of pleasing colors and simple design was woven. These were\nafterward replaced by larger wooden frames, similar to slate frames, and\nmade by older pupils. Ravelings of carpets, yarns, and Germantown\nwools, large and soft, were used, being supplied mostly by the children,\nwith generous contributions from other sources. Our school board has\nshown its appreciation of the value of this work by voting a liberal sum\nfor its continuance the coming year.\nClass exercises in rattan weaving and a combination of rattan and\nraffia were given in a variety of stitches evolved from the inner consciousness of some of our more resourceful teachers. This is largely individual\nwork.\n\nChildren were taught in groups, who in turn showed their classmates. These exercises have resulted in some of the most artistic work\n\nof the year.\nRaffia, which is a product of the Madagascar palm, is rich in possibilities. Hats for dolls and people, mats, boxes, and shopping bags of\nreal service, which easily claim a commercial value, are made and can be\ndisposed of in the Twin Cities, as well as any other well-made article.\nBut the work has not been introduced as a source of revenue, but as a\nmeans of education. Nor are we dependent upon materials of commerce.\nWillows from the roadside are made to lend themselves to the making of\nserviceable baskets, and even the reeds and grasses have a use.\nPretty effects have been produced by coloring both raffia and rattan\nwith diamond dyes. Few tools are required. A knife, a pair of scissors,\nand a worsted needle are all that is necessary. One lesson a week has\nbeen given in handicraft above the first grade. In that grade it has been\nused largely as \" busy work \" for the leisure moments that always come.\nAs far as has been practical, the co-operation of older pupils has been\nenlisted, they doing those portions which require more muscle, while the\nsmaller fingers carry the work to completion. A feeling of unity and a\nspirit of interest and helpfulness thruout the building have shown themselves in a very marked degree by this plan.\nAn effort, never lost sight of, has been made to place before the\nchildren high ideals as to excellence of results in strength, durability,\n\n"}
{"page": 668, "printed_page": null, "text": "656\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nquality of workmanship, and artistic worth. To this end, class and individual discussions always form a part of every exercise of this kind.\nWhat shall we do in this emergency ? You think out for yourself a plan\nfor producing this or that effect. Always, what do you think is the best\nway to do this ? As a result, we feel a just amount of satisfaction, for a\nbeginning, in the exhibit found in our state building at the Pan-American Exposition in Buffalo and in that placed before you today. The\nrevival of handicraft is in no sense local. It is entering all circles, and\nattracting the attention of educators all over the country as a means of\nhand and brain development, and as holding a relation to the other work\nof the school. A recognition of the need is growing every day. To\nmeet this need we know as yet of no more satisfactory means than that\nwhich you see before you. I know of no portion of the school work in\nwhich the life and individuality of the child are embodied so much as here.\nIt means so much to him in the quick eye, the deft hand, ability to adapt,\nand in the cultivation of those qualities of patience and perseverance that\ncount so largely in character-building and that go to make up strong\nmanhood and womanhood.\n\nDISCUSSION\nCharles H. Keyes, Hartford, Conn. — We are going to give up a great deal of the\nso-called busy work. There must be more purpose back of our manual training. We\nhave worked too much with blocks. We are getting nearer the crafts and the trades\nschools. The work must become dominated more and more by art, and the work must\nbecome constructive art instead of simply manual training. Clay is the best material\nfor use in awakening the artistic interest in the child. Clay, drawing, reed, and raffia\nare but different mediums to carry out the constructive art ideals. Manual training\nmust learn more from art.\nColonel Francis W. Parker, Chicago, 111. — The art and manual-training work\nshould be united, but we should not stop there. With these we must unite geography,\nhistory, and science. Clay is the greatest medium for developing the constructive art\ninstinct, but the work must not be \"thrown back into the clay box when made. A kiln\nshould be on hand in order to complete the work.\nC. R. Richards, Teachers College, New York city. — I wish to emphasize this\nunion between art and manual training, but art needs as much help from the manual\ntraining as the manual training does from the art. Art will never be able to meet its\ntrue results until it is the expression of art in useful articles.\nLangdon S. Thompson, Jersey City, N. J.— I do not think the departments of art\nand manual training should unite.\nThey should continue their work side by side.\nPresident J. L. Snyder of the Michigan Agricultural College. — We want something more than skill in education. We want culture back of it. I would give all the\nmanual training possible, adapted to the conditions and necessities of the life in the\ncommunity in which we are situated, but would do nothing that would interfere with the\nfreest mental development, and with the freest right to choose the occupation in life that\nthe student may wish to follow afterward. I believe it is possible to give a technical\ntraining and at the same time give a general cultural training with it. And if that can\nbe done, well and good ; but if either must be sacrificed, let it be the technical training.\n\n"}
{"page": 669, "printed_page": null, "text": "Department]\n\nTHE\n\nMANUAL\n\nRELATION\nVIRGIL\n\nG.\n\nCURTIS,\n\nTRAINING\n\nAND\n\nTECHNICAL\n\nOF MANUAL\nTRAINING\nEDUCATION\nSUPERINTENDENT\nOF TOLEDO\nSCHOOL,\nTOLEDO,\nO.\n\nEDUCATION\n\nTO\n\n657\n\nTECHNICAL\n\nPOLYTECHNIC\n\nIf we were entirely done with urging the claims of manual training\nto a dignified place in the educational system ; if we had carried conviction to the minds of all the doubters, and made it an established and\naccepted proposition that the full co-operation of hand and mind is\nabsolutely essential to the realization of a harmonious development of\nthe human powers, then might we address ourselves to the pleasing task\nof carrying out the logical continuity of the new education and pushing\nit forward toward the achievement of that skill in useful arts which constitutes the highest stage of civilization.\nBut while all progressive educators, all wise philosophers, and all\nfar-seeing statesmen agree that hand-training is not only a fundamental\nelement in education, but that it bears promise of being one of the most\npotent factors in the solution of the great economic and social problems\nof the day, still it must be admitted that the general public has not yet\ngrasped the idea in its full significance. Too many of our administrators of educational affairs still look upon manual training in the school\nas an innovation, if not a fad, and entertain grave doubts as to the\nexpediency of expending public money for the equipment of shops for\nteaching boys carpentry, and kitchens for instruction in household\nscience and cookery.\nThus has the tremendous obstructive power of tradition stood in the\nway of progress in education. The speculative philosophy of the Middle\nAges has so long held sway over our institutions of learning that it is\nextremely difficult to break away from its baleful influences. That blind\nreverence for the dead past, that self-satisfied content with methods of\nantiquity, has compelled a slavish adherence to text-books, a study of\nabstractions rather than things.\nSo the schools have gone on in the old grooves, teaching history,\nmathematics, languages, literature, and the sciences in the traditional\nway, to the utter exclusion of those arts and handicrafts that touch\nhuman life at so many points.\nThe people of the United States are enterprising enough in material\nways. They have conquered the virgin soil of the vast continent, bridged\nthe streams, tunneled the mountains, felled the forests, and in the place\nof the ancient wilderness set up a thousand populous marts, and made\nthe waste places blossom like the rose; but in matters educational they\nare slow and conservative.\nWe remember how difficult it was to establish the equality of the\nsciences and the classics in our colleges.\nIt is now thirty-one years\n\n"}
{"page": 670, "printed_page": null, "text": "658\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nsince Massachusetts placed upon her statute books a definite act making\nfree instruction in industrial and mechanical drawing compulsory in all\nthe schools of the commonwealth, and secured the services of Professor\nWalter Smith, of London, to make the experiment of introducing the\nstudy in the public schools.\nDrawing is now universally recognized as the most practical and most\nvaluable study in the school curriculum, the basis of all mechanical and\nindustrial work, important in its relation to all other studies, and an\nindispensable aid in developing public taste and making artistic workmen. Many of us remember the struggle against ignorance, prejudice,\nand indifference which continued for twenty years or more before this\nimportant subject gained its proper recognition and held its deserved\nplace in the schools of the land.\nManual training has also had its struggle. It has had persistently to\nfight its way to recognition as an educational factor. It has encountered\nat every step the stolid resistance of habit and tradition, which, like a\nbaulky mule, stubbornly braces itself and holds back with all its might.\nNeither the voice of wisdom nor the onward march of events was heeded\nby our educators. Rousseau had long since taught the doctrine that\nlearning is not education — that the true object of education is harmonious development. Comenius had said: \" Let the things that have\nto be done be learned by doing them.\" Pestalozzi had defined education\nas \" the generation of power.\" Froebel had said: \"The end and aim of\nall our work should be the harmonious growth of the whole being.\"\nKant and Hegel and Rosenkranz and Spencer had advocated higher\naims for education and indicated better methods of teaching. Harris,\nRunkle, MacAlister, Woodward, Parker, and Hailmann were attempting\nto put into practice the principles of Comenius and Froebel, and trying\nto show, by actual demonstration, .the value of handwork as an efficient\neducational factor. And still the traditionalists braced themselves, and\npleaded lack of time, and expense, and claimed that the schools were\nalready so overburdened with subjects of instruction that there was no\nplace for manual training.\nThe advocates of the new education have ever held manual training\nup to the high plane of pure education, contending that it would maintain the true equilibrium of mental and physical forces ; that it would be\nof great value in the building of the brain ; that it would develop the\nreason, the judgment, the imagination, and the creative power. This has\ndoubtless been well, but we have learned that the utilitarian idea appeals\nmost strongly to the majority of people. Manual training must be\ntested among the people who pay the taxes, not by theory and speculation, but by its benefits to society, both in a moral, a social, and an industrial way.\nWe cannot longer ignore the practical phase of the question.\nOur\n\n"}
{"page": 671, "printed_page": null, "text": "department]\n\nMANUAL\n\nTRAINING\n\nAND\n\nTECHNICAL\n\nEDUCATION\n\n659\n\neducation, to be complete and effective, must concern itself with the facts\nand forces of the world in which we live. The industrial pursuits of life\nupon which the whole fabric of society rests must be taken into account.\nThe imperative needs of that large majority of our future citizens who\nmust of necessity obey the primal law and earn their bread by the sweat\nof their brow must be recognized in our scheme of education. It is not\ndifficult to convince even the most conservative official that the permanent duty of the schools is to equip the student for life, active, productive, and aggressive. He will readily agree that education for the people\nmust include what life calls for, when perhaps the more elevated purpose\nof the training — the pure educational process for the complete moral,\nphysical, and intellectual development of the child — will be too much\nelevated to appeal to him at all.\nPrincipal Gilbert Morrison of the Kansas City Manual Training High\nSchool said in one of his reports to his board of education : \"The period\nof manual-training advocacy is passmg, if it has not already passed, into\nthe period of manual-training realization, improvement, and perfection.\"\nI must say that I cannot take that hopeful view of the situation. There\nhas, indeed, been a great awakening since the advent of the kindergarten\nin this country, yet there has not been a revolution. Altho manual\ntraining has forced its way into many of the school systems of our larger\ncities, and its advantages are coming to be appreciated, yet the whole\nterritory is by no means occupied. The conquest is not complete. Not\nall school administrators, not all the so-called educators, not all the\npeople, are alive to the far-reaching influence of a rational system of education which shall bear close relation to the practical needs of life, which\nshall furnish that kind of training so essential to the welfare of all classes,\nand which puts into the hands of the large majority the means to earn a\nliving.\nThe first need of the great majority of the people of these United\nStates is ability to earn their livelihood, because the first duty of every\nman is to support himself by his productive industry. Educational provisions should always be adapted to present conditions and to the immediate need of the people. Manual training should enter into every\nschool and form a necessary part of its curriculum, from the kindergarten to the university. The equilibrium of our national education\nshould be so adjusted that it will include what life calls for. Industry\nshould come in for its equitable share in what has been so long the\nexclusive empire of literary instruction. Let the avowed purpose of our\nwhole educational scheme be to fit our youth for life, bearing in mind\nthe inevitable prospect that nine-tenths of them must face a life of work\nwith their hands.\nDr. Hailmann, in an able address delivered last winter before the\nPresent- Day Club of Dayton, O., quotes some interesting statistics from\n\n"}
{"page": 672, "printed_page": null, "text": "660\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\na report of Mr. Hodge, secretary of the international committee of the\nY. M. C. A.\nHe says :\nOf 13,000,000 young men in the United States between the ages of 16 and 35, only\n5 in every 100 have been prepared by education received at some kind of a school for\ntheir occupations; 95 have not been so prepared (1895). From a study of the subject\n.... it is found that of every 100 graduates of our grammar schools only 8 obtain their\nlivelihood by means of the professions and commercial business, while the remaining 92\nobtain the same by means of their hands. The 8 are fitted for their wage-earning capacities by the training obtained in colleges, universities, and professional schools, while the\n92, denied similar opportunies, are obliged in the great majority of cases and amid great\nembarrassments to fight their way for a livelihood by experiment and imitation of other\nworkmen.\n\nIt may seem strange that the American people, who are so keen and\nalert, so energetic and full of push, should have been so long indifferent\nto the vital importance of special industrial education. The age is preeminently an industrial age. The spirit of our industrial, and even our\nprofessional, life is specialization. But the American people have been\nso absorbed in the development of the wonderful agricultural, mineral,\nand oleaginous resources of our vast domain that they have not considered our deficiencies nor realized how far we are in the rear of other\nnations in providing for the future and securing for this country the\nadvantages of technical training that are offered freely to the workers of\nother countries. The rich products of our fertile soil, the abundance of\nvaluable minerals in our mining regions, the vast supply of timber from\nour forests, the water power from our rushing streams, our wide expanse\nof territory, and all our other marvelous facilities for the accumulation of\nwealth, have been such prolific sources of profit that we have come to\nlook upon them as inexhaustible sources of wealth, and have shut our\neyes to any necessity for future provisions or precautions. But altho our\nexports of raw materials or products of the earth are valued at from\n^500,000,000 to $700,000,000 annually, yet it is altogether probable that\nagriculture and mining and lumbering and oil-producing must eventually\ndecrease, and the people of the United States must of necessity become\nmore of a manufacturing people.\nThose who have observed the trend and progress of education in\nother countries know what might be learned from their example.\nMore than half a century ago France began to establish special\nschools for the purpose of fitting young men to superintend and develop\nher various industries. Young men were thus educated for various\ncallings, and those possessed of superior qualifications were placed at the\nhead of the leading factories and shops. If you visit the vast porcelain\nfactories of Sevres, you will find that the rules for their management are\nissued by the minister of instruction, and you will learn that these great\nworks are conducted primarily as an educational institution, and that the\ncommercial value of their immense output is held subordinate to the\n\n"}
{"page": 673, "printed_page": null, "text": "Department]\n\nMANUAL\n\nTRAINING\n\nAND\n\nTECHNICAL\n\nEDUCATION\n\n66 1\n\npurpose of supplying other establishments with skilled workmen. The\ntechnical school at Limoges, the center of porcelain industry in France,\nis a state institution. The famous school of theoretical and practical\nwatch manufacture at Besancon is founded at the expense of the city\nwhich is the seat of the industry it is designed to promote. The Central\nTechnical School in Lyons is under municipal control, and its aim is to\neducate skilled mechanics and workmen, foremen, overseers, and manufacturers for the various industries at Lyons. Schools of arts and sciences\nare supported by the state in several cities in France, and municipal\napprentice schools for special trades, such as upholstering and making\nfurniture, carriage-making, watch-making, weaving, dyeing, manufacture\nof mathematical and electrical instruments, the making of tapestries and\nmosaics, are numerous. Such schools have been multiplied until they\nexist in all the cities and manufacturing communities in France, and it is\nnot a wonder that her skilled labor has brought in its account against the\nworld and that every civilized nation on the globe has paid tribute to her\nprosperity. In all kinds of commodities which depend upon beauty of\ndesign and artistic finish, France long held the monopoly in the markets\nof the world.\nYou know the history of England's great transformation of her industries from a condition of crude inferiority to one of the greatest refinement. From the humiliating lesson which England learned at her great\nexhibition in 1851, she set herself resolutely about the task of building\nup, by means of definite industrial art training, the manufactures and\nart products of the country. This was kept up for a quarter of a century\nin no half-hearted, haphazard way. The revenues of the realm were\nfreely expended. The royal family, the Parliament, the manufacturers,\nthe artists, the educators, the guilds, and the workers of England all\nco-operated. Appropriations for works of art, for museums, and for\ntechnical schools were made with a rare liberality. The greatest efforts\nwere made to discover and encourage talent, to train to efficiency designers and artisans to meet the demands of the times and to aid in regaining\ntheir lost prestige in the industries of the world. The results of those\ncombined efforts of a great people imbued with an earnest purpose were\nwonderful. Never before had there been presented such a combination\nof facilities for industrial supremacy. With her accumulated capital ;\nher abundance of coal, iron, and cheap labor ; with her trained mechanics,\nher enterprising merchants ; with her ships and her sailors to carry her\nproducts to the ends of the earth, she seemed to have fulfilled the boast of\nher historian that she was the workshop of the world.\nBut other continental nations looked upon the prodigious increase of\nthe British manufacture with some apprehension, and they were aroused\nto efforts to compete in this great industrial contest. They all resorted to\nthe same\nmeans, and speedily began establishing schools of various\n\n"}
{"page": 674, "printed_page": null, "text": "662\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nnames, but with the same general purpose, adapted to their local necessities, and for the industrial education of the people.\nBelgium has a technical school at Tournay for instruction in lockmaking, and for iron and copper founding and molding ; one at Verviers\ndevoted to weaving, dyeing, and chemistry; while in each of the cities of\nGhent, Antwerp, Ostend, Bruges, Liege, Charleroi, and numerous other\ntowns thruout the little kingdom, there are established trade schools in each\ncase suited to the industry of the place ; all subsidized by the government\nor supported by the muncipalities. In addition to these there are many\napprenticeship schools adapted to the special industries of weaving,\ntraining designers and artisans for those beautiful products of the loom\nfor which the country is famous.\nIn Germany the schools for training workmen are among the most\nremarkable in Europe. Schools of design, polytechnic and industrial\nschools, are as numerous as any other kind of schools.\nTrade schools are numerous in Switzerland, in the Netherlands, in\nSweden, Denmark ; and have been introduced to some extent in Italy and\nSpain.\nRussia, tho far behind other European nations in education and\ncivilization, has her Imperial Technical School at Moscow, the Alexandria\nTechnichal School at Tcherepovetz, the School of Trades at St. Petersburg, the Strongenoff School (from which we got our idea of manualtraining schools in this country), and others of a like character, which are\nsending forth every year hundreds of young men well educated and\nskilled in the civilizing arts of life.\nThe aim and object in every one of these countries cited is to improve\nthe industries, by training up skilled workmen and diffusing them into all\nbranches of their manufactures, trades, and commerce.\nThese foreign examples must have significance for us. We are richer\nin natural resources than any of them ; but we have not kept pace with\nother countries in fostering Our home industries. We have imported the\narticles of taste and luxury, and imported the skilled laborers, relying on\nour vast product of raw material to give us the balance of trade ; and so\nit has. American enterprise and pluck have supplied all deficiencies. Our\nmarvelous resources have enabled us to lavish our treasure upon other\ncountries for commodities that could as well have been made by our own\nartisans, had they been properly instructed in the knowledge of their arts.\nAnd the raw material for many of the imported commodities is produced\nin this country, exported to Europe, and returned to be purchased by us\nat four or five times the price we received for it. As a consequence, the\nskilled labor abroad receives the benefit of this great increase of its value,\nwhile our own people swell the ranks of the army of the unemployed for\nlack of skill to produce it.\nIn a far shorter time than was required of England, America might,\n\n"}
{"page": 675, "printed_page": null, "text": "Department]\n\nMANUAL\n\nTRAINING\n\nAND\n\nTECHNICAL\n\nEDUCATION\n\n663\n\nif she would but make the effort, put herself into the front rank of the\nmanufacturing nations of the earth. Our economic advantages excel\nthose of any other country; our people are hardy, intelligent, ingenious;\nbut our magnificent inheritance of vast domain and all our rich materials\nfor economic aggrandizement have been in part rendered of no avail,\nbecause we have neglected the means by which the higher industries are\nfostered and developed. Our cheap lands for homesteads are becoming\nscarcer every year. The operations of agriculture are now wrought by\ncostly machinery which has revolutionized the old system of farm tillage.\nWe have witnessed the passing of the apprentice system ; we have seen the\nmarvelous development of machinery which seems to make men into\nmachines and make them simply serfs to capital ; we have seen a revolution in the methods of production, transportation, and distribution. The\ntime has come, and now is, when we should revolutionize our methods of\ninstruction in a way that shall substitute industry for idleness and skill for\nignorance in the useful pursuits of life.\nWe believe that Americans in trades of any kind are brighter, more\ninventive, more adaptable, more progressive, more productive than the\npeople of any other nation. Give the American the thoro training of his\nrivals, and his native keenness of insight, his adaptability to circumstances,\nhis readiness of method, will enable him to lead the world in those higher\nqualities which all admire and which are so essential to national progress.\nBut our American principle in education has so long been general training\nrather than specialization, culture rather than technical education, that the\nartistic trades and the skilled trades have been practically closed against\nAmerican youth.\nThe tendency to crowd into the cities is marked, but bear in mind Mr.\nHodge's statistics, and remember that, while of the average hundred young\nmen in the cities five only are prepared by their education for their profession, business, or trade, ninety-five are not. It is stated also, on good\nauthority, that there are three times as many skilled positions open to\nyoung men as there are men qualified to fill them, while there are three\ntimes as many awaiting commercial and professional positions as there\nare places to be filled. But our manufacturers meet these conditions by\nan increased use of machinery rather than of men, by importing from\nforeign countries a few skilled laborers, and by employing women and\nchildren at small wages to do the work which men should do at larger\nwages; by encouraging machines of iron and limitation of processes\nrather than by educating the youths in those lines that will make them\naccomplished and artistic workmen, increase their earning power, and\nadd to the general prosperity of the country. \" Cheap labor, not education ;mechanism, not skill,\" has been their sordid cry.\nWe have made considerable progress in the right direction, but we\nhaven't covered the whole ground.\n\nWe have many technical schools in\n\n"}
{"page": 676, "printed_page": null, "text": "664\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nthe United States quite similar to the polytechnic schools in Europe>\nand the agricultural and mechanical colleges in the several states which\nhave accepted the aid of the land grant made by Congress for that purpose\nhave done much to advance the movement for education in the industrial pursuits and professions. But technical courses in these schools are\ndesigned for professional purposes and for professional men alone. They\nare admirable, and they train a set of masters of industry that are absolutely necessary to a country that has such extended systems of railroads,\nsuch immense steel bridges spanning the streams, such tunnels to bore,\nsuch sky-scrapers to rear, such power-houses to construct, such pipe lines\nto run from oil fields to the seaboard, such ships to build, such mills and\nfurnaces and factories to be managed. These schools train the leaders,\nbut not the artisans. They are a most interesting feature in our educational system, and they are helping to solve the industrial problem.\nMany who favor manual and technical instruction are not ready to\nurge the establishment of apprentice or trade schools at the expense of\nthe state. They hold that the state should go no farther than to furnish a\ngeneral industrial training, and this on an educational basis ; that for\nanything further private beneficence should furnish the ways and means.\nNot so thought England, when she organized her art and industrial\nschools ; not so thought France, Germany, and Switzerland, when they\nestablished their apprentice schools and their trade schools ; not so\nthought the hundreds of European municipalities which revived their\ndeteriorated local industries and created new ones by the establishment\nof trade schools.\nThe education of a people must have unity as well as logical continuity. Technical education should not be separated from general\neducation. Intelligence and skill must not be put asunder. Education\nis a means to an end, and only as a means to an end does it pertain to\nthe state.\nWhatever education is necessary for the general welfare it lies within\nthe province of the state to provide. This is the broad proposition on\nwhich public education rests, and no question can be raised as to the\nright of the state to teach any branch of knowledge which will promote\nthe general welfare. No logical line can be drawn at any given point\nwhich limits or restricts the inherent right of the state. The right to\nestablish higher institutions of training, to give opportunity to the\nambitious student in one hundred who wishes to fit himself for a\nlearned profession, is not questioned ; neither can the right of any state\nor city to organize special schools, or to promote important industries,\nbe disputed on any logical grounds. The extent to which the state or\nmunicipality should carry its education is determined entirely by its own\nneeds (or its own judgment of its peculiar needs) and its own ability,\nfinancially and otherwise, to provide for those needs.\nWhether a city\n\n"}
{"page": 677, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nTRADES\n\nIN AMERICA\n\n665\n\nshall provide laboratories and shops, and instruction in the arts and\ntrades, or whether it shall do without this industrial feature of modern\neducation, is for the city to determine, just as it determines the question\nof paving, sewerage, and street lighting.\nLet the state see to it that the right kind of education is provided for\nits great army of workers ; let the state suppress idleness as it does ignorance ;let it provide trade schools rather than workhouses and prisons,\nand this country will make such advances in the arts and sciences, such\nstrides toward a higher order of material prosperity, as some of us have\nnever dreamed of.\n\nEDUCA\n\nCHARLES\n\nTION FOR THE TRADES IN AMERICA — WHA T CAN\nTECHNICAL HIGH SCHOOLS DO FOR IT?\nF. WARNER,\n\nPRINCIPAL\nOF\nSPRINGFIELD,\n\nMECHANIC\nMASS.\n\nARTS\n\nHIGH\n\nSCHOOL,\n\nThe question of education for the trades is only a part of the larger\nquestion of technical education, which includes every kind of teaching\nthat may have a direct and practical influence upon the varied industrial\nlife of our times. Such a question cannot properly relate to all grades of\nschools from the primary up ; but it may concern the secondary schools,\nand possibly the upper grades of the grammar schools, as well as the\ncolleges of technology and of commerce. Broad and general principles\nshould control the earlier education with little or no reference to special\ncallings; but so soon as the youth comes to the point in his career when,\nconsidering his own capacities and the conditions which surround him,\nhe ought to face the question of fitting himself for the best form of selfsupport and service to the community that he is capable of attaining,\nthen education may properly take on more or less of the characteristics\nof special training. This principle has long been recognized, and for\nthe comparative few, who have unfortunately been called the favored\nclass, schools have been provided, both at public and at private expense,\nwhose chief function has been to furnish their students with the intellectual equipment needed for further study in colleges or professional\nschools. That much of the teaching in these schools is of a general\nnature — intended to assist in the all-around development of the man or\nwoman, rather than to begin the creation of the specialist — cannot be\ndenied ; but the ultimate object of American colleges, whether classical,\nscientific, or technical, and consequently the ultimate function of the\npreparatory schools, tho rarely admitted in either case, has, nevertheless,\nbeen in large measure to give their students that information and training\nwhich should enable them to earn their way in some form of business or\nprofessional life. This tendency of American schools toward practical\n\n"}
{"page": 678, "printed_page": null, "text": "666\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\naims and methods has been assisted by the rapid and successful development of the elective system, which has caused the so-called broader\nfeatures both of collegiate and of popular education to assume even less\nrelative importance, yielding to the growing demand for that instruction\nwhich may be quickly turned to practical account.\nThat there is a distinct and just demand for a continuation and extension of the reform already begun, which is to bring the work of American\nschools more closely in touch with the life of the times, cannot be doubted.\nThe remarkable growth of higher technical schools, the success of the\nmanual-training movement, the prosperity of private commercial schools\nand correspondence schools for mechanics and other workers — not to\nspeak of the occasional trade school — furnish sufficient evidence that all,\nor nearly all, of the various forms which practical education has thus far\nassumed have come in answer to a natural and extensive demand. But\nthat all these schools fully realize all that is sometimes claimed for them\ncannot for one moment be maintained. We must recognize their value,\nbut at the same time acknowledge the incompleteness of the answer which\nthey furnish to the general industrial needs of our time.\nThe higher technical schools as such have reached a high degree of\nexcellence in this country. They compare favorably with the best in any\nother country; but their main function is to train men for the engineering professions who shall intelligently direct the application of natural\nforces to industrial and economic problems, securing the greatest possible\nefficiency by taking full advantage of every new discovery and invention.\nThe graduates of these schools are well equipped in science, both pure\nand applied, and qualified to investigate new problems ; but their proper\nwork is to plan, advise, and direct. Generally speaking, their education\nstands in the way of their serving manufacturing corporations as foremen\nand managers, positions which .many of them would be glad to secure,\nbecause of unwillingless at their age and with all their knowledge to\nbegin at the bottom of the business and acquire, patiently, the necessary\ndetails. They have been educated away from the rank and file of the\ngreat army of industrial workers. Shop foremen say that they prefer to\nteach boys, who realize that they have much to learn and are willing to\ntake the time for it.\nI have said that the graduates of these schools of engineering fill a\ncomparatively limited, tho important, place in the industrial world. But,\nnotwithstanding this fact, there seems to be a tendency in technical\nschools of a lower grade to aspire to the higher rank, forgetting that\nthey were organized upon a more general educational basis and with the\navowed purpose of serving industrial needs in the broader sense. As\nexamples, one may recall a certain school in Chicago, one in northern\nNew York, one in Maryland, and one in California. This tendency, it\nseems to me, is to be lamented.\nThe great need of our time is more\n\n"}
{"page": 679, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nTRADES\n\nIN AMERICA\n\n667\n\ntechnical education of a secondary type ; there is quite enough of the\ncollegiate grade. We must lay the foundations broad, as well as deep,\nif, as educators, we are to meet fully the responsibility laid upon us of\ncontributing our share toward developing and maintaining the industrial\nsupremacy of the nation. To do this we must work thru the people's\nschools — the public high schools in which manual training is emphasized.\nHere is where a good part at least of the great work for industrial\neducation must be done.\nIf we examine into the causes which have operated most powerfully\nto bring the manual-training movement to its present state of development, we shall find, I think, much to justify the proposal to teach trades\nin the technical high schools. We flatter ourselves sometimes, I suspect,\nthat the educational argument for manual training is a complete answer\nto those prejudices which have so long held up the traditional training in\nthe so-called liberal studies as educationally superior to the results of\ntechnical instruction, and that it has at the same time fully satisfied those\nwho have been clamoring for the practical school. While I am in hearty\naccord with the theory of manual training as an educational principle,\nand would pay all due honor to its many noble advocates whose influence\nhas surely been great, I cannot ignore the fact that the practical argument has had greater weight than the educational with the average citizen\nand with his boy. Manual-training schools have come to stay, because\nthere is a demand for that form of education which shall connect itself\nwith productive industries and with the employments which the youths\nof our land are by force of circumstances bound to follow. They are one\nresult of the development of our civilization, and are as inevitable as other\nresults of the operation of natural laws. It is our duty to appreciate their\nfull mission and see that they fulfill it.\nA clear recognition of the demand for the practical in education\nwould relieve us of the supposed necessity of proving that manual training is as intellectual, as ennobling, as uplifting as training in the liberal\narts. Since we have this form of education well established, let its general educational basis be admitted, while we give our attention to making\nit more effective in those directions in which its peculiar value seems to\nlie. In doing this we shall not by any means set aside educational\nprinciples. We may look upon educational manual training as a necessary intermediate step in the growth of modern educational philosophy\nand practice ; but we have not, it seems to me, rightly conceived the\ntrue destiny of the practical movement in education, if we are content\nwith introducing manual-training departments into the traditional high\nschool, or, indeed, with organizing the independent manual-training\nhigh school so-called, if such schools do not somewhere in their curricula give greater emphasis than has yet been given, generally speaking,\nto technical education.\n\n"}
{"page": 680, "printed_page": null, "text": "668\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nThe time-honored argument that this or that study is to be pursued,\nnot because it has any practical value, but simply for the mental discipline it affords, is not now generally regarded as sound ; but it must\nbe admitted that we do not better it much by substituting for the\ndiscipline of books the discipline of a few mechanical exercises which,\nin themselves, have very little practical connection with the industrial\nworld. This criticism is in full accord with modern educational theory.\nIt is coming more and more to be recognized among educational experts\nthat educational values should not be estimated altogether according to\nthe training which a certain study affords while it is being pursued, but\nrather by the consideration of whether that study or that exercise is\nlikely to be continued in practical life. It seems strange that so little\nattention has been paid hitherto to a question of so great importance.\nIf the school is to fit for life, why should it not teach the youth what life\ndemands in maturer years ? There has always been a stereotyped answer\nto this question, namely, that it is the function of the school to furnish\nbroad and general discipline, leaving the more practical lessons to the\nexperience of actual life. But if the youth may begin with the actual\nexperiences of life in school, so to speak, and thereby gain, not merely\nequal, but better, disciplinary advantages, it seems to me that the old\nideas of educational values will need to be amended, if not altogether\nabandoned.1\nI suppose we may take it for granted that the dogma of pure mental\ndiscipline has been well-nigh demolished. This is one great point\ngained. No modern teacher considers that a study is of great value if it\nfurnishes strong mental discipline in school regardless of all other\nquestions. Such a study may, indeed, be very valuable as a means of\ndiscipline during school life, but if it is to be entirely dropped at the\nend of the school period, and especially if the peculiar mental processes\nwhich it furnishes are not. to be carried on in after-life, no matter how\nvaluable it may be in itself as a study, it loses greatly in educational\nvalue when compared with another study which is equally valuable as a\nschool exercise, and at the same time likely to be carried into practice\nwhen the school days are over. Now, while it will not be questioned\nthat the introduction of the manual-training element has enlarged the\neducational output of our schools, it is equally clear that there is a real\ndanger that the manual-exercise element as such may be open to the\nsame criticism of comparatively inferior educational value as is now\nbeing generally admitted to be true of the old doctrines of mental discipline.\nBut these educational considerations, however valuable, are not the\nonly ones to be kept in view.\nThe real motive power behind the whole\n* See paper on \"Some New Aspects of Educational Thought,\" by Superintendent Thomas\nBalliet, Proceedings of the American Association for the Advancement of Science, 1899.\n\nM.\n\n"}
{"page": 681, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nTRADES\n\nIN\n\nAMERICA\n\n669\n\nmatter is the demand of the practical age in which we live. This must\ninfluence all educational thought, and it certainly has modified it to a\nconsiderable extent in recent years. One cannot, of course, claim that the\ngreat advances that have already been made in technical education are due\nwholly to material or mercenary motives. Probably the best expression of\nthe practical element in education has been due to a broader view of educational principles and an almost unconscious drift in the direction of the\ntechnical element. But, after all this is admitted, I still believe it is the\nurgent demand for the practical which has shaken up the old educational\nsystems, and called for a thoro study and readjustment of educational\nvalues. There can certainly be no doubt about the demand for industrial teaching, and especially for that part of it which has been described\nas education for the trades. One needs only to ask his next-door neighbor, if he be a manufacturer, to be told that the situation in industrial\nquarters is alarming, and steadily growing worse. We have an increasing army of inferior workmen ; but skilled mechanics who are not\nspecialists — i. e., the all-round machinist, carpenter, pattern-maker,\nblacksmith, etc., of former days — are few in number, and are, for the\nmost part, advanced in years. Some of them were trained under a system which, in this country, is practically gone. Others have got their\ntraining thru a combination of fortuitous circumstances which can hardly\nbe called a system. They are the lucky few who have managed somehow\nto circumvent the tendencies of the age, and secure what has remained\nof the old-time shop instruction, which was universally the pride of our\nindustrial fathers. Young men are not, as a rule, being trained to take\ntheir places ; and the manufacturing industries are so conducted in our\ntime that there can be no adequate provision made for supplying the\nneed which was formerly met by the apprentice system. In every part\nof the country the great industries are seeking in vain for Americantrained foremen and mechanics of the old-time type. Our shops are\nfilled with foreign-born, unskilled workmen, often under the direction of\nexperts born and trained abroad, while the grammar schools and high\nschools are every year sending out vast numbers of our own boys utterly\n.unfitted to enter the shops excepting in the very lowest capacity. But, as\nhas already been pointed out, there is little or no opportunity for them\neven in this lowest capacity, since there is no apprentice system. Manufacturers, superintendents, foremen cannot afford to be bothered with them.\nThey are entirely out of adjustment with modern industrial conditions.\nAmerican boys ought to have the opportunity, and they ought to be\nfitted to enter the trades and become skillful, thinking mechanics, greatly\nsuperior to the foreign-born workers who now fill our shops. How is this\nresult to be brought about ? The modern system of intensified production\ncannot be changed. An apprentice system like that which has passed\naway cannot be revived.\nThe higher technical schools are concerned\n\n"}
{"page": 682, "printed_page": null, "text": "670\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nwith questions of a different nature, and cannot directly meet this need.\nThe various efforts made thru correspondence schools, Christian association schools, night schools, can never furnish a complete answer to the\nreal problem. It is a question of public education just as surely as training for commercial life, or any other form of employment for which our\nyouths now find more or less adequate training. What department of\nour public-school system, as now organized and carried on, can more\nproperly undertake to solve this question than the manual-training school\nof the higher grade ?\nBut in this, as in all educational matters, it is often easier to see that\na certain result should be accomplished, and, indeed, to state thru what\nagencies it may be brought about, than to map out a plan of action\nalong the desired line which shall be thoroly practicable. If it be\nadmitted that our educational system ought to be adjusted to industrial\nneeds and demands in the direction of the leading trades ; and if it be\nadmitted also that the best medium, at present, thru which this adjustment may be brought about is the manual-training or secondary technical\nschool, the essential part of the problem still remains unsolved until we\nhave shown more definitely what can be done by these schools, and how\nthey are to do it. This question cannot be adequately met within the\nlimits of a brief paper, nor should it be left entirely unanswered.\nAt first thought the question seems appalling. Teach the trades —\nmen exclaim — all the trades, in our manual-training schools! Impossible! we are told; and if one admits the extreme conception of industrial education which some hold, there is some ground for the objection\nthat such education is impracticable. But education for the trades does\nnot necessitate that highly specialized instruction implied in the term\n\" mono-technic\" or \" trade school,\" as commonly understood. And, if\nwe examine closely the present. status of the trades themselves, we shall\nfind that in the very field we propose to enter many of the supposed\ncomplications and difficulties vanish on approach, while others may be\neasily eliminated.\nThe decay of the apprentice system is not the only result of the\nchanges in the industrial methods. Along with it have perished many\nof the trades as known in former times. The wonderful development of\nmachinery and machine methods, especially in this country, and the\nrealization of the immense profitableness of rapid production thus made\npossible, have led to such a degree of specializing in the trades, thru the\nprinciple of the division of labor — to such a development of trades within\ntrades — that many of the original, all-round trades of our fathers have\nbeen lost. Take the single example of the wood-working trade. Instead\nof the carpenter, cabinet-maker, and pattern-maker, which was the old\ndivision, we now have the plain sawyer, band sawyer, turner, pattern-maker,\nmolder, carver, framer, lather, stair builder, and joiner or finisher, each\n\n"}
{"page": 683, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nTRADES\n\nIN AMERICA\n\n67 1\n\nskilled in his own specialty, but in no other. These may be called the ten\ndistinct wood-working trades; but in reality there is scarcely more than\none of the original trades left, viz., pattern-making, and that has, and\nalways did have, a limited field. The same thing is true of all the\nso-called machine trades.\nIn European countries such an intensified division of the fundamental\ntrades is not found. Germany is still a country of all-round trades,\naltho she is rapidly developing her manufactures on a large scale, and is\neven now in many lines successfully competing with us in the world's\nindustrial markets. Her class system enables her to retain her general\ntrades as practical training schools for her artisans ; and her lesson to us\nis to be found in this fact more than in her trade schools, in which, for\nthe most part, she offers to her industrial workers instruction in the\ncommon branches. Her mechanics, even tho they become specialists,\nare thus broadly educated in technical, as well as in more general, directions. They are greatly superior to American machine hands. Had she\nequal natural resources, she would soon distance us in the industrial race>\nand may, indeed, as it is. In her system of industrial education, as well\nas in her social conditions, she already has an immense advantage in the\nfield of trades. If we would maintain our industrial supremacy, we must\nsupply in our educational system some equivalent for the technical training furnished by the old-time apprentice system in our own country and\nby the fundamental trades abroad.\nBut what can we do ? It is clearly impracticable to teach highly\nspecialized trades in our schools ; nor would this be right. Specialization\nis the result of high-pressure production and has, on the whole, made\nagainst the technical education of the individual. The schools should\nnot, if they could, fall into line and help along an evil which they ought to\nstrive to remove. Education may recognize the problem of the mill and\ngive it due weight ; but in the last analysis its duty is to seek the good of\nthe individual. This high duty demands that the individual be given a\nchance to develop all his powers, and be limited only by natural conditions, to the end that he may make the most of himself in whatever\nline of activity circumstances may place him. If he is to become a\nmachine specialist, his education should be directed to giving him as\nmuch as possible of the broad training useful in any calling, but it should\nnot fail to give also that technical preparation which shall enable him to\nlearn, without waste of time, to do whatever is demanded by his specialty,\nintelligently and with the highest degree of efficiency. The manualtraining school, while it should constantly hold before him the best ideals\nof citizenship, and offer him studies which shall cultivate those ideals,\nshould also develop him along technical lines, both in theory and in\npractice, by exercises in both lines of work which are consistent with\nmodern industrial methods.\nHe should not be taught anything which\n\n"}
{"page": 684, "printed_page": null, "text": "672\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nhe will have to forget, or which will be of no use to him when he gets to\nwork. No time should be wasted in exercises for mere discipline. His\neducation should furnish him with the essential practical elements given\nby the apprentice system, and add much of a general nature which that\nsystem did not give.\nWith this conception of the character of the education needed for\nthe trades, it will be seen that we have not to consider the highly specialized trades of our time, but rather the principles and operations which\nare fundamental to certain groups of these trades. But these principles\nand operations should be so thoroly mastered that entrance into the field\nof the specialist shall be made very easy. No one will pretend that this\nis the case now, even in our best manual-training high schools. The\ntime devoted to mechanical work during the four-years' course is about\nninety working days of nine hours each, divided about equally between\nwood-work and iron-work, each of which is subdivided into two or more\nlines of work. Thus each line of work has scarcely more than the\nequivalent of one solid month's time devoted to it. Compare the\ntechnical product of such a course with three or four years of apprenticeship in any one of these lines ! No wonder that practical men say of the\nmanual work accomplished in many of our schools : \" It's well enough.\nMy boy likes it, and goes to school more willingly on account of it ;\nbesides, he learns quite a number of things that make him handy about\nthe house.\"\nIt is not reasonable to expect so much time to be devoted to mechanical work, even in our best schools, as is implied in an apprentice system,\nnor is this necessary. In the old shops, for the first job, boys were often\ngiven a barrel of nuts to tap, and for the second job a second barrel of\nnuts to tap, and for the third two barrels of bolts to fit to the nuts. Such\nintensified practice as this is not called for nor admissible in a school,\nbut it contrasts strangely with the prevailing theory of manual training\nthat the educational, and therefore the entire, value of a given exercise is\nexhausted after it has once been laboriously worked out. For a thoro\nmastery of technical principles there ought to be some repetition ; and\nboth in plan and execution the question of economy of material and\ntime should have an important place. This would be one step in the\ndirection of teaching for the trades ; the second step should be to allow\nspecializing for three or four years in one line of mechanical work — say,\npattern-making, cabinet-making, forging, machine-shop practice ; the\nthird step should be to double the amount of time devoted to mechanical\npractice by allowing voluntary work after the regular school hours ; the\nfourth step should be to bring the other school exercises — especially\nthose in science and mathematics — into closer correlation with the\nspecial mechanical work being done. With these four changes accomplished in a well-equipped school, we may then claim to have done some-\n\n"}
{"page": 685, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nTRADES\n\nIN AMERICA\n\n673\n\nthing in educating our boys for the trades. Let there be, if possible, in\naddition to this, a single post-graduate year, during which a boy may\ndevote all his time to his chosen line of work, and the problem of making\nup for the loss of the old-time apprentice system in certain trades is\npractically solved, while we have secured at the same time four years of\ngeneral school work which that system could not permit.\nIn conclusion, it may be well to say, lest I be misunderstood, that\nI do not take the ground that education for industrial pursuits is, or\nought to be, the sole object of the manual-training schools; nor do I\nbelieve that the manual-training school is the only one where such teaching may properly be done. We probably shall make in due time a place\nin our school system for the trade school, in which a much more complete and specialized line of industrial training will be carried on than it\nis possible to mingle with the standard features of the manual-training or\ntechnical high school. In the meantime, the schools we have ought to\nrise to their full duty and recognize a need which they can in some\nmeasure meet. But we must hold to the fundamental principle involved\nin that educational trinity — the hand, the head, and the heart; nothing\ncomplete in education without these three. We must maintain the\ndignity of labor, throw aside mere mercenary motives, and uphold the\nideal practical school by whatever name it may be called, and make it,\nno less than other parts of our great system of education for the people,\na means of expansion into a higher life.\n\nDISCUSSION\nCharles R. Richards, Teachers College, Columbia University, New York. — In\ndiscussing the very able papers that have been read this afternoon, I find myself in the\napparently anomalous position of one who believes most thoroly that the instruction of\nthe schools should be based on the conditions of actual life, and yet who does not feel\nthat manual training in the high school can or should be made to serve the purpose of\ntrade training. On the other hand, I find myself very thoroly in accord with most of\nwhat has been said in these papers, with the single large exception that, in my judgment,\nthe thing so ably discussed is not trade training at all, but something very different.\nIn approaching this subject, it seems to me that we need first of all to define very\nclearly and very carefully what we mean by certain things. In the first place we need to\nknow just what is meant by trade training ; and, secondly, in what the demand for trade\ntraining consists. With these facts established, we can then examine most profitably in\nwhat way the manual-training high school is related to this demand.\nTrade training, I take it, is such a training as will allow the worker to enter at once\ninto practical and profitable work at a trade — not as an expert journeyman, but with a\ndegree of practical skill that an employer will deem remunerative. Any training that\ndoes not fulfill this condition surely does not begin to meet the problem in its fundamental\nrequirement. To fulfill this condition means continuous practice at one kind of operations for a very considerable time until the special skill and judgment necessary for that\n\n"}
{"page": 686, "printed_page": null, "text": "674\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nparticular class of operations are gained. Direct efficiency in this field means concentration rather than breadth. It means muscles and eyes and judgment trained by habit to\ndeal almost instinctively with a certain method of manipulation.\nOn the other hand, from whence comes the demand for trade training ? Who are\nthe boys, and girls for that matter, that are to form the army of trade workers and who\nneed such training under the present economic conditions? From an experience of ten\nyears in trade-school work, my answer to this is that they are the boys below and outside\nof high-school possibilities. They are the boys and girls that must become wage-earners\ndirectly after the compulsory school age. It is these, and these only, that form, and from\nthe nature of things must continue to form, the great bulk of the manual workers of the\ncountry. For the majority of the boys and girls who feed the ranks of this enormous\nsection of our population a high-school course is, today at least, an economic impossibility.\nConsidered purely from the economic side, it seems to me that the proposition contained in the report of Superintendent Maxwell, of New York city, for the year 1900 is\nthe most practical suggestion for dealing with trade training in connection with public\neducation that has yet been put forward. In this plan it is proposed that the pupils in\nthe crowded tenement districts of the East Side of New York shall be taken out of the\nregular elementary school at the end of the sixth year, when they so elect, and allowed\nto spend the next two years, or until they are fourteen, in learning, not only history and\ncomposition, but some trade whereby they can earn a living.\nSuch a plan is, of course, capable of only limited application under special conditions\nof population, and I am not sure that even then it is a plan that would fit into our\nAmerican ideas of education or prove practicable in operation ; but it has the virtue at\nleast of aiming directly at a class that actually needs and will profit by training for the\ntrades, and in a way that would make it economically possible for this class to be\nreached.\nThese two facts — first, as to the requirements of a trade training, and, second, as\nto the economic limitations that rest upon such training — seem to me to be at the bottom\nof this question under discussion.\nConsider for a moment the nature of the work that has thus far been found practicable and valuable in the high school. We teach the elements of a very few typical\ntrades, or rather the elements of certain general groups of trades. For the different\nbranches of handwork taught in the manual-training school do not actually represent any\nspecial trade as practiced today. The- machine work perhaps comes nearest, but even\nthis is only suggestive of the general processes entering into the field of machine construction.\nThe essence of industrial operations today is specialization, and preparation for\npractical trade work, to be effective, must take on this same character. If we should\nattempt to transform the shop work as represented in the manual-training schools at the\npresent time into real training for a few trades, and carry out the instruction, both as to\ntime and methods, so as to make it effective, we should come to a very narrow field\nindeed. Besides greatly narrowing the scope of such work, we should, on the other\nhand, so reduce the possibilities of broad training in other directions as to lose the distinctively liberal character that these schools now stand for.\nThese are the facts that seem to me to render it impossible for manual training in\nthe high schools to become in any sense a means for the practical training of artisans, or\neven to scratch the surface of the real problem of trade training.\nThis is a negative view, but there is another side to this question in which I believe\nmanual training bears an enormously important relation to industrial activity and trade\ndevelopment, a relation, in my judgment, of vastly more practical significance than the\npreparation for a few trades.\nThe reports of the eleventh census show that between 20 and 25 per cent, of the\n\n"}
{"page": 687, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nTRADES\n\nIN AMERICA\n\n675\n\nwhole number engaged in gainful occupations in the United States are employed in\nmanufacturing or mechanical industries. They also show that the value of the products\nof such industries is over half of the total value of the productions of the country. This\nmeans that this country of ours is just now passing from an agricultural nation into a\nmanufacturing nation, and, indeed, taking a place where it is beginning to command the\nmarkets of the world. Furthermore, it is on this side that the future development of our\nwealth and resources must more and more take place.\nWhy, under these conditions, must we seek an economic justification of manual\ntraining in the high school in the training of a comparative few for certain special trades,\nwhen there are nearly 25 per cent, of the workers of the country engaged directly, and\nmany more indirectly, in all sorts of trades and mechanical operations ? Is it not a\nthousand times of more practical and economic value to represent in the highest public\nschool such instruction as will bring to great numbers of future wage-earners a broad\ninsight into and understanding of the vital facts in this whole field of activity, so that\nthey may be prepared to enter intelligently into relations with this industrial world\nand to become efficient leaders in its various branches ?\nIf preparation for social life means anything as an aim of education, is there not\nfully as much need for including such instruction in the opportunities of the high school\nas for providing instruction in history, science, or mathematics ? Indeed, is not such\nwork carried out in a broad way simply the logical application of industrial history, science, and mathematics to the life of today ?\nBut to reach such broad results such work must be dealt with in a broad spirit. It\nmust recognize that the outlook of the worker should be enlarged from his special task\nto the significance of this task in its relations to industry at large. Not only the concrete\nresult in wood or iron should be considered, but materials should be traced back to their\nsources, and the processes by which they are made available should be studied. Furthermore, some comparison should be made of the complex and specialized processes of\nmanufacturing with the simple experiences of the school shop ; and finally such instruction\nshould find some way to make clear at least the elementary principles and relations that\ngovern the organization and operation of modern industrial establishments.\nSuch a school experience would give knowledge and insight fully as much as skill,\nand it would give insight into the principles governing all industry as well as acquaintance with the special branches of handwork practiced in the school. It would give a\npreparation that would fit its graduates to enter intelligently into the relations with the\nindustrial world, and to understand and control its forces rather than to practice a special\ntrade.\nOf course, such work has a vocational value, but it is vocational value of a broad type.\nIt is vocational just as all work in the high school is in a large sense vocational. The\nconstant tendency to arrange the high-school curriculum upon a vocational basis is strikingly evident from a study of the evolution of the high school in this country.\nThe first secondary school in America was, I believe, the Boston Latin School, the\nobject of which was to prepare for Harvard College. This school had a distinct voca.\ntional purpose — it was a stage in the training of men for the learned professions, a\npreparation for admission to Harvard College. In the course of time, when a classical\ncollege course was no longer the object of all those who desired a secondary-school training, the English High School was established. The founding of this school represented\nagain the vocational influence. Its aim was to afford a training nearer to the life\ndemands of those not going to college. Later came the provision of departmental\ncourses in the high schools — the classical course, the English course, the scientific\ncourse, and sometimes the commercial course — all signifying the effort to still further\nmeet vocational requirements ; and finally we have the system of elective studies, which\nseems to provide the final step in the adjustment of high-school instruction to the life\nneeds of the individual.\n\n"}
{"page": 688, "printed_page": null, "text": "676\n\nNA TIONAL\n\nED UCA TIONAL\n\nASSOC! A TION\n\n[Manual Training\n\nIt is in this broad sense, it seems to me, that manual training in the high school is\nrelated to the question of vocation — not as a training for work at a special trade, but as\nan instrument to develop a keen and intimate understanding of modern industrial practice and conditions. Furthermore, it seems to me that this office of manual training in\nthe high school is of infinitely greater economic meaning than any attempts at trade training, even if the latter were practicable.\nOn the other hand, it is a training of this scope and character that the present\norganization and equipment of the manual-training high schools are fitted to develop and\nextend. If the attempt is made to turn such schools into special trade schools, I believe\nthey will fall between two opportunities and lose their position as true high schools, on\nthe one hand, and fail to become trade schools, on the other. I believe, on the contrary,\nif we resolutely set our faces toward making the work of these schools contribute to a\nbroad and real insight into the fundamental facts and relations of the industrial world at\nlarge, that we shall be giving these schools a place in American education that nothing\ncan shake, and that we shall be doing a greater service to the industrial progress of the\ncountry than is possible by any other educational means.\nCalvin M. Woodward, director of Manual Training School, Washington University, St. Louis, Mo. — I have enjoyed listening to these papers and this discussion very\nmuch. Of course, I agree with four-fifths of what has been said. I agree that the organization of our school work should be such as to enable every boy to make the most of himself. Ibelieve that is what our education is for. It is what our high schools are for, and\nwhat all our schools are for. Every system must be \" open at the top,\" so that the most\nenterprising and ambitious boy shall feel that the world is his, or the opportunity to make\nit his belongs to him as a birthright.\nNow, in 'regard to the extensive study of narrow occupations, referred to by Mr. Curtis :\nIn Europe they are called trade schools, and, as Mr. Richards says, there are scores and\nscores of them. They are training boys for very narrow occupations. I have visited\nseveral of them. The manufacture of a certain kind of goods is the object. It may be\nthe manufacture of magnetic needles ; it may be the manufacture of microscopes ; it may\nbe locks ; it may be the manufacture of some line of goods which the community wishes\nto establish and for which it wishes to have skilled workmen. The pupils are given a\nlittle mathematics, a little literature, and a good deal of work ; and that work applies\ndirectly to the articles proposed to be manufactured ; and after they have learned to\nmanufacture them, they turn out goods for the market ; and those boys keep to that business the rest of their lives.\nThat is a kind of trade school'; it is narrow, it is definite, it is certain, and there is\nno practical way out of it. That school is closed at the top. That kind of a school we do\nnot want in America.\nIt is utterly opposed to the genius of our institutions.\nThere is another kind of trade school in Europe, a little broader than that, which I\nshould like to describe. I visited a school in Paris, on the Boulevard de la Villette, a\nschool where they take boys at about fourteen and keep them three years. It is a trade\nschool. They teach, I think, four very narrow trades. They are not trades in the broad\nsense in which Mr. Richards uses the term, but they are occupational trades — vocation\ntrades or courses. They give the boys a little mathematics, a little French history, a\nlittle French geography, a little drawing, and a half-day at least of tool-work. At first\nthey send the boys thru a series of four shops. One is some kind of machine shop, where\nthey have certain articles in view ; another a kind of forging shop, another a cabinet\nshop, and another a locksmith shop. The boys go thru that series of shops, spending a\nfew weeks in each one, sampling it, as it were, to see which they think they are cut out\nfor ; and this sampling business is all done in the course of one year. They make up their\nminds at the end of the year as to the trade they want to learn, and from that time\nforward they devote themselves absolutely to one thing until the end of the school.\n\n"}
{"page": 689, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nTRADES\n\nIN\n\nAMERICA\n\n677\n\nWhen they leave, they go right to work at that trade and nothing else. They never\nswerve ; there are no exceptions to this rule. Now, you can easily judge of the propriety\nof forcing a boy of fourteen to make up his mind for life ; because there is no going back\nafter he has once decided. I asked the director of the school, after looking it all over\nand seeing just what the plan was : \" What do you do with the boy who finds he is not\nfit for any of these occupations ? \" He replied : \" We haven't any of those boys here, sir !\nThese boys have got to learn one of these trades, and then work at it the rest of their\nlives.\"\nNow, there is nothing open at the top there. In Europe, as you know, a boy very\noften inherits his trade as he does his name, but in America we do not believe in that.\nWe do not want anything of that sort in this country.\nI wish to say fairly and squarely that I am not in favor of converting the manualtraining high school into a trade school. I want to keep it as broad and as generous as\nour civilization. I want the career of every boy and every girl who goes into it to be\nthe right one, and I do not want to take advantage of an immature and ignorant boy\nand force him to decide what sort of business he is to do in the world, when he is\nutterly unfit to make such a decision. I say the freedom of the boy, and his right of\nchoice after he is prepared to choose, are inalienable, and we have no business to take\nthem away from him. It is one of the great functions of a high school to let a boy discover\nhimself. I am very glad to hear Mr. Warner say that, after all, what we have got to do\nis to teach the processes which underlie a group of trades. That is just exactly what we\ndo in every well-organized manual-training school, whether it is on a private basis or\nwhether it is a public free school. That is, we teach the fundamental mechanical elements which underlie the use of the various materials with which our American industries\nhave to do. We do not teach particular trades, but we do teach the alphabet with which\nall those trades are spelled out ; and that is the way in which we prepare them for intelligent choice, and for going out into the world in many different directions.\nI have had a great deal of experience in this matter. I have conducted a manualtraining school for twenty-one years. I have had thousands of pupils. About one-half\nof them have completed the course and received the diploma of the school, and gone out\ninto the world and gone to work. Now, what are they doing ? They are doing everything that comes to the hands of honorable, skillful, and high-minded men. Those young\nmen have gone into all the occupations of life without bias and without prejudice and\nwithout difficulty.\nThis problem in regard to the trades is being solved in every community where the\nmanual-training high school exists. I do not quite agree with Mr. Richards here. 1 believe\nwe are meeting, and are destined to meet, the demand for artisans much more fully than he\nseems to think. I have immense faith in the ultimate success of manual training to meet\nall our industrial wants, but the number of manual-training schools must be very greatly\nincreased. The doors must be open to every boy who reaches the age of fifteen and who\ndesires it. The number of those who cannot afford to take it is diminishing. I believe\nwe are bound by and by to give at least 50 per cent, of all the boys in the community\nmanual training in secondary schools.\nI should like to say a word in regard to Mr. Maxwell's scheme. It seems to me that\none fundamental defect in it is that it begins far too early. What can you do with boys\nof the seventh grade toward trade training? I do not believe you can do much with\nthem at that age. They are too immature. They can scarcely do rational analytical\nwood-work. When you come to give them the full amount of rational work which underlies the mastery of processes in any trade according to our standard of today, you are\nasking altogether too much. You will mislead those boys, and, above all — and here is\nthe most objectionable point — you will compel those boys at a tender age to decide\nwhat they want to do in life ; to choose their occupations at the age of twelve. Everybody knows that is an unnatural thing to do.\n\n"}
{"page": 690, "printed_page": null, "text": "678\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nThe other course, which is practically suggested, I think by Mr. Warner, is almost\nidentical with that of Superintendent Higgins, of Worcester. He proposes to divide his\nschool into two sections ; one attends an ordinary high school, and the other the trade shop,\nin the forenoon ; in the afternoon they change places. Mr. Warner said he would double\nthe amount of shop-work ; and, of course, that means to cut down something else. When\na cup is full, you cannot put in any more without taking out something.\nThis half-time plan I do not favor. In the first place, there is the objection of\ncutting out the generous and necessary elements of a liberal training in the secondary\nschool, all of which should be retained in fair proportion. If you are going to double\nthe shop-work, you must cut out some of the academic work ; and I think you will do it\nwith a loss to the boy. The interests of the boy are what we are all after. We are not\ntrying to meet any demand for boys who have been wronged and cheated and defeated\nin their plans for an education, but we have got to do what is best for the boys.\nThen there is another thing : You and I know there is a limit to the time you can\nspend upon any school exercise profitably. When we started manual training, the shopwork covered two hours per day. The boys were fourteen and fifteen years of age. At\nthe end of two hours, as a general proposition, the boys had about enough for once. It\nwas time to stop. If we had gone on for two hours more, they would not have done\ndouble the amount of work. People reason that, if one hour is worth so much, three\nhours are worth three times as much ; yet every teacher knows that is not so. Think of\nteaching geography to a class three hours, expecting to get six times as much done as\nyou can do in thirty minutes ! The first teacher of shop-work in the Massachusetts\nInstitute of Technology arranged his program to give his students of the engineering\ncourse — I am not talking now of young boys, but of young men, of college grade —\nthree hours at a lesson, and he said in his printed report that he had found in actual\npractice that the lesson was too long. Of course, they could work all day in the factory,\nbut where would their minds have been ? They would have been miles away ; they\nwould have played all over the athletic fields of New York, Boston, and Chicago. Their\nminds would have been absent while their fingers were busy. There is no education in\nthat. When their minds leave their work and go out across the country, education stops.\nThat shop teacher found that the education of those young men stopped before the three\nhours were up. Now Mr. Maxwell proposes to teach young boys a trade half a day at a\ntime. That means four or five hours, and that is too much. It means an hour of education and three or four hours of absent-minded drudgery. .\nMy solution of this problem is that we shall meet the demands of the trades in every\nlegitimate way by multiplying all the while our manual-training schools ; by making it\npossible for a larger and larger percentage of our young men to enter them. We are\ngoing to organize a manual-training high school in St. Louis very soon. The school\nI have charge of is not a public school. It has not been a free school except to a\nsprinkling of boys. But we shall have a manual-training high school there, and perhaps\ntwo of them ; and we shall have a thousand boys, perhaps two thousand boys, in attendance. They are the boys that are going to form the sinews of our industrial system.\nMr. Richards just said that such boys work for a while in a trade, but as a general\nproposition they abandon the trade and do something better. That is the case with my\nboys. When I scan their record, I find very few of them working at trades, particularly\nthose of the older classes. The recent ones we find at manual work scattered thru all\noccupations, but those who have been out several years have worked themselves out of\ntheir trades. Why ? Because they could earn a great deal more at something else.\nThere are lots of vacant places for them, and the world would not let them stay at the\nbench or drawing stand or lathe, as they were willing to do at first. It called them\nto work at something harder and which paid better. And they went on, as you and I\nwould go, and as we would have them do. But a great many of them started at the trades.\nNow, what will be the effect when the number of graduates immensely increases ? Why,\n\n"}
{"page": 691, "printed_page": null, "text": "Department]\n\nEDUCA1 TON\n\nFOR\n\nTHE\n\nTRADES\n\nIN AMERICA\n\n679\n\nthey will of necessity remain, because the demand for higher positions will be less strong ;\nand they will fill the ordinary ranks, and they will stay there as long as the world will let\nthem. It is a question of where they can be of most service to themselves. Therefore,\nI say, multiply, multiply, and multiply the opportunities for this immediate general\ntraining.\nHere is another serious objection to any general attempt to teach boys trades. Onehalf the boys are not fit to be mechanics. They should do something else, and the boy\nis a fortunate boy that finds it out. Hence do not try to run them all into the same\nhopper, but give them a chance in the manual-training high school to find out what they\nare good for. I suppose half the parents who send their boys to my school have this\ncontrolling motive, viz., to find out what is in the boy, to find out what he is fit for. The\nboy, of course, has his fancy, which is all right. I respect him for it. It is natural and\nwholesome that he should have a fancy for what he wants to do in the world. But I do\nnot rate that fancy as of any great importance. I remember when I was determined, if\nI ever got to be a man, that 1 would own a sawmill and run it. I could think of\nnothing more attractive for a future life than to lift the gate, turn on the water, and\nsaw logs. I thought it was perfectly delightful. Well, I changed my mind and did\nsomething else. Now, that is what a boy has a right to do. The boy that was determined last year to be an electrical engineer this year has made up his mind to be a\nchemist. He has just been studying chemistry. He did not know anything about it last\nyear. If he had known it, he would not have said anything about electrical engineering.\nNext year he will wish to be an architect. His instruction will carry him into the\nintricacies of framework, and he will begin to understand something about the strength of\nmaterials, and architecture as a fine art. He will end, perhaps, with being a lawyer, and a\nfirst-rate lawyer too. That is growth, and the parent or the teacher who calls such a boy\nfickle does him a great wrong. I think the parent should sympathize with every such\nchange as that, because it is healthy growth. And so, I say, not half the boys are fit\nto be mechanics, and they should be allowed to become something else.\nIt is one of the great functions of the secondary school to cultivate the ability to\nchoose correctly, and it must not be taken away ; you must not substitute for it any castiron plan that forces the boy into one thing, willy nilly, and never allows him to get out.\nYou must give the boy a chance to grow out into some sort of manly excellence, to\nbecome familiar with what a man can do who has skill, and who has that skill added to\nintelligence. Our boys do not acquire any great amount of skill or expertness, so as to\ndo work on time. We do not aim at it. We aim at doing work well and understanding it.\nWhen our pupils go out, they readily become swift and expert and all that, but it would\nbe a mistake to try to do all that in school.\nWe aim at intelligence, not speed and skill.\nH. H. Belfield, director of Manual Training School, University of Chicago,\nChicago, III. — This certainly is an age in which the world moves. I think fifteen or\ntwenty years ago — yes, eight or ten years ago — it would have been impossible to have a\nmeeting of this kind in connection with the National Educational Association. I was surprised with the paper read yesterday afternoon in the Art Department, in which a description was given of work done in the second grade of the public schools in Minneapolis, on\nthe theory that the children should be taught in the school what society demands ; that\nthe children were taught to make baskets and in certain cases to sell them for money.\nIf that is not trade education, what is it ? Now, I believe very largely in what has been\nsaid by every speaker. I certainly must agree with those who say that manual-training\nschools should not be converted into trade schools. The manual-training school has its\nfield, and the trade school has its field. It is true, however, that we do need mechanics\nin this country, but we are not going to make them in the manual-training school. I\nhave graduated about eight hundred from the Chicago Manual Training School, three\nof whom are working at the bench.\nNow, we all know that a great majority of boys\n\n"}
{"page": 692, "printed_page": null, "text": "68o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nhave to leave the public schools at the age of twelve or thirteen. The great majority of\nthem leave, we are told, on an average from about the fourth grade, or the fifth grade at\nthe highest, and the large majority of those boys go to work at learning trades under\nevery disadvantage, you may say, because a boy can be taught a trade in school to far\ngreater advantage, with a far greater saving in time and everything else, than he can be\ntaught in the shops.\nI believe in what has been said in regard to the boy not being made to choose his\nvocation in life early. That is cruelty. It is a fact that the great majority of the boys who\nleave school and go into trades in this country do it at a very early period of their lives.\nNow, what are you going to do about it ? I doubt very much the wisdom of attempting to\nadd our instruction to an already overloaded curriculum of the lower grades of the public\nschools, notwithstanding the very interesting paper of yesterday afternoon. I think we\nmust have trade schools in this country. Our position as a manufacturing nation demands\nit. I believe trade schools are not to come in connection with the public schools ; but, as\nthe manual-training school started outside of the public-school system, so will the trade\nschool. Whether it will leap over the boundary and get into the public schools or not,\nis a question. It seems to me that the trade schools must start as private enterprises.\nThe great manufacturing establishments must establish their own trade schools and\ntrain boys for their own work. That must be done in the machinist's line, for instance,\nby the great manufacturers of machinery ; and so on with every other trade. Twenty\nyears ago the Baltimore & Ohio began an experiment of that kind.\nThat I may not seem to lack enthusiasm on the manual-training school question,\nlet me add to what Dr. Woodward has said that there is no doubt of the ability of\nthe manual-training school boy to earn a living at the very start. One trouble is that\nhe does not stay in school long enough ; he leaves at the end of the second year, because\nhe can earn eight or ten or fifteen dollars a week. I have now on my desk more applications for boys than I can possibly fill. The man who says that the manual-training\nschool boy cannot earn his own living is, in my judgment, a man who knows nothing\nabout the manual -training school boy.\nCharles B. Gilbert, superintendent of public schools, Rochester, N. Y. — I am\ninterested in manual training as a department of public-school education, rather than in\nmanual-training schools as such. And, from my point of view, the manual-training\nschool represents rather too close a differentiation for a public school. My experience\nwith public schools has led me to the belief that it is better to <have manual training as\na co-ordinate department of all high schools than to have a separate public manualtraining high school. The longer I have observed, the more I am satisfied that, for the\npurpose of the public schools in turning out boys and girls with all the culture possible,\nso that they may be ready to do the best work in the world, the high schools which offer\nmanual training to all the boys and girls fill the larger field. The manual-training high\nschool as a public institution requires the boy who is just finishing the grammar school\nto choose for himself a definite course, and if he is not ready to elect manual training\nas his dominant subject, he can get none of its benefits, which, it seems to me, is most\nunfortunate. I think every boy and girl, even those going to classical colleges, should\nhave the opportunity to take at least some of the manual-training work. If this subject\nhas the great educational value which it is said to have, and which I believe it has, it\nshould at least be offered to every boy and girl who takes a secondary course.\nThe danger to high ideals of manual training itself which exists in the public\nmanual-training high school has been suggested by the discussion of the papers, which\nI was unfortunate enough to miss this afternoon. I refer to the tendency of manualtraining high schools to run into trade schools. I take it that none of us, even those\nwho have worked years in manual training, believe that for the average boy and girl\nthe mechanical part of the work in the manual-training high school should dominate.\n\n"}
{"page": 693, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nFOR\n\nTHE\n\nGRADES\n\nIN AMERICA\n\n68 1\n\nIt should be a co-ordinate part of the work, but not the dominant part. But the danger\nis that that which is especially emphasized in the name of the school as manual training, and which is especially emphasized in the curriculum, shall be so prominent as to\nbecome dominant, and that the thoughts of the student shall be taken away from the\nother cultural studies of the course, as mathematics, history, literature, and language, and\nmore and more the schools shall be turned into mechanical schools wholly. But if\nmanual training were made a regular co-ordinate department of every high school ; if\nthere were full manual-training courses offered to those who want them, and limited\ncourses to others, then there would be much less danger that the high ideals of manual\ntraining shall be lost in the utilitarian trade school. I may stand alone in this belief.\nI look at manual training as a school superintendent, interested in the subject as a part\nof an educational scheme, and not with the eyes of a specialist ; but I believe firmly in the\nhigh school with manual training rather than in a manual-training high school.\nGilbert B. Morrison, principal of Manual Training High School, Kansas City,\nMo. — We have been trying in Kansas City for a number of years to work out the incorporation ofmanual training into the high school in such a way that it shall represent a\nhigh school which is normal to the present age in which we live. We have had in this\ncountry two types of schools. On the one hand, the old Latin type, as illustrated by the\nBoston Latin School, and, on the other hand, commencing about the same time, the\napprentice school, and the trade school which represented very little scholarship. We\nhave now come to a time when these extreme types are coming together, and a course of\nstudy is demanded so arranged as to possess all of these modern requirements for training\nof head and hand. We have in Kansas City a school in which we |are endeavoring to\nmaintain the standard in respect to scholarship while furnishing the student a full fouryears' course in manual training and drawing. We have so far succeeded as to gain affiliation with the leading colleges and universities, and our students are received on the same\nterms as those of strictly academic high schools. But we are now, at the moment of our\nsuccess, confronted with a danger — a danger which affects all of us alike, and against\nwhich we should strenuously guard ourselves. This danger comes, not from the taxpayers, but from the educators who have long dominated school policies in this country,\nwho would, if they could, cause these high-grade schools to revert back to the tradeschool idea.\nIf manual training in public education means anything, it means the incorporation\nof it into the course of study in such a way as to make it a purely educative force. If it\nis ever justified at all, it must be justified on educational grounds. And it is not too\nmuch to say that the experience of the best schools proves that it has been so justified.\nWe bave also to meet the practical question of expense. The average taxpayer has\nalways been willing to pay for that which is evidently useful. He is willing to pay for\nthe utilities and necessities of life. We must make our high schools of such a character\nthat the taxpayer can see the utility of them. The conventional type of high school is\nnot considered useful or necessary by many people, and here is the origin of much of the\ncriticism of higher education. In introducing manual training into our high schools we\nare simply making them so evidently useful to the community that the financial support\nof them will be voted to the fullest extent. Wherever manual-training schools exist they\nare regarded with special favor by the people, and especially so where it has been shown\nthat the scholarship in them is not poorer than, but even superior to, that in the schools\nof purely academic aims.\nMr. Charles F. Warner, being called upon to close the discussion, spoke in part\nas follows : In opening the discussion Mr. Richards took issue on the matter of a definition of trade teaching or training. It seems to me that this is not to the point. There can\nbe little, if any, difference of opinion as to what is essential and what is nonessential in\nthe training for a particular trade, so far as that trade alone is concerned.\nIf we were\n\n"}
{"page": 694, "printed_page": null, "text": "682\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\ni [Manual Training\n\ncontent to advocate teaching trades merely, giving only that training which is essential\nto the particular trade taught and setting aside everything else, we should, indeed, aim at\ncultivating special skill rather than general knowledge and training. We should offer to\nthe pupil instruction which would enable him to earn a living, which is no mean advantage, but we should withhold from him the broader education of the ideal school. This is\nthe function of the genuine trade school, which may come in due time and find its proper\nplace among American schools, meeting industrial needs here as similar schools abroad\nmeet the needs of the communities which maintain them. But is that the real question\nunder consideration ? In discussing the relation of manual training to industrial education and the function of the technical high school in connection with preparation for the\ntrades, it seems to me we are not called upon to consider the question of exclusive trade\ntraining, its nature, and the proper time and place for it. Manual training has already\nestablished itself as a broad principle in education and has brought all grades of school\nwork under its influence. We have schools already established in which education along\nmechanical lines is emphasized to a certain extent. But their chief aim is a broad one,\nas it should be. They certainly have not the characteristics of trade schools. I agree\nwith Mr. Richards that no effort should be made to convert them into mere trade schools.\nBut is it not consistent and thoroly practicable for technical high schools to offer a training which shall amount to a real preparation for a certain limited number of trades, without sacrificing the broader educational aims of such schools ? It seems to me that this is\nthe question which is before us for discussion, and that there is a very practical answer to\nthe question.\nThere is no time to review and explain the plan suggested for increasing the technical\nproduct of the schools referred to. But Dr. Woodward's criticism has led me to see that\nI failed to make my meaning clear on one or two points. In regard to increasing the\namount of time given to mechanical practice, which is an essential part of the plan, there\nis really no inconsistency if the extra time is voluntarily taken by the students after the\nregular school hours. Those who are especially interested in this kind of work are always\nready to double or treble, in this way, the ordinary allowance of time for the shops. By\nthis means an immense gain for the technical side of the work may be secured without\ndamage to the academic studies. This, of course, involves an elective system, and should\napply only to those who, at the end of the first or second year, elect the special lines of\nshop-work which the school is able to offer. Probably not more than half of the students\nof a technical high school would choose to specialize in shop subjects ; but why should\nhalf the school, or even a smaller fraction, be denied this advantage, if they really want\nit and are willing to increase their school hours in order to secure it ?\nI will refer to only one more point. Teaching the value of time I still think is of\ngreat importance and entirely consistent with the thoro technical training which I am\nadvocating ; indeed, it is an essential element of this training. I believe that economy of\ntime and material can be successfully taught when we undertake mechanical training\nbeyond the elementary stage usually found in manual-training schools. Of course, it\ncounts for but little when there is no specializing in shop practice. But even here there\nmay be an unconscious recognition of the principle which may bear fruit as soon as there\nis a chance.\nOn the whole, I see no inconsistency in an extension of our manual-training courses\nwith a view to training for the trades. When we come to understand more thoroly what\nkind of industrial education is needed in this country, we shall find a way to give it the\nimportant place that it ought to have in our public-school system. In accomplishing this\nI believe we shall find our manual-training and technical high schools of great service.\n\n"}
{"page": 695, "printed_page": null, "text": "DEPARTMENT\n\nOF ART EDUCATION\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly io, 1901\n\nA joint meeting of the Department of Art Education with the Department of Manual\nTraining was held at 3 p. M. in the First Congregational Church.\nSECOND\n\nSESSION.— Thursday, July ii\n\nThe department met at 3 P. M. in the First Congregational Church, the president,\nMiss Bonnie E. Snow, of Minneapolis, Minn., in the chair.\nThe meeting was opened with a vocal solo — \" Break ! Break ! Break ! \" Thayer —\nby Miss Jennie M. Stoddard.\nThe secretary, Mr. Fred J. Orr, Atlanta, Ga., being absent, the president appointed\nMiss Mary A. Woodmansee, of Dayton, O., secretary pro tempore.\nThe following committees were then announced :\nCOMMITTEE\n\nON RESOLUTIONS\n\nMiss Roda Selleck, Indianapolis, Ind.\nMrs. Franc R. Elliott, Salt Lake City, Utah.\nMr. Ware, Dallas, Tex.\nCOMMITTEE\n\nON NOMINATIONS\n\nMiss Myra Jones, Detroit, Mich.\nMr. Moore, Birmingham, Ala.\nMr. Augustus S. Downing, New York, N. Y.\n\nMiss Bonnie E. Snow, supervisor of drawing, public schools, Minneapolis, Minn.,\npresident of the department, gave a brief address.\nFrederick W. Coburn, secretary of Art Students' League of New York city, read a\npaper on \" The Economic Value of Art Education.\"\nMiss Harriette Rice, supervisor of drawing in public schools, Providence, R. I., presented a paper on \" Rhythm as an Art Principle,\" accompanying the reading of this\npaper by illustrations and rapid sketches on blackboard.\nThe next paper, on \" The Study of Fine Art in American Colleges and Universities ;\nIts Relation to the Study in Public Schools,\" was by Frank Foster Frederick, professor\nof art and design, State University of Illinois, Champaign.\nAn informal discussion of the various papers followed.\nLangdon S. Thompson, of Jersey City, N. J., was then called upon for the report of\nthe Committee on the Course of Study. The report not being ready, the committee was\ngranted another year in which to complete it.\nThe Committee on Resolutions reported as follows :\nRESOLUTIONS\nIn keeping with the trend of thought so generally 6expressed\nin the joint meeting of the Manual Training\n83\nand Art Departments yesterday, and in the expressions of today, be it\nResolved, That, for economic and social reasons in this country, the efforts of manual -training teachers\nand art supervisors be directed toward bringing about more artistic handwork when taught in public schools.\n\n"}
{"page": 696, "printed_page": null, "text": "684\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nResolved, That appreciation be expressed to Miss Myra Jones, supervisor of drawing, and to Mr. J. H.\nTrybom, for the pleasure given in the reception of yesterday afternoon; to the president, Miss Snow, for\nthe happy manner in which she has presided, and for the interest created in the collection of artistic handwork\n|Art\nexhibited from the Minneapolis schools ; to Mr. James E. Scripps, for the generous tender of his home and art\ncollection for our pleasure and benefit; to Mr. Coburn, Miss Rice, and Mr. Frederick, for their helpful and\nsuggestive papers; to the trustees of this beautiful building, for its use; to the musicians, Mr. Jarvis and Miss\nStoddard, for their entertainment.\nRespectfully submitted,\nMrs. Franc R. Elliott,\nSalt Lake City,\nChairman.\n\nThe Committee on Nominations reported the following named for officers :\nFor President — Miss Harriette Rice, Providence, R. I.\nFor Vice-President — Miss Roda Selleck, Indianapolis, Ind.\nFor Secretary — Miss Emily H. Miles, Denver, Colo.\n\nMyra\n\nJones, Chairman.\n\nMiss Rice, giving good reasons, declined the honor tendered her. A resolution to\namend the committee's report was then offered, and Miss Myra Jones, of Detroit, Mich.,\nwas nominated. The nominees were then elected as officers of the department for the\nensuing year.\nThe meeting was then adjourned.\nMary A. Woodmansee,\nActing Secretary.\n\nPAPERS\n\nAND\n\nDISCUSSIONS\n\nPRESIDENT'S\nMISS\n\nBONNIE\n\nE.\n\nSNOW,\n\nSUPERVISOR\nMINNEAPOLIS,\n\nADDRESS\nOF\n\nDRAWING,\n\nPUBLIC\n\nSCHOOLS,\n\nMINN.\n\nThe annual recurrence of these sessions presents opportunity for\nreview and prophecy. The educational situation, always interesting,\nseems to grow yearly in significance and scope. As we journey, like the\nhunter after truth, that vas't white bird, with silver wings outstretched,\nsailing in the everlasting blue, over our mountains of reality, we are\nfinding higher levels, and hence wider horizons, when we pause to look\nabout us on occasions like these. Never before has the education of the\nraces occupied so large a share of the attention of philosophers, philanthropists, prophets, and seers. We have our Carnegies and Rockefellers ;\nour magnificent universities, libraries, museums, and galleries. Opportunities for the better enjoyment of life are constantly increasing. The\nindividual man and his needs in the social activities of today are coming\nto form the basis of courses of study in schools and colleges, rather than\nthe idea of knowledge for the sake of knowing. To make a man socially\nefficient, in the broadest and best sense, seems to be the truer educational\ndevelopment. The capacity to enjoy life is a true test of real development. Nowhere are these ideas manifested more strikingly than along\n\n"}
{"page": 697, "printed_page": null, "text": "Department]\n\nECONOMIC\n\nVALUE\n\nOF ART\n\nEDUCATION\n\n685\n\nthose lines of thought for which this department stands. The exhibitions of the past year show a marked tendency toward applied art, rather\nthan the continuation of the more abstract or more purely aesthetic\nresults formerly shown. I should not like to be classed as one who\nfavors this practical tendency to the exclusion of exercises given purely\nfor the development of the aesthetic idea; that which is ideal must always\ndominate ; but I welcome any indication of more refinement and beauty\nin what may be called the ordinary affairs of life. In our schools we are\nthinking more of the effect upon children of our teaching of art. Does\nit affect them in their habits of life, in their homes, in their dress, in the\noccupation of their hours outside of school, in the work of their hands,\nin what may be called the attitude of their souls ? Arts and crafts\nsocieties are more or less active in all of the larger cities and towns, and\nin many of the smaller ones. We hear of craftsmen's guilds, of the\nrevival of weaving and of all kinds of handicraft, in circles not confined\nto schools or trades.\nThe joint meeting of the Art and Manual Training Departments of\nthis National Educational Association, held in this room yesterday afternoon, is itself a sign of the times. The interest displayed of late on the\npart of professional artists as to what is being done in public schools to\ncultivate on the part of the people a better appreciation of beauty in its\nvarious manifestations is most hopeful. They no longer look upon us with\ncontempt or indifference, these artists ; they realize instead something of\nthe greatness of the work we are trying to do. We have learned much\nfrom them, our friends, these critics ! \" Have you learned lessons only\nof those who admired you, and were tender with you, and stood aside for\nyou ? Have you not learned the great lessons from those who rejected you,\nand braced themselves against you, or who treated you with contempt, or\ndisputed the passage with you ?\" But now they visit us with sympathy\nand co-operation, manifesting their desire to further our common cause\nby saying : \" Come, let us reason together ; for we, too, would be identified with the great movement to bring art to the people.\" ,We are all\nrealizing more fully than ever before that art and the love of beauty are\nnot things separate and apart from life ; that art liveth not to itself\nalone ; that art is not for a chosen few, but for all. So that the watchword for the new century may be, not art for art's sake, but art for\nhumanity!\nTHE\n\nECONOMIC\n\nVALUE\n\nFREDERICK\nW. COBURN,\nSECRETARY\nYORK,\nAND\nMEMBER\nOF EDITORIAL\n\nOF ART\n\nEDUCATION\n\nOF ART STUDENTS'\nLEAGUE\nOF NEW\nSTAFF OF THE\n\"SCHOOL\nJOURNAL\"\n\nDevelopments in art are succeeding each other with rapidity. Bounds\nthat were once set have been, in large measure, removed.\nAs the national\n\n"}
{"page": 698, "printed_page": null, "text": "686\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nlife is modified by impulses from within and influences from without,\nchanging ideals of taste and fitness inevitably express themselves in the\ndeeds of the artist's hand. The course of artistic theory and practice in\nthe United States is perceptibly following the trend of popular interest.\nThe aspiration of the American people is for commercial supremacy, and\nthru the inductive power of the thinking and the saying of other men the\nartist's thought is perforce shunted into consideration of the economic\nside of his work. The most notable characteristic of American art at the\nbeginning of this century is the freshly acquired conviction among professional artists that it is high time to demonstrate to the nation the\npractical value of art. So familiar has this thought become ; so numerous are the decorative and industrial enterprises with which artists have\nbeen identifying themselves in the last few years ; so popular are the\nmovements for arts and crafts ; for the house beautiful and the beautified\nstreet ; for the preservation of natural loveliness and the demolition of\nacquired uglinesses — so many of these good things are there that no\nspecial pleading, no marshaling of statistics, is needed to prove to those\nwho are at all in touch with the intellectual progress of the age that art\nand art education are subjects for commercial, and even financial, valuation. To present in detail the familiar facts regarding the dependence\nof industries upon art would be, in this place, a work of supererogation.\nTeachers and supervisors of art have not come to Detroit to be told that\nart is contributory to national wealth.\nBut how about Lewis Babcock ?\nIn front of his house — his \"home\" the Benham Sentinel would prefer to call it — stands that cast-iron deer which Babcock regards as \"a\nkind of ornamental thing.\" What does Babcock know of art and its economic value ?\nYet the education of Babcock and his kind is one of the many tasks\nimposing itself with crushing weight upon the single-handed supervisor\nat Benham. The man has got to be taught better. It is a cardinal mistake to suppose that a movement can be effectively promoted thru\nchildren alone. An educational campaign to be most successful must be\nwaged all along the line. We shall have gained a great point at Benham\nwhen we have got Lewis Babcock to drive the cast-iron deer from his\ndoorway.\nHow are we going to do it ?\nThe importance of argument in the modern business world must have\nimpressed itself upon every observer. Logic, once the poor sizar of the\nschools and the humble attendant of the clergyman or lawyer, has become\nthe faithful partner of the man of affairs. Every proposition in a business\ndeal is adjusted by display of arguments. Back and forth fly words\nwinged with conviction. On the one side is the man with the money; on\nthe other, the man who wants the use of the money. Valid argument is\nthe only tool that will force the safe.\nThe promoter must be able to show\n\n"}
{"page": 699, "printed_page": null, "text": "Department]\n\nECONOMIC\n\nVALUE\n\nOF ART\n\nEDUCATION\n\n687\n\nhow a dollar spent will mean a dollar earned.\nHe is the attacking party;\nthe defense has to be battered down by the ram of argument.\nThere is suggestion for the art supervisor in this practice of the business office. Of this business is it not a part to be able to argue as well as\nto teach ? Good ideas must be presented with insistence and iteration.\nThe often agitated truths regarding the impact of art upon life need to\nbe stated and restated in Benham with every scruple of weight we can lend\nto them. The creed must not disappear in the deed. Surely there is a\nbasis of belief upon which the faith of each of us can be daily confirmed.\nA practical question is : How are we to get the clearness and vigor of\nstatement demanded by the situation in Benham ? How avoid the stereotyped general phrases that for years have come from our lips until they\nare as formal as a bit of litany?\nBroad answer to such simple questions would take us far afield. To\neach man is vouchsafed his own habit of thought and speech. It is often\nwell, however, when we undertake to preach the value of art education, to\nnarrow our discussion down to its value to a single individual.\nJust what, after six years in the grammar school and four years in the\nhigh school, will a school child actually carry away ? Will he have\ngained an appreciation of the masterpieces of art, abiding and free from\naffectation ? Will he have learned almost instinctively to apply the cardinal principles of design to whatever he has to do ? Will he in wageearning capacity and in other respects be a more valuable member of\nsociety than he would have been without his training in art alone ?\nSuch questions as these have to be put and answered specifically with\nreference to actual accomplishments. Not only what is aimed at, but\nwhat is really done, has to be brought before the community in every\nway possible. The scope and details of the progam have to be made\nknown in various ways to all that are willing to listen.\nInto matters of detail, however, there is no opportunity to go in this\npaper. Yet one tendency of today is of such far-reaching importance,\nso deserving to be explained and expounded by every art teacher, that a\nfew words of emphasis in this place may well be allowed.\nWe got into the habit some years ago of speaking of art and manual\ntraining as if they were distinct and naturally separate branches of instruction. Even today, closely leagued as is this department in many ways\nwith the department of manual training, there are doubtless some among\nus who would prefer to speak of the manual supervisors as with us rather\nthan of us.\nYet here is a question which may well be put. Is not the best thought\nof today away from differentiation of functions in elementary instruction\nin the manual arts ? Are we not convinced that art education and manual\ntraining spring from the same parent stem ; that with young children no\ndifference should be made between the two ? We see manual-training\n\n"}
{"page": 700, "printed_page": null, "text": "688\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nteachers breaking away from the dry and formal manner they once cultivated and cherished. We find art teachers who are paying more and\n[Art\nmore attention to questions of constructive utility. Have we not reached\nthe point where we may insist that the two branches are properly one, to\nbe conjoined in the lower grades, to be differentiated in the upper\ngrades — perhaps in the seventh and eighth — and in the high school ?\nAdmitting and asserting this oneness, we have immeasurably strengthened\nour case for a general recognition of the economic value of our work.\nWith better front we can exact from school boards and from the public\nthe support that is due to one of the most vital movements in modern\neducation. Most of us have been thinking along this line. We want\nonly to carry our thought to its logical conclusion.\nTo unite all the manual arts, the handicrafts, by a common aim, a\ncommon policy, is the task that lies before us, half-done and advancing\nto completion. The barriers erected by the theories of classificationists\nare being rapidly burned away in the white heat of practical experience.\nIt is becoming increasingly evident that the pupil cannot profitably\nundertake to do things artistically in the art class and inartistically in the\nshop ; that there is no sharp line of demarkation between the useful and\nthe ornamental, between the free and the mechanical. Art may enter\ninto the working drawing of a locomobile and be conspicuously absent\nfrom the academy picture. Not subject but motive determines artistic\nquality. The unthinking machine may be constrained to evolve beauty\nat the behest of man, the thinker.\nWe need, too, to remember that the phrase \"manual training, manual\nart,\" is one to conjure with. Many people to whom painting and sketching signify merely a nice accomplishment for squirrel-headed young\nladies are willing to concede something to industrial drawing. From this\nside is the approach to their interest and understanding. Thence, if\nfrom anywhere, must come the argument which shall convince them of\nthe identical origin of all art processes in the central ganglion of aesthetic\nlaw. Divisions and subdivisions let us have where they are an aid to our\nown clear thinking, but let us not be bound by them. May not the art\nteacher insist that all manual work from the kindergarten thru the university be regarded as an art work subject to the fundamental laws of\nspace-relationships ? The ultimate aim of it all — paper- cutting, drawing,\nmodeling, painting, shop-work, perspective, and the rest — is, or ought to\nbe, the training of the imagination along lines of good taste. And people\nare beginning to recognize everywhere that imagination is one of the\nmodern man's most valuable assets. The power to foresee the steps by\nwhich an object desired shall be reached, to discern the imago before the\nthing's self has put on corporeal form, is one of the firm conditions of\nnotable success, equally essential to the artist and to the manufacturer,\nto the literary man and to the promoter of great enterprises.\n\n"}
{"page": 701, "printed_page": null, "text": "Department]\n\nECONOMIC\n\nVALUE\n\nOF ART\n\nEDUCATION\n\n689\n\nStatistical arguments regarding the importance of art to industry\nshould be part of our panoply. We need not fear that such argument\nhas grown trite. There are whole sections of this country where it is\nonly just beginning to be heard, whole classes of our population to\nwhich the thought is new. Art is the very life of our industries. We\nhave lately seen great manufacturing concerns of New England, when\ntheir business was threatened by competition of states where labor is\ncheap and raw materials easily accessible, bend all their energies to\nenhancing the value of their product thru rendering it more delicate and\nbeautiful. Their success in thus utilizing the skill and feeling of the\nartist is saving for them their share of the home market, and bettering\ntheir chances in the markets of the world. Textiles, shoes, and furniture\n— what is true of them is ultimately true of all our industries. All signs\ntend to show that civilization is getting tired of its own ugliness. The class\nof people is growing larger that believes in the cheapness of good things.\nIn the education of adults to an appreciation of the value of our work,\nthere are two classes of men that we ought especially to cherish for the\naid and comfort they can give us. These are the business-men and the\nprofessional artists. In all ages it has been the privilege of well-to-do\nmen to be the patrons of art. Only in this age and in this country has\nthe privilege been deputed away. American money-makers, with some\nnotable exceptions, delegate the patronage of \"fine arts to their wives and\ndaughters. Differentiation of employments has gone to the limit. The\nman buys stocks in the market with the help of his broker, in order that\nfrom his winnings his wife may buy colonial furniture with the aid of the\nantique man. Each takes pride in knowing nothing of the other's business. An agreeable arrangement, we might say for the sake of gallantry,\nbut as a fact it works to the disadvantage of art and art education. It is\nthrowing upon women the whole responsibility of appreciating and sympathizing with the efforts of the artist. How well they respond is evident\nfrom their attendance at exhibitions and from the attention given to art\nsubjects in the programs of women's clubs. Yet the need of man's\npresence is felt. There has been a certain emasculation of art. It is\nimportant that the business-man be convinced both that art is something\nmore serious than an agreeable but expensive foible of his wife's, and that\nthe instruction in public schools is something more than a necessary\nconcession to the spirit that animates the women's clubs. In the language of the day, it is up to us to show him that art education is a paying\nproposition. Our argument, tho it is winged to rise at its height to a\nconsideration of the glories of Florence and Athens in the great days of\nold, will have always to take its flight from Spotless Town.\nA great artist, Mr. George De Forest Brush, has said:\nWhere a person has the general desire of studying art, but does not know exactly\nwhat he is going to do, he will wisely in most cases spend a little time in an art school,\n\n"}
{"page": 702, "printed_page": null, "text": "690\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\njust to make up his mind. As for the education of young children in the public schools,\nI have often questioned if the effort is not altogether vain. From my own experience in\n[Art\nteaching children I derived the impression that the task demands of the trained artist\nalmost superhuman powers. And of this I am sure-: I would rather receive into my\nclasses in the art school a pupil who has never drawn a line than one who has learned to\ndo the kind of thing I have seen at school exhibitions.'\n\nWhen leading artists thus express themselves, the need of cogent\nargument is apparent in bringing them to a true understanding of what\nis being aimed at, what done, in the schools. They stand aloof. Yet\nmay we not fairly maintain that the time has come when every serious\nartist ought to consider himself called upon to help in the movement for\npopular art education, not to stand off, contemptuous of the efforts of\nothers ? Many whose names will readily occur to all of us have pressed\nforward to give of their time and thought to this work ; but many more\nare ignorant, not only of its aims and accomplishments, but even of it's\nexistence. If they have heard anything of the art instruction in the\npublic schools, they have heard simply that it is something far removed\nfrom art. Many an artist, narrow in his range of interests, will wonder\nwhat it is all about, what the use is of teaching drawing to every mother's\nson. Is not this a profession that is always overcrowded with men who\ncannot earn their living ? Why put ideas into children's heads ?\nAgainst so parochial a view we must needs set two strong demurrers.\nThe aim in public-school work is not, as we so often say, to teach those\nmerely who will become artists or artisans, but that much larger class\nthat will thru life passively appreciate the active efforts of other men to\nproduce noble art.\nAnd this, too, must be contended that, where talent is discerned in a\nschool child, and he is sent to the art school to become painter or\nsculptor or illustrator or designer, his accession is a gain to the artistic\nfraternity ; and that every artist in the country ought to be thankful for\nthe talent that has been uncovered. Each strong young man or woman\nwho enters a profession contributes to the welfare of its members. He\ntakes no bread from the mouth of any man. There is no permanent\nwage fund to be divided among artists. It is not true that there are too\nmany artists. You and I know American cities as large as Athens in the\ndays of Phidias that cannot boast a single strong artist. Plenty of room\nthere is for many artists, but for artists who can help to create a demand\nfor the thing they produce ; who can demonstrate practically the economic value of their vocation.\nThe artists ought to learn the story, to all of us familiar, of the development of the movement, starting from its inception under English\nauspices, tracing the influences upon it of the kindergarten thought, then\nof the nature-study methods, and finally of the conception of art as an\naffair of transpositions from the world of flux and flow to the world of\nstable space relations.\nIt should be known to them that the leaders of\n\n"}
{"page": 703, "printed_page": null, "text": "Department]\n\nECONOMIC\n\nVALUE\n\nOF ART\n\nEDUCATION\n\n691\n\nthis effort at general art education are abreast of the age and keeping in\ntouch with the best that has been thought and drawn. Their influence\nis making for appreciation and comprehension on the part of the public\nof those large truths of form and pattern for which the artists contend,\nmany a one with the conviction that he is a David pitted without allies\nagainst the most gigantic Philistinism the world has known. Nothing\ncan more. materially enhance the dignity and seriousness of the artist's\ncalling than the work of education that is going on in the schools, and\nthe artist is the especial beneficiary of all moneys expended upon the\nteaching of art. This the artist ought to see, and as he is getting most\nof all men in the community, so he may be expected to give most.\nNowhere has the school work reached perfection. Everywhere is there\nroom for expert advice. Let us hope that the present supercilious attitude of many clever artists toward education may be replaced by a thoro\nbelief in its value and a spirit of willingness to co-operate in it without\ndisdain.\nOne more point in closing. The value that can be put into the work\nof art education is conditioned by the value to the community of the\nwhole public-school system. As the esteem in which education is held\nis enhanced, so the opportunities of the art teacher are increased. Of\nthis we may be sure : if the ambitious plans of some of the educational\nleaders of today for a complete reorganization of society around the\nschoolhouse as a social center shall come eventually to achievement, art\nwill be the gainer in manifold ways. With the schoolhouse as the social\ncenter of- its neighborhood, flocked to by young people and adults for\namusement and instruction, the way will lie open to arouse a broad\nappreciation of art. The walls of the school center will be made interesting with the best that is available. Not only reproductions of the\ngreat masterpieces shall we see there, but in many an instance the owner\nof an original work of art will prefer that it hang upon schoolhouse walls\nrather than in the seclusion of a private house or the semi-seclusion of a\nmuseum. Something of the spirit that animated the wealthy men of\nGreece may be predicted — a feeling that it is a disgrace to enjoy exclusively a work of art that was intended for humanity. This country, thru\nits boundless wealth, has already come into possession of some of the\ngreatest treasures of the world, and more are to follow. If the schoolcommunity plan is realized, most of these will, thru force of public\nopinion, be directly available for the adornment of the common schools.\nWith educational conditions rendered favorable ; no ill-fed, illgroomed children in the schools ; no public apathy ; no sleek indifference\nto the welfare of the schools ; but rather a live interest, a civic pride, in\nthe possibilities of education — under such circumstances the work of art\ninstruction will more abundantly justify itself by its results than it now\ncan hope to do.\nThen it will be cherished as one of the fundamentals\n\n"}
{"page": 704, "printed_page": null, "text": "692\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nof the whole round of instruction. Properly correlated, upon no merely\nancillary basis, with the other work of the schools, and including all the\nhandicrafts, it will be held in highest esteem by educators ; and, being\nadequately correlated, on the other side, with the great industries outside\nthe school, it will have the respect and constant solicitude of the leaders\nof the state.\nIn that day no one will be found to raise the cry of \" fad.\"\n\nRHYTHM\nMISS\n\nHARRIETTE\n\nRICE,\n\nAS AN\n\nART\n\nPRINCIPLE\n\nDIRECTOR\nOF DRAWING\nPROVIDENCE,\nR. I.\n\nIN\n\nTHE\n\nPUBLIC\n\nSCHOOLS,\n\nIn claiming for the domain of visual art a principle which has hitherto been reckoned to belong chiefly to music and poetry, it may be well\nto defend the claim with its definition as given in the Century Dictionary,\nor with as much of that definition as may be compassed within reasonable\nlimits of time and space.\nRhythm is defined as \"flow, and, by development from this sense,\nuniform movement, perceptible as such, and accordingly divisible into\nmeasures.\"\nFlow, uniform or measured movement, the movement that is perceptible to the ear in the regular repetition of sounds, is recognized by the\neye in a regular repetition of shapes and forms, whether in simple spots,\nmore complicated figures, or the stately architectural elements which we\nfind in the beautiful temples of the Greeks.\nJust as the primitive music shows a greater development of rhythm\nthan of melody, so primitive ornament shows a great sense of the\nrhythm which comes thru regular repetition, tho it often lacks refinement\nand beauty of line.\nThe very limitations of primitive handicrafts aided the development\nof simple but rhythmic ornament which we may trace out for ourselves in\nweaving, basket-making, bead-work, and some of the finer needlework\nlike the Mexican drawn linen, or the cross-stitch embroidery that is done\nby the Russian peasants.\nChildren have a natural fondness for rhythm. The drum is a favorite\nmusical instrument with them. They like the repetition of sounds in the\nsimple nursery rhymes like \" Old Mother Hubbard,\" and they love to\nrepeat these in a \"sing-song\" fashion, because in that way the rhythm is\nmore marked, and they often sing their spelling lessons, to satisfy their\nlove of rhythm, tho it may lack rhyme and reason. In the motion songs\nof the kindergarten the rhythm is emphasized by movement. Many\nchildren show an instinctive sense of rhythm in their arrangement of the\nmaterial which is given them for occupation work at their desks, and it is\n\n"}
{"page": 705, "printed_page": null, "text": "Department]\n\nRHYTHM\n\nAS AN\n\nART\n\nPRINCIPLE\n\n693\n\nalmost always apparent in their creative work with brush or pencil.\nFlowers growing in a row like a border or frieze are favorite arrangements with them, and their illustrative drawings of circus day parades\nshow a spirit and movement like that which we see in that grand procession of the Parthenon frieze.\nWhen movement is divided into more varied measures, there is an\nadded element of beauty like that which makes dancing a more beautiful\nand pleasing movement than walking. So the regular gradations and\nvariations of the size and shape of figures used in a design give added\npleasure to the eye in its forward movement. If we analyze one of these\nmore varied elements, we shall see that each has a rhythm of its own in\nits progress from small to large or from large to small.\nNature as well as art abounds in such examples of rhythm. The\ngradual diminution in size of a vine or a branch of leaves is rhythmic.\nOur knowledge of perspective, which teaches us to look for apparent\nvariation in size caused by varying distances, should teach us also to see a\nbeautiful rhythm of size in a flight of birds across the sky, a fishing fleet\nin the bay, skaters on a pond, or even in a row of telegraph poles or railroad\nsleepers.\nThe uninterrupted rhythm or flow of curves is exemplified in the\nfamous \" Hogarth's line of beauty.\" Curves which are beautiful in themselves may be so arranged as to have no uniformity of movement. It is\nonly when we place them so that one emphasizes another, or continues it,\nthat we produce rhythm, and apparently inharmonious elements may be\nrhythmically arranged.\nOur landscape gardeners are giving us rhythm in the winding roads of\nour parks, and even in the curves of a railroad track we may find it. The\nsmoke and steam rolling up from thousands of factory chimneys show\nrhythmic lines melting into each other as softly and as beautifully as\ndo the clouds which cap the mountain peaks, or the gently waving\nfields of wheat on the western prairies. We find it in the branching of\nleaves and the setting of flowers as well as in every line of the body of\nman, bird, or beast. The most precious examples of the beauty of line\nwhich have been handed down to us by the Greeks are shown in their\nsculpture and ornament. Our painters of today are striving for that\nrhythmic line which is the great beauty of the work of the old masters.\nThe rhythm of line in design has been brought out more beautifully in\nVart nouveau, so called, than in any other recent phase of decorative\ndesign.\nRhythm depends not alone upon line and form, but upon tone and\ncolor as well. Gradation in size gives rhythm, and so also does gradation of tones and values. Considering values at first, independent of\ncolor, merely as light and dark, white would be the lightest and black the\ndarkest.\nMidway between these two would be a gray in which white and\n\n"}
{"page": 706, "printed_page": null, "text": "694\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nblack are equally balanced. There is a certain relationship between these\nthree, but the advance from one to the other is so rapid as to be abrupt.\nIf we introduce intermediate tones of gray, so that the progression is\nmore gradual, the rhythm is more pleasing and the eye follows easily the\nflow or movement from light to dark and from dark to light. The gradation of tone which runs from the heart of a rose to its outer petals is a\nbeautiful rhythm of values. The softening effect of the atmosphere upon\ndistant objects in the landscape makes for us continual rhythms, and so\ndoes the play of light and shade on the shining surface of silk or satin.\nThe artist must continually study value as the effect of light and atmosphere, and his work is most pleasing when the values are most rhythmic.\nThe complete spectrum shows a most beautiful rhythmic flow of color.\nAny two unrelated colors, such as red and blue, may be brought into\nharmony by completing the movement from one to the other so as to give\na rhythm of color. We need some of the intermediate steps or hues,\nwhich in this case would be the varying tones of purple and violet that we\nget in passing from red to blue. If we wish, we may produce the rhythm\nby moving from either one of these colors, away from the other instead of\ntoward it, so carrying our blue into green, and leaving, the red to contrast\nwith it, or carrying the red back to orange, leaving the blue for contrast.\nBalance of color both as to quality and value must be a great factor in\nany color harmony, but of this nothing can be adequately said within the\nlimits of this paper.\nIn emphasizing the universality of rhythm as one great principle of\nart, there has been no thought of disregarding others equally important.\nArt is not an accident. It has its basic principles, and tho a knowledge\nof these will not make one a painter of pictures any more than a knowledge\nof rhetoric will make him a writer of books, neither the painter nor the\nwriter could do worthy work in violation of the laws of his art.\nAnd, as one better enjoys fine literature for his knowledge of what\nconstitutes good writing, so\"\"he will better appreciate and enjoy nature and\nart because of his understanding of what beauty is and how it may be\nconsistently expressed.\nThere could be no adequate literary culture which laid its whole\nemphasis upon the original expression of ideas with no regard to the form\nof expression. There can be no adequate art instruction which is concerned wholly with free and spontaneous self-expression, regardless of the\nprinciples which underlie beauty and consistency and harmony in the\nform of expression.\nWe have passed beyond the stage of making our drawing a mere\nrecord of facts and experiences, and have reached the point of using it as\na means of teaching art principles and their application to all the creative\nwork that is done in the schoolroom. It is knowledge of art that we\ncovet for the children of the people, and our school instruction must\n\n"}
{"page": 707, "printed_page": null, "text": "Department]\n\nSTUDY\n\nOF FINE\n\nART\n\nIN AMERICAN\n\nCOLLEGES\n\n695\n\nhenceforth give more prominence to the teaching of the fundamental\nlaws of art, that each may discover for himself new and varied manifestations of their everlasting truth and beauty.\n\nTHE\n\nSTUDY OF FINE ART IN AMERICAN COLLEGES AND\nUNIVERSITIES ; ITS RELATION TO THE STUDY IN\nPUBLIC SCHOOLS'\nFRANK\n\nFOREST\nFREDERICK,\nUNIVERSITY\nOF\n\nPROFESSOR\nOF ART\nAND\nILLINOIS, URBANA,\nILL.\n\nDESIGN,\n\nIn view of the widespread interest in the fine arts — this truly remarkable development of art education — it will be interesting to learn what is\nbeing done in this line by the colleges and universities of America. How\ngeneral is the study of fine art, and how, in the colleges and universities\nsupporting art departments, does the work compare with that done in\nprofessional art schools ? Is this work in art a continuation of the work\nof the public schools, as it is in other subjects, and what relation does it\nbear to the work in the public schools ? Are the universities leaders in\nthis movement ? Have they guided thought along lines best suited to\nAmerican needs, and set the standard in this educational movement as\nthey have in so many others ?\nThere are in the United States 422 institutions of learning laying\nclaim to the title of college or university. Of these educational centers\n159 have 200 students or less. Of the remaining 263 institutions, 39 have\nan attendance of over 1,000. It was learned from a circular letter sent to\neach of these schools, in April of last year, that of these 422 colleges and\nuniversities 47 offer courses in fine art.\nAs will be shown later, the idea of a course in fine art so varies in\ndifferent institutions that courses in free-hand drawing, for example,\noffered by some as a study leading to a degree, are in many cases considered merely as a preparatory study, and in others not reported at all,\nso that these statistics cannot be considered as more than very close\nestimates. It should also be remembered that the very large registration\nof new students at the beginning of this school year would greatly increase\nthe number reported, but it is not thought that the proportion of students\nstudying fine art to those not doing so is changed. It will be seen\nthat the number of colleges and universities offering courses in fine\nart includes 8 in addition to the 39 having an attendance of over one\n1 On account of the length of Professor Frederick's paper only a part can be published.\nThe omitted portions refer to the general interest now taken in art education, especially\nin the public schools ; the development of the professional art teacher ; and the growth\nof art schools. — Editor.\n\n"}
{"page": 708, "printed_page": null, "text": "696\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nthousand. (The University of Wisconsin and the University of Chicago,\nalone of the larger schools, do not offer technical courses in fine art.) In\nthese 47 schools are enrolled, in round numbers, 45,000 students, of whom\n5,146 are taking courses in the fine arts. Of these 5,146 students, 3,940\nare regularly matriculated, and 1,206 are special students who enter to\ntake the courses in art alone.\nIf only a trifle over five thousand students are registered in fine-art\ncourses, it would seem that only one student in nine is profiting by this\ninstruction ; but it should be remembered that among the forty-five\nthousand are many who have already taken the work in the earlier years\nof their college course. It is impossible to state the number exactly, but\nit is safe to say that fully one-third of the students now registered in\nAmerican colleges and universities offering courses in fine art have, at one\ntime or another in their course, come under the instruction and influence\nof a professor of fine art.\nIt will be seen from the above that the influence of an instructor of\nfine art, if he appreciates his position, is great and far-reaching. Of these\ninstructors there are ninety-nine in the forty-seven institutions offering\nfine-art courses. A number devote but part of their time to actual art\nteaching. In several institutions the art instructor is also instructor of\nsome other subject. The lecturer upon Greek art is commonly the professor of Greek, and instructors of civil engineering and architecture are\nfrequently instructors of free-hand drawing as well. In some institutions\nprofessional artists devote a part of each week — from one-half to three\ndays — to instruction. This is a common practice among the smaller colleges. Being unable to support a special instructor, they take advantage\nof the residence in the vicinity of some artist and secure his assistance.\nProbably forty instructors of fine art devote their whole time to teaching\nin our colleges and universities. '\nIn professional art schools there is a marked uniformity in methods,\ncourses, and standards. In the public schools, on account of the fact\nthat the drawing-books and manuals of one publishing house are largely\nused in all parts of the country, and that the conditions existing in the\ngrade schools are much the same the country over, and as a result of\nfrequent meetings and conferences of the teachers of drawing, the art\nwork shows a unity of purpose and similarity of aim leading to practically\nthe same results. But in the colleges and universities there is the greatest\ndiversity in aims and methods. Greek or mathematics or history is much\nthe same in Yale or Berkeley as in Cornell or the University of Michigan ;\nbut in fine art there is the greatest difference imaginable in the position\nthe subject holds in different institutions.\nBefore answering the questions propounded above, this variation in\nmotive, not seen elsewhere in the world of education, should be considered, in an attempt to ascertain the exact status of art study in American\n\n"}
{"page": 709, "printed_page": null, "text": "Department]\n\nSTUDY\n\nOF FINE\n\nART\n\nIN AMERICAN\n\nCOLLEGES\n\n697\n\ncolleges and universities. These institutions of learning may be divided\ninto two classes : first, universities in the old acceptation of the term, in\nwhich the faculties of arts and letters are strong, which keep alive the old\nacademic learning, and which stand for knowledge for its own sake ;\nsecond, universities in the new sense, which introduce science and engineering, and give their faculties equal prominence with the faculties of arts\nand letters.\nIt is the aim of students in the first class to know about fine art, and\nto know it systematically and fully, without thought of its immediate\napplication. And it is the aim of these universities to encourage in the\nstudent this high form of thinking — this study of pure fine art, if we may\nuse the term as in speaking of pure mathematics — as far removed as\npossible from the affairs of practical life. In entering upon the study of\naesthetics, where the student attempts to discover the laws which underlie\nman's endeavor to express himself in the language of art, and inquires\ninto the history of art — the origin, growth, and development of these\nendeavors — the student cannot approach the study of art in a practical or\ncommercial frame of mind. The student does not, however, confine\nhimself to theory alone. In order to follow the artist he is studying, or\nto understand the art of a period, he gains some practical knowledge of\ndrawing, painting, and modeling ; but he approaches this practical study\nin a frame of mind utterly incomprehensible to the art student. The\ngraduated product of the art academy seems, while infinitely more skillful\nin handling his materials, very ignorant of his profession when compared\nwith a university man who has taken the fine-art lectures at, for example,\nPrinceton, Harvard, or Brown.\nThe aim of a student in the second class, in which the study of the\npractical side of art is the central idea, is to gain as wide a knowledge of\nthe technical side of art as possible, that he may use it to aid him directly\nin his studies and to equip himself more fully for his professional career.\nHence it is that the student of engineering or architecture or science\nin Cornell, Columbia, the Massachusetts Institute of Technology, or the\nUniversity of Illinois, willingly devotes much of his time to the study of\nart, or to that branch of it known as drawing. So fully does he realize\nits importance to him that he submits to the most rigorous training, to\nlong endeavor, to severe study against which the art student would rebel.\nUp to a certain point his work not only equals, but excels, that of the\nprofessional art student; for to his study of art the university student\nbrings all the power of reasoning developed in his study of logic and\nmathematics; all the patience and self-control developed in the study of\nthe languages; all the broadness of mind and understanding which the\nstudy of history has developed ; and he comes to his hour of daily practice refreshed and invigorated, and with wits so sharpened that a little\ntalent seems to bud and blossom like real genius.\n\n"}
{"page": 710, "printed_page": null, "text": "698\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nTo realize fully the status of the fine arts in our colleges and universities, it will be well to examine in detail the courses offered by some of\nthe most widely known institutions. This will be of interest because it\nwill show how varied are the points of view of those establishing and\nconducting the work, and will show the extent and thoroness of instruction— surprising to most, and especially so to professional artists and\npersons acquainted only with the work of professional art schools, who\nare prone to believe that all amateur work is alike superficial.\nBryn Mawr, Princeton, the University of Chicago, the University of\nMissouri, the University of Maine, the University of Wisconsin, and Brown\nUniversity give lectures upon the history of fine art and aesthetics, with\nlittle or no technical instruction. The aim of these courses is liberal\nculture in fine art. The attempt is made to lead students to an appreciation of the fine arts by means of lectures, largely illustrated by lantern\nslides, collections of photographs, casts, and, in some cases, by original\nexamples of fine art. (Six one-hour lectures per week, requiring from\none to two hours of outside study for each lecture, is the time usually\ndevoted to this work.)\nThe courses offered by Brown University may be given as typical :\n(1) ancient art, chiefly Greek ; (2) Roman and mediaeval, including\nByzantine; (3) Renaissance, chiefly Italian of fifteenth and sixteenth centuries; (4) art of seventeenth and eighteenth centuries; (5) art of the\nnineteenth century ; (6) theory and criticism.\nWellesley, the University of Michigan, Harvard, and the University of\nIndiana, while giving great prominence to the lecture courses on fine arts,\ninclude technical courses for those who wish the work, following the\nlaboratory method of instruction. Wellesley offers two courses each year,\nof one hour per week, of \"studio practice\" to supplement lecture courses\non the history of architecture, painting, and sculpture. The University\nof Michigan has no organized art department, but offers lecture courses\nin Greek and Roman art and archaeology, with technical courses which do\nnot especially supplement the lecture courses, but give, as in the University of Indiana, elementary instruction in free-hand drawing, light and\nshade, and color.\nOf all our universities and colleges Harvard comes the nearest to\nwhat may be called pure fine-art instruction of any American university.\nHaving no technical or professional aim in view, the study is really cultural; and it is made so by a union of theory and practice. The following\nare Harvard's courses : (1) principles of delineation, color, and chiaroscuro; (2) principles of design in architecture, sculpture, and painting ;\n(3) history of Greek art; (4) the fine art of the Middle Ages and the\nRenaissance ; also an advanced course in classical archaeology. This is\nmade possible by the collections in the Fogg Art Museum and the Boston\nMuseum of Fine Art.\nIt may be said here that it is as impossible to\n\n"}
{"page": 711, "printed_page": null, "text": "Department]\n\nSTUDY\n\nOE EjME\n\nART\n\nW\n\nAMERICAN\n\nCOLLEGES\n\n699\n\nteach fine art without examples as to conduct a school of agriculture upon\na desert island.\nIn the second class enumerated above — schools aiming primarily to\ngive students a knowledge of fine art that it may be used in their everyday\nwork — are some of the foremost colleges and universities. To this class\nbelong, among others, the United States Military Academy, Columbia\nUniversity, Brooklyn Polytechnic Institute, the University of Illinois, the\nMassachusetts Institute of Technology, the University of Pennsylvania,\nLeland Stanford Junior University, Cornell University, and Johns Hopkins\nUniversity. In these institutions art departments have been established\naiming \" to stimulate and assist those who, while pursuing other courses\nof study, wish to devote a part of their time to art as a means of general\nculture, or as tributary to some of the practical activities of life.\" They\n\"afford students the opportunity to acquire such a knowledge of free-hand\ndrawing, light and shade, and color as their chosen courses may require.\"\nIn these schools the art departments are on the same footing as all\nother departments of instruction. They make no attempt to secure special\nstudents in art, and do not, except in one instance, graduate students. In\nthem the attempt is made to counteract the prevailing belief that art study\nis for the specially gifted alone. In their studios will be found classes in\nmodeling and painting, with no one entertaining the thought of becoming\na sculptor or a painter — the professional spirit being as subordinate as\nin schools teaching pure fine art. The subject here is made entirely\npractical, and its application to other subjects is kept constantly in mind.\nThe Massachusetts Institute of Technology, Columbia, Cornell, and\nthe University of Pennsylvania should be considered in a separate group ;\nfor, while courses in drawing are open to all students, they are planned\nprimarily to apply to and especially assist students of architecture. In the\nInstitute of Technology \"the instruction in free-hand drawing includes\nan elementary course taken by all regular students, and more advanced\nwork in the departments of architecture, biology, and geology.\" For\nstudents of architecture the course extends thru four years, and includes\nthe study of ornament and of the human figure from the cast and from\nlife, and also modeling and the use of water-color. \"Importance is\nattached to drawing from memory and to rapidity of execution.\"\nColumbia believes in the artistic side of architecture. Its drawing\nrooms resemble the studios of some finely equipped art academy, and, as\nin the best schools of architecture, the study of fine art continues thru the\nentire course.\nCornell, while aiming primarily to assist the architectural student, also\noffers very thoro courses in drawing to engineering students — considering\nproblems in perspective never reached by the professional art student.\nMichigan, it may be said here, offers two courses in drawing wholly for\nengineering students.\n\n"}
{"page": 712, "printed_page": null, "text": "760\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nThe school giving the most thoro instruction in free-hand drawing is\nthe United States Military Academy. \" More fully than any other technical school in America, the Military Academy has eliminated professional\nart school ideals and methods. All of this has been thrown out as unsuited\nto the needs of a technical school and beyond the grasp of the general\nstudent who is not studying art.\" In this the Military Academy should\nbe the model for all technical schools.1 Mechanical and free-hand drawing is carried along together — a course in technical graphics, including\nfield reconnaissance and sketching, theory of color, model-drawing, drawing\nfrom memory, and military landscape sketching.\nAt the Naval Academy, where one would expect as fully developed\ncourses in drawing as at West Point, there is no instructor of free-hand\ndrawing, and little or nothing is attempted except mechanical drawing.\nThe two most fully developed art departments in American universities, tho in each case a somewhat one-sided development, are those in\nLeland Stanford Junior University and the University of Illinois. The\nformer opened its doors with an art department, as one of many departments of equal standing, in 1891. The latter, with perhaps the oldest art\ndepartment that has maintained its original organization and kept to its\noriginal plan of being simply a department on an equal footing with\nother departments, first gave instruction in 1873.\nThe department in Leland Stanford Junior \" aims to develop and\ndirect the power of visual observation, and manual skill in connection\ntherewith, for the purpose of increasing intellectual power to discriminate\nand aesthetic power to feel.\" Six courses are offered : (1) an elementary\ncourse extending thru the year (nine hours of actual drawing per week),\nin which \"the attention is disciplined and brought under control;\" (2)\noil painting ; \"chiefly still-life, though, when the student's power warrants\nit, landscape or portrait study may be included ;\" (3) advanced drawing, a\ncourse devoted to life-work ; (4) scientific perspective ; (5) landscape ;\n\"chiefly outdoor work, but supplemented, during the colder weather, by\nstudy from drawings, photographs, and still-life, with special attention to\nthe interpretative use of graphic materials;\" (6) aesthetics; \"the nature,\nuse, and origin of the aesthetic faculty ; principles of beauty deductively\ndiscovered through examination of beautiful things.\"\nThe twelve courses offered by the three instructors in the University\nof Illinois have much the same aim in view.\nWashington University and the University of California have affiliated\nschools of art. These are professional art schools which give instruction\nto any especially gifted student who wishes to take courses in both\nschools, but they do not attempt, as regular art departments, to reach and\ninfluence all students in the university.\n1 See Course of Topographical, Technical and Free-Hand Drawing\ntary Academy, by Colonel Charles W. Larned, professor of drawing.\n\nat the United States Mili-\n\n"}
{"page": 713, "printed_page": null, "text": "Department]\n\nSTUDY\n\nOF FINE\n\nART\n\nIN AMERICAN\n\nCOLLEGES\n\n7° I\n\nThe University of California is the only example of a university of\nhigh standing discontinuing an art department after it had been established, as occurred at the end of the last university year. This is the\nmore surprising when it is remembered that this university recently came\ninto public notice as the greatest patron of the fine arts (in the form of\narchitecture) in the world. The Mark Hopkins Institute of Art, situated\nin San Francisco, is now an affiliated college of the University of California, and ranks among the dozen best professional schools of the country,\nbut only incidentally aids in the art education of the university students.\nThe St. Louis School of Fine Arts is the only example of a full-fledged\nprofessional art school, of the standing of the Art League or Art Institute,\ndeveloping from a university department. In 1875 special students were\nadmitted to the drawing department of Washington University, and in\n1879 tne School of Fine Arts was established. Students from the university, wishing advanced art instruction, are admitted to the school upon\nthe same footing as regular art students, while art students able to pass\nthe necessary examinations may take courses in modern languages, history,\nand literature in the undergraduate department of the university. The\nuniversity also offers instruction in elementary drawing in courses separate from those of the art school.\nIn a class by itself is the Yale School of Fine Arts. This \" is a\nthoroughly equipped professional school of art, art museum, and art\ndepartment combined.\" As a department it is the most thoroly organized\nand equipped of any American university art department aiming to educate\nprofessional artists and at the same time aid in the artistic education of\nthe general student body.\nNo professional art school grants a degree. The Massachusetts Normal\nArt School formerly did so, I believe, but discontinued the practice, feeling that it was conferring an empty honor. Several of the schools connected with the smaller colleges and universities grant the degree of M.A.\nor M.P.\nYale and Leland Stanford Junior are the only large and important\ninstitutions granting a degree in fine art. When the opportunity for\nstudy in the large professional school is compared with that in the school\nconnected with a small college, the value of a degree from the latter, compared with a diploma or certificate from the former, is apparent.\nThere are schools having but one or two instructors, far removed from\nart centers and out of reach of art museums and art collections, which\ngraduate masters of painting yearly. The degree of bachelor of fine arts\nis conferred by Yale University \"upon students of marked ability, who,\nhaving fulfilled the requirements of a prescribed course of advanced\nstudies in the several departments of instruction, shall produce an approved\noriginal composition in painting or sculpture, and a satisfactory thesis on\nsome topic relating to the fine arts.\"\n\n"}
{"page": 714, "printed_page": null, "text": "702\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nIn Leland Stanford all work in the university is elective. A student\nmay elect as much of any one study as he pleases. When the registrar's\nbooks show that he has 120 hours of university work to his credit, he is\ngraduated from the art department with the degree of B.A. in drawing\nand painting.\nHaving considered at some length the courses in fine art offered by\nAmerican colleges and universities, we must reach the following conclusions :first, the subject is generally offered ; second, tho the work varies\ngreatly, depending upon the character of the institution offering it, it is\nalways serious and thoro.\nAs a result of the thoroness of art instruction in our colleges and universities, we find that the same work, apparently, is carried on in the university as in the public school, and we reach a third conclusion — that\nmost universities are doing public-school work and giving technical\ninstruction in a narrow field, and, from necessity, of a very elementary\ncharacter.\nTeachers of drawing in colleges and universities are almost unanimous\nin reporting that the public schools do not prepare students to do the\ndrawing required of them in their university work, and in consequence\nelementary courses are offered to make good this deficiency. Hence we\nsee the curious spectacle of universities offering courses properly belonging in the high or grammar schools.\nFrom the point of view of the university teacher who wishes a leaf, a\nshell, or a piece of machinery accurately drawn, the public-school work\nseems extremely superficial, as he wishes a drawing of the particular thing\nin hand — not any leaf, shell, or machine.\nThe prevailing thought in public-school art work at present seems to\nbe to lead the child to see the beauty in things and train him to express\nthat beauty in a free and graceful manner that is beautiful in itself. This\ncertainly cultivates the aesthetic nature of the child, and perhaps contributes more to his education than a course leading him to see and express\nthe special character of individual things ; but somewhere in the publicschool course the ability to draw simple objects accurately and quickly\nshould be acquired. When instruction with this in view is given, most of\nthe technical courses now offered in our colleges and universities will be\ndiscontinued.\nOn account of this different point of view, the university cannot be\nsaid to continue, as in other subjects, the art work of the public schools.\nThe way is open for some institution of advanced learning so to influence\nthe work of its preparatory schools that certain standards in drawing shall\nbe met to secure entrance. The plan of accrediting preparatory schools\n— that is, of admitting their graduates without further examination upon\nproof that the general instruction of the school meets the standard of the\nuniversity entrance requirements — gives the opportunity for some college\n\n"}
{"page": 715, "printed_page": null, "text": "Department]\n\nSTUDY\n\nOF FINE\n\nART\n\nIN AMERICAN\n\nCOLLEGES\n\n7°3\n\nor university to elevate the art instruction of its entire constituency and\nitself give work only of university grade.\nThe universities cannot be said to have played any part in the wonderful development of art study in the public schools. All great movements have come from educators outside the university. The University\nof Illinois has aided by holding, in connection with important meetings\nat the university, annual exhibitions of public-school art work ; but this\nis nothing compared to what might be done, and should be done at once,\nif the study in the public schools is to be developed from the experimental stage in which it now is and made preparatory to higher things in the\nuniversity curriculum.\nA number of colleges and universities not offering this work would\ngladly do so. Bowdoin, for example, has a fine art collection, with a full\nappreciation of its educational value, but no funds at its disposal for\npurposes of instruction. All of the newly established state universities of\nthe West, not already having them, will establish art departments in the\nnear future, and one of the most progressive universities is seemingly\nwaiting only for sufficient funds to establish an art department that will\neclipse all others.\nProfessor Huxley's wish would seem to be very nearly fulfilled in\nAmerica.\nIn his inaugural address as lord rector of Aberdeen he said :\nBut the man who is all morality and intellect, although he may be good and even\ngreat, is, after all, only half a man\nIn the mass of mankind the aesthetic faculty,\nlike the reasoning power and the moral sense, needs to be roused, directed, and cultivated,\nand I know not why the development of that side of his nature through which man has\naccess to a perennial spring of ennobling pleasure should be omitted from any comprehensive scheme of university education\nI should like to see a professor of fine\narts in every university, and instruction in some branch of this work made a part of the\nart's curriculum.\n\nIt would be interesting to picture a university art department of ten\nyears hence and consider the courses in art study in the public schools\nleading to the university work.\n\n"}
{"page": 716, "printed_page": null, "text": "DEPARTMENT\n\nOF MUSIC EDUCATION\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly io, 1901\n\nThe session opened at 3 o'clock P. M., with the following musical program by members of the choir of the First Presbyterian Church :\nOrgan solo — \" Pilgrims' Chorus,\" from Tannh'duser, Wagner — Mr. Depew.\n\" Springtide,\" Becket\nMrs. Emma Beyer.\n\"In Maytime,\" Speakes — Mrs. Winifred Scripps-Ellis.\n\nA. J. Gantvoort, of Cincinnati, O., president of the department, gave a brief opening\naddress.\nIt was moved and seconded that in the discussions the first speaker be limited to\nfive minutes, all others to three minutes.\nCarried.\nCharles Haupert, superintendent of city schools, Wooster, O., read a paper on\n\"Music Teachers in Their Relation to the Schools.\" The paper was discussed by Mr.\nTwitchell, Mrs. Gaston Boyd, N. Coe Stewart, N. L. Glover, P. C. Hayden, Sterrie A.\nWeaver, Miss Estelle Carpenter, and Herbert Griggs.\nAs the second speaker on the program was absent, the following questions were proposed for round-table discussion :\n1. What shall guide us in the selection of songs for school use?\n2. Shall the regular teacher or the supervisor control during the music lesson?\n3. How can we increase the influence and value of this department?\n\nThese questions were discussed by C. W. Weeks, Mrs. Emma A. Thomas, Herbert\nGriggs, Mr. Hornbury, N. Coe Stewart, Walter Aiken, P. C. Hayden, Sterrie A. Weaver,\nMiss Estelle Carpenter, and C. H. Congdon.\nThe president appointed the following nominating committee :\nP. CoHayden.\nMr. Maybee.\nMiss Estelle Carpenter.\n\nSECOND\n\nSESSION.— Thursday, July ii\n\nThe department met in the First Presbyterian Church at 3 P. M.\nThe session was opened with the following musical program by members of the choir\nof the First Presbyterian Church :\n1. Organ solo — Offertory in D flat, Salome — Mr. Depew.\n2. \" How Many Hired Servants of My Father,\" from The Prodigal Son, Sullivan — Mr. Harold\nJarvis.\n3. Quartet — \"God Be With You,\" Heinrich — the choir of the First Presbyterian Church.\n\nMiss Nellie G. Pettigrew, of Piqua, O., read a paper on \" Supervisors from the Regular Grade Teacher's Standpoint.\" Discussion by N. Coe Stewart, Walter Aiken, and Mr.\nForsman followed.\nMr. Walter Aiken, of Cincinnati, O., read a paper on \" Supervisors and Supervision.\"\nThose taking part in the discussion were : Herbert Griggs, N. Coe Stewart, Mr. Twitchell, Mr. Forsman, C. H. Congdon, and N. L. Glover.\n704\n\n"}
{"page": 717, "printed_page": null, "text": "Department]\n\nPRESIDENT'S\n\nADDRESS\n\n7°5\n\nMr. N. Coe Stewart, of Cleveland, O., read a paper entitled \" Give the Boys and\nGirls a Chance.\"\nDiscussion followed.\nThe Committee on Resolutions, consisting of C. W. Weeks, S. H. Lightner, and J. D.\nLuce, reported as follows :\nResolved, That we express our thanks to Mrs. Emma A. Thomas, for courtesies extended and local\nassistance; to the choir of the First Presbyterian Church, for their musical entertainment; to the various\nspeakers who prepared such excellent papers; and to the officers, for their work in making this meeting a success.\n\nThe resolutions were adopted.\nThe Committee on Nominations reported the following two tickets :\ni. For President — Arnold J. Gantvoort, Cincinnati, O.\nFor Vice-President — Sterrie A. Weaver, Westfield, Mass.\nFor Secretary — Mrs. Gaston Boyd, Newton, Kan.\n2. For President — Sterrie A. Weaver, Westfield, Mass.\nFor Vice-President —Mrs. Gaston Boyd, Newton, Kan.\nFor Secretary — Miss Estelle Carpenter, San Francisco, Cal.\n\nThe first-named ticket was elected.\nMiss Carpenter moved that the School Music Monthly be made the organ for publishing the discussions at the meeting of this department.\nCarried.\nThe department then adjourned.\nH. W. Gray, Secretary.\n\nPAPERS\n\nArNTD\n\nDISCUSSIONS\n\nPRESIDENT'S\nARNOLD\n\nJ.\n\nGANTVOORT,\n\nASSISTANT\n\nADDRESS\nDIRECTOR,\n\nCINCINNATI,\n\nCOLLEGE\n\nOF\n\nMUSIC,\n\nO.\n\nWhile this is a time of specialization in all professions and all branches\nof learning, nevertheless no one denies that a thoro education, broad and\ndeep, should form the foundation for such special study as may be followed by anyone. Furthermore, after one has entered the profession of\nhis choice, contact with men of the same profession and of affiliated profes ions isabsolutely a necessity, if one desires further growth. If one,\nhowever, be satisfied to simply become a fossil, attendance at such meetings as this is unnecessary. The greatest need of the music teacher of\ntoday is an all-around education.\nThis morning I had the pleasure of an introduction by a music\nteacher to another gentleman. My first query was naturally: \" Is this\nalso a music teacher?\" And the reply came very promptly from the\ngentleman introducing us: \" No, this is an all-around man.\" The \"allaround\" man mentioned knew considerable about music, altho he was\nnot a music teacher. But it is safe to say that if such an all-around man,\nwith but ordinary musical ability, were to enter the profession of music\nteaching, he would soon outstrip many who are far more capable musically, but are developed only on one side and are not all-around men.\n\n"}
{"page": 718, "printed_page": null, "text": "706\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nThat such men have existed from time immemorial we find even in[Music\nthe\nBible, where one of the inspired writers, in speaking of a certain person,\nsaid : \" Ephraim is an unturned cake.\"\nSome two weeks ago I had the honor to deliver an address before the\nIndiana Music Teachers' Association at Terre Haute, on the necessity of\nbroader culture for musicians. I have noticed repeatedly in other programs of other music teachers' associations that similar topics are being\nconstantly discussed, showing that the profession is awakening to this\nfact. Who does not know the teacher whose pupil, after having studied\nwith him but a few years, takes his own pupils away from him, simply\nbecause the teacher has permitted himself to fossilize and has not kept\npace with his profession, and instead of growing has shrunk ?\nA glance at the program will bring to your notice the fact of two\naddresses that will help us as supervisors \"to see ourselves as others see\nus;\" one from the standpoint of the superintendent, and one from the\nstandpoint of the regular grade teacher. These addresses should be of\nhelp to us, because the many of us are so wrapped up in our own branch\nof school work that we lose sight of our appearance in the eyes of those\nwith whom we are associated. I hope, therefore, that these papers will\ncause us to look upon ourselves somewhat \" as others see us.\"\n\nMUSIC\nCHARLES\n\nTEACHERS\nHAUPERT,\n\nIN THEIR\n\nRELATION\n\nSUPERINTENDENT\n\nOF\n\nCITY\n\nTO THE\nSCHOOLS,\n\nSCHOOLS\n\nWOOSTER,\n\nO.\n\nIn the discussion before us the subject will be considered from an\nadministrative point of view. As a superintendent, I shall speak very\nbriefly, in a direct and practical manner, to supervisors and teachers of\nmusic in the public schools.\nAt the outset we may assume the paramount educational value of\nmusic ; its silent but positive force in training for discipline, patriotism,\nmorals, and religion ; and its assured place in the elementary curriculum\nof the American school. It is well also to keep constantly in mind the\nlimitations under which the instruction in this department must be carried\non. Music in the popular mind does not yet rank in importance with\narithmetic, spelling, and history. As the majority of our voters are more\nor less indifferent to musical instruction, much poor work is tolerated from\nyear to year. The instructor in music naturally cannot be in as close\ntouch with the individual pupils as the regular teacher. Large numbers\nare usually taught together, and the special teacher, as a rule, cannot\ndirect personally the lesson preparation and thoroly test this preparation.\nCertain physical qualifications in pupils must be reckoned with. In the\nhigher grades other school interests and duties make exacting demands\nupon the pupil.\n\n"}
{"page": 719, "printed_page": null, "text": "Department]\n\nMUSIC\n\nTEACHERS'\n\nRELATION\n\n70 SCHOOLS\n\n7° 7\n\nThe music question is a very serious problem with teachers, superintendents, and boards of education. Fortunate is the community that has\nthe right person in charge of this important department. What are his\nvarious relations to the school ?\ni. He should have a broad general culture outside of his immediate\nspecialty.\nThis has been the plea of leaders in music for many years. The\nOhio State Board of School Examiners requires all applicants for special\nlife certificates to teach music to pass a satisfactory examination in physiology, psychology, and the science, history, and art of education. The\npractice of granting special certificates simply upon an examination in\nthis branch, and possibly physiology, cannot be defended upon sound\nprinciples of school economy. Special teachers, no less than regular\ninstructors, should not only understand the underlying principles of\neducation, but actually know how things in general are really done in a\ngood school. The leaders among special teachers must ultimately lead\ntheir followers to correlate their work with the general spirit and plans of\nthe school.\n2. He should bring to his work special training and adaptation.\nIn addition to knowing thoroly the subject to be taught, every teacher\nmust have a certain aptitude for placing himself in right relations to his\ncolleagues and his pupils. He must have teaching ability, professional\nskill, the teacher's spirit, the power of getting hold of pupils and interesting them in the subject taught.\nThere are two general classes of incompetents : those who hold their\npositions by means of sympathy and pulls, and those who, in spite of\ncharacter and learning, are failures as teachers. The cause of music has\nsuffered much from the indifference often shown in the manner of\nappointing instructors. A diploma, the office of chorister or organist,\nleadership in an orchestra, even rare ability in singing — none of these,\nin themselves, are sufficient to warrant so important an appointment.\nThe teaching of music is one of the noblest and the highest of the professions.\nThe incompetent instructor — no matter what his department — never\nfails to find a plausible explanation for his shortcomings. He may allege\nan unappreciative public, a weak or unprofessional predecessor, or an\nindifferent superintendent or corps of teachers. Not infrequently does\nhe appeal to that last resort of the incompetent : he simply places the\nblame upon the helpless, innocent children intrusted to his direction.\nA real master in his work does not shift any responsibility from himself. He adheres to a high ideal with the firm hope of ultimately attaining\nto it. He trains himself to look at facts as they are and to understand the\nconditions under which he must work. He will arouse a constantly growing interest in his department by rational methods of study skillfully\n\n"}
{"page": 720, "printed_page": null, "text": "708\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\napplied. He manifests a genuine appreciation of all the learner's efforts.\nHe will always be enthusiastic and place himself in sympathetic relations\nwith his pupils. According to an eminent author : \"The child as naturally\nresponds to sympathy as does the plant to moisture and sunshine. The\ngreatest direct educative force that can be brought to bear upon the child\nis sympathy\n\nSympathy is the mother of patience and the inven-\n\ntor of devices.\" By professional skill the teacher combines his enthusiasm\nfor his subject with his love for the child, and thus becomes a veritable\nprince in the schoolroom. We find these things taught in the life and\nwritings of all the great teachers in educational history.\n3. The music teacher should stand in relation to the school as skillful\nand efficient in the control and management of pupils.\nNumerous delicate but practical questions are constantly arising during\nthe music period. Should the instructor in music, any more than the\nregular teacher, be absent from teachers' meetings, when matters of method\nand discipline are under consideration ? Who should be held responsible\nfor the discipline during the music period ? What is to be done with the\npupil who has no voice for singing ? When the mother desires her\ndaughter to sing soprano, but the teacher in music positively insists upon\nthe child's singing alto, and no agreement can be reached between the\nmother and the teacher, what is the proper course ? How can we best\ndeal with a teacher who will not receive a suggestion under any circumstances from fellow-teacher, principal, or superintendent ? What can be\ndone when an instructor in music cannot, without the aid of some regular\nteacher, control a class at a rehearsal for an entertainment or for commencement exercises ? What should be done when the music teacher\nhabitually makes mischievous insinuations against either pupils or the\nteacher ? In short, under whose direction does he work ?\nThese are simply a few of the\" numerous practical administrative problems constantly coming up^- If all unnecessary friction is to be avoided, if\na spirit of mutual helpfulness is to prevail between regular and special\nteachers, if boys and girls are to enjoy the music period and thoroly\nappreciate the value of genuine culture in this inspiring art, the teacher\nin this specialty must be a student and lover of children ; he must cultivate faith in human nature and the possibilities of childhood ; he must\nunderstand and skillfully apply the underlying principles of school discipline. Those who desire to control skillfully and efficiently should keep\nin mind a number of practical maxims like the following :\n1. The habit of self-control under all circumstances is absolutely necessary in acquiring an easy and firm control of others.\n2. Cultivate a cheerful and pleasant countenance. \" This is a perpetual picture\nwhich his pupils study as unconsciously as he exhibits it.\" The face is the mirror of the\nheart.\n3. \"Praise judiciously, censure sparingly.\" A teacher may easily become a habitual\nfault-finder and thus a failure in dealing with children.\n\n\\\n\n"}
{"page": 721, "printed_page": null, "text": "Department]\n\nMUSIC\n\nTEACHERS'\n\nRELATION\n\nTO SCHOOLS\n\n709\n\n4. Beware of pedantry, egotism, threats, ridicule, and sarcasm. These never cease\nto be a prolific source of trouble.\n5. Never nag nor antagonize a pupil. The teacher of music should guard himself\nstrongly on this point.\n6. Never in any manner invite misconduct or insubordination.\nBe courteous always.\n7. Never permit any pupil to see that he can annoy you.\n8. Never, never scold. It becomes an abominable habit ; it does no good ; it always\nharms. Scolding arouses resentment; it is a confession of ill temper and irritability; it\nis a confession of weakness and defeat ; it is an open confession of willingness to pain\nothers for the sake of relieving ourselves ; it is generally unfair and unjust; it may contain\nmuch downright falsehood and slander.\n9. If you desire an attentive school, be quiet and orderly yourself. Do not talk too\nmuch.\nTalking too much is the besetting sin of most teachers.\n10. Commands, or rather requests, should be very carefully considered before they\nare made.\nSome things settle themselves.\n11. Blame should never be general. Never blame an entire class or school for what\na few have done.\n12. As far as possible, aim to give reproof privately.\n13. Cultivate the ability of holding \"the pupil right up, day by day, to uniform conduct and effort.\"\n14. Under all circumstances avoid all school gossip.\n15. Put yourself in the place of your pupil; trust him; sympathize with him.\n16. Always be practical ; use common-sense.\n\nThese are, indeed, old, tried, and well-known maxims, but no teachers,\nold or young, regular or special, can safely ignore them.\nIn every department of education there is a rapidly growing demand\nfor better teaching that will stand the test of the science and art of education. Ithas become harder to impose poor teaching upon the people. In\nthe college, the high school — in fact, in every school — there is a question\never present with the conscientious teacher : Can you teach with efficiency ?\nAfter all that may be said on the relation of the music teacher to the\nschools, the question resolves itself into a question of efficient teaching.\nA broad general culture, professional skill, and the gift of control and\nwise management, all culminate in efficient professional service. He who\nis master of the situation will rank well in the community, the pupils will\nrespect him and love their work with him, the teachers will heartily second\nall his efforts, the board of education will be inclined to be more liberal\nin his support, and the cause of music in the public schools will keep on\nmoving upward.\n\nTHE\n\nSUPERVISOR\nFROM\nTHE\nREGULAR GRADE\nMISS\n\nNELLIE\n\nG.\n\nSTANDPOINT\nTEACHER\n\nPETTIGREW,\n\nPIQUA,\n\nOF\n\nTHE\n\nO.\n\nThis is an age of specialization in all lines of work, industrial, professional, and educational. Specialization means supervision, and the\ncombination of these two secures greater efficiency, economy of time and\neffort, and better results.\n\n"}
{"page": 722, "printed_page": null, "text": "710\n\nNA TIONAL\n\nED UCA TIONAL\n\nASSOC! A TION\n\n[Music\n\nFrom the standpoint of the regular grade teacher, how is the supervisor to be considered ? Is he a help or a hindrance ? What should be\nhis qualifications ? what, his relations to the pupils ? to the teachers ? to\nthe school system as a whole ?\nThat we may be clearly understood in this discussion we shall refer\nto the supervisor as belonging to the genus man, and the grade teacher\nas a representative of the genus woman.\nIs he a help or a hindrance ? That depends largely upon himself\nand his qualifications. Too many supervisors are artists, but not artisans. They possess the requisite knowledge, but they do not know how\nto utilize and impart that knowledge. Others think because they possess\na modicum of musical talent or teaching power that they are fully qualified for this work, and look upon any special training as superfluous.\n\" I can get all the preparation I need, if I spend three days in this\nsummer school,\" said one who was about to take charge of music in a\nneighboring town, and he was quite indignant when the principal of\nthat school refused him a certificate.\nHe who said in derision after rather a stormy experience, \" I find that\nto be a supervisor one must not only be a musician, but also a pedagog,\"\nuttered a very important truth. Mere knowledge never made a teacher.\nYet a thoro knowledge of his subject is the first qualification of the\nteacher; and not of his subject alone, but of many related subjects.\nHow can he teach patriotic songs without knowing history? how the\ngems of literature in song without an ability to appreciate the beauty of\nthe thought expressed ? how the songs of heart language without heart\nculture ? But, you say, this is not music, and it is music that I am to\nteach. It is music. The teacher who gives a patriotic song to a class\nand does not so teach it as to inspire and quicken feelings of patriotism\nis a failure. The jewel of thought in its equally beautiful setting of\nsound should be so place.d before the pupil that both alike shall be\nunderstood and appreciated. The rhythm of the heart-beat is the only\ntrue rhythm by which the songs of emotion and feeling should be\nmeasured. And it is only the teacher whose own soul is full of patriotic\nfire, of true appreciation, and of genuine heart culture who can properly\nteach it. Add to these elements the teaching power, the ability to\nimpart knowledge, to arouse thought, to quicken mental activity, and\nyou have a supervisor who is not merely a help to the regular teacher,\nbut an inspiration as well.\n\"Will Mr. S. give our music lesson today?\" queried a pupil. \"Yes,\"\nwas the teacher's reply. \" I am sorry ; I wish he wouldn't come,\"\nanswered the boy, and the teacher could but silently echo the wish. She\nknew that cross words, the unjust fault-finding, and the badly taught\nlesson would leave the class unfit for its other tasks and make her day's\nwork more difficult.\n\n"}
{"page": 723, "printed_page": null, "text": "Department]\n\nSUPERVISOR\n\nFROM\n\nSTANDPOINT\n\nOF GRADE\n\nTEACHER\n\n711\n\n\" I am always glad when it is Mr. A.'s day for a music lesson,\" said a\nteacher in referring to the supervisor in her town. \" He always leaves\nmy pupils so wide-awake and full of enthusiasm that they do good work\nin everything else for the rest of the day.\" In these two types you will\nfind the answer to the question : \" Is he a help or a hindrance ? \"\nThe school exists for the child. It is his need which gives it the\nright to be. Too often this fact is overlooked by the supervisor, who\nseems to regard the pupils as a sort of set of ten-pins to be bowled\nover or thrown about at his will. He has no regard for the rights or\ninterests of the child ; knows very little of his needs or mental abilities,\nand has no sympathy with him. We talk about descending to the level\nof the child. We are mistaken. We ascend to that level. \"A little\nchild shall lead them,\" said the Great Teacher. It is only when we can\nrid our thoughts of their gross trappings, and express ourselves in language such as the child mind can grasp, that we reach the real heights of\nclear thinking and lucid reasoning.\nThe supervisor should make a careful study of the child, and his\ninsight into its nature should be quickened and strengthened by daily\nobservation. The truest test of his success is the work in the primary\ngrades. He may be reasonably successful in his high-school work, but if\nhe is not able to adapt himself and his methods to the younger pupils,\nthe foundations of his work will be weak and the superstructure will be\ndefective.\nPupils in all grades look upon the grade teacher as their leader ; as\nthe one to whom they can go when in difficulty; from whom they will\nreceive kindness, courtesy, sympathy, instruction, and help. What is\ntrue of the regular teacher should be true of the supervisor. He should\nhave a kind word and a pleasant greeting for all, and that genuineness\nof heart and character which wins the love of the little children and\ncommands\n\nthe respect of the older pupils.\n\nNow, as to the main point of this subject — the supervisor and the\nregular grade teacher. Let us picture him in the ideal and measure the\nreal by it.\nOur ideal supervisor possesses the necessary mental qualifications\nwhich we have enumerated, and his relations to the pupils measure up to\nour standard. He is first of all a gentleman, neat in dress, free from\ndisgusting habits, courteous in demeanor. He has a pleasant word for\nall, but never gossips or descends to frivolity. He does not allow his\npersonal likes and dislikes to bias him in his estimate of a teacher's\nwork. He is an adept in the art of silence. He never flatters. He\ngives a judicious amount of just praise or criticism to the teacher herself,\nbut does not talk of her work to the other teachers or to outsiders. He\nis truthful, and his word can be relied upon. He comes to his lessons\npromptly.\nHe knows that school time is limited and valuable, therefore\n\n"}
{"page": 724, "printed_page": null, "text": "712\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nthere are no lost moments charged to his account, and no teacher is\never vexed by tiresome delays.\nHe enters the schoolroom with quiet dignity, greets all kindly, and\ngoes to work at once. He knows what he wants to do, and does it. He\nnot only knows the subject of his lesson, but the object as well. He\nreviews rapidly the work which the teacher has done, notes any defects\nor omissions, remedies the one, supplies the other ; takes up the new\nwork and teaches it ; touches as many of the salient points as possible,\nand questions carefully to see if he has made them clear to the pupils.\nHe prefers always to introduce a new subject himself, and, as far as\npracticable, to begin all the new work. He announces- the songs and\nexercises definitely; states plainly what he wishes done, then requires —\nrather say directs — the pupils to do it; for with such teaching there is\nno requirement necessary. He doesn't do the work for the pupils, but\ngives it to them in such a way that they can do it for themselves. He\ndoesn't fill their heads with unnecessary theoretical knowledge, simply\nbecause he happens to know a little theory himself; but he gives them\njust such points as are needed for a clear understanding of what they are\ndoing. On the other hand, he does not require them to do what they\ndo not understand. He doesn't scold, ridicule, or indulge in harsh\ncriticism. He teaches in such a way as to arouse interest, and thereby\nsecures attention. He has no occasion to exercise any apparent discipline. The pupils are too busy to be disorderly. He puts tact,\nknowledge, enthusiasm, and purpose into his lesson. The pupils are\naroused mentally, and all the finer elements of their being are quickened\nby the power of the music and its teacher.\nThis ideal supervisor not only studies his work and the needs of the\npupils, but also the individual teacher. He has his work carefully\nplanned, its main points outlined, and its purpose well defined ; and he\nseeks to acquaint the teacher with his methods. In the larger cities this\nmust be done thru grade meetings; in smaller places much can be done\nby a few minutes' instruction at the close of the lesson. Every real\nteacher is anxious to know how to do, intelligently and efficiently, the\nwork required of her, and the supervisor who can thus place his work\nbefore her may be assured of her co-operation and interest. The general\nplan must be thoroly understood by her, the points to be emphasized\nwell defined. Then she will not seek simply to \"go over\" the lesson\nand imitate the teaching of the supervisor, but will supplement the\nknowledge imparted by her own ingenuity and teaching skill, and work\nfor results. Many of the difficulties of the supervisor's work would be\neliminated if the grade teacher simply knew what was expected of her.\nThe work of the supervisor must be adapted to the individual teacher.\nOne can teach the songs, but fails on the theory, or vice versa. A judicious adaptation of teaching and requirements will overcome these difficulties and secure uniformity of results.\n\n"}
{"page": 725, "printed_page": null, "text": "Department]\n\nSUPERVISOR\n\nFROM\n\nSTANDPOINT\n\nOF GRADE\n\nTEACHER\n\n713\n\nThe supervisor also meets the unmusical grade teacher who says : \" I\ncan't sing, I now nothing of music.\" She must have her ignorance transformed into knowledge, and her \"I can't\" converted into an \"I will.\"\nAnd just here may we say that there is no teacher, whether she sings\nor not, but who can, by study and application, learn music and teach it\nsuccessfully in her grade. She could not teach arithmetic until she\nhad spent several years in studying it. .Let her try the same method\nwith the music, and she will find her success in exact ratio to her efforts.\nAll this requires tact, patience, and judgment on the part of the supervisor, an untiring vigilance, and an ever-increasing interest in his work.\nBut you say : \"All this is ideal.\" Yes. Yet it is only as we make our\nideals realities that we grow in our work. It is the teacher with high\nideals who develops into the ideal teacher. You say : \" It throws all the\nresponsibility on the supervisor.\" Yes and no. The commander of an\narmy is the soldiers' ideal, altho he may be hampered by human frailties\nand weaknesses. But just in so far as he seeks to realize the ideals of\nhis position is he successful. On him falls all the responsibility of the\nconduct of the battle ; yes, but every soldier in the ranks is sharing that\nresponsibility, and from the least to the greatest all bear their part.\nThe supervisor must be a leader. He must have conscious and recognized ability as such. Leadership implies better acquaintance with the\nwork required of the teachers than they possess themselves. This\nacquaintance is the result of knowledge and experience, past and present.\nFor the ideal supervisor as well as the successful teaher is the one who is\nconstantly growing, mentally and professionally.\nIn the schools of any city, next in importance to the position of the\nsuperintendent is that of the supervisor of music, and he should be a\nman worthy of his office. He has an opportunity to know the work of\nall the teachers, to note the excellencies and defects of all ; and, if he is a\nman of careful discernment, he will profit much by his observations.\nBecause of this he needs all the more to know much of all the subjects, as\nwell as his own. He should not only know them superficially, but should\nbe able to teach them if opportunity offers. This will give him a keener\ninsight into the abilities of the pupils and a truer appreciation of their\nneeds.\nIf he be a student of mathematics, he will be able to reach some thru\nthe arithmetic of music. He can be of great assistance to the science\nteacher if he possess a knowledge of physics and can talk to the pupils\nupon the subject of sound. He thereby not only awakens and strengthens\nthe interest in the subject mentioned, but gives new light upon the music.\nIf he can go with the history class into the records of the past, and show\nthem the origin and purpose of the songs of the nations, which have won\nbattles and overthrown empires, or lead them to the firesides of some of\nthe greatest authors who have thought their best thoughts while listening\n\n"}
{"page": 726, "printed_page": null, "text": "NATIONAL\n\n7M\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\nto music; or if he can direct them to listen to Moore, Shelley, Cowper,\nKeats, Bulwer, Shakespeare, and many others, as they chant in the magic\ncadence of poetry the charms and praises of music — if he can do this, he\nhas not only broadened and enriched his own mental being, but has put\ninto the heads and hearts of his pupils and teachers the elements of that\nhigher and better culture which, even while they remain in this world,\ndiscovers to them both earth and heaven.\n\nThe supervisor needs to see his special subject in its true relation to\nthe school system as a whole ; to view it in perspective, if you please ;\nnot to give it undue importance over other things. He must see its\nbearings upon the other subjects taught and their relations to it. He\nmust know its limitations. He must get that view which substitutes the\nsatisfaction of being a part of a process for the satisfaction of completing\nthings. He who can so see his own work in true relations to the whole\ngets that spirit of healthy optimism which, comes of looking at the whole\nand working for distant ends.\nSuch a supervisor is sure to be successful.\nThe optimist is the man of ideals. The man of ideals is the man who\nis today lifting the world.\nIt was such a man who wrote for us :\nBmld thee more stately mansions, O my soul,\nAs the swift seasons roll !\nLeave thy low-vaulted past !\nLet each new temple, nobler than the last,\nShut thee from heaven with a dome more vast,\nTill thou at length art free,\nLeaving thine outgrown shell by life's unresting sea !\n\nSUPERVISORS\nWALTER\n\nH.\n\nAIKEN,\n\nAND\n\nSUPERINTENDENT\nCINCINNATI,\n\nSUPERVISION\nOF\nO.\n\nMUSIC,\n\nCITY\n\nSCHOOLS,\n\nThe keynote for the twentieth-century music supervisor was sounded\nby Robert Browning sixty-five years ago, when as a boy, in that masterly\npoem of \"Paracelsus,\" he wrote :\n\nTruth is within ourselves, it takes no rise\nFrom outward things, whate'er you may believe.\nThere is an inmost centre in us all,\nWhere truth abides in fulness,\nAnd to know\nRather consists in opening out a way\nWhence the imprisoned splendour may escape,\nThan in effecting entry for a light\nSupposed to be without.\nWatch narrowly\nThe demonstration of a truth, its birth,\nAnd you trace back the influence to its spring\nAnd source within us, where broods a radiance vast\nTo be elicited ray by ray, as chance shall favour.\n\n"}
{"page": 727, "printed_page": null, "text": "Department]\n\nSUPERVISORS\n\nAND\n\nSUPERVISION\n\n7*5\n\nIt is in consonance with these thoughts that we plan our work, and\nstrive to cultivate in the child a spiritual power and a power for selfactivity — powers that shall be for the child's service thru life. It is the\nteacher who deals with the spiritual nature of the child.\nWe would question the authority of a supervisor who would plan for\neach day of, the week, and prescribe just when and how each point was to\nbe presented to the child. Were such a procedure adopted, teachers\nwould become similar to mechanics working at the bidding of a foreman.\nThe skill of the master-instructor would seem to lie more in leading\nteachers to grow into method than in prescribing methods for them.\nIt is held that no supervisor ought to be allowed to direct in the matter\nof the musical education of a child, unless he can first intelligently plan\nand execute a consistent course of study in that subject for all of the\ngrades. This should be considered the test of fitness. If to this fitness\nin his equipment be added breadth — the power to see largely, to think\nlargely, to judge largely — there must arise a habit of largeness, and with\nit the power to hold to the highest, unmoved by the submerging waves of\na thousand lesser duties.\nIn connection with this skill of planning and executing a course of\nmusical study, we make two declarations for the thoughtful supervisor\nto consider : first, what we have learned our pupils may learn ; second,\nit may be better that they should not learn all that we have learned, and\nso have room for their own independent acquisitions.\nA great writer has said that society everywhere is in conspiracy against\nthe manhood of its members; that it is a joint-stock company which\nagrees to the better securing of his bread to each shareholder at the price\nof a surrender of the liberty and culture of the eater ; that, in short, the\nindividuality is a fault, conformity a virtue. In musical art, it has been\nwell said that \"conformity is the parent of inefficiency.\" \"To know what\nyou prefer,\" as Stevenson says, \" instead of humbly saying amen to what\nthe world says you ought to prefer, is to have kept your soul alive.\"\nSupervisors ! are we training our boys and girls into conformity ;\ncramming their youthful brains with information which they cannot use ?\nIt behooves us then to sift the knowledge that we impart to the child, and\nconsider very carefully just how much and what to present. We thus\navoid the danger of attaching a fictitious value to what we have learned,\nand that perhaps with considerable effort. Upon such material let us\nturn the fiercest searchlight, learning to criticise others keenly and ourselves severely, even savagely.\nIn our duties as supervisors are we taking cognizance of the child's\nnatural endowments and providing for his fullest development, thus\ncultivating \"the power to do\" — creating self-activity? Are we training\nthe eye, the ear, the vocal organs, the hands; teaching music thru tonerelationship and not simply teaching notes ? Are we seeing that every\n\n"}
{"page": 728, "printed_page": null, "text": "NATIONAL\n7 16\n\nEDUCATIONAL\n\nASSOCIATION\n[Music\n\nlesson has a point to it ? Are we making clear to the pupils what they\nare to learn and then showing them how to learn it ? Are we putting\n\nourselves in the child's place, and not presenting the same subject in the\nsame way with all children, nor having a set plan for removing all difficulties ? Those of you who have followed the educational literature of\nthe past five years, and especially our musical literature, have found it\nabounding in plans and devices of all sorts and of varying merit — sightsinging-from-Wagner-while-you-wait schemes and other \"no difficulty\"\nmethods. Some of these methods are very ingenious and attractive, and it\nis feared that many teachers are using them without an inquiry respecting\nthe ends to be reached or the principles on which they are based. A\ndevice is often approved because it \"works well,\" that is, it interests the\npupil and is readily manipulated. It is surprising that so many useless\ndevices are used and commended on the erroneous test of availability.\nWhile it is conceded that some of these devices \"work well\" and interest\npupils, we must not forget that interest is not the end of school training ;\nit is only a necessary condition-1- a means to the end. It is easy to deceive\nthe American public by showy results with modulators and other appliances; but real sight-singing in time and tune combined, and in parts\nsung from a printed page, is far in advance of modulator work. The\nsearch of the twentieth-century music supervisor must not be simply for\nthat which is available, but for superior means to attain superior ends.\nIt is not enough that the end is reached, but it must be reached in the\nbest possible manner. We are all agreed that sight-singing involves the\nmost exact and instantaneous appreciation of the meaning of a musical\nsign ; that these musical concepts and signs have to be built, as it were,\ninto the pupil's mind ; that anything short of this is a delusion and an\nimposture.\nIn watching the drills on tone-relationship we have been impressed\nwith the fact that some teachers scatter much after the manner of a shotgun, covering a wide range, but doing little execution. Concentration on\na single point is a necessity. We must learn to find the weak spot in the\ndifficulty, and not have the difficulty find the weak spot in us.\nIt has also been observed that where the cry of \"overwork,\" \"too\nmuch expected,\" \" impossible course of study,\" has been heard, there has\nbeen some aimless teaching indulged in ; or, to use the language of a\nnoted general, \" too much skirmishing and not enough battle.\" What a\nmoral exaltation there is in bringing all of one's powers to bear upon\nsome objective point, and, when we have accomplished this, to be able to\nlook upon it as a kind of measure of ourselves and of our capabilities !\nHas it occurred to you that there is a vast waste of energy in standing\naround ? Pearls are obtained by diving for them ; they never turn up on\ntheir own accord to the waiting \" Micawbers.\" It is suggested that no\nman with his hands in his pocket ever did anything except change oxygen\n\n"}
{"page": 729, "printed_page": null, "text": "Department] '\n\nSUPER\n\nVISORS\n\nAND\n\nSUPER\n\nVISION\n\n71 7\n\nto carbonic acid. Enthusiasm accomplishes the work of this world ; to it\nwe are indebted for our greatest reforms, our greatest battles, our greatest\nvictories. We have been deeply impressed during the past year with\nthe fact that, even where the present attainments of the teacher were\nlimited, if he was brimful of enthusiasm, he was a hundred fold more\nsuccessful than one who had greater skill, and perhaps a better furnished\nmind, but who was not so enthusiastic in his work.\nWe are forced to agree with Carlyle as we read in Sartor Resartus :\nMuch more of mind, which grows, not like a vegetable (by having its roots littered\nwith etymological compost), but like a spirit, by mysterious contact of spirit; thought\nkindling itself at the fire of living thought. How shall he give kindling in whose inward\nman there is no live coal, but all is burnt out to a dead grammatical cinder?\n\nIt is thought that the educational fire has been burning with especial\nfervor among the music supervisors of the nation during the past twentyfive years, for perhaps in no other study taught in the school curriculum\nhave there been such vast changes, and for the better, as in the presentation and teaching of music in the schools. Some of us have been more\ncautious than others in casting aside the old and tried, and adopting\nsomething merely because it was new; waiting, perhaps, for it to be\nproven better before according it the preference. But when the superior\nmerit of a new method has been fully established, we have not been slow\nin banishing all narrow prejudice and giving to it hearty approval.\nThe supervisor's vineyard is the ideals in the minds of those with\nwhom he is working — their taste, judgment, and standards of excellence.\nHe is to be found in the schoolroom, at the side of the teacher, giving\nadvice, model lessons, withholding no good thing. Here it is that plans\nare suggested, experiences compared, the successes of each becoming the\npossible successes of all. Supervision is not a success unless the supervisor bears in mind the distinct activities with which man is endowed —\nthe intellectual, the moral or spiritual, and the physical ; activities not\nseparate in our musical work, but more or less united thruout our course\nof training, often blending in the same exercise.\nIt behooves us to see that teachers know the point of each lesson,\nwhether its special end is knowledge or power or skill, and it is obvious\nthat the more clearly this end is seen, the wiser will be the plans, the\nmore skillful the execution, and the more fruitful the results. Further,\nif the pupil sees the aim of the lesson, then expectation will be excited\nin his mind — a most favorable mental disposition for the beginning of\ninstruction. He will thus be placed in the circle of thought in which\nhe is to move, kindred ideas will arise that will be most welcome aids to\nthe acquisition of that which is new, and he will thereby be given a\nstronger impulse to exercise his own will.\nSome may say that there is no royal road to music, but it is thought\nthat there are some ways that more than others hold the clue to the\n\n"}
{"page": 730, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n7i8\n\novergrown\n\npath\n\nthru thorny mazes to the inner recess where\n\nlies the\n\n\"sleeping beauty,\" only waiting for the right voice to awaken her.\n[ki\n\nTHE\n\nRIGHTS\nN.\n\nCOE\n\nOF BOYS\nSTEWART,\n\nAND\n\nGIRLS\n\nDIRECTOR\n\nOF\n\nIN MUSIC\n\nMUSIC,\n\nEDUCATION\n\nCLEVELAND,\n\nO.\n\nMy subject refers to the rights of children to learn music, to enjoy\nthe uses of music, and to profit to the fullest extent in all ways by the\nright study of music.\nThat the children of our country are enjoying these privileges to the\nfullest possible extent — no. That it is the purpose quite generally that\nthey should enjoy them — yes. That there are methods in abundance\nwhich the makers and sellers thereof declare will serve the purpose of\nsuch instruction and use — yes. That there are many supervisors and\nmusic teachers who shout \"Eureka\" — yes. As to the capability of children to enjoy and profit by the right musical instruction and training —\nyes, emphatically yes ! That music teachers appropriate these facts is\nmanifested by their zeal, albeit much of it shows lack of music appreciation and knowledge.\nThat those directly interested in the problems of musical training\nrealize that much is needed is evidenced by the many investigations and\nexperiments, consultations and conferences, now going on, at this and\nother conventions, national, state, and sectional.\nA great obstacle in the way of progress is the fact that school superintendents are satisfied if music is on the curriculum, and if children\nsing and go thru all forms of the study. They seem to forget that to\nmake music a profitable study in the schools requires the same care as\nother well-established subjects.\n•\nIt is the individual child that is to grow into an understanding\nand mastery of the musical art. Teaching is of value only as it\nadministers to the natural growth of the one who is to learn and to\ndevelop. As far as we know, the process of growing in organic life is\nas follows: a germ — God-given — is awakened to life by being placed\nin proper conditions; this awakened germ reaches out after its food,\nwhich, being supplied in right kind and condition, it appropriates, and\nby processes of its own extracts therefrom that which nourishes, enlarges,\nand perfects its functions, or, as we say, causes it to grow.\nSo in building up the mind, the building of which is similar to the\nbody, a thought in the mind cannot be woven into the mental body\nuntil after it has gone thru a process similar or akin to digestion in\nthe physical body. The thought, by a process of reflection and drill,\nbecomes familiar and in condition for nature, the mind-builder, to weave\nit into the mental structure.\n\n"}
{"page": 731, "printed_page": null, "text": "Department]\n\nRIGHTS\n\nOF CHILDREN\n\nIN MUSIC\n\nEDUCATION\n\n7 19\n\nThe building of artistic or aesthetic power, and the ability to do\nthings certainly and well, are accomplished in a precisely similar manner.\nThe mind must comprehend and understand distinctly what is to be\ndone. Attention and intelligent effort continued at regular intervals,\neach time gaining a little, gradually build up the power to do.\nThe teacher's work is to bring to the pupil's attention, in a clear,\ndefinite manner, the real things that the learner should understand and\naccomplish. The teacher is then to direct the pupil in his efforts to do\nthe required thing, encouraging, giving him ideals and material to work\nwith, until the pupil grows gradually into the required knowledge and\nmastery.\nIt will be observed, first, that the pupil's mind must be his own\ndirector in* his practice, and that unless the mind comprehends correctly\nthe thing to be done it is a mere mechanical process and will not lead\nto success ; second, that new topics should not be taken up until practice\nand drill have given considerable facility in doing the thing in hand ;\nthird, that the teacher must know the subject thoroly and be able to\nexecute well herself, and must understand the proper order for the\nintroduction of new topics before she is permitted to teach.\nRegular grade teachers, who have not yet reached this stage of preparation, should at once begin a training that will culminate in such\nqualifications. It will not do for them to say : \" I cannot.\" \" I have no\ntalent for music.\" \"I have never learned to sing.\" They must say,\ninstead: \"I cannot do it now, but I will in time.\"\nThoro work is the only kind that should be allowed in the study of\nthe music language until right singing of melodies and parts is well\ndone, and the singing of new music and the writing of one's own musical\nthoughts and the music he hears are done as readily as he reads and\nwrites his native tongue.\nThe use of the voice in singing should also be just as intelligent and\ncorrect, not only that beautiful tones may be made, but that the quality\nof tones may be adapted to the sentiment expressed, and that singing\nmay be in right keys, strictly in time, with right rhythm, beautiful\nphrasing, and with the proper spirit and abandon which make singing a\nthing of life.\nLack of time forbids mention of the simple methods by which these\nthings may be done. There is a place in the schools for the daily use\nof national songs, sentimental songs, sacred songs, and the songs occasioned by the various school work and duties. This daily singing\nbelongs to the school as an exercise, and should not be regarded in a\nstrict sense as music study or as a music lesson.\nIt will also be observed that to put each pupil into the proper condition to receive and profit by instruction, and to practice as he should,\nis a large undertaking ; yet it must be done, or the pupil will not learn.\n\n"}
{"page": 732, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n720\n\n[Music\nPupils often have aversion to hard work, and especially to the repetition\nwhich is necessary to the building up of right doing and of artistic\npower. But this must be done, or there will not be correct music work.\nThere often comes a temptation to diverge to something else, to waste\n\ntime by senselessly singing songs, or other things that simply \" kill\ntime.\"\nOf course, this must be avoided as a pestilence.\nTo reach a point where the pupils are rightly attentive, and disposed\nto make proper effort and to enter heartily into the earnest and indispensable daily drills or practice, is itself a thing to be grown to, and will\ncome if proper means are used. If a teacher does not have such a\nschool after a time, it is usually her own fault, and she should seek to\nmend her ways and fit herself to do better, or quit the profession.\nThere is not time to speak of the reflex influences of right school\nmusic teaching and right song-singing in school upon the educational\nforces in the community, nor of the importance of awakening the people\nto a proper appreciation of the value of music education.\nChildren are capable of all this knowledge and cultivation ; they may\nhave it, they must have it, before they become the best and fittest individuals, most competent to perform best their functions in organized\nsociety.\n\n"}
{"page": 733, "printed_page": null, "text": "DEPARTMENT\n\nOF BUSINESS EDUCATION\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Thursday, July ii, 1901\n\nThe department was called to order at 3 o'clock p. M. by Mr. Templeton P. Twiggs,\nchairman of the local committee, who, in a brief address, introduced the president, Mr.\nWilliam E. Doggett, of the Commercial High School, Brooklyn, N. Y.\nThe program of the day was then presented as follows :\nt\n1. \" President's Address,\" William E. Doggett, assistant principal, Commercial High School, Brooklyn, N. Y.\n2. \"What Constitutes a Business Education ?\" I. O. Crissy, state inspector of business education,\nboard of regents, Albany, N. Y. Discussion by L. L. Williams, president of Rochester Business Institute,\nRochester, N. Y. ; Randolph B. Seymour, head of commercial department, High School, Springfield, Mass. ;\nand T. W. Bookmyer, president of Sandusky Business College, Sandusky, O.\n3. \" The Education and Training of Commercial Teachers,\" W. A. Scott, director of School of Commerce, University of Wisconsin, Madison, Wis. Discussion by Parke Schoch, Drexel Institute, Philadelphia, Pa.\n\nAdjourned.\nSECOND\n\nSESSION.— Friday, July 12\n\nThe department assembled at 3 o'clock p. M., with President Doggett in the chair.\nThe program of the day was as follows :\n1. \" What is the Function of the Public Schools in the Matter of Commercial Teaching ?\" Myron T.\nScudder, principal of State Normal School, New Paltz, N. Y. Discussion by J. C. Benedict, superintendent\npublic schools, Leroy, N. Y., and Harvey E. Brown, head of commercial department, High School, Rock\nIsland, 111.\n2. \"Writing in the Grades Below the High School, When the Commercial Branches Are Taught in the\nHigh School,\" J. F. Barnhart, supervisor of writing, public schools, Akron, O. Discussion by F. F.\nMusrush, supervisor of writing, public schools, Lakewood, O.\n3. \" The Phonograph as an Aid in Teaching Shorthand,\" Theodore F. Lake, teacher of phonography,\nCommercial High School, Brooklyn, N. Y.\n\nAt the business meeting which followed, the following memorial was unanimously\nadopted and ordered spread upon the minutes :\nIn the death of Professor J. M. Mehan, president of the Business Department of the National Educational Association for the year 1895, business education lost one of its most devoted advocates, and commercial teachers lost a valued friend. Mr. Mehan was a teacher, not for financial returns only, but because of his\nintense interest in young people and his desire to assist them in securing a right start in life. By the teachers\nwho met him from day to day and from year to year he was looked upon as a leader who, while respecting\nthe traditions of business teaching, was continually striving to adapt his methods to the business conditions\nof the present.\nHis life was an example of right living ; we mourn his loss and revere his memory.\n\nA vote of thanks, tendered to President Doggett in appreciation of his services, was\nunanimously carried.\nA vote of thanks to Messrs. Twiggs, Jewell, and Spencer, and the local committee,\nwas unanimously carried.\nMr. D. W. Springer offered the following resolution, which was unanimously adopted :\nResolved, That the portion of the president's address which relates to the matter of the program be\nreferred to the president of the Department of Business Education for 1902, with the suggestion that, so far as\n\n"}
{"page": 734, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIAI ION\n\n[Business\n722\npossible, its ideas be carried out, and that a committee of nine be appointed to prepare a monograph upon the\nsubject of public commercial education.\n\nThe following officers for the year 1902 were then unanimously elected :\nPresident — \\. O. Crissy, Albany, N. Y.\nVice-President — J. H. Francis, Los Angeles, Cal.\nSecretary — T. P. Twiggs, Detroit, Mich.\n\nRespectfully submitted,\nEdward W. Stitt, Secretary.\n\nPAPERS\n\nAND\n\nPRESIDENT'S\nW.\n\nE.\n\niJOGGETT,\n\nASSISTANT\n\nDISCUSSIONS\nADDRESS\n\nPRINCIPAL,\nCOMMERCIAL\nBROOKLYN,\nN. Y.\n\nHIGH\n\nSCHOOL,\n\nThe department of the National Educational Association in which\nwe are interested should be second in importance to none of the sections\nof educational activity which are fostered by the parent organization.\nThat it is not as prominent as some other departments is owing to several reasons, the chief of which, it seems to me, are : first, its needs are\nnot understood and its importance is not appreciated by the controlling\nofficers of the general organization, altho its possibilities are beginning\nto be vaguely realized ; and, second, those of us who are actively identified\nwith commercial work have not, so far, shown that we have either the disposition or the ability to command for our department a recognition to\nwhich it is justly entitled.\nLast December it was my pleasure to attend the session of the\nNational Federation of Business Educators held in this city. This is the\nrepresentative association of those who are engaged in commercial work\nin private schools, either as teachers or as proprietors, altho both publicschool principals and teachers are welcome as members or as participators\nin the programs of the various sections. There was marked enthusiasm\nshown on all sides, and, barring slight differences of opinion attendant\nupon the canvass for the election of officers, there was practical unanimity of spirit and purpose. To me, as president of the business section\nof the National Educational Association, these facts stood out in bold\narray, and made a favorable showing when contrasted with the condition\nof innocuous desuetude which our department seems to claim as its\nnormal condition. The fact is, the business-college proprietors know\nwhat they are about, and know what they want, while we are not united\nupon any plan of action, have not yet decided on proper courses of study,\nand have not even come to an agreement as to what a commercial education is. Just here I am assuming that, while all who are engaged in the\n\n"}
{"page": 735, "printed_page": null, "text": "Department]\n\nPRESIDENT'S\n\nADDRESS\n\n723\n\nteaching of business subjects in either the public or private schools are\neligible to join this section of the National Educational Association, and\nare invited to give it cordial aid and support, the public-school interests\nshould here be given the right of way. At all events, this is the only\nassociation of national importance which will ever undertake to solve the\nproblems of commercial education in the public schools of the United\nStates. This being the case, we who, as public-school teachers of the\nseveral states whence we come, are engaged in the great work of public\neducation, should feel the weight of a grave responsibility. We should\nrealize that we are public servants hired to serve the interests of those\nintrusted to our educational keeping. We should feel that our duties\nare not confined to assisting, to encouraging, to leading, to directing,\nto urging our pupils to make the best of their school opportunities, and to\nshowing them the way. We must bring home to ourselves the fact that\nour sphere of action and responsibility is not limited by the four walls of\nthe schoolroom, and that we have not done our whole duty to those whose\nservants we are until we have used our influence, be it great or small, in\nbringing about a correct solution of the most important educational\nproblems of today. In this country no great public question is settled\nuntil it is settled in the right way. To bring about this settlement, conscientious, intelligent, scientific research, joined with sound commonsense, is needed ; and only such conclusions as are reached after careful\nreasoning upon correct premises should be accepted. This means that\nour present standing among the powers of the earth, with all the possibilities which the policy of commercial expansion upon which as a nation\nwe have entered opens to us, should be kept in view. The truth that, as\na nation, we are rapidly approaching that stage of development in which,\nto all intents and purposes, we shall be industrially and commercially\nindependent of the rest of the world should be considered.\nAnother potent factor in determining our conclusions as to what is\nbest for public commercial education should be the matter of industrial\ntrusts. For some time to come at least, or until the powers and scope of\nthe trusts are limited or modified by governmental action, it must be\nborne in mind that the number of opportunities for the youths of this\ncountry to become independent proprietors in almost any line of business\nwhich they may undertake has been very much decreased. Another most\nimportant element to be considered is the time limit which is imposed\nby the insurmountable conditions of home surroundings or poverty,\nupon the great majority of the pupils of the public schools, especially in\nthe large cities and industrial centers. If a pupil cannot, by any means\nin his control, stay in the high school for more than one year — and he\nknows it, and his teachers know it, and all concerned know it — it seems to\nme almost criminally absurd to place such a one in a so-called commercial\ncourse, and force him to do exactly the same work as would be suitable for\n\n"}
{"page": 736, "printed_page": null, "text": "NATIONAL\n\n724\n\nEDUCATIONAL\n\nASSOCIATION\n[Business\n\na pupil who had undertaken a four-years' course, unless both are taught\nthe essentials of commercial work the first year. I have here mentioned\nthe high school, since it seems to be generally conceded that the battleground of public commercial education will be in the secondary school.\nThe private schools and the universities may be left out of consideration,\nfor they are thoroly capable of taking care of themselves in this matter,\nand they will do so.\nIt is only reasonable to suppose that the present unsatisfactory condition of public commercial education in this country will not be permitted\nto stand; and, if the matter is not settled by those from whom we should\nexpect to obtain aid, it will be decided by others, who in many instances\nare less able, either by virtue of experience or because of personal interest, to say what is needed ; but who, if they have little else to recommend\nthem for the task, at least have the courage of their convictions.\nSome twenty-five years ago, I, as a teacher, attended a meeting of a\nteacher's association for the first time. On that occasion I was impressed\nby the fact that, beyond the individual benefit which the speakers may\nhave derived from the preparation of their papers, there was little of real\nvalue to those who were in attendance. No weak or inexperienced\nteacher told her troubles and asked for aid from those older in the\nservice ; no subject of discussion was treated upon a broad educational\nbasis, but was merely put up to be buffeted in accordance with the\nmethods of the country debating society; and each one who took part\nseemed to feel it his special privilege, if not his bounden duty, to exploit\nhimself. In the light of subsequent experience, it seems to me that the\ntendency to deliver long-drawn-out dissertations — many of which, indeed,\nshow evidence of careful preparation — still prevails. It is my personal\nbelief, however, that a meeting of an association like ours will derive\nmuch more good educationally from carefully prepared discussions of a\nfew vital subjects than from listening to a large number of papers, each\nof which is very good in itself, but none of which bears any relation to\nany other. I go even farther ; I believe that the work of an entire\nsession could be most profitably spent in a conference upon such a subject as \"An American Commercial Course,\" or in the discussion of \" What\nKinds of American Public Schools Are Needed ? \" The giving up of a\nwhole session to the discussion of only one subject would call for the\nappointment of committees to consider and investigate each phase, and\nto report at the next meeting.\n\nWHAT\nI. O. CRISSY,\n\nCONSTITUTES\nSTATE\n\nINSPECTOR\n\nA BUSINESS\n\nOF BUSINESS\nALBANY, N. Y.\n\nEDUCATION?\n\nEDUCATION\n\nFOR\n\nNEW\n\nYORK,\n\nWhat constitutes a business education depends very much upon the\npoint of view. From the point of view of the American business college,\n\n"}
{"page": 737, "printed_page": null, "text": "Department]\n\nWHAT\n\nCONSTITUTES\n\nA BUSINESS\n\nEDUCATION ?\n\n725\n\nwhich for more than half a century monopolized that education in this\ncountry, it implies neat and legible handwriting ; a more or less practical\nknowledge of bookkeeping, business papers, and business arithmetic,\nincluding rapid calculation ; some knowledge of business transactions,\nwith a view only to recording them ; some knowledge of commercial\nlaw, and possibly of shorthand and typewriting, necessitating some\ninstruction in English. The ultimate object is solely to enable the\nstudent to \" get a position.\" This conception of business education\nis also the one that has, until quite recently, prevailed generally in\nthe public mind. It would fully meet the requirements of the wellknown business-college proprietor who has frequently said in his public\nspeeches that he is \"proud that he runs a clerk factory.\" This sort of\ntraining, which aims only to prepare for the recording of business, may\nbe called, for want of a better term, ungraded business education, because\nno definite preliminary education is required before taking it up.\nI have no quarrel with the American business college, except perhaps for the incongruity of its name, and even that is now so well understood that it can no longer mislead. An institution that has persisted\nthru three quarters of a century, and is still enjoying, in its better type,\nconsiderable prosperity, must surely have been of some substantial use to\nthe community. In the state of New York some of these schools have\ntoday aspirations a good deal beyond the \" clerk, factory \" idea, and are\nlengthening their courses and enlarging and enriching their curriculums.\nThey are also testing their real strength educationally in comparison with\nthe public secondary schools, by taking the regents examinations, and\nin other ways getting more into line with state educational institutions.\nIt has come to be pretty well understood that the chief weakness of the\nbusiness college plan has been the attempt to build a reliable superstructure of special business training without any adequate foundation of preliminary general education.\nSomething over ten years ago it began to dawn on the minds of many\nprogressive business-men and e.ducators alike that more young people\nought to be educated for a business career, and that they should be educated on a plan radically different from that usually pursued by the business colleges. The American Bankers' Association took the matter up,\nand in 1892 sent Professor Edmund J. James to investigate commercial\neducation in Europe and make report thereon. This report was widely\nread in the United States, and it showed quite conclusively that in many\nmatters appertaining to business education we were behind Germany and\nother countries of continental Europe. In his'pleajfor the'establishment\nof commercial high schools in America, which formed the subject of an\naddress before the American Bankers' Association on his return from\nEurope, Professor James said that we could do no better* than to follow\ncarefully the course of educational experimentation in western Europe.\n\n"}
{"page": 738, "printed_page": null, "text": "NATIONAL\n726\n\nEDUCATIONAL\n\nASSOCIATION\n[Business\n\nHe found there in the curriculum of the commercial schools of secondary\ngrade, in addition to bookkeeping and business arithmetic, business practice, shorthand and typewriting, and commercial law, many subjects of\nwhich the American business college had at that time no conception.\nThere were, for example, two or more modern languages ; commercial\ngeography and history of commerce, including distribution and modes\nof manufacture of commercial products ; general study of merchandise\nand raw materials of commerce; of money, banking, and insurance; of\ntariff legislation, transportation ; and of maritime and international law.\nOn the advice of Professor James, we have followed the experimentation\nof which he spoke, and have done much thinking and some experimenting on our own account. As a result, we have in the United States a\ndistinct grade of secondary business education, of which the type is the\nfour-year commercial course to be found in many high schools thruout the country. It is the aim and purpose of this course to do all that\ncan be done within the time limitation, not only to train the youth in\nthe most improved modern methods of recording business transactions,\nbut also to teach him in a broad, general way how business is done.\nWhile fully recognizing all that is implied in the adage, \"Knowledge is\npower,\" it is recognized also that the getting of knowledge by independent investigation and study develops the very highest power — the\npower of intelligent thinking, of getting at the heart of things. To\naccomplish its object, then, this course is not to be dominated by the\ntechnical business subjects, but the studies that best make for development of faculty will be of first importance. It will nevertheless do much\nin a short time to give the student a fund of valuable knowledge concerning practical business' which might otherwise take him long years to\nacquire, and will cultivate in him a spirit of investigation and a power of\nquick reasoning that will be of greatest value in business life. The technical subjects, which occupy the greater part of the last two years, should\nbe so taught as to make some of them — notably advanced bookkeeping,\nbusiness arithmetic, and commercial law — valuable mental discipline.\nThe curriculum of the high-school course has not yet passed beyond\nthe experimental stage. The consensus of opinion, however, seems to be\nthat it should comprise abundant instruction in English, with much\nattention to its literature and to composition, and some technical grammar. At least one foreign language should be studied for two years.\nAs geography and history are highly stimulating to the average mind,\nthey should receive a good deal of attention ; United States history\nshould be studied with reference to English history, and in connection\nwith geography, both physical and political, and also with civics. The\nhistory of commerce should be studied in connection with commercial\ngeography, and the whole supplemented by a course in economics and\ncommercial law.\nMathematics, a foundation subject, ought to include\n\n"}
{"page": 739, "printed_page": null, "text": "Department]\n\nWHA\n\nT CONSTITUTES\n\nA B USINESS\n\nEDUCA\n\nTION\n\n?\n\n727\n\nalgebra, geometry, and perhaps plane trigonometry. Two or three\nnatural-history subjects are desirable, as tending to encourage and\ndevelop observation and original investigation. An elementary knowledge of chemistry and physics, including much laboratory work, is also\ndesirable. There should also be instruction in drawing, rhetorical exercises (essays and declamations), and music.\nThe technical subjects should include advanced bookkeeping, which\nshould be so thoroly mastered as to enable the student to take up and\ncontinue correctly a set of books in any line of business ; business arithmetic, including intensive drill in rapid calculation ; business correspondence and forms, with a large amount of practice in letter-writing\nand drawing commercial papers and all ordinary business documents,\nincluding simple contracts ; business technics and office routine, including such practice in banking and other offices as will familiarize each\nstudent with the most approved modern methods of doing the work ;\nshorthand and typewriting, and legible, rapid handwriting. There should\nbe, if possible, some study of the raw materials and products of commerce.\nDr. Herrick, director of the school of commerce of the Philadelphia\nCentral High School, wisely begins this work in the first school year,\nand the students take great interest in collecting the materials and\nobtaining all the information possible regarding them. There should be\nfrequent instruction, thru lectures and quizzes, on such matters as\nmoney, credit, and banking ; transportation, commercial legislation, and\nthe ethics of business. Class discussion, carefully directed, will be of\ngreat value, not only in making clear all the different bearings of the\nmatter under consideration, but in promoting in the student easy, exact,\nand forcible expression and quick thinking while on his feet.\nI have devoted a large part of this paper to the commercial course in\nthe high school, because I am fully persuaded that it is thru this\nagency that the great majority of young Americans preparing for active\nlife will obtain their business education. Very aptly the high school has\nbeen called the \" people's college,\" because it is the finishing school for\nthe masses of the people.\nThere is naturally, in the development of business education, a higher\ngrade than that of the high school. The administration of this higher\neducation is the province of the college and the university. While at the\npresent time we cannot point to any typical example of this higher business education in America, it may be said that much has already been\ndone in that direction. The Wharton School of Finance and Economy,\nattached to the University of Pennsylvania, has had for upward of ten\nyears a four-year course, the nucleus of which is the study of economics\nand politics, supplemented by practical courses in accounting, commercial\nlaw, and business practice. The degree of bachelor of science is conferred on those who complete the course.\n\n"}
{"page": 740, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\n728\n\nASSOCIATION\n[Business\n\nThe Universities of Chicago and California have also announced colleges of commerce. In these institutions it is proposed to recognize the\nsciences dealing with the various departments of the world's trade. Last\nyear the University of Wisconsin also determined to open a college of\ncommerce. In a paper read before the Commercial Teachers' Federation\nin Detroit, last December, Professor J. B. Johnson, who served as chairman of the committee of the faculty of the university, in formulating the\ncourse of study, gave, in the language of Dr. W. A. Scott, director of the\nnew school, the work outlined for the current year. My time will permit\nonly the briefest synopsis of this outline, which is stated in six separate\npropositions :\nFirst proposition : The student should be made familiar with the workings of the\nindustrial organism of which he is to be a part, and to meet this proposition five lines of\nstudy are offered : (i) courses in commercial geography; (2) courses in transportation;\n(3) courses in money and banking; (4) courses in business organization and administration ;(5) courses in economics and economic history.\nSecond proposition: The prospective merchant should know the various processes\nthru which the chief articles of commerce pass before they reach the finished state.\nThis knowledge is furnished thru courses in the materials of commerce, in connection\nwith the commercial museum, from the raw material to the completed article, including a\nstudy of the processes and forms of adulteration, of quality of goods, cost of making, etc.\nThird proposition : A knowledge of certain branches of law is a desideratum to the\nbusiness-man. Courses comprise commercial law of the United States, tariff legislation,\nlabor, capital, corporations, and the law of foreign countries trading with the United\nStates.\nFourth proposition : The representative of an American house in a foreign country\nshould know the language his customers speak. Courses offered lead to a reading,\nwriting, and speaking knowledge of German, French, Spanish, Italian, and Russian, with\nspecial attention to commercial correspondence, business and legal forms.\nFifth proposition : Physics and chemistry are used in such a variety of forms that a\nknowledge of them is necessary to the business-man. Courses of one year in each ; also\nin generation and transmission of steam power.\nSixth proposition : The foregoing branches are required of all candidates for a\ndegree, whatever line of business they expect to enter. In addition there are groups\nfitting for particular lines. For the coming year there is to be a group organized and\nconducted by J. C. Monahan, for a number of years United States consul at Chemnitz,\nwhich is to give all technical instruction needed for the consular service. There will also\nbe a group preparatory to the banking business, and others giving the technical knowledge necessary to engage in commerce in the Orient, in South America, in the West\nIndies, and in Europe.\n\nDr. Scott says in conclusion :\nWe\n\nexpect to learn much from the experience of the present year, and we shall\n\ndoubtless largely supplement,' and perhaps modify, these courses in the future .... We\nexpect to place this course in commerce on the same level with the other courses in the\ncollege of letters and science and of engineering, and to grant to the student who completes itthe baccalaureate degree. We believe that the educational value of the course\nwill be in no respect inferior to that of any other course given in the university ....\nand we expect to keep in mind the fact that the young man who expects to do business\non a large scale needs to be educated in the best sense of the term, as well as equipped\nwith the technical knowledge which the prosecution of his business requires.\n\n"}
{"page": 741, "printed_page": null, "text": "Department]\n\nWHAT\n\nCONSTITUTES\n\nA BUSINESS\n\nEDUCATION ?\n\n729\n\nThis is by far the most satisfactory statement that has, within my\nknowledge, been put forth by any American institution that has engaged\nor that proposed to engage in higher business education. The unreserved declaration that the commercial course will be in no respect\ninferior in educational value to any other course in the university, and\nthat the bachelor's degree will be conferred on its completion, will be\ngratifying to the friends of business education. If American universities\ncannot offer a four-year course in higher commercial education that will\nearn a degree, it seems to me that it would be more in keeping with their\ndignity not to offer any.\nSince this paper was written I have received and read with much\npleasure the announcement of a course in higher commercial education\nby the University of Michigan. This is not organized as a separate\nschool, but as a special course within the department of literature, science,\nand the arts. Like the Wisconsin University course, this course is\nintended to \" provide an education equal in scope and mental discipline\nto any course which the university offers.\" Students who enroll in the\ncourse at the beginning of the third year receive the degree of bachelor\nof arts at the end of two years', and the degree of master of arts at the\nend of three years' residence.\nIn the course of this paper I have alluded to the advantages we have\nbeen able to derive from observation of the schools of continental\nEurope. There is one phase of business education, however, in which\nthe European schools cannot help us. In the matter of bookkeeping\nand higher accounting we are clearly ahead of them. No progressive\nAmerican — or Englishman either, for that matter — would think for a\nmoment of following the cumbersome continental system of bookkeeping\nwhich puts everything, even to the minutest details, thru the journal ; and\nas to higher accounting and auditing we are ahead of England, which\nhas been, in the main, long in advance of the continent. As evidence of\nour leadership in this direction we have in the School of Commerce,\nAccounts, and Finance of New York University (Washington Square, New\nYork city) an institution which offers opportunities for instruction in\nhigher accounting such as cannot be found elsewhere, I venture to say, on\neither side of the Atlantic.\nI have sought to show in this paper that the term \" business education \" is both elastic and broadly comprehensive ; that the formal work\nof getting a business education may profitably engage the student thru\nsixteen years of school life ; and that at the completion of this work there\nawait him educational honors equal with those obtained by the graduate\nin the college of letters or of science.\nJust what should be the business education for any particular individual cannot be determined by any hard and fast rule. There are so\nmany differing conditions and limitations that perhaps no two cases are\n\n"}
{"page": 742, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\n73°\n\nASSOCIATION\n[Business\n\nprecisely alike. As a general proposition, however, I should say that\nquantitatively the education should be limited only by unchangeable conditions. 3y this I do not mean considerations of the position to be\ntaken, or the business to be engaged in, by the student, but conditions\nthat determine the ability or possibility of the student going farther in his\neducational work. It is comparatively an easy matter for the private\nschools to adapt themselves to the conditions of individual students ; but\nto what extent the public schools would be justified in attempting this I\nam not prepared to say, and it is too large a question to discuss within\nthe limits of this paper. I do not believe in educating a boy with the\nsole idea that he is to be a bookkeeper or a clerk. I would give him such\neducation as would qualify him (so far as education could qualify him) to\nbe a successful business-man. And I would do this even if it was absolutely certain that the boy was to begin life as a bookkeeper. The more\neducation he has besides his training in bookkeeping, the better bookkeeper he will be, and the greater will be his chances of promotion and\nincreased usefulness. I believe that education pays in dollars and cents,\nno less than in personal gratification and better citizenship.\n\nDISCUSSION\nL. L. Williams, president, Rochester Business Institute. — Mr. Crissy's broad definition of the term \" business education \" seems to me concise and accurate. It can be as\ncorrectly stated that an engineering education is any and all education that will assist in\nmaking the pupil a capable engineer ; and a medical education is any and all education\nthat will assist the pupil to become a skillful physician. A part of school education for\nall special activities must be fundamental, a part must be disciplinary, and a part must be\ntechnical. The common school supplies the first ; the secondary school and the college,\nthe second ; and the professional school, the third. It must be admitted, however, that all\ncourses of study, whether elementary or professional, are disciplinary ; practicing professional y isalso disciplinary; work is disciplinary. Business education is, therefore, elementary and disciplinary education plus the technical knowledge necessary to enable the\npupil to adapt his abilities to business purposes.\nThe question is how much and what kind of special training young people require\nto prepare them for business life. Is it wise to permit young men who design to engage\nin business, but who have not decided what branch of business to follow, and who cannot\nso decide because they cannot choose, but must engage in something without delay, to\nspend the time required to pursue the long commercial course prescribed by some of the\nleading universities ? The course of study outlined in the announcement of a school of\ncommerce of a leading state university embraces trigonometry, chemistry, physics,\nmediaeval, modern, and American history, economic geography — whatever that is —\nindustrial history of England, history of commerce, business forms and accounts, transportation, banking, the mechanism of exchange, business organization and management, commercial law, economics, six modern languages, etc., etc. Some of this scholastic melange\nwould be useful to somebody ; some of it would be useful to everybody ; all of it would\nbe useful to nobody. In addition to the above, the university school of business referred\nto has a course of study designed to prepare young men for the consular service. A\nstudent would have to spend a lifetime to become familiar with all the duties involved in\n\n"}
{"page": 743, "printed_page": null, "text": "Department]\n\nWHAT\n\nCONSTITUTES\n\nA BUSINESS\n\nEDUCATION ?\n\n73 «\n\nall the American consulates. So great is the variety of such duties that the chances are\nnot one in a hundred that a young man pursuing such a course of study, even if he\nshould some time secure a consular appointment, would find his knowledge of the slightest value to him. Again, the chances are not one in a thousand that an honor student in\nsuch a course of study would ever receive a consular appointment.\nMr. Crissy says, in substance, that the business-college idea of business education is\ngauged by the ability of the student to obtain a position. I submit that that is just the\nproper way to gauge it. A very large proportion of the young people who pursue a commercial course, long or short, do so with a distinct expectation of obtaining a position.\nThe students of an engineering course indulge the same hope, and I doubt whether Mr.\nCrissy ever knew a young man to pursue a theological course with a view to preparing\nsermons for his individual delectation and salvation. I have no hesitation in saying that\na larger proportion of the pupils of commercial schools enter such schools to obtain\nknowledge for their own use in their contemplated vocations than any other schools of\nany character. What of the design of the graduates of the university schools of commerce ? Do not all, except an occasional son of a wealthy man who has business cut out\nfor him in advance, expect to obtain positions ?\n*\nNow, as to the value of the features of university business courses. In how many\npositions in business would mediaeval history be valuable ? How about economic\ngeography ? The methods and conditions of • business have so changed, and are so\nchanging, that familiarity with the industrial history of England during the last one\nhundred years or two hundred years would be valueless. While an occasional young\nbusiness-man will have use for six modern languages, nine hundred and ninety-nine will\nnot have use for any except the English. If every young man were to master all of the\nsix languages, and all of the rest of this exhaustive and exhausting course of study of the\nuniversity school of commerce, he would be compelled to begin in business just where the\ncommercial-school graduate begins — as a clerk. If he study business organization and\nmanagement, he will still have to begin as a clerk, and by the time he climbs in business\nto a point where he can hope to apply his theoretical knowledge of organization and\nmanagement, business conditions and methods will have so changed that he will probably\nfind his knowledge worthless.\nThe business colleges have supplied a well-defined lack in the American educational\nsystem. They have not been, and are not now, perfect, but the phenomenal popularity\nof the better class of them seems very good evidence that they are doing useful work.\nWhen men become as cheap in this country as they are in congested Europe, it may be\nexcusable to ask young men to devote four years to special preparation for business, but\nI think it is not in this year of grace. The ideal thing, in my judgment, for every young\nman who contemplates a business career is to supplement a thoro rudimentary education\nwith a good high-school course, and if possible a college course, and after that secure\nsuch knowledge of business customs and office routine as is provided by the leading business colleges of the period. If the universities would eliminate some of the less practical\nthings from their courses of study and substitute therefor a thoro course in theoretical and\npractical bookkeeping, commercial arithmetic, commercial law, business correspondence,\npractical English, advanced accounting, and economics, and have those branches taught\nby practical men, not doctrinaires, they would, I believe, popularize themselves with their\nstudents and commend themselves to the business-men of the country.\nRandolph B. Seymour, head of commercial department, High School, Springfield, 111.— We all believe in a broad, liberal education along commercial lines, in a course\nof study which shall include the essentials, and in addition the studies that increase information, culture, and power of thought. Those who can follow this by a commercial\ncourse in one of our great universities will be amply repaid, and fitted for a life of satisfaction and success.\n\n"}
{"page": 744, "printed_page": null, "text": "NATIONAL\n\n732\n\nEDUCATIONAL\n\nASSOCIATION\n[Business\n\nWe who have had a college education can urge a commercial training without being\ncharged with narrowness. My experience with the wants of business-men, and with the\nstruggles, hopes, and successes of hundreds of young people, impels me to plead for the\ninterests of those who cannot complete a full business course.\nThe success of the business colleges is due to the fact that they have supplied the\ndemand for the essentials of a business training in a practical, concentrated, and thoro\nmanner. Their weakness has been that they have tried to teach too many students who\nwefe lacking in an adequate common-school education. The aim of high schools has\nbeen to prepare students for college. They are now beginning to prepare them for an\nimmediate active life.\nFully 50 per cent, of high-school students do not graduate, and of those who do, not\nover 25 per cent, enter college. The other 75 per cent., unprepared for any profession,\nmust of necessity do something in the business world. They will become clerks, agents,\ntraveling men, bookkeepers, managers, etc. They are entitled to a satisfactory technical\ntraining as much as their brothers are to a college preparation. But there are thousands\nwho are unable to remain four years in high school. They must work to support themselves and those they love. For them a business training should be given as early as the\nsecond or even the first year. Some schools give a two-years' and also a four-years' commercial course, thus providing for both short- and long-term pupils.\nI am not urging a shortening of the course or a decrease in the work required for\ngraduation, but I plead for the vast number who will not or cannot remain the full time.\nThe question is : What shall they be taught ?\nIt is a fact that many high schools do not teach arithmetic, even in the commercial\ncourse, but substitute algebra. A business-man requires a rapid and accurate handling\nof figures, both mental and written, and a school should give the practice that helps to\nmake him perfect in this direction. It is a fact that few high schools teach penmanship, but\nsubstitute drawing. Very few can earn their living as artists, but all can learn a neat,\nlegible, and rapid handwriting. It is a fact that in most schoo s pupils criticise Shakespeare and the poets, but have no regular drill in business correspondence. They never\nwrite a letter of application, one ordering goods, a ten-word telegram, or a newspaper ad,\nand do not know the form of opening and closing a business letter, or even the folding\nof the sheet.\nCommercial law should be taught, not to make \" everybody his own lawyer,\" but to\nput him on his guard, to show the pitfalls, to enforce the fact that prudence, and perhaps\nthe early advice of a lawyer, will often prevent a business mistake and a lawsuit.\nShorthand and typewriting are. becoming more popular every year, and afford a valuable\nEnglish training, aside from their commercial uses.\nBookkeeping teaches accuracy and neatness. It develops thought rather than\nmemory. Because it is practical, it interests and holds the attention, and is therefore an\neducation and a discipline. Many schools give this subject only one period a day, expecting no outside work to be done, while other subjects are prepared outside of the recitation. To place bookkeeping on an equality, it should be given not less than two periods\na day for at least a year. Unless the above subjects are taught thoroly, the student\nstands a poor chance of securing a position or of holding the same. The penmanship\nof the average high-school student is too slow and cramped, his letter of application\ncreates a poor impression, and in a test of rapid figuring he disappoints a business-manYou may say I am advocating a \" clerk factory \" idea. I am — for the thousands\nwho demand a short course. I believe that for these boys a business life will become a\nstirring education, experience a teacher, and human nature an open text-book. I do not\nconcur in the statement that those of a limited education who have made a financial\nsuccess are either prodigies or geniuses. A very large majority of successful businessmen are without a college education. As Edison says : \" It is 2 per cent, genius and 98\nper cent, hard work,\"\n\n"}
{"page": 745, "printed_page": null, "text": "Department]\n\nWHAT\n\nCONSTITUTES\n\nA BUSINESS\n\nEDUCATION?\n\n733\n\nThe business college should be more exacting in its requirements for admission. It\nshould give honest advice to all, especially to those who are found incapable of doing\nsuccessful work. It may lessen the bank account, but not the standing or the influence of\nthe school.\nThe high school should give both a two- and a four-years' course, but making what\nmay be termed the essentials more important. Full provision has been, will be, and\nshould be made for mathematics, languages, and sciences. Our concern, therefore, has\nbeen for the more thoro teaching of practical, technical subjects, and for the rights of\nthe 75 per cent, who cannot complete a full course of study. In theory, a broad complete education is desired, but we must consider the necessities and claims of the many\nas well as the desires of the few. Let us fit the majority as well as the minority for the\nstruggle of life.\nT. W. Bookmyer, president of Sandusky Business College, Sandusky, O. — In surveying the whole field of business education, we observe three distinct phases of the subject which may be designated \"spheres of business education.\"\nThe first, and the one so recently introduced into America, is the professional,\nrepresented by the business universities, schools of finance, etc.; the second, the cultural,\nas represented in that of the public high school ; the third and last, but by no means\nthe least, the practical or the bread-winning, typical of that of the well-regulated, up-todate commercial school.\nA business education from the standpoint of the university differs materially from\nthat of the commercial school or commercial high school. The university aims to\nimpart a scientific and professional knowledge of business in all of its relations to the\ntransactions of the industrial world. It must reach out and utilize all elements \" that\ntend to develop the body and senses \" along the lines of business. Its scope is not or\nshould not be limited to local conditions, nor influenced by the personal desires of its\npatrons nor the narrowness of its projectors. It must surmount all of these and cover\nthe whole field of commerce, both national and international, and give to its patrons a\nphilosophical knowledge of all that pertains to the present commerce of the world. Its\naim must be more than to turn out bookkeepers and office help. Its finished product\nmust be the rounded, well-trained business-man.\nThe commercial high school measures business education by entirely a different\nstandard, a standard influenced more or less by the demands of its patrons and its facilities, based more upon the cultural than upon either the philosophical or practical. It is\nyet in its experimental stage, hence its standards vary. The most discouraging feature of\nthe commercial-high-school work is that it becomes a part of what is and what has been\nrecognized for some time as a congested department of public instruction. So long as\nthis condition prevails we cannot hope for its being placed upon any other than the cultural plane.\nFrom the viewpoint of the modern commercial school, business education means\nsomething entirely different from either of the two former. The philosophical and the cultural are both incidental and secondary to the practical. A thoro and a practical working\nknowledge of those matters of business that pertain to the office, as is demanded by wellregulated business houses, is the interpretation placed upon the term \" business education \" by the modern school. Call this a clerk-factory basis or what you will, the fact\nnevertheless still confronts us that there is a direct line leading from the commercial\nschool to the office. It is a condition and not a theory, forced upon the commercial\nschools by conditions that prevail outside of their keeping and absolutely beyond their\npower to control. The great majority of young people that apply to the commercial\nschool for instruction do so because it offers the opportunity of doing something definite\nin a short time, and with the single purpose that they may be able to secure and hold a\nposition on its completion.\nThe American commercial school is the only institution that\n\n"}
{"page": 746, "printed_page": null, "text": "NATIONAL\n\n734\n\nEDUCATIONAL\n\nASSOCIATION\n[Business\n\nis able to take care of and direct this current of humanity, impelled by necessity and\ndesire. And we are as firmly convinced that the position it now holds, the medium\nbetween the masses and the office, will for all time be sacred to it alone.\nRight here is the distinguishing feature between the good school and the school of\ninferior qualities. The school that is able to hold in check this blind rush and direct it\nin an upward trend, so that in the end the acquirements of the pupil will meet the\nrequirements of the best business offices, will be known as a good school, because its\nmanagement has caught and comprehends the meaning of business education in its practical application to the affairs of daily life.\nBusiness education, as restricted to the commercial school, has not so much to do\nwith the \" how much,\" but rather with the \" how well.\" Just how much should be\nattempted is the great problem that is now agitating the commercial schools of the\ncountry. In this connection I would say that no solution to this problem can be given\nunless the element of time is allowed to enter and become the basis of the courses. If\nyou are running a four-months' school, then you should be perfectly satisfied if you can\nin that time teach the principles of bookkeeping or shorthand with proportionate\nadvancement in the other subjects.\nMany of the criticisms made against the commercial school in its interpretation of\nbusiness education are well founded, and are the results of our own folly in claiming or\neven attempting to do the impossible.\nThe commercial school can no more give a comprehensive course of instruction that\nwill be serviceable than any other educational institution, unless it takes a sufficient length\nof time. We believe that there is a growing tendency among the more progressive\nschools to lengthen the time, which will enable them to enrich the course, and thus\nmagnify rather than diminish the standard of business education as understood by the\ncommercial school.\nI will not attempt to give a specific statement of the subjects that should be taught\nby the commercial school with its understanding of the scope of business education,\nbecause of the limited space at my command and your full understanding of the subject.\nWith the hope that business education will be ennobled and enriched by the three\ngreat educational agencies into whose keeping it is intrusted, I would urge that every person\nso engaged enter upon his work conscientiously and with due respect for all departments\nof the work, recognizing the sphere of each, and its purpose as a means to the same great\nend.\n\nTHE\n\nEDUCATION\n\nWILLIAM A. SCOTT,\nDIRECTOR OF\nMADISON, WIS.\n\nAND TRAINING\nTEACHERS\n\nPROFESSOR OF ECONOMIC\nSCHOOL OF COMMERCE,\n\nOF COMMERCIAL\nHISTORY AND THEORY, AND\nUNIVERSITY OF WISCONSIN,\n\n[an abstract]\n\nIn the paper as presented four questions were considered :\ni. What is meant by the term \"commercial teacher\" ?\n2. What are the instruments of his trade ?\n3. What training must he have in order properly to use these instruments ?\n4. How and where can he get the necessary training ?\n\n"}
{"page": 747, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nOF COMMERCIAL\n\nTEACHERS\n\n735\n\nThe answer to the first question in substance was that the term \"commercial teacher\" should properly comprehend only those persons who\nare engaged in the teaching of the special technical subjects peculiar to\ncommercial courses. As instruments of the commercial teacher's trade\nwere mentioned and described bookkeeping and accounts, commercial\ncorrespondence in the various modern languages, commercial law and\nbusiness practice, money and banking, corporation finance and securities,\ntransportation, insurance, private administration, commercial geography,\nmaterials of commerce, and economic history. Attention was especially\ncalled to the fact that these subjects are difficult in themselves, and that\nthe complete mastery of any one of them involves a wide knowledge of a\ngood many other subjects.\nThe answers given in full to the last two questions were as follows :\nFor the mastery of the subjects which have already been indicated as\nessential in a commercial education, training of at least four sorts is\nnecessary :\ni. A general, all-around education, such as gives a person command\nof all his powers, intellectual, physical, and moral, and equips him with\nthe tools of his profession. No person can be a successful teacher who\nhas not acquired the power of continued concentration, the power of\nholding in mind a large number of facts and principles at the same time,\nand the power of clear and logical thinking. These acquisitions come\nonly with training of a high order, with education in the very best sense\nof the term. Equally important is the equipment of the teacher with the\npower of investigation and the knowledge of the sources whence his material must be derived, and of the way in which to organize it and make it\nefficient for educational purposes. No person whose ability to teach is\nlimited to the power of reading a text-book and interpreting its contents\nto students is fit to be a teacher of any subject, let alone a teacher of\ntechnical branches, to students who are supposed to acquire the power of\nactually doing the world's work. This investigative and organizing ability\nis all the more necessary for the commercial teacher because many of the\nfields which he must enter are comparatively new. They are, however,\nall ready for investigation. Knowledge lies about on every hand, and\nthe commercial teacher must be the specialist who can collect and\norganize it, and reduce it to the form needed for educational purposes.\n2. The commercial teacher must also obtain special training in the\nsubject to be taught. This must be thoro and complete. One must\nknow thoroly the specific subject which he is teaching; must be absolute\nmaster of it, if he is to make it an efficient instrument in the technical\ntraining of students.\n3. Business experience is essential to the commercial teacher, tho not\nprimarily because he is expected to equip a student with the knowledge\nwhich he must possess in the actual conduct of affairs.\nI have already\n\n"}
{"page": 748, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n736\nsaid that the completion of a commercial education can be obtained only\nin connection with a business establishment, and that the primary function of schools is to prepare students to take the advantage of the experience of the commercial world and to give them the ability to acquire\nthru this experience complete- mastery of the particular field which is to\nconstitute the work of their lives. Business experience, however, is\nnecessary to the commercial teacher, because he must know precisely\nwhat the problems of business life are, in order that he may teach the\nsubjects which constitute the curriculum of the commercial school in\nsuch a way as to give the student the requisite preparation. One may\nteach the subjects of commercial geography or economic history or commercial law or bookkeeping or insurance in such a way as to make them\npractically useless for the purposes of the business-man ; or they may\nbe taught in such a way as to give young men the precise preparation\nneeded for the solution of the actual problems of business life as they\narise.\n\n4. Some knowledge of the science of education is as much needed by\nthe commercial teacher as* by any other member of the teaching profession. Precisely how this training can best be obtained is a topic for\nspecialists in this field, and cannot be discussed here.\nI am willing to admit that occasional examples of self-made teachers\nare found, but they are so rare and unusual that their consideration will\nnot assist us in laying down rules for the guidance of the generality of\npersons. Any man who is familiar with educational work and with the\nreal meaning of the qualifications which I have indicated as essential will\nnot hesitate to declare that the education needed by a commercial teacher\ncannot be secured outside of the colleges and universities of our country.\nThe general all-around training which gives a person command of all his\npowers and equips him with the tools for independent investigation cannot be acquired by a person who stops with the secondary school. It is a\nrare thing, indeed, to find a student prepared for college who has acquired\nthe power of concentration and of clear thinking, to say nothing of the\nspecial equipment for independent investigation of which I have spoken.\nIndeed, college teachers will agree that at least the first two years of a\ncollege course are necessary to give the student command of his own\npowers, and it is rarely found profitable to begin his training in the line\nof independent investigation before that stage has been reached. The\nexperience of educators everywhere indicates that a long period of careful,\nsystematic, specially directed training is necessary to acquire the sort of\npower that I have indicated.\nUntil the present year much of the technical training necessary for a\ncommercial- teacher could not be obtained even in the colleges and universities ofour country. Fortunately during the last twelve months several of our universities have made special provision for this branch of\n\n"}
{"page": 749, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nOF\n\nCOMMERCIAL\n\nTEACHERS\n\n737\n\ninstruction. The Universities of California, Pennsylvania, the City of\nNew York, Michigan, and Wisconsin have established special schools of\ncommerce, or commercial courses, designed to furnish precisely the sort of\ntraining which is here under consideration. The curriculum of some of\nthese institutions is very far from complete. Most of them, in fact, have\ndone little more than make a beginning; but all expect in the very near\nfuture to complete their equipment along this line. The University of\nWisconsin has at the present time a completely rounded four-years'\ncourse, with graduate courses for those who desire them. Candidates\nfor positions as commercial teachers, therefore, no longer have the excuse\nof not being able to obtain the special technical training which they\ndesire. It can now be furnished in the institutions mentioned, and one\nand all are cordially invited to take advantage of the opportunities which\nnow exist.\nThe acquisition of the business experience necessary for the commercial teacher could, in my opinion, be obtained during the years of one's\ncollege or post-graduate course. None of our higher institutions of learning continue in session during more than nine months of the year. Three\nmonths are, therefore, left available to the student for other forms of\nactivity. It would be entirely possible, in my opinion, and highly desirable, for young men who are preparing themselves for the work of teaching, to avail themselves of the annual three months' vacation for the\nacquisition of business experience. Positions of various sorts could be\nobtained and a considerable variety of experience could be acquired\nduring the four vacations, the whole period aggregating one year of\nbusiness training.\nI am well aware that the standard which I have set up is a very high\none, and that comparatively few of the commercial teachers of our country will be able to measure up to it. It is eminently desirable, however,\nthat a proper standard should be placed before us, and that each one of\nus should comprehend the requirements of the profession in which he is\nengaged. Summer sessions of the universities are now common. The\nUniversity of Wisconsin is this year holding a summer session of its\nschool of commerce, and will doubtless continue to do so in succeeding\nyears. Is is entirely possible, therefore, for persons already engaged in\nthe work of teaching to supplement their training and approach the ideal\nwithout dropping their positions or depriving themselves of their present\nmeans of livelihood. No teacher can afford in this day and age of the\nworld to stand still. Each one of us must constantly increase and\nimprove his equipment, and, however far short of the ideal our attainments\nat the present time may be, we should not be discouraged, but, on the\ncontrary, determine constantly to improve and enlarge our equipment\nuntil we have made such an approximation to our ideal as is possible.\n.\n\n"}
{"page": 750, "printed_page": null, "text": "738\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nDISCUSSION\nParke Schoch, director, Department of Commerce and Finance, Drexel Institute,\nPhiladelphia, Pa. — I purpose limiting my discussion to the education and training of\ncommercial teachers for public high schools, because I believe that is the field of education in which commercial teachers are most needed today. I shall discuss the subject\nunder five sub-topics.\n1. The condition of commercial education in the United States today as a gauge for\nthe need of specially trained teachers.\nIf we were to determine upon a definite time to mark the beginning of a universal\ninterest in commercial education in this country, we should say that it dates no farther\nback than three years ago, and that it is closely associated with the Spanish-American\nwar. It was that war which first revealed to us our larger position politically among\nthe nations of the world, and it was the rapid growth and expansion of our trade following the war that impressed us as a nation with the importance of so fortifying ourselves\neducationally that we might win commercial supremacy as the only sure foundation for\ngaining political pre-eminence. I do not mean by this that prior to 1898 commercial\neducation, in some form or other, was entirely wanting in the United States, for I am not\nunmindful of the existence before then of private schools of business, and of commercial\ncourses in a few high schools and academies. I mean, rather, that the general awakening of the people to the desirability and necessity of commercial instruction as a feature\nof the public-school system has come within this brief period. Indeed, today there is\nscarcely a city of importance in the United States that has not in operation, or in process\nof formation, either a commercial department in the regular high school or a separate\ninstitution known as a commercial high school, with a course of study covering two,\nthree, or four years. In addition, we must note the growing favor constantly shown by\nacademies, colleges, and universities to commercial education. The tendency here to\nmake way for the new training is scarcely less marked than among the high schools.\nTherefore, we cannot but agree that already sufficient emphasis has been given to the\ncommercial idea in education to demonstrate the need of good teaching ability.\n2. To what extent has this need been met, and thru what channels ?\nSo far as the more specialized forms of business training are concerned, such as bookkeeping and stenography, the demand for teachers in the public schools has been supplied\nby the business colleges, and on the whole, no doubt, satisfactorily; but wherever there\nhas been need for a teacher to organize and direct a full commercial course there has been\nfound a scarcity of men and women capable of filling the position. The intellectual equipment for teaching of this kind should embrace a knowledge of commercial geography,\ncommercial law, banking, finance, etc., as well as the more practical subjects already\nmentioned. Positions of this broad nature have been given largely to experienced\nbusiness-school instructors who, by lifelong contact with this specialized form of education and by patient personal effort, have fitted themselves to formulate and conduct such\ncourses as the times demand ; still they are generally lacking in that liberal education\nand in that knowledge of pedagogics so necessary to the equipment of every teacher who\nis to be of greatest service to his school. One other source has partly met this call,\nnamely, the public school itself, from which teachers, with the normal training already in\nhand, have gone out to pursue courses in the commercial subjects, and then have returned,\nsometimes, to the same school, to engage in the newer work.\nUp to the present time, then, there has been no systematic training for commercial\nteachers, and the high schools have been obliged to accept what the teaching market\noffered, or to release their own instructors long enough to enable them to acquire a\nknowledge of the new subjects.\n3. What constitutes an adequate education and training for the commercial teacher ?\n\n"}
{"page": 751, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nOF\n\nCOMMERCIAL\n\nTEACHERS\n\n739\n\nIn considering this question, two kinds of teachers suggest themselves : first, the\norganizer and director of commercial courses or departments ; second, the specialist\nwhose object it is to fit himself to teach one, or at most two, of the commercial subjects.\nAt this early stage of development the former is possibly more in demand than the latter.\nSchools that are passing thru the experimental period in dealing with commercial\ninstruction are naturally careful not to give undue emphasis to the practical side of their\ncourses, and hence ask for teachers who can engage, to a limited extent, in giving\ninstruction in all the commercial branches to be taught. The best preparation for positions of such general usefulness should have at its base a college education, the education\nafforded by the classical or scientific courses of our colleges and universities. Upon this\nthe aspirant to teach should build, as a superstructure, his commercial education. This\nshould embrace a knowledge of economics, commercial and industrial geography, history\nof commerce, commercial law, questions of finance, mechanism of commerce — by which\nI mean banking, transportation, stock and produce exchanges, etc. — commercial arithmetic, bookkeeping, business customs, commercial correspondence, and stenography. \"\nWhile he will not be called upon to teach every subject here named, he himself needs to\nhave the advantage that the training in them gives, and he must have a sufficient teaching acquaintance with each to know its needs in its relations to all the others. The\nlanguages — French, German, and Spanish — one or two of which he should know, he\nwill have gotten in his college course, or they can be provided for in his commercial\ntraining. He should also be informed upon the history of education, upon methods of\nteaching, and upon educational organization in general.\n4. What kinds of institutions are best equipped to furnish this training, and what\nsuggestions can be made for an enlargement and betterment of the facilities ?\nAs our educational institutions are constituted today, the coming teacher has not much\nchoice in his efforts to secure the preparation just laid down for him. After completing his\ncollege course, or laying an equally good foundation in some other way, he must turn for his\nspecial training either to the old-line business school or to the newer schools of commerce\nas they at present exist in such universities as Pennsylvania and Wisconsin. The former, by\nreason of their well-known limitations, can at best give but a fragmentary training, wholly\ninadequate for the requirements of positions that presuppose administrative as well as\nteaching ability. While they can well equip the teacher in the more practical lines of\ncommercial arithmetic, bookkeeping, and stenography, they fall far short in their instruction in commercial law, commercial geography, and economics. On the other hand, the\nuniversities pay little or no attention to the first group of studies, but furnish admirable\ntraining in the last. Neither class of schools, therefore, can give just what is wanted,\nand neither has yet promised a course exactly adapted to the needs of the teacher. To\nsupply this want, the Drexel Institute established three years ago what it calls a Commercial Course for Teachers, in which great pains were taken to include every technical\nsubject that would likely enter into the organization of a commercial department in a\npublic high school.\nI believe the state owes much to the public along this line. If we are to have commercial education under the auspices of the state, we can rightly look to it to make provisions for the training of its teachers. There ought to be a reorganization of the state\nnormal school, as it now exists, so that those looking to the profession of teaching can\nreceive just as good preparation in bookkeeping, commercial arithmetic, commercial\ngeography, and commercial law as can now be had in English language, mathematics,\nhistory, and literature. In fact, I regard it the duty of the state to create and maintain\nnormal commercial courses, and think it the only way to solve systematically and comprehensively the growing question of commercial education in the public schools.\n5. What are the opportunities and rewards which commercial teaching holds out to\nthose who contemplate entering upon this field of educational work ?\nCommercial education, once held in disparagement by the general public and by the\n\n"}
{"page": 752, "printed_page": null, "text": "74°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\ninstitutions of so-called higher learning, has won its way into the esteem of the people,\nand is rapidly breaking down the barriers maintained against it by the college and university, and receiving from them equal recognition with the education in the arts and\nsciences. This of itself makes the new work attractive. Again, we are now pre-eminently\na commercial nation, and, as events today presage our early commercial supremacy over\nthe rest of the world, there will be steadily increasing interest in, and attention to, the\neducation that alone can keep us in the van ; and thus will the opportunities for professional growth be annually enlarged to those who have early fitted themselves to take\nadvantage of them.\nIn a material sense, the present condition and future outlook are no less promising.\nMany are the applications for teachers that have come to my notice during recent years,\nthe salary attached, in each case, being from a third to a half more than is paid to\nteachers of equal rank in other lines. This fact has attracted instructors of from two to\nfifteen years' experience in general school work out of their positions, in order to fit\nthemselves for the more remunerative places in the commercial courses.\n\nTHE\nMYRON\n\nDUTY OF THE PUBLIC SCHOOL SYSTEM\nRESPECT TO BUSINESS TRAINING\n\nT. SCUDDER,\n\nPRINCIPAL\n\nOF STATE\n\nNORMAL\n\nSCHOOL,\n\nNEW\n\nWITH\nPALTZ, N. Y.\n\nA few days ago I glanced thru the \" Help Wanted \" columns of the\nNew York Herald of June 23, for the purpose of noting what qualifications were sought for by business-men in the boys they wish to employ.\nHere are some of the expressions used under the heading \" Boy Wanted,\"\nall found in two columns : \" Not afraid of work; \" \"quick and accurate\nat figures;\" \"thoroughly reliable;\" \"willing to work hard;\" \"must\nwrite a good hand, be correct at figures, and neat in appearance. Application must be in his own handwriting ; \" \" must be neat and bright ; \"\n\" must be neat and a good penman ; \" \"must write a good hand ; \" \"must\naddress in his own handwriting;\" \"must be a good penman, accurate,\nand intelligent;\" \"must be good writer; \" \"bring specimen of handwriting; \"\"must be industrious and come well recommended, write a good\nhand, and be accurate at figures;\" \"plain writer wanted;\" \"must write\nlegibly;\" \"one who can write a good hand and willing to work conscientiously;\" must\n\"\nbe correct in figures, write plainly and rapidly; \" \"must\nwrite a good hand and be correct at figures ; \" \" active young man, good\npenman, not afraid to help around ; \" \"must be good penman, and quick\nand accurate at figures ; \" and so on ; an almost endless repetition, you\nsee, of the demand for good penmanship, accuracy in figures, neatness in\nappearance, willingness to work, and general reliability — nothing more.\nAdvertisements of the same nature, seen elsewhere, call for \"temperate,\"\n\"industrious\" boys, and declare that \"those who use tobacco need not\nNow, here we have a very brief, simple list of qualities apparently\napply.\"\n\n"}
{"page": 753, "printed_page": null, "text": "Department]\n\nBUSINESS\n\nTRAINING\n\nIN\n\nPUBLIC\n\nSCHOOLS\n\n74*\n\neasily acquired, yet which, when possessed by a boy, seem to many business-men to constitute a very fair equipment for modern business life.\nBut are they a common characteristic of our schoolboys ?\nI once gathered from a multitude of business and professional men in\none of our eastern cities a number of replies to this question : \" In what\nrespects have you found the young people who come to you for employment deficient?\" Here, again, I insert verbatim replies; I take them as\nthey came : \"Lacking in willingness to begin at the bottom.\" \"Girls\ntend to business better and are anxious to learn, whereas the boys look\nupon work as an unnecessary thing for them, and seem to ,be above\nmanual work.\" \" Lack in willingness to earn promotion before demanding it. They are afraid they will earn more than they get.\" \"The\nyoung people who come to us are deficient in almost everything necessary for my business\" (a large department store). \"Deficient in figures,\nspelling, and composition.\" \"Deficient in business methods and courtesies, and especially in application to details of business.\" \" Lacking in\nhumility and good temper.\"\n\"Can't write.\"\nSays another at greater length : \"They are deficient in spelling, composition, punctuation, rapidity and accuracy in figures. In selecting\nclerks I have given preference to high-school boys, and, much to my\nregret and dissatisfaction, I have, as a rule, found them not qualified for\nbusiness in its simplest forms\nThe chief and most important faults\nI have to find are : (i) They have not a handwriting fit for a business. I\nhave been obliged to turn down more high-school boys for this reason\nthan any other. (2) Their knowledge of plain arithmetic is, as a rule,\nexceedingly defective. (3) Their knowledge of the geography of the\nUnited States alone, not to mention other parts of the world, is simply\nlamentable.\" Another merchant says: \"Common-school graduates who\napply for positions as clerks and bookkeepers are woefully lacking in the\nfollowing particulars: (1) penmanship ; (2) mathematics; (3) a knowledge\nof business forms and practices.\" An exceptionally successful man writes :\n\"The greatest blessing a young man can have is good health ; next to that,\na good moral character. I do not think our schools emphasize enough\nthe fact that to be successful in life one must be honest. If a young man\ncomes to me who has ability to read, write, and spell well, to use good\nEnglish, to compose a good letter, and to express his thoughts clearly\nand concisely, and is clean, bright, honest, and gentlemanly, I will\nemploy him.\"\nJust one more quotation ; this, too, from a prominent man. He\nbelieves in starting boys in business very young, for he fears too much\nschooling, or too little of the kind of schooling that schools ought to give\nbut don't give, or something else that happens in school, will \" knock\nenough hustle out of the boy and put enough foolish pride into him to\nmore than offset the additional knowledge he gains.\nYou have probably\n\n"}
{"page": 754, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n?4*\n\n[Business\n\nheard of the lad who, in reply to an advertisement for a boy, wrote : ' I\nwant that job, Mister. My father is dead and I have got to hustle, and it\nbeats hell how hard times is.' That boy can, and probably will, make up\nany deficiency, so far as reading, writing, and ciphering are concerned, in\na night school. He will amount to something, while most other boys act\nas though they would need to tie up with their fathers or some other\nindulgent relative.\"\nNow, in the light of these replies, and from what you hear from\nteachers and business-men everywhere, and of what we know of the pupils\nin the schools we represent, I wonder if the following is too sweeping a\nstatement. After a boy has been in school eight or nine years — I mean\nalmost any boy in almost any school, tho there are exceptions to both\nthe boy and the school — there is nothing that is more likely to be true of\nhim than that he is a slovenly penman, an unreliable speller, a poor\nreader, unable to compose a creditable letter, and unsafe where the fundamental operations of arithmetic are concerned ; that is, you can feel no\ndegree of certainty that he can add, subtract, multiply, and divide with\neven fair accuracy, to say nothing of rapidity. Added to this, his disposition toward work and his attitude toward the world are not as likely to\nbe helpful, cheery, and willing as we could wish. Nay, we can go farther, and say that if this boy should go thru a high school, and even thru\ncollege, he would be little, if any, better off with respect to these simple\nessentials of business training than he was before. Many would hold\nthat he would likely be worse off. Note the incessant complaint of college examiners, of normal-school and of high-school teachers. Yet, if\nthat same boy, after leaving the grammar school, or the seventh or eighth\ngrade, should enter a reputable business college or institute, it is more\nthan likely — it is highly probable — that he would come out in six\nmonths or a year a good penman, a fair speller, reliable in the fundamental rules, and acquainted with business forms, besides having picked\nup some bookkeeping, shorthand, and typewriting. Is there not something we public-school people can learn from the business colleges?\nWhat is the secret of their success ?\nQuerying thus I wrote, a few days ago, to one of the leading business\neducators1 in the country, and here is his reply:\nI shall be very glad to give you anything I can toward mending what I have long\nobserved to be unnecessary deficiencies in the work of some of our public schools. There\nis room for a great improvement in the very directions to which you refer. Nine out of\nten of the young people who come to this school write poorly and are deficient in arithmetic, and, I am sorry to say, too often incapable of expressing themselves, either orally\nor in writing, with propriety or clearness. For all ordinary purposes of life, these three\naccomplishments are worth more than anything else a school can give. I do not rate the\nability to keep accounts or to write shorthand as of comparative value. Both have great\nsignificance in less degree, the one as an assimilator of arithmetic, the other of language.\ni President C. C. Gaines, Eastman's Business Institute.\n\n"}
{"page": 755, "printed_page": null, "text": "Department]\n\nBUSINESS\n\nTRAINING\n\nIN PUBLIC\n\nSCHOOLS\n\n743\n\nBecause a business school has devoted itself to these simple things, it has been a success.\nIt will continue to have a definite function in the educational scheme of the country only\nso long as the public and private schools, from the primary grades to the university, fail\nto impart what men should get from them who would begin life in business establishments. The only reason the business school is able to do the things of which you speak,\nin^what seems to be an incredibly short time, consists in the fact that it makes a drive at\nthese special things, and all its drills are given with the intention of producing efficiency\nin them. To illustrate, we can give almost any person a good handwriting in three\nmonths, but the time of that person will be occupied with the writing master almost\nexclusively during the period. That is all there is of it. One thing at a time, and that\nthing done thoroughly.\nOnly a new habit with reference to the thing in hand is fixed.\nI think, too, that ethical instruction is a matter of first consequence, yet I am afraid\nthat it is too generally neglected in the homes of a large number of the American people.\nI want this taught along with the elements : reading, spelling, writing, etc.; then nature\nstudies relating to the outside world, such as geography, etc., plants, animals, and especially man, from the biological point of view. I believe in putting all these things into\nthe very earliest teachings, for the reason that they have greater power of exciting interest and inspiring a love of study than almost anything else children are likely to meet\nwith in books.\nThe next important field seems to me to be the sociological, and this should include\neconomic significance, social and commercial relations, etc. It seems to me that it is\nalong these four lines : ethics, elements, nature, and sociology, that our courses for the\ninstruction of young people should be developed. There is only one other thing to\nadd, and that is that our public schools do not compare favorably with the schools of\nEngland or those on the continent, with reference to these matters, and I feel very sure\nthat methods may be devised whereby their work may become very much more satisfactory.\n\nWell, here it is again, the old call for more subjects in the curriculum\nwith no let-up on the thoroness of the work. Yet we are in a most suggestive part of our subject, and I will briefly outline a thought or two\nsuggested by the remarkably interesting and instructive letter just read,\nwith the hope that further elucidation may come from those who follow\nin the discussion. It appears, then, that sound character, including good\ncitizenship, willingness to work, and efficiency in penmanship, arithmetic,\nand English, are the great ends in elementary training for a business\ncareer. This efficiency is to be attained in spite of the multitude of subjects that are in the curriculum.\nOf course, better teaching is one of the factors in the solution of the\nproblem, and every year sees a gain in this respect. There must be more\nsnap and go in the teacher's work, less carrying out of some patented\nmethod. Our methods are apt to become so highly specialized that\nthe subject-matter is lost. In recitations we must have a care, not so\nmuch that a method of procedure is carried out successfully by the\nteacher, as that something is actually learned or done by the pupil in the\nquickest way and with sufficient variety and drill.\nIn a business college, if a student needs to know some certain thing\nbefore he can take his next step, he is told that thing promptly, emphatically, and with the least possible expenditure of time; in the public\n\n"}
{"page": 756, "printed_page": null, "text": "744\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nschool it is too often true that everything is held up until the pupil is\n\"developed.\"\nAn immense amount of time is wasted this way.\nAnother way of securing better results and quicker results with children is by being more \"up and down \" with them, as the expression goes.\nVery often we are too easy with them for their own good. We \"coddle\"\ntoo much. Some \"coddling\" is good, and to ease up occasionally is\nwise, but it is well to remember that being too easy with children is not\nnecessarily being kind to them. Many a child is spoiled by too much of\nthat kind of kindness.\nThe recitation must be \"business\" from one end to the other, and in\nthat respect should be an admirable preparation for business life later on.\nThis does not mean that school life should be cold and unfeeling ; that oldtime coercion should be practiced, with its harsh disregard of child nature\nand child rights ; or that Gradgrinds should hold sway, and the terrible\nstuffing methods prevail that killed young Dombey; all we ask is a vertebrate pedagogy of teaching and of training, in place of a \" lax, molluscan\nliberalism,\" deplorable in its effects upon young humanity.\nBut there is another factor in the success achieved by business schools,\nin respect to the \"elements\" referred to in the letter I read, that is significant. Abusiness college does not want young children; none younger,\nindeed, than fourteen or fifteen. Why is this ? Simply because prior to\nthat they know they cannot get satisfactory results. The mind is not\nready for specialization. All the drill of those earlier years is as nothing\ncompared to a few months of drill after the mind is matured enough to\nprofit by it. Are we not, therefore, wasting time by dwelling so continuously on these elements in the earlier grades? Is not our hope of\nachieving thoroness thereby in vain ?\nMuch stress is being rightly placed on the importance of waiting to\nintroduce a subject to a child until the child is ready for the subject. Of\ncourse, when the proper time has arrived, then without delay must\nthe stimulus be applied. For, in the development of children, as in\nthe affairs of men, \"there is a tide .... which, taken at the flood, leads\non to fortune ; omitted, all the voyage of this life is bound in shallows\nand in miseries.\" We teachers have been great sinners in respect to\nthese matters, and have tried to force pupils thru their subjects before the\ncerebral development was equal to the task, or have waited until the tide\nof nascency was at an ebb.\nTake as a single illustration the teaching of arithmetic. Who has not\nheard of children who, with apparently no capacity for this subject, had\ndawdled along year after year, until, suddenly awakened to an appreciation\nof that to which they had previously been indifferent, they were able to\naccomplish in a few months what they had vainly attempted for years ?\nWho of us would not undertake, with a pupil fourteen or fifteen years of\nage, who had had no formal schooling in arithmetic, to teach him in a single\n\n"}
{"page": 757, "printed_page": null, "text": "Department]\n\nBUSINESS\n\nTRAINING\n\nIN\n\nPUBLIC\n\nSCHOOLS\n\n745\n\nyear all the arithmetic that children usually get by struggling thru several\nyears of the elementary school ? This waste of time is what genetic psychology teaches us to expect when child nature is not sufficiently considered; and if, in the light of this psychology, we review all the subjects of\nthe curriculum, we shall understand why President Hall thinks that\n\"there is involved here the question of the reconstruction of almost the\nentire school course.\" Certainly the point may well be made and heeded\nthat one way of shortening a grammar-school course and of getting better\nresults from it is not so much by starting pupils earlier and getting them\nthru their studies sooner as by introducing each subject at the time when\nthe cerebral development is ready for it, and it can be done with the\ngreatest economy of time and effort.\nThe business college realizes this, or, at any rate, acts in accordance\nwith it, when it opens its doors to boys and girls just in time to take\nadvantage of the flood-tide of certain nascent powers, the power of doing\nthings in a mature way as well as the power of appreciating their value.\nNow, from what has been said above, our propositions with respect\nto training for business in the grades may readily be made. Moral\ninstruction is of supreme importance. It is taken for granted, also,\nthat the ability to read, write, and spell well, to use good English, to\ncompose a good letter, and to express one's thoughts concisely and\nclearly, is to be attained. Greater efficiency may be secured and time\nsaved by wise methods of teaching, and by a \"business way\" of handling\nchildren, useful hints concerning both of which may be gained by\nobserving the work of our best business schools. Time may also be\nsaved by making readjustments in the curriculum, giving arithmetic and\ngeography, for instance, far less time in the lower grades, doing them in\na year and a half or two years in the last of the course, instead of spreading them thru eight or nine years. This would make the question of\nthe crowded curriculum less embarrassing, and give room for manual\ntraining, domestic science, and art, and other subjects insisted on in\nmodern school life.\nElementary bookkeeping should form a part of the course, for its own\nsake, and to serve as an \"assimilator of arithmetic,\" as President Gaines\nof Eastman's Business Institute puts it. It not only clinches what is\nlearned in arithmetic, but gives an objective point for the study of arithmetic that appeals to the rapidly developing practical instincts of adolescents. It would be well, too, if -shorthand could be introduced in the\nlate grades, as an \"assimilator of language,\" as well as for its disciplinary\nand subsequent time-saving value. Ethics, talks on success, exhortations\nto manly activity, lessons on responsibility and reliability, should permeate the school life, while practice in debating, in deliberating, and in\nthe art of public speaking should be as frequent as possible with the older\npupils.\nIt is desirable, too, that pupils become somewhat acquainted\n\n"}
{"page": 758, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n746\nwith office work, viz., copying, mimographing, indexing, card cataloging,\ntypewriting, etc.\nBut the duty of the public-school system with respect to business\ntraining is not confined to the grades. The high school is a permanent\npart of this system, and in the curriculum of every high school the\ncommercial branches are entitled to just as much respect and deference as\nare Latin and Greek.\n\nI insert here a suggestive three-years' commercial course, without foreign languages ; the figures in parentheses indicate the number of lessons\nper week :\nFIRST\n\nYEAR.\n\nEnglish (literature; composition; grammar; rhetoric) (4).\nHistory (with special reference to the development of industries, trade, and commerce) (3).\nAlgebra (5).\nPhysical geography (3).\nBookkeeping; commercial arithmetic (5).\nDrawing (1).\nStenography may be taken as an additional subject in the first year by pupils whose\nwork in every other study is entirely satisfactory.\nMIDDLE\n\nYEAR.\n\nEnglish (literature; composition; grammar; rhetoric) (4).\nGeometry (4).\nModern history (3).\nBusiness practice (4).\nCommercial geography (1).\nChemistry and physics (half-year of each) (5).\nElective. — Typewriting and stenography (5). (May be taken by those only whose\nstanding in all other studies is good.)\nSENIOR\n\nYEAR.\n\nEnglish (literature; composition; grammar; rhetoric) (4).\nBusiness practice (2).\nPhysics or chemistry (5).\nUnited States history and civil government (4).\nCommercial law, 20 lessons.\nHistory of commerce, 20 lessons.\nPolitical economy, 30 lessons.\nSocial science, 30 lessons.\nElective. — Typewriting and stenography (8).\n\nFor a three-years' course this is fairly broad in scope, and aims to give\nstudents a conception of the possibilities as well as of the responsibilities\nof a business career. It is equivalent to three years' work in any other\ncourse, requiring, in fact, more hours per week than do the other courses.\nMoreover, it is adapted to any school and can be put in operation very\neasily. On one point I find myself quite faced about since this course\nwas planned, and that is in regard to the typewriting and shorthand. In\nthis course they are elective, and may be taken only by those whose\n\n"}
{"page": 759, "printed_page": null, "text": "Department]\n\nBUSINESS\n\nTRAINING\n\nIN PUBLIC\n\nSCHOOLS\n\n747\n\nstandings in all other studies are satisfactory. I now would have them\nobligatory, for they certainly tend to quicken thought, save time, improve\nspelling, and promote the power to read well.\nBut three years is not enough to lay the broad foundations of preparation that modern business life makes desirable. The course should be\nextended to four years, and no diploma should be given for anything less\nthan a four-years' course. This would at once raise the commercial\ncourse to a position equal in dignity to the other courses, and would put\na premium on scholarship and thoroness.\nThis four-years' course should offer electives in German, French, and\npossibly Spanish. Manual training and home science should be features\nof it and should be required of all. Elementary studies in industrial\nchemistry, transportation, banking and finance, office practice, observation of business methods, municipal government, and social science,\nshould also be required, as well as a careful study of the neighborhood,\nbe it city, village, or rural district, its history, natural advantages, business\nand other interests.\nA commercial course thus enriched and extended in time would\nbecome what might reasonably be called a citizens' course, and it would\nvery likely attract to itself before long all students who were not directly\ninterested in preparing for college.\n\nDISCUSSION\nJ. C. Benedict, superintendent of schools, Le Roy, N. Y. — Commercial education in the high school is only another step toward that ideal system wherein lies the\nefficiency of a government of the people, by the people, and for the people. The ideal\nhigh school will never come until those who have the power to regulate its courses of\nstudy fully realize the needs of the individual, and so arrange its courses that all who\nseek admission may find a training suited to their different needs and capacities. The\npresent courses of study are not the twentieth-century courses. They do not meet the\nrequirements of the masses today. The time of class education has passed, and we are\nconfronted with a new problem — an educational demand Which arises from the commercial age in which we are living, and one which calls for commercial training in the\nschools. This demand must be recognized. To this end, it is the plain duty of every\nmunicipality to give to each boy and girl an education that will not only make them\nbetter citizens, but one that will help them to achieve the greatest success in life. Our\nschools must offer courses of study which, while they are of a strictly educational character, shall have a bearing on their everyday life, and some direct relation to the work\nthey are called to do in the world. They must provide teachers whose efforts shall be to\nhelp the pupils in the work they have chosen to do, and not to drive them thru work\nthey have no desire to do. The pupil must be free to pursue such subjects as he and his\nparents find most helpful in their particular vocations. He must be taught industry and\nbusiness methods, because it will be most beneficial for him, and not so educated that he\nwill despise the work of the world because he cannot begin at the top.\nThere is as great a need of trained leaders in commerce and finance as in letters and\nart, and we must look to our public schools for much of this training.\nIt is as much the\n\n"}
{"page": 760, "printed_page": null, "text": "748\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nduty of the schools to teach commercial branches as it is to teach science and mathematics, or any of the classics. I maintain that pupils entering the high school should be\nallowed such choice of subjects as their time and tendencies direct. Why should the\npeople who are supporting the public schools be compelled to send their boys and girls\nto private business schools to prepare them for the everyday duties of life ? We must\nhave free public schools in every city and village in the United States, where each pupil\nmay frame his own course of study by choosing what branches he pleases, and for as many\nyears as may suit his purpose and circumstances. These, I believe, will be the conditions inour public schools in the near future.\nWhen we consider that the commercial life will absorb the greater majority of\nthe pupils who enter our schools, I believe that it is the duty of our educational\ninstitutions to provide a training in the commercial transactions of the world. The\nneed of this training is greater today than ever before in the history of our country.\nWe are a great nation, and the problems which our young people will be called to\nsolve will be different from those of any other century, and the work of our schools\nmust therefore be different. They must prepare their students to enter the commercial field, and carry with them a knowledge of history and commerce, literature\nand art, applied sciences, and a certain proficiency in auditing and accounting. I am\nconvinced, therefore, that it is the first duty of every high school so to educate its pupils\nthat they may be able to earn a living, and, next, so to train them mentally, physically,\nand morally that they may, in addition to their equipment for self-support, be able to aid\nothers, to lead them to higher ideals, nobler principles, and, lastly, to become leaders of\nmen and builders of nations.\nHenry E. Brown, head of commercial department, High School, Rock Island,\n111. — During the last few months we have all witnessed the graduation of a greater or\nless number of pupils from the various schools we represent, and I am sure you as well\nas I have been struck with the remarkable disparity between the number of boys and\ngirls graduating. I am confident that the average is not far from three of the latter to\none of the former. Why is it that so few boys ever complete the course of study laid\ndown in our curricula ? Is there something in the nature of the average boy that induces\nhim to leave school at the age of fourteen ? I am inclined to the opinion that the real\nunderlying reason is that for years past and at the present time the high school has not\nand does not offer what the boy needs.\nInvention has so changed our mode of life as to make rapid the growth of cities,\ndemanding of individuals a more general knowledge of commercial matters. This evolution from rural to urban life has been so closely associated with ourselves that we have\nnot realized what has happened. Our perspective has not been great enough. The\nbusiness instincts of some men have, however, apprised them of this fact, and they have\nrealized it sooner than the public-school educators. Therefore we see business colleges\nfull to overflowing with boys, while the proportion of boys to girls in the high schools\nhas been constantly decreasing. The fact that some 150,000 pupils are in attendance in\nthe various business colleges of the country proves my contention, that the public schools\nmust change with the changing conditions, or they must give way to something that will\nmeet these conditions.\nWe must then introduce such courses in our public schools as will train for the business profession as the present courses have trained for the literary, medical, legal, and\ntheological professions. At the same time we must remember that the schools should not\nbe transformed into mere clerk factories. In remodeling our courses of study we should\naccept all that is good and essential of the general culture studies offered in the present\ncourses, and add thereto what will tend to fit the pupils for actual business careers. The\npupil should be taught thoroly and surely the essentials of business in its various forms.\nHe should understand accounting and stenography, commercial law and commercial\n\n"}
{"page": 761, "printed_page": null, "text": "Department]\n\nWRITING\n\nIN\n\nGRADES\n\nBELOW\n\nHIGH\n\nSCHOOL\n\n749\n\ngeography, civics and economics. He should be taught the correct, careful, and accurate\nuse of English, for the language of business is alive and pulsating with feeling. And he\nshould be taught more than this, for the object of education is the training of character,\nthe production of a fine race of men. Only those nations and peoples will make history\nwho succeed in doing this.\nThis business education should be instituted no less for the benefit of the pupil than\nfor the benefit of the business itself, for if we succeed in educating a race of broad-minded\nand cultured business-men, we shall have proven ourselves worthy of our place in the\nfield of education.\nIf not, we had best not introduce these courses into the public schools.\n\nWRITING IN THE GRADES BEIOW THE\nWHEN THE COMMERCIAL BRANCHES\nIN THE HIGH SCHOOL\nJ. F. BARNHART,\n\nSUPERVISOR\n\nHIGH SCHOOI\nARE TAUGHT\n\nOF WRITING, CITY SCHOOLS, AKRON,\n\nO.\n\nA few years ago the special training needed to prepare young men\nand women for business was given exclusively by the business colleges.\nThe public schools knew little about it and cared less; but times have\nchanged, and today the majority of our leading schools have added the\ncommercial branches to their courses of study.\nIn taking up the matter of commercial education, the public schools\nare called upon to solve new problems, one of which is the question of\nbusiness penmanship. A good handwriting is now as ever one of the\nchief requisites of a business education. A graduate writing a Horace\nGreeley hand would find that, while the commercial studies had furnished\nexcellent discipline for the mind, and while the knowledge gained was\nvery valuable, they would aid him little more than Latin or Greek in\nsecuring a position in a business house.\nThe best-equipped commercial high schools and departments are\nendeavoring to meet the demands of the business world by giving training in writing, but with a course embracing such a large number of\nstudies the demands upon the pupils' time are so great that the time\navailable for practice in writing is somewhat limited. Considering the\nfact that the pupils have already had writing for eight years, it is fair to\ndemand why they are not able to write well enough to take up the\nhigh-school work, and especially so since the adoption of a simplified\nstyle of penmanship.\nThe subject of this paper implies that the course of training in writing\nin the grades should be given with reference to the needs of the high\nschool. While grammar schools do not turn out experts in any line, yet\nit seems to me that, if the time usually devoted to writing were spent in\nthe proper way, it would be sufficient to establish such a writing habit as\nwould enable pupils with only incidental attention to meet all the requirements in this direction of the high school or of the business world.\n\n"}
{"page": 762, "printed_page": null, "text": "75°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Business\n\nPupils rarely, if ever, learn to write a good business hand, however, without professional training, and this the public schools must furnish, if they\nundertake commercial education. But are our grade teachers, principals,\nand superintendents as a rule sufficiently expert in writing to give this\ntraining ? Examine the rolls of this great association and the hotel\nregisters for a reply.\nThis expert training, then, must either be given in the grades, under\nthe direction of a supervisor of writing, or later in the high school, by a\nspecial teacher. There is no escape from it. All attempts to turn out\ngood business writers without thoro, systematic training have resulted in\nfailure. In the interest of the child, in the interest of the writing, and in\nthe interest of the other school work, this training should by all means\nbe given in the grades. Why put a specialist in the high school to correct\nthe bad habits which a supervisor in the grades could have prevented ?\nWhy devote extra time in the high school making up for wasted time\nand wasted energy in the grades, due to indifferent and haphazard instruction, when this time and energy could have been saved by a supervisor to\ndirect the work in a systematic way ? Why spend public funds for special\ntraining in writing to the few who enter the high school, while the many\nwho are justly entitled to a good handwriting go out into the world with\nan indifferent style, when the same amount could just as well be expended\nfor a supervisor whose services would benefit all of the pupils ?\nBut some might say : We cannot give more time to writing in the\ngrades, as we need all the time we can get for the \"enriching studies.\"\nBut I do not ask for more time. The trouble is not so much the amount\nas it is the kind of instruction. There is a tendency in some places, however, to cut down the time for writing, and in others to make writing a\nsubordinate subject. This is a mistake. Writing must continue to\nreceive its just share of attention. Business-men are demanding commercial training, and they will not look with favor on any neglect of\npenmanship.\nSome of our school authorities have been led to think that, with copybooks, no supervisor is needed. Such an idea is fatal to the best results\nin writing. I believe in copybooks, but they have been so badly misused\nthat some have denounced them as a curse. To substitute copy-books\nfor a supervisor, with a view to saving money, is bad policy and worse\neconomy.\nPerhaps the greatest single boon that has come to the public schools\nin the last quarter of a century has been the introduction of vertical\nwriting. It is the true standard for the schools and the best basis for\ngood business penmanship. It is simpler, and therefore easier, to teach\nand easier to learn than the old slant system, and on this account some\nhave made the mistake of depending too much upon the system. No system will produce good results without earnest, faithful, intelligent teaching.\n\n"}
{"page": 763, "printed_page": null, "text": "Department]\n\nWRITING\n\nIN\n\nGRADES\n\nBELOW\n\nHIGH\n\nSCHOOL\n\n75 J\n\nFailure is therefore due either to unfavorable conditions or to indifferent\ninstruction. Instead of improving the instruction, we hear of a reaction\nagainst the vertical in favor of a slant. The cause of the failure cannot\nbe removed by tipping the writing over a little. One great objection to\nthe vertical has been the tendency to backhand. This is only a symptom\nof poor teaching. It is largely due to bad penholding. There is no such\ntendency when the pupil is properly taught.\nAnother objection to vertical penmanship is that it is slow. Speed in\nwriting is a matter of training, but, instead of giving the necessary training, some are searching for speed in slant, when they should remember\nthat a few years ago the Spencerian system was denounced because it was\nso slow. Numerous tests have shown that greater speed has been developed with the vertical than was ever claimed for slant writing by the\nauthors of rapid systems of slant writing. There is so much unreasonable\nprejudice against vertical writing that the utter folly of changing back to\nslant may not be seen for several years, but it will be seen in time. Not\nonly are such schools making a serious mistake, but the business colleges\nare making a greater mistake in continuing to use the Spencerian system\nafter it has been forever abandoned by the public schools in favor of\nvertical writing and high slant. The training necessary to make a good\nslant writer will make a better vertical writer, and no one can become a\ngood business writer without the necessary practice. The public schools\nfailed utterly to turn out good slant writers without it, and they will as\nsurely fail with the new system. The solution of the problem, then,\ncannot be found in the system of writing, however superior, but it can\nbe found in the system of instruction. Writing needs expert supervision\njust as much as either drawing, music, or physical culture ; yet, while there\nare supervisors in most cities for those subjects, there are usually none\nfor writing.\nWith a course of study in writing planned with reference to the\nneeds of the schoolroom and to future demands, and with a competent\nsupervisor to train the teachers and to direct the instruction, there will\nbe system and uniformity thruout the schools, the time and energies of\nteachers and pupils will be economized, a desire for good writing will be\ncreated, interest and enthusiasm will be aroused and sustained, and the\nbest possible results realized.\nWithout supervision, conditions can hardly be favorable for even fair\nresults, judged from a commercial standpoint. The pupils in the grades\nusually pass thru the hands of at least eight teachers having different\nqualifications and different degrees of interest in the subject, and all\nwriting different styles. One likes small, neat writing; the next, large\nand bold; one will write vertical, the next, slant; one will work for\naccuracy, the next for speed ; one will build up, the next tear down ;\nwhile none of them will know exactly where they are at or where they\n\n"}
{"page": 764, "printed_page": null, "text": "NATIONAL\n752\n\nEDUCATIONAL\n\nASSOCIATION\n[Business\n\nare going. The pupils will copy the peculiarities from the writing of the\nvarious teachers, and this collection of freaks in the pupils' writing will\nbe mistaken for individuality. There will be a sort of go-as-you-please\nplan on the part of the teachers which will result in a write-as-you-please\nstyle on the part of the pupils. Failure to get good results will be\nattributed to the system of writing instead of the system of instruction.\nConsidering the subject from every standpoint, then, I would say that\nschools undertaking commercial education should furnish the best instruction in writing possible in the grades. There are certain conditions,\nhowever, which make the acquisition of a good handwriting difficult even\nunder the direction of a supervisor. Children are taught to write when too\nyoung to write properly, and they are required to do too much writing\nin the lower grades. Neither the slate pencil, lead pencil, nor the average penholder is adapted to the learner. They are therefore responsible\nfor very bad habits, such as incorrect penholding, gripping, excessive\nfinger action, and bad position. A large part of the teachers' time in the\nhigher grades is devoted to the correction of these habits. A suitable\npenholder should be placed in the hands of the pupils after a year or two\nwith crayon on blackboard or paper, and then used for all written work\nthruout the grades. Bad habits will thus be prevented, and by using but\none instrument the pupils will become more expert in its use, there will\nbe a decided gain in the quality of the writing, and the books and manuscripts will present a more businesslike appearance.\nBut I must say that of all subjects none will deteriorate faster than\nwriting. Pupils often reach the high school with a fair style, but, owing\nto the utter lack of attention to the subject on the part of the high-school\nteachers, the writing soon becomes wretched. Teachers who would not\nallow a mispronounced word or an incorrect expression, and who would\nnot permit pupils to enter the room in a careless manner, seem to think\nit beneath their dignity to insist on correct and businesslike penmanship.\nSuch a state of affairs is not only absolutely inexcusable, but disgraceful.\nPupils can take notes and can do all the writing required without scribbling.\nLet the teachers demand good writing, and they will get it. Teachers\nwho excuse themselves by saying it is not their business to teach writing\nshould be reminded that it certainly is not their business to unteach\nwriting, or anything else taught in the grades.\nAfter a number of years' experience in the grades, in the high school,\nin the business college, and in the normal school, I am led to believe that\nthe interest of the pupils for whom the schools are established can best\nbe served in the matter of writing by the plan suggested in this paper.\nIf it meets with the approval of the commercial high schools and departments, they should urge its adoption. If pupils enter the high school\ndeficient in writing, then a special teacher is a necessity; for if the commercial high schools and departments expect to do more for their pupils\n\n"}
{"page": 765, "printed_page": null, "text": "Department]\n\nWRITING\n\nIN\n\nGRADES\n\nBEIOW\n\nHIGH\n\nSCHOOL\n\n753\n\nthan merely prepare them for a business-college course, then they must\nnot neglect this subject of business writing.\n\nDISCUSSION\nF. F. Musrush, supervisor of writing and drawing, public schools, Lakewood, O. — We\nare living in a commercial age full of opportunities for young people of both sexes, who\nare eager and impatient to grasp them, frequently encouraged by their parents, who, from\nmotives of necessity or those of selfish gain, force their children to leave the schools to\nbecome wage-earners, to the detriment of skilled labor. This is a serious fact confronting\nthe management of the public-school system. Since writing has become an important\nfactor in the business world, whither the masses are tending, it demands its share of\nattention as well as the other branches of education. I dare say no part pertaining to the child's elementary education has been more thoroly discussed in recent years\nthan the style of writing to be taught him. In fact, little remains to be said that would\nthrow more light upon the teaching of this branch.\nTo know that the subject is one of interest to educators outside the penman's profession isgratifying to all who are striving directly to raise the standard of public-school\nwriting to the highest possible point. The great interest manifested by the leaders of\neducation regarding writing in the public schools goes to show conclusively that it is a\nvery important factor in the groundwork of every child's education.\nJudging from past experience as a teacher, I believe that any child possessing a fair\ndegree of intelligence and perseverance can learn to execute a good style of writing. I\nam convinced that it is not so much the style taught as the methods employed in teaching\nthe branch that causes so many poor writers among the public-school pupils. In the\nbusiness world we find persons who write all the styles well. Every style has some good\npoints, and every commercial student should be able to write the three leading styles\neasily and freely. For teaching a class of beginners, no style is superior to the round\nvertical letters. If writing is begun in the primary years, I would continue with the\nvertical as far as the fourth year.\nThere seems to be a difference of opinion among students of child nature as to the\ntime to introduce writing. Some of the educators think it not wise to introduce the subject before the third or fourth year. I believe that children would do better and more\nthoro work in the later years of their school life if they were not forced so much in the\nprimary and intermediate grades, and I am inclined to think they should do very little or\nno writing until they reach the fourth grade. During the primary years nothing more\nthan the form or shape of the letters should be given them.\nThe practice drills should be taken up not later than the fifth year. These drills are\nvery essential in acquiring a smooth, easy style of execution. Much of the public-school\nwriting shows a lack of careful drill on movement. Nothing will destroy a cramped,\nslow manner of execution sooner than careful methodical movement drills, which should\nbe chosen because of their application to the letter under consideration. These drills\nbring enthusiasm into the work necessary to secure the best results. They furnish the\nchild with ideals and appeal to his aesthetic sense.\nThe writing of the public schools has been freely criticised by just and unjust critics.\nAmong these critics are educators who do not know good writing when they see it, and\nothers who never attempted to teach a class of small children. Some of them do not\nfavor the teaching of writing beyond the first year of the child's school life, claiming it\nwill be able to master the subject in that time. I have usually found those people fair\nexamples of their theories. To decipher the meaning of their marks is a task neither\n' \"\npleasant nor desirable.\n\n"}
{"page": 766, "printed_page": null, "text": "NATIONAL\n\n754\n\nEDUCATIONAL\n\nASSOCIATION\n[Business\n\nThe opinion prevails with some that copy-books are the only things needed to make\ngood writers. If properly used, they are helpful, but in many schools they are a needless\nexpense. Copy-books furnish perfect forms to the child's eye, which tend to discourage\nhim. He has never seen his teacher write so beautifully, and wonders if the copies are\nreal when his teacher admits they are printed ones. His sense of justice is insulted, and\nhis attempts usually end in failure and disgust. What we need is more real, live, energetic teachers who can set copies for their pupils. Children love to look at nice writing,\nespecially if done by their teacher. In large school systems copy-books may prove their\nusefulness, if properly used. The cause of much slow, poor writing in the public school\nis a decided lack of interest shown by the grade teachers.\nShould we blame the teachers for slighting their work at times, when we stop to consider what they are expected to do every week of the school year ? Look at the present\ncurriculum of the public schools ! Is there not a stupendous amount of work to be\naccomplished during the four or five hours' time allotted to a school day? Give the\nprimary teachers an opportunity to lay the foundation well, then the building may be as\nextensive as the builders may desire.\nHow many words should the eighth-year pupil be able to write per minute ? This\nquestion is difficult to answer. Some teachers expect forty or more, others are satisfied\nwith fifteen words per minute. I am satisfied with pupils doing work averaging twentyfive words a minute. Business-men as a usual thing are not rapid writers ; few of them\naverage a speed of forty words. Is it fair to expect the child to equal the adult of constant practice ?\nIn conclusion, permit me to say that I am convinced that poor writing is not the\nresult of styles or systems, but is directly due to false ideas of teaching. Supervisors\nshould meet with their teachers frequently and outline their work by example, so that\ntheir teachers will understand how to teach as their supervisor desires. Thirty minutes\nspent in a room once a year by the supervisor is no inspiration to pupils or teachers.\n\nTHE\nTHEODORE\n\nPHONOGRAPH AS AN AID IN TEACHING\nSHORTHAND\nF.\n\nLAKE,\n\nTEACHER\nSCHOOL,\n\nOF\n\nPHONOGRAPHY,\n\nBROOKLYN,\n\nCOMMERCIAL\n\nHIGH\n\nN. Y.\n\nWe live in an intensely mechanical-practical age. Wherever human\ningenuity can be applied to lighten human labor, it has been done. From\nthe. improved tool of the farmer to the automobile of the millionaire,\ninventive genius has invaded every conceivable avenue for lightening\nlabor and promoting comfort. Up to a short time ago, however, the\nsentiment has generally prevailed that, with the exception of the timehonored ferule, the teacher's profession has not been open to mechanical\ninvasion. True, there are machines in the profession ; you and I work\nside by side with them every day; but these have been generally looked\nupon as due to other causes than human ingenuity. But why should not\na teacher employ machinery, or any other motive power, so long as he\nobtains as good or better results, and that without the sacrifice of nerve\ntissue and brain-cells ? Already the largest school of correspondence in\nthis country has taken up the use of the phonographic record as a means\n\n"}
{"page": 767, "printed_page": null, "text": "Department]\n\nPHONOGRAPH\n\nAS AN AID IN TEACHING\n\nSHORTHAND\n\n755\n\nof teaching foreign languages. It is not a fad with them. It is a means\nof meeting certain conditions that cannot be met in any other way.\nWhile I believe the Commercial High School of Brooklyn, N. Y., is a\npioneer in the use of the concert phonograph as a means of class dictation, still it is our desire to disclaim all tendency toward faddism. The\ninnovation there was nothing more than a necessary step brought about\nby existing conditions. With several hundred boys to recite in shorthand\neach day, and with periods of forty-five minutes each, we have the problem which confronts us, how to make the greatest possible use of the\nforty-five minutes.\nThe time of shorthand study may be logically divided into three\nperiods : the period during which the principles of the system are being\nacquired, the vocabulary period, and the period of dictation. During\nthe late vocabulary period, or after the student has mastered the principles of his system and is ready to apply them, we usually devote ten to\nfifteen minutes at the opening of each recitation to a review of these principles, using carefully prepared lists of words for the purpose, and giving\nas much time as possible to individual needs. The remaining thirty or\nthirty-five minutes is then given over to dictation. I need not tell you that\nit is during this period of early dictation, while the pupil is making his\nfirst application of the principles, that his need of individual attention is\nmost urgent. And you cry out in your despair : \"Oh, for someone to do\nthis mechanical work and give me opportunity to help the boys — to\npass among them as they work, criticise them, offer a suggestion here, a\nhint there, or a word of commendation or encouragement ! \"\nIndividual instruction has been the slogan of the theoretical pedagog\nfrom time immemorial. But in the public schools, where overcrowded\nconditions prevail and large classes are the rule, the teacher despairs of\never solving it.\nThese rambling introductory remarks have not been delivered with\na view of impressing you with any profound learning on the subject or\nany philosophical presentation of it, but merely to confirm your suspicion\nand mine that relief should come from some quarter. I will tell you\nwhere I found mine. While passing a phonograph exchange on Bedford avenue in Brooklyn, one morning something over a year ago, I\nheard one of Mr. Edison's concert phonographs delivering the words of\nLincoln's Gettysburg address, and the thought came to me : Why not\nemploy it as teacher No. 2. For the paltry sum of $75 and a certain\namount of diplomacy, we persuaded the phonograph man to transfer title\nto us. Teacher No. 2 was taken to our class-room, the record made, the\nhorn turned on a class of sixty boys, and to our infinite delight we witnessed the students take the dictation quite as readily as they ever took\nit from me.\nWhat is the result ? The machine relieves me of an immense amount\n\n"}
{"page": 768, "printed_page": null, "text": "756\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nof purely mechanical work, and I am at liberty to pass among the students and bestow such individual instruction or assistance as they may\nneed. The speed may be regulated as I desire by a simple turn of a\nlever, and, perhaps most important of all, the dictation is mechanically\nuniform. As you well know, even in the case of the experienced dictator, it is the instinctive tendency to pause after each new or difficult word\nor outline, thus cultivating in the student a halting, hesitating style, and\nrobbing him of the ability to attack and record new and difficult outlines\nwithout serious loss of time. Then, too, for the simple pressing of a\nbutton, you have at your command the material for endless repetition.\nTo be sure, the pupil must be perfectly grounded in the principles of his\nsystem ; and this repetition must be administered in such disguise and\nin such discreet doses as not to become monotonous and be productive\nof mind-wandering. But, no matter what the conditions, repetition in\nshorthand we must have until each new word or combination of words\nslips thru its beaten track of brain-cells, and the fingers move involuntarily to the sound. I know of no better means of gaining this repetition without the sacrifice of lungs and precious nerve-cells than the\nphonograph.\nI am about to open a recitation. After a few minutes devoted to a\nthoro review of the principles, the cylinder upon which our last dictation\nexercise is recorded is then placed upon the machine ; so that at the very\nbeginning of the general dictation work speed practice may be introduced. Bear in mind, however, that the matter which the machine is\nabout to reproduce has beeji thoroly mastered at a preceding lesson.\nThe machine may now be set in motion at a speed easily within reach of\nthe class, and during the time devoted to this part of the lesson the speed\nmay be almost imperceptibly increased, until at the end of the exercise\nthe student has gained a number of words per minute.\nThe class is now ready to take up the work of the advanced lesson,\nand here I find another device serves my purpose admirably. On hard,\nwell-sized paper the advance lesson may be traced in correct shorthand,\nusing hectograph ink. By then using the hectograph something like one\nhundred excellent copies may be made for class use. Armed with as\nmany copies as you have students, you take up the third division of your\nclass work. Passing a sheet to each pupil, you require him to read or\ntranscribe the shorthand notes. This done, you require him to pick out\neach new and difficult character and phrase and familiarize himself with\nit. You are now ready for dictation. You have a record of the hectograph matter, and, setting your machine at a rate of speed easily within\nreach of all, you conclude your recitation, preserving your record, however, for your speed work on the morrow.\nMany of our boys, on coming out of the school, wish to prepare themselves for the civil service, and particulary for the court-reporting branch.\n\n"}
{"page": 769, "printed_page": null, "text": "Department]\n\nPHONOGRAPH\n\nAS AN\n\nAID\n\nIN\n\nTEACHING\n\nSHORTHAND\n\n757\n\nI find that an almost perfect reproduction of the attorney examining the\nwitness may be obtained by means of the machine.\nAnd now a few hints as to the machine itself, and I am done. The\napparatus complete will cost you seventy-five dollars, and twenty-five\nblank cylinders ten dollars more. But here your expense practically\nceases, for each cylinder may be shaved from one to two hundred times,\nthus giving you several thousand records.\nIf your class is small and you do not care to use the large horn,\nwhich in reality distorts the sound, you may place your machine at the\nhead of a long table or series of tables, the length of which you extend\nhalf-inch rubber tubing. From this main rubber tube branch tubes may\nbe run with receivers to the ear of each student. By this means you have\nan almost noiseless dictation period, and practically the same result is\nobtained ; altho the horn dictation is nearer the actual condition of\nthe class dictation. The great trouble with the phonograph, as used in\nthe office, has been that you cannot dictate and shave the record at the\nsame time. But in its use in the schoolroom this objection has little\nweight, for the amount of matter used in a day is small when compared\nto that of an office, and it is an easy matter to have your pupils shave the\ncylinders for you as often as you desire.\nYour greatest trouble at first will be in the making of your records.\nWe little realize what defects in enunciation we have until we hear our\nwords hurled back at us from a brass horn. But these defects you will\nsoon learn to overcome, and with a little patience and a proper enthusiasm you are bound to succeed, and will undoubtedly find the phonograph a great aid in teaching shorthand.\n\n"}
{"page": 770, "printed_page": null, "text": "DEPARTMENT\n\nOF PHYSICAL\n\nSECRETARY'S\n\nEDUCATION\n\nMINUTES\n\nFIRST SESSION.— Wednesday, July io, 1901\nThe meeting was called to order in the Light Guard Armory, at 2 : 30 P. M., by Dr.\nW. O. Krohn, Chicago, the president.\nAfter a solo by Miss Tekla Farm, of Detroit, the address by the president, on \"Physical Training as Corrective of Brain-Disorderliness,\" was given.\nFollowing this came a paper by Miss Nina B. Lamkin, Kelso School, Chicago, on\n\" Physical Exercises for the Average School.\"\nAfter another vocal solo by Miss Farm, a paper written by Mrs. Frances W. Leiter,\nof Mansfield, O., was read by Miss Charlotte Carne, directress of physical training,\npublic schools of Detroit.\nThe subject was \" Legislation — Why Needed.\"\n\" Physical Training and the American Teacher \" was then given by Hans Ballin,\nsupervisor of physical training, Little Rock, Ark. H. E. Kratz, superintendent of\nschools, Sioux City, la., led in the discussion of Professor Ballin's paper, followed by\nMrs. Louise Preece, of Minneapolis, and Professor Ziegler, of Cincinnati.\nThe president appointed as nominating committee :\nDr. Augusta Requa, New York city.\nHans Ballin, Little Rock, Ark.\nTheodore Toepel, Atlanta, Ga.\n\nSECOND SESSION.— Thursday, July ii\nThe meeting was called to order at 2 : 30 P. M. by the president, Dr. W. O. Krohn,\nwho spoke regarding physical training and the work done by the turners of America.\nThe remainder of the afternoon was devoted to the following exhibition given by\nthe turners of Detroit, under the able direction of Berthold Seiffert :\nPROGRAM\nPART I\nOverture, by the Great Western Orchestra.\n1. Calesthenic exercises, girls and boys from 6 to 12 years of age.\n2. Wand exercises, boys from 12 to 14 years of age.\n3. Climbing and high jumping, boys from 6 to 12 years of age.\n4. Hoop exercises, girls from 10 to 12 years of age.\n5. Class work on three horses, boys from 12 to 14 years of age.\n6. Class work on swinging ladder and rings, girls from 12 to 14 years of age.\nPART II\nSelection, by the Great Western Orchestra.\n7. Athletic games, girls and boys from 6 to 12 years of age.\n8. Dumb-bell exercises, boys from 14 to 18 years of age.\n9. Indian club and wand exercises, young ladies and men of Detroit S. T.-V.\n10. Class work on four double bars with pyramids, boys from 14 to 18 years of age.\n11. Dancing roundel, girls from 12 to 14 years of age.\n12. Apparatus work and fencing, young men of the Detroit S. T.-V.\n\nThe Committee on Nominations reported the following :\nFor President — Dr. W. O. Krohn, Chicago, III.\nFor Vice-President — Theodore Toepel, Atlanta, Ga.\nFor Second Vice-President — Dr. Augusta Requa, New York city.\nFor Secretary — Mabel L. Pray, Toledo, O.\n\nThe report was unanimously adopted, and the department adjourned.\nMabel L. Pray, Secretary.\n\n758\n\n"}
{"page": 771, "printed_page": null, "text": "Education]\n\nPRESIDENT'S\n\nPAPERS\nPRESIDENT'S\n\nAND\n\nADDRESS\n\nDISCUSSIONS\n\nADDRESS— PHYSICAL\nTRAINING\nRECTIVE OF BRAIN-DISORDERLINESS\nDR.\n\nW.\n\n0.\n\nKROHN,\n\n759\n\nCHICAGO,\n\nAS\n\nCOR-\n\nILL.\n\nI. All learning is by means of association of ideas. The successful\nteacher associates new impressions with preceding experiences. Each\nnew sensation, each new idea, is interpreted by the pupil in the light of\nhis previous experiences. The teacher helps the child in his endeavor\nto learn, by making possible certain definite associations that are logically\nbound to lead to conclusions that are just as certain and just as definite.\nIn this process there is the best possible exercise of the child's faculties\n— his memory, his imagination, his judgment, his powers of comparison,\nhis reasoning.\nThe clearness of perception and the comprehensiveness of the pupil's\nmental grasp depend on the distinctness of possible association of ideas\nin the subject-matter presented by the teacher in each individual lesson.\nThis distinctness and clearness depend on three things :\ni. The vividness with which they are presented. As an illustration\nof what I mean by vividness, I might refer to the oft-quoted illustration\nof Lange's :\nIf the teacher is to explain the distance of the sun from the earth, let him ask : \" If\nanyone in the sun fired off a cannon straight at you, what would you do ? \" \" Get out of\nthe way,\" would be the answer. \"No need of that,\" the teacher might reply. \"You may\nquietly go to sleep in your room and get up again ; you may wait until your confirmation\nday; you may learn a trade, and grow as old as I am — then only can a cannon ball be\ngetting near; then you may jump to one side. See, so great is the sun's distance.\"\n\n2. The frequency with which two or more ideas are presented facilitates their likelihood of recall by means of association.\n3. The presence of rival ideas or perceptions militates against the\ndesired association of impressions and retards mental activity in its various forms of expression. It is this presence of rival ideas that robs\nthe teacher of the pupil's attention and makes instruction well-nigh\nimpossible.\nII. Turning from these foundation principles of practical psychology\nas applied to pedagogy, let us consider briefly what is meant by braindisorderliness. The defect in such a child is central, i. e., within the\nbrain itself. His senses may act with integrity. He sees well, hears\nperfectly ; taste, smell, tactile, and other senses are normal. The\nimpressions from his organs of sense are conveyed to the brain at the\nnormal\n\nrate, and\n\nin the same way as in the bright, well-poised child.\n\n"}
{"page": 772, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n760\n\n[Physical\n\nThe avenues of expression in the brain-disorderly child may be normal\nin every respect. His eyes, his arm muscles as used in gesture, his speech,\ntell the story of his thoughts, such as he has, with integrity and with\nclearness. If there is nothing wrong with his avenues of sense or with\nhis avenues of expression, where is the difficulty ? Within the brain\nitself. But where in the brain ? In the fibers that go to make up and\ndefine the paths of association.\nYou recall from your study of anatomy that there are countless\nthousands of nerve fibers within the brain mass that connect each brain\ncenter with every other brain center. In the brain-disorderly child the\nassociations of ideas are so poorly made, or made in so haphazard a way,\nthat the paths are not definite, clear, and distinct.\nIII. Physical education thru appropriate, well-advised, regular,\nsystematic effort determines paths of expression in such a perfect way as\nto relieve the brain of tendencies to disorderly action. The child is made\nto see clearly the action to be performed. He performs it with earnest\neffort and eager interest. Definite paths of association are formed.\nEach succeeding brain or mental activity is helped thereby. I have seen\nmany cases of seemingly incurable brain-disorderliness thus cured by\njudicious physical training.\n\nPHYSICAL\nMRS. FRANCES\n\nEDUCATION\n\nLEGISLATION— ITS NEEDS\n\nW. LEITER, SUPERINTENDENT\n\nEDUCATION,\nFIELD, O.\n\nNATIONAL\n\nWOMAN'S\n\nOF DEPARTMENT\n\nCHRISTIAN\n\nTEMPERANCE\n\nOF PHYSICAL\nUNION, MANS-\n\nThe following statements can be made before such a session as this\nwithout involving discussion or controversy:\n1. Physical education is not a branch of study, but one of the three great departments in education.\n2. It aims to secure health by the free circulation of good blood in all parts of the\nbody, thru systematic exercise.\n3. It seeks the most complete development possible of all organs, and all parts of\nthe body.\n4. It disciplines the body thru exercise, just as the mind is disciplined by mental\nexercise.\n5. It establishes better brain and nerve, as well as muscular, tissue, which builds for\nmaximum mental achievements. This means better scholarship during the school period,\nand greater success later in life, where intelligence is essential.\n6. It increases and strengthens will-power, the keystone of human character and\nefficiency.\n\nWith such premises as these, we can easily conclude that such education is essential to each and every child, girl as well as boy, in rural districts as well as in towns and cities. In fact, it should unquestionably be an\n\n"}
{"page": 773, "printed_page": null, "text": "Education]\n\nPHYSICAL\n\nEDUCATION\n\nLEGISLATION\n\n761\n\nestablished part of the curriculum of our public schools. Mental proficiency without physical fitness is only half preparation for life. Experience has demonstrated that even less mental endowment with more\nreliable physical basis and vigor insures greater success.\nForty years ago the educators of the country, assembled at Buffalo,\ndeclared by resolution that physical discipline should not only be incorporated in the public schools, but should be required by law. These\nforty intervening years, under the increasing demands and exhausting\nconditions of modern civilized life, have made the necessity seem all the\nmore apparent ; and yet ten years ago this important subject was only\nbeginning to gain a hold on educators, while the public at large today\nfails to appreciate this great lack in our school system.\nIt is a mistaken idea, which generally prevails, that this phase of education isalready established in the schools. In the large cities and some\nfavored towns this is the case ; but it scarcely provides for one-fourth of\nthe children attending the public schools. Even in these favored cities\nand towns it is at the mercy of changing boards of education and the\nwhims of communities, which may at any time decry it as an educational\nmeasure. Spring elections have been known to upset finely developed\nplans along this line in the schools. The representative American board\nof education does not always represent the average intelligence of the\ncommunity.\nSo long as this remains the case, and so important a matter continues\nwholly in the hands of boards of education to provide for or reject, as\nthe case may be, we cannot hope for permanent and efficient physical\ntraining in our schools.\nTo put this matter beyond the contingencies of spring elections and\nthe fluctuating judgment of boards of education, a law should be placed\nupon the statute books of each state making physical education, not permissive, but compulsory in all grades and classes of schools under public\ncontrol.\nSome educators object to the provision which makes the school law\ncompulsory, viz., the penalty. The penalty will never concern a lawabiding educator ; but it should exist to protect so important a subject\nfrom the results of delinquency on the part of school officials and indifference on the part of teachers. We have been told by one prominent educator that the school law providing for reading, writing, and arithmetic\ndoes not include a penalty. For good reasons this is true. The enforcement of these requirements takes care of itself. These primary branches\nare fundamental. Upon them all education rests. It is absolutely\nimpossible to advance in the school curriculum without knowledge of\nthese fundamental branches. Physical education is not fundamental, at\nleast not in the same sense. More fittingly do we call it vital, rather\nthan fundamental ; and yet we see that education, one phase of it at\n\n"}
{"page": 774, "printed_page": null, "text": "762\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nleast, may progress with what we choose to call a vital phase neglected.\nResults, however, are deplorably one-sided. Some circumstances have\nhindered the progress of this feature in our schools :\n1. The school curriculum is already overcrowded. There is no time,\nit is claimed, to get in the needed fifteen or twenty minutes.\n2. Lack of harmony between various systems of physical education.\n3. The demand for extra expense in articulating this department of\ntraining with the schools.\nIn reply we claim :\n1. Added power to concentrate the mind when at mental work, wi£h\nmore perfect control of self thru physical discipline, will permit time to\nbe gained and better work to be accomplished in the schoolroom.\n2. We are beginning to see that lack of harmony among physical\neducators, if it exists to any great extent today, is not so much conflict\nbetween systems as antagonism between individuals, which will eventually\ncorrect itself as the work is more generally established in the schools.\n3. Competent specialists are needed, and the great army of teachers\nwho preside in the schoolroom must be educated to conduct the daily\nwork. It has, thus far, been the aim of attempted legislation to secure,\nfor the immediate future, the best possible results with the least financial\noutlay. Physical education is a feature of pedagogy which cannot be\nacquired nor taught thru the medium of text-books, as science, history, literature, etc., are acquired and taught. It needs the thoro knowledge of,\nand discipline in, practical method on the part of the teacher. To accomplish this, there must be able specialists employed as instructors. Educators\nhave devoted their first thought and energy to securing the best methods\nfor mental progress on the part of the child, while the physical need has\nbeen woefully neglected. So occupied have they become in the application of these methods that it has been left to reformers to inaugurate and\ncarry forward plans which will provide systematically for the best possible\nphysical conditions in rising generations. It came as an inspiration to\nthe great philanthropist, Frances E. Willard, that when this American\npeople can have healthier, better- disciplined bodies, there will be less\ndemand for narcotics as medicine. It is not alone at the hotel bar, nor\nat the grog shop, that drunkards are started. The prescription of the\nphysician, the enormous list and quantity of patent medicines used, have\nmuch to account for in the progress of drunkard-making. In 1890 the\nNational Woman's Christian Temperance Union created the department\nof physical education, of which department the writer has been superintendent since the beginning. It has been a work requiring patience and\nperseverance to secure suitable literature with which to educate the\npeople at large as to the necessity for systematic physical training in our\nschools.\nThousands of letters and many articles for the press have been\n\n"}
{"page": 775, "printed_page": null, "text": "Education]\n\nPHYSICAL\n\nEDUCATION\n\nLEGISLATION\n\n7^3\n\nwritten and sent out over the country, paving the way for compulsory\nlegislation in the states.\nIn 1892, thru the influence of the German turners, Ohio enacted a\nlaw providing physical training in cities of 5,000 inhabitants and over.\nWhile this resulted in some progress, the absence of enforcing provisions\ncaused the law to fall short of the success desired. A little later Louisiana\nadded physical training to required work in the schools, and to some\nextent the law has been enforced in that state. South Dakota made\nlegislative effort without success. North Dakota, by enactment, provided\nthis instruction for all pupils in all schools under public control. In the\nabsence of penalty this law is practically permissive only.\nIn 1892 a bill, the counterpart of the Ohio law, passed both branches\nof the general assembly of Pennsylvania, but was vetoed by the governor. Twice since the Woman's 'Christian Temperance Union of that\nstate was instrumental in having a bill introduced in the legislature of\nNew York state, but the outcome was not successful. Last year a partially successful law was enacted and is a good forerunner of what may\nfollow.\nIt remained for Ohio, in 1890, to make the most systematic effort for\nan amended law. While the campaign was conducted by the National\nWoman's Christian Temperance Union, it was under the auspices of the\nOhio Temperance and Physical Education Union, with an advisory council of twenty-two members, composed of the presidents of six of the\nleading universities and colleges, the presidents of thirteen well-known\nstate organizations, and several influential men of national reputation,\nliving in the state.\nThe bill was ably championed in the senate by Hon. Carl Nippert, of\nCincinnati. Without a word of discussion, it passed that body unanimously, but failed to reach the house calendar in time for consideration\nbefore adjournment. The judgment prevailed among those acquainted\nwith the sentiment in the lower branch that the bill would have become\nlaw had it reached consideration.\nThe main provisions in the bill were as follows :\nSec. 1 provided for physical education in all grades and classes of schools and\neducational institutions.\n•\nSec. 2 placed responsibility of the enforcement on boards of education and boards\nof educational institutions.\nSec. 3 required at least ten lessons and drills for all teachers in each and every\ncounty, this instruction to be given at teachers' institutes, unless otherwise more satisfactorily provided for. A sum not exceeding $200 was allowed each county for securing a\ncompetent specialist as instructor at institutes.\nSec. 4 authorized cities and other districts to make special provision for this\ninstruction, thereby excusing teachers of said communities from the requirement at the\nannual institute session.\nSec. 5 pertained to the qualification of physical educators who should serve as\ninstructors at institutes and as supervisors in the schools.\n\n"}
{"page": 776, "printed_page": null, "text": "764\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nSec. 6 provided for the establishment of this department of education in all normal\nschools or schools of methods hereafter devoted to the training of teachers under the state.\nSec. 7 placed a penalty of $25 upon any responsible officer who failed to carry out\nthe requirements of the law.\n\nThe advance of public sentiment in the Ohio general assembly on the\nsubject of physical education was remarkable. The bill was received\nwith favor in some directions not expected, particularly by members from\nrural districts. We hope to have the Nippert bill introduced at the\ncoming session of the Ohio general assembly.\nOne pertinent, practical question arose among several members of the\ngeneral assembly who were experienced educators, viz.: In case such a law\nis enacted, are there sufficient educated specialists to supply the demand ?\nTo this we readily responded : \" Such demand will soon create the needed\nsupply.\"\nWe are aware that some have objected to compulsory legislation until\nthere is at hand a sufficient number of specialists to supply the needed\ndemand. Thirty can readily meet the requirements at institutes in\neighty-eight Ohio counties during the institute period in case the law is\nsecured. When the field is fully established, many experienced educators will be ready to enter normal schools to prepare for this service.\nI am well aware that here today are some who, having spent years in\npreparation and in gaining experience, will not appreciate the plan of\nten yearly lessons for teachers who are wholly without previous physical\ndiscipline. To this I reply : We do not wait until the state is flooded with\nexperienced grammarians and arithmeticians before sending teachers to\nthe district school. The fact is, teachers are employed too many times\nwho are barely able to secure certificates in the primary branches. If this\nseems a necessity in mental work, we think it is possible to accomplish\nsomething in physical education under similar circumstances, since it is\nthe best that can be done.\nAll depends upon giving inexperienced teachers the best instructors\nour various training schools of physical education can produce. After\nonly ten lessons of the kind referred to, even the untutored girl will be\nable to go to the schoolroom for the first time, and before a term closes\nchange, in many instances, the physical trend of rural students of\nunfortunate physical habits. To know how to stand, sit, walk, and\nbreathe properly, with some of the simplest exercises for various parts of\nthe body, may give to the country boy or girl new conceptions of what\nphysical efficiency means, and of its bearing upon success in life.\nThe department of physical education under the Woman's Christian\nTemperance Union indorses no special system to the exclusion of others.\nFoundation principles are advocated upon which all systems build.\nIn the work of securing laws in the states we earnestly ask the\nco-operation of all physical educators.\n\nTo you, as specialists, we must\n\n"}
{"page": 777, "printed_page": null, "text": "Education]\n\nVARIOUS\n\nASPECTS\n\nOF PHYSICAL\n\nTRAINING\n\n7^5\n\nlargely look for support in an effort which requires influence from the\neducational field.\nOne efficient law will open the way for similar work in other states\nand give great impetus to normal schools, upon which we must depend\nfor educated specialists.\n\nTHE\nHANS\n\nETHICAL,\nPHYSIOLOGICAL,\nASPECT OF PHYSICAL\nBALLIN,\n\nSUPERVISOR\n\nOF\n\nPHYSICAL\n\nAND\nPSYCHOLOGICAL\nTRAINING\nTRAINING,\n\nLITTLE\n\nROCK,\n\nARK.\n\n\" Physical training \" is the term broadly applied to that part of the\nscience of education which deals with man physically. The popular\nbelief that bodily exercises influence only the physical man, his blood,\nmuscles, and sinews, has been proved fallacious by the researches of physiology and psychology. These sciences have shown beyond a doubt that\nany exercise, or movement of the body, is a direct or indirect action of\nthe mind also.\nIf this educational truth were thoroly understood, we should encounter fewer mistakes in teaching. What Pestalozzi surmised, Froebel felt,\nand Herbart endeavored to expound, modern sciences have made perfectly clear : all knowledge comes thru our senses. To train these, to\nmake them recipients of all impressions, and to fit the channels of intercourse between mind and body for easy and prompt action is the object\nof physical training.\nFrom this exalted standpoint, physical training takes an indispensable\nplace in the school curriculum of every schoolroom in the land. It is as\nimportant in rural districts as in the most populated parts of our large\ncities.\nA heritage of evils that man was piously wont to submit to has\nbeen removed by sanitary measures, the benefits of which are hardly\nrealized. The oriental view of the relationship of soul and body which\nfound its climax in the acts of the flagellants is in contradiction to evolutionary thought. Instead of looking for morals in affliction, we today\nstrive for morality thru health. If it is a moral obligation for the individual to care for his body and make and keep it healthy, it is the same\nfor society wherever the care of individuals becomes its duty, as in the\npublic school.\nIn ancient Hellas the vying to form the human body beautiful was\nas much an ethical endeavor of the individual as it was a matter of\nstate. Human beauty of form was recognized and admired as the highest\ntype in all nature. Thru the ceaseless practice of gymnastics the Hellenes not only achieved the most beautiful bodies, but reached a more\nexalted position in art than has ever been attained by any other race.\n\n"}
{"page": 778, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n766\nHand in hand with the achievement in this ethical field, the Hellenes\nmanifested their intellectual superiority. Posterity has perverted the\nGrecian conception of mind and body.\nThere are many sayings, and still more acts, which once led to the\nbelief that to subdue the flesh was to sanctify the spirit, and also that man\n\nshould not take pride in the appearance of his body. \" Forasmuch then\nas Christ hath suffered for us in the flesh, arm yourself likewise with the\nsame mind, for he that hath suffered in the flesh hath ceased from sin.\"\nWhile, on the one hand, the Grecian youth took pride in his healthy skin\nof red hue, which characterized him as a civilized man as distinguished\nfrom the \" barbarian \" of white skin, on the other hand, the hermit saint\nexposed his filthy and wounded body to the burning sun and gnawing\nvermin for the glorification of God. To eradicate this conception of our\nduty to our body is the ethical task of physical training. Let us become\nthoro believers in the truth that each man can do much to make himself\nhealthier and more beautiful, and that it is a moral duty which he owes\nsociety, as it is the duty of society to foster beauty and health in its public\nschools.\nAfter enumerating what he has observed of the activities of the child,\nFroebel asks and reasons :\nBut has this instinct for play no deeper significance ? Is it appointed by the\nSupreme Being merely to fill up time — merely to form an occasion for fruitless exercise —\nmerely to end in itself ? No ! I see now that it is the constituted means for the unfolding of all the child's powers. It is through play that he learns the use of his limbs,\nof all his bodily organs, and with this use gains health and strength. Through play he\ncomes to know the external world, the physical qualities of the objects, which surround\nhim, their motion, action and reaction upon each other, and the relation of these phenomena to himself; a knowledge which forms the basis of that which will be his permanent stock for life. Through play, involving associateship and combined action, he\nbegins to recognize moral relations, to feel that he cannot live for himself alone, that he\nis a member of a community, whose rights he must acknowledge if his own are to be\nacknowledged. In and through play, moreover, he learns to contrive means for securing his ends ; to invent, construct, discover, investigate ; to bring by imagination the\nremote near ; and, further, to translate the language of facts into the language of words ;\nto learn the conventionalities of his mother-tongue. Play, then, I see, is the means by\nwhich the entire being of the child develops and grows into power, and therefore does not\nend in itself. Play is the natural, the appropriate business and occupation of the child\nleft to his own resources. The child that does not play is not a perfect child. He wants\nsomething — sense, organ, limb, or generally what we imply by the term \" health \" — to\nmake up our ideal of a child. The healthy child plays — plays continually — cannot but\nplay.\n\nIt is upon this understanding of the nature of the child that Froebel\nfounded the kindergarten. This institution should be the connecting\nlink of the nursery and real life; should, by directing play, bring the\nchild in contact with the realities of the world. Not stunting, but rather\nfostering, this natural inclination of the child, the kindergarten should\nenhance the opportunities for sense-impressions.\nThus guided the child\n\n"}
{"page": 779, "printed_page": null, "text": "Education]\n\nVARIOUS\n\nASPECTS\n\nOF PHYSICAL\n\nTRAINING\n\n767\n\nshould enter school. But the Kindergarten is by no means within reach\nof all children of the land — the public school is. Does the public school\nrealize the great philosopher's ideal ? Does it lead the child thru playacts to investigate, invent, construct, and discover ? There is no intermediate step from the cozy mother's lap to the hard school seat. Is it\npossible that our schools can ignore the child's nature so entirely with\nimpunity when it expects the child of six years to behave in school as the\nyoung person of the high schools ? This is done, however, and if this\ncharge cannot be laid at the door of a goodly number of first primary\nteachers, there are so many of whom it can be said as to make it rather\nthe rule than the exception.\nModern physiology has rendered immeasurable service to pedagogy\nby its investigation of the growth of the human body. The folly of the\npast in considering the child a storehouse into which knowledge and\npower could be introduced at any time, if only proper methods be used,\nhas done much harm. The feat of Basedow, who taught his child to\nspeak Latin at six years, is as monstrous as the endeavor to make athletes\nof children of the same age. Physiology has taught us that each period\nof a child's growth has its fixed time, that certain parts of the body have\ntheir time of greatest development, and that these are not varied materially except in abnormal children. Thus the muscles grow stronger from\nthe center of the body to the extremity; the heart and lungs have their\ngreatest development during the years of adolescence. Not only should\nwe not interfere with the growth of these organs by overtaxing them during the period of their growth, but we must be cognizant of the fact of the\nclose connection of the body and the brain. An undeveloped muscle of\nthe finger has an undeveloped nerve-center in the brain, and vice versa.\nAn organ of the body which at any period of growth develops faster\nneeds a larger supply of nourishing material — blood. The blood taken\naway for other work of exertion — mental work, for instance — interferes with '\nthe very important growth of these precious organs. It is approximately\nin the years of adolescence that these organs grow faster, all out of proportion with their former development, and these are also the years that\nthe public schools are making heavy demands for the mental work of the\nchildren. Many earnest thinkers have attributed the apathy of girls\nbetween thirteen and sixteen years, and of boys between fourteen and\neighteen years, for school at this time to the disregard of these physiological phenomena. Physical training must, if it wishes to lay any claim to\nrationality, consider them and so arrange the materials of its system as to\nhelp during the different periods of growth.\nThe different ages and the periods of growth of the child require such\nexercises as will be beneficial at that time of life. These movements\nmust have physiological effects upon the whole body and upon its many\nparts, which are conducive to their perfect development.\nTraining, then,\n\n"}
{"page": 780, "printed_page": null, "text": "768\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nis not a hastening process, but a judicious treatment of the present forces\nin the child. Why should it be otherwise with the huraany body than\nwith all other living and growing creations ? There never was a rose\nbefore the bud.\nThe physiological effects of exercise must be known ; the requirements for each period of life must be known. Then enters a third factor\nof no less importance : the psychological effects of exercise must be\nknown. With the knowledge of development of the muscles we are\nenabled to say if the mind is capable of executing a certain exercise.\nFrom the fact that the muscles of the fingers, for instance, are the last\nmuscles that reach full growth, we can understand the difficulty which\nchildren before the age of seven years have in executing movements with\nthem, and we can understand the cramped position of their fingers and\nhand when obliged to hold the pen or pencil in a prescribed way. From\nthe time that the child lies in the cradle the education for co-operative\nwork of mind and body begins.\n\" We begin to cultivate the co-ordinating activity from the very beginning of our\nexistence. The small child gropes along in an uncertain way when it wishes to reach a\ndesired object, and only after many attempts does it succeed. Gradually, however, it\nbecomes familiar with this often-repeated co-ordinated motion, until at last it has thoroughly\nmastered it. The child has gradually learned to get hold of an object placed within its\nreach, if it wishes to do so, and has learned to do so quickly and safely, and without any\nwaste of energy whatever. In a similar manner, after many wearisome attempts, the\nchild learns to walk, run, jump, etc., in short, it brings a number of well-known forms of\nmotion, with which the co-ordinating action of the will is familiar, to school with it ; and\non this foundation physical training bases its work.\"\n\nPhysical training is not, as has often been represented, for utilitarian\npurposes. Its office is not to prepare the child for military service, the\nstage, and the like. It is simply one of those formative agencies in education whose ultimate aim is consistent with that of education itself.\nPhysical training should lay the groundwork upon which all higher and\nnobler activities of the mind and body may build. Thus it should give\nto the mind its strength to work with intensity; to the body theability to\ntrain for the nobler arts. Manual training must have physical training\nfor its preparatory school ; drawing, painting, sculpture, singing, and\nstage-acting must find their groundwork in physical training.\nWill the American people recognize the importance of physical training to its full extent by making it an indispensable part of youth education ? Let us quote a few who love their country well. Frederick Treves\nsays in his Physical Education :\nThe great elements in human progress afford, indeed, proper material for admiration. There is no one but would admit that the advantages of the civilized man over the\nsavage are such as to make reasonable comparisons scarcely possible ; but there follows\nupon this the question as to whether the so-called blessings of civilization represent an\nunmixed good. The intellectual victory has been great, but it has not been effected without cost. We have in our midst the inventor, the man of genius, the handicraftsman, but\n\n"}
{"page": 781, "printed_page": null, "text": "Education]\n\nVARIOUS\n\nASPECTS\n\nOF PHYSICAL\n\nTRAINING\n\n769\n\nwe have also the weakling, the delicate, the misshapen, and that most modern product of\nall, the manikin of the city. This pale, wizened, undersized creature represents no little\nsacrifice ; he is a product of civilization, an unintentional manifestation, but a characteristic one.\n\nHerbert Spencer wrote forty years ago :\nPerhaps nothing will so hasten the time when body and mind will be adequately\ncared for as a diffusion of the belief that the preservation of health is a duty. Few seem\nconscious that there is such a thing as physical morality. The fact is that all breaches\nof the laws of health are physical sins. When this is generally seen, and perhaps not\nuntil then, will the physical training of the young receive all the attention it deserves.\n\nDr. E. Seguin, United States commissioner at the Vienna Exhibition,\ncloses his remarkable report with these prophetic and true words :\nThere never was a people so master, and conscious altogether, of its own destinies\nas the American people ; therefore, none who needed more to educate its own flesh,\nbones, and sinews to obey its own will, and to bear its synergies toward this future.\nAnybody conscious of this ideal ceases to see education by any other light ; that is the\ncriterion. With it as a guide, we see what the American school must be. Beginning\nand ending in the folds of woman's affection and tact, education takes the child from her\nlap to the kindergarten, thence to the physiological school. There, all to be trained in\ntheir senses, in order to treasure, without distortion, the cosmos in their microcosmos.\nThere, again, all to be trained in the use of their hands, to create in the world of ideals\ntheir concepts of what it is good for them to do as their part of the co-operative improvements of our society and planet. Thence to direct apprenticeship, or to special schools\nof art, of technology, etc. Thence to the wide world, in the climate and with the mate\nwho suits them best, and promises children better than themselves.\n\nDISCUSSION\nH. E. Kratz, superintendent of schools, Sioux City, la. — The field of discussion\nprovided in this topic is so vast as to preclude its thoro discussion. The paper has, in\nthe main, covered the ground well, and is worthy of high commendation. I am in hearty\nsympathy with the views set forth in the paper as a whole, but there are a few features in\nthe discussion which impress me as indicating overemphasis of the results of physical\ntraining, or as making too broad claims for this important line of education.\nIn discussing the ethical, physiological, and psychological results of physical training the author of the paper, in contrast to the unwise practice of the flagellants, presents\nthe opposite practice of the Greeks after this manner: \"Thru the ceaseless practice of\ngymnastics, the Hellenes not only achieved the most beautiful bodies, but reached a more\nexalted position in art than has ever been attained by any other race.\"\nIs not this an unwarrantable assumption ? I am a great believer in the ethical,\nphysiological, and psychological advantages to be derived from wise physical training,\nbut am not ready to assume that the Greeks hold their pre-eminence in sculpture simply\nor chiefly because they practiced gymnastics unceasingly. That they developed among\nthemselves the most beautiful bodies, practically attained physical perfection, thru their\ngames and ceaseless practice of gymnastics, is entirely credible. That they even\ndeveloped in this manner their keen appreciation of the beautiful in human form,\nand thus laid the foundation for their supremacy in the realm of sculpture, may also be\nadmitted ; but that to this physical training should be due that incomparable shining forth\nof the soul thru the cold marble which constitutes the supreme charm and excellence of\nGreek sculpture cannot be successfully maintained.\n\n"}
{"page": 782, "printed_page": null, "text": "77°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nThat divine appreciation of soul qualities and skill to embody them in lifeless marble\nare not developed simply by striving after physical perfection. That which constitutes\nthe chief charm of life, that which makes life worth living, springs out of the proper\ntraining and development of the intellectual and spiritual. Greek education had in it\nprovisions for the development of that wonderful intellectual life which will always\nremain its greatest glory. That their ceaseless practice of gymnastics contributed somewhat to the attainment of this intellectual superiority, thru the development of healthier\nand stronger bodies, needs no argument. That it also provided a better body, a clearer\nbrain, a more perfect instrument for the mind to use, and established closer and more\nharmonious relations between mind and body, can be promptly accepted ; but that it was\nthe chief factor in the development of their intellectual superiority is pressing the argument too far, and is likely to produce a reaction.\nAs one who believes very strongly in physical training in our public schools, and\nparticularly in a larger introduction of it in the form of manual training, and who has\nadvocated, to the best of his ability, the necessity of thoroly correlating and co-ordinating\nthe activities of hand and brain, I wish to say that I believe it the part of wisdom not to\nmake such broad claims.\nHere is another statement which is open to discussion : \" We must not forget that all\nexercises are as much activities of the brain as of the muscles.\" Evidently in this statement the brain stands for the mental activities. Will anyone, after careful consideration,\nhold that all exercises, particularly in the schoolroom, are as much activities of the brain\nas of the muscles, or as much activities of the muscles as of the brain or the mind ? There\nmight be some advantages to be gained in the process of instruction, if these conditions\nof equal activity always prevailed. But we know they vary greatly, insomuch that we\nname this a physical and that a mental exercise, because of the predominance of one or\nthe other of these activities.\nThe act of walking may become almost entirely a physical activity. The act of\nreading at first is largely a mental activity. Educators have realized the necessity of\narousing and bringing into exercise all the powers of the child, increasing thus the points\nof contact, and thereby hastening as well as fixing more permanently the learning\nprocess. The \"trot method \" in teaching reading, as it is sometimes jokingly called, is\nwisely based upon this idea. To place the words, \" Run and shut the door,\" on the\nblackboard, and have the learner read and do the thing written, is to bring into the act\nof learning nearly all the child's powers, increase his interest, increase the points of\ncontact in the learning process, and make more permanent his acquisition.\nBut in the schoolroom exercises there is so little opportunity of combining in equal\nproportions the physical and mental that, unfortunately, this happy combination is\nalmost wholly divorced, and the learning process so often becomes a lifeless process,\nhaving in it but little of even healthy mental activity. We certainly need to press this\npoint, that school work is entirely too much directed toward the vain attempt to call out\nand develop the intellectual at the expense of the physical ; yes, and it should be added,\nat the expense of the intellectual as well.\nMy argument for placing greater emphasis on physical training in our schools is\nthat thru it our children may have stronger, healthier bodies, which may become the\nreadier servants of their minds ; clearer brains, which may acquire keener powers of\ninvestigation, and thus make possible the development of stronger mental fiber and the\nattainment of a broader, nobler life.\n\n"}
{"page": 783, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE INSTRUCTION\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Thursday, July ii, 1901\n\nThe department met in Room in, Central High School, Detroit, at 3 p. m., and was\ncalled to order by President N. A. Harvey.\nMusic — solo, \"The Night Has a Thousand Eyes,\" Lambert — by Miss Grace Bert.\nPresident Harvey delivered an address on \"A Plea for the Study of Educational\nPhilosophy by Teachers of Science.\"\nA paper on \" What the Teacher of Science Can Do to Increase the Estimation in\nWhich Scientific Studies Are Held \" was read by W. S. Blatchley, state geologist for\nIndiana, Indianapolis, Ind.\nA paper on \" The Status of Science Instruction in the Secondary Schools of the\nState of New York \" was presented by S. Dwight Arms, inspector of secondary schools\nfor the University of the State of New York, Albany, N. Y.\nJoseph Carter, of Illinois; Elmer A. Redman, of New York; and C. D. Lowry, of\nIllinois, were appointed Committee on Nominations.\nDiscussion of the papers followed by C. D. Lowry, Chicago, 111.; S. Dwight Arms,\nPalmyra, N. Y.; W. H. NortoD, Mt. Vernon, la.; J. E. Armstrong, Chicago ; J. A. Merrill,\nWest Superior, Wis.; and Mr. Nichols, Chicago, 111.\nSECOND\n\nSESSION.— Friday, July 12\n\nThe meeting was called to order by President Harvey, and the following program\nwas rendered :\nMusic — solo, \"The Dandelion,\" Protheroe — by Miss Grace Bert.\n\" Agriculture as a Science for the Elementary Schools,\" by Joseph Carter, superintendent ofcity schools, Champaign, 111.\n\"The Relation of Physical Geography to Other Subjects,\" by W. H. Norton, professor of geology, Cornell College, Mt. Vernon, la.\nDiscussion followed by Mr. Jacques Redway, Mt. Vernon, N. Y.; Mr. C. F. Dutton,\nWest High School, Cleveland, O.; and William H. Snyder, Worcester, Mass.\nIn accordance with report of the Committee on Nominations, the following officers\nwere elected for the ensuing year :\nPresident — Franklin W. Barrows, Buffalo, N. Y.\nVice-President — W. H. Norton, Mt. Vernon, la.\nSecretary — W. S. Blatchley, Indianapolis, Ind.\n\nThe following resolution was adopted :\nResolved, That the sincere thanks of the Department of Science Instruction are due, and are hereby tenred,to the school authorities of the city of Detroit, for the use of a convenient room for meeting ; to the local\ncommittee, for the completeness of its arrangements, including the graceful reception of Thursday evening ;\nthose who furnished music ; and to the local press, for its courtesies.\n\nOn motion, the department adjourned.\n\nChas. Newell\n\nCobb, Secretary.\n\n"}
{"page": 784, "printed_page": null, "text": "772\n\nNATIONAL\n\nEDUCATIONAL\n\nPAPERS\n\nAND\n\nPRESIDENT'S\nN. A. HARVEY,\n\nHEAD\n\nASSOCIATION\n\n[Science\n\nDISCUSSIONS\n\nADDRESS— A PLEA FOR THE STUDY OF EDUCATIONAL PHILOSOPHY BY TEACHERS OF SCIENCE\nOF\n\nTHE\nDEPARTMENT\nOF SCIENCE,\nSCHOOL, CHICAGO, ILL.\n\nCHICAGO\n\nNORMAL\n\nThere is a general feeling that science and philosophy are essentially\nopposed to each other. As each is commonly understood, there may be\nsome reason for this belief. The scientist believes that the philosopher\nlives in the realm of intangible ideas, and projects from his ratiocination\nunprovable propositions. The philosopher is inclined to look upon the\nman of science as one who is so engrossed with the details of his subject\nthat he is unable to see the relation it holds to the world in general, on\nboth its material and spiritual sides. The grounds for this opposition are\npassing away. Philosophers are more and more willingly adopting scientific methods, and^scientists more willingly push their conclusions beyond\nthe limits of visible and tangible things.\nSomething of the contemptuous indifference of science toward philosophy in general has been manifested toward educational philosophy in\nparticular. There is probably some justification for such an attitude, but\nI believe that it will soon be recognized that science and philosophy are\nnecessary to each other and neither can be neglected.\nThere is no disposition or intention in the present paper to criticise\nadversely science or science teachers. But he is a true friend who indicates to us how we may improve our work. This paper is prepared for\nthe purpose of indicating an element in science teaching in general, and\nhigh-school science in particular, that is of very considerable importance\nif science is to maintain its position as a major subject in our schools.\nThe past forty years have witnessed a remarkable revolution in habits\nof thought. The apotheosis of Darwin and Lyell and Agassiz and Wallace renders it almost impossible for us to realize that there was a time\nwhen the teaching of science in schools was not felt to be a necessity.\nThe startling nature of the theories discussed, the brilliancy of their\ndemonstrations, the efficiency of the methods adopted by these leaders of\nthe scientific renaissance, led to a demand for the introduction of scientific studies into the secondary schools. Hence originated a demand for\nteachers of science that could not be supplied. The methods adopted\nwere crude and bookish. Mr. Forbes has given some amusing illustrations of this phase of science teaching. One teacher asked a young\nlady to what class of animals the turtle belonged.\nShe thought it was a\n\n"}
{"page": 785, "printed_page": null, "text": "Department]\n\nPLEA\n\nFOR\n\nSTUDY\n\nOF\n\nEDUCATIONAL\n\nPHILOSOPHY\n\n773\n\ncrustacean, having in mind, no doubt, a pie with its upper and lower\ncrust and the filling between. The teacher decided it was a mollusk,\nbecause it had a shell.\nNext came a demand for laboratories with improved facilities and a\nreasonable comprehension of the possibilities of science teaching. This\nrendered the old-style teacher useless and incapable of filling the position\nof teacher of science. His place has been supplied in part by the young\nuniversity graduate, trained in university methods of laboratory research,\nbut whose inclinations and training rank him rather as a scientist than as\na teacher. He is inclined to teach the subject rather than to teach the\npupil. His eyes are fixed upon the recent discoveries in science rather\nthan upon the discussions of educational methods. He is likely to be\nfound at the meetings of the American Association for the Advancement\nof Science, which is very commendable, if he did not also habitually\nneglect the meetings of the National Educational Association.\nThe result has not been altogether satisfactory. There is a feeling,\nmore or less prevalent, that the claims of science have not been fully\njustified. This finds expression in occasional articles in educational\njournals; in the recent great gain in the history and language courses\nover science in high schools ; and in the refusal of colleges and universities generally to demand knowledge of science as a requirement for\nadmission to college.\nI can but feel that there is some ground for this coolness toward\nscientific subjects. My own experience would lead me to say that there\nmay be some reason for the position that universities assume. I have\nrecently had occasion to teach two classes a day in physics for three successive years. One was a class of high-school graduates, all of whom had\nstudied physics. The other class had not studied physics. The two\nclasses did identical work in the laboratory. For three successive years\nthe tabulated records of the accuracy of data obtained in the laboratory\nshowed that the class which had never before studied physics exceeded the\naccuracy of the high -school graduates in the proportion of about 7\nto 3. It was a case peculiarly favorable for comparison, and I feel sure\nthat the comparison is indicative of an actual condition in those classes.\nThe only explanation that I can suggest is that the teaching of\nthe high-school graduates had been conducted under the influence of\nimproper ideals ; that the teachers were physicists rather than teachers ;\nthat, in other words, they needed to study educational philosophy, and\nto get a rational knowledge of the content of the subject.\nEducational philosophy has a particular problem to solve. It seeks\nfirst of all to determine the laws of thought. It is a necessary assumption\nin all our attempts at education that, within certain limits, human minds\nare alike. It would seem that every teacher ought to know as clearly as\npossible the way in which the human mind acts.\n\n"}
{"page": 786, "printed_page": null, "text": "774\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Science\n\nEducational philosophy seeks also to determine the way in which the\nmind grows. The teacher usually works upon the young and immature\nmind for the purpose of enabling it to reach a final maturity greater than\nit would without such training. No teacher who stops to think about the\nmatter will deny that this, too, is a very necessary thing for the teacher to\nknow.\nEducational philosophy tries to determine what is the purpose of\neducation and what is the end toward which the efforts of the teacher are\nconsciously directed. Here is a place in which teachers and philosophers\nare likely to differ widely. Every teacher will probably acknowledge that\nit is necessary to have a fixed aim, but that the aim is so apparent and so\nself-evident that no study of philosophy is necessary to have it clearly\nbefore him. The aim and purpose are not so apparent to the philosopher.\nFinally, educational philosophy seeks to determine the content of the\nsubject. That is, it tries to determine what the subject contains that can\nbe utilized by the teacher for the purpose of leading the student to the\nreal end of education.\nIf there has been one advance in educational truth better demonstrated than another, it is that in schools for general education the knowledge of the facts acquired is not the chief value to be derived from a\nparticular study. There is something more important than that, even in\nscience. Just as the benefit derived from the study of algebra is not to be\nlooked for in the answers to the problems that the student so laboriously\nsolves, and the value of the study of Latin comes not from the knowledge\nof the historical facts that the pupil learns while reading the Latin language, so the value of the study of science does not depend upon the\nknowledge that the pupil acquires, but upon the power the student\nacquires while gaining that knowledge. In physics one set of exercises\nmay be substituted for another without any disadvantage. It makes no\ndifference whether one selection of animals is studied in zoology or\nanother, provided other things are equal ; and one set of exercise's in\nchemistry may be a full equivalent for another series, and yet it would\nbe wrong to give both. In fact, there is recognized a fair degree of\nequivalency among scientific subjects; something in which they agree\namong themselves and differ from other subjects in their power to influence the mental habits of students.\nIn our work in zoology we study the structure and life of animals,\nbut if my classes fail to see and to recognize the processes by which a\ngeneral concept of a group is formed ; if they fail to discriminate and\ncompare ; if they do not get into the habit of analyzing a specimen before\nthem and of examining it part by part ; if they do not learn what is\ninvolved in a logical definition ; and, more than this, if they do not carry\nthis habit of mind into every other subject in school, I feel that my work\n\n"}
{"page": 787, "printed_page": null, "text": "Department!\n\nPLEA\n\nFOR\n\nSTUDY\n\nOF EDUCATIONAL\n\nPHILOSOPHY\n\n775\n\nhas been a failure, no matter how many or what animals they have studied,\nor how neat their notebooks, or how artistic their drawings.\nIn the determination of the laws of falling bodies, if my classes fail to\nperceive the continued activity of a constant force by means of the effects ;\nif they do not recognize the uniformity in the apparent diversity ; if\nthey do not recognize that here is a law and how to perceive that law ; if\nall that my students get out of the exercise is knowledge that d=\\gt%\\\nor, even worse, if they learn that in the laboratory they can get the result\nthat the text-book says they can get, that the book has told the truth and\nthey have verified the statement, then I am not only a failure as a teacher,\nbut I am a sham and a fraud, and my laboratory is part of a juggler's\noutfit, the principal purpose of which is to dazzle the pupil and the public.\nIf, in the determination of copper in copper sulphate, I fail to\nmake my pupils see that the atoms of copper in the final compound which\nis weighed are the identical atoms with which we began ; if the pupil is.\nunable at any stage of the proceeding to point out where the atoms of\ncopper are, then my work is a failure, and the educational value of chemistry is either accidental or negative.\nThe results obtained from the pursuit of scientific subjects under the\ninfluence of such a conception are likely to be very different from what\nthey would be if it were believed that the knowledge of a few animal forms\nor a few experiments in physics were the purpose of scientific study. Of\ncourse, it is understood that a professional chemist, or an electrician, or an\ninvestigator in biology, must know the facts of the particular branch of\nscience that engages his efforts, and must set to work directly and explicitly\nfor the purposes of learning those facts. But that is a phase of work that\ndoes not apply to high -school science.\nI do not decry the learning of facts, nor would I set up for the pupil\nthis more important but less tangible aim. By a pupil's knowledge of\nfacts the teacher may test in a measure the clearness of comprehension,\nthe awakening of power, that the pupil obtains. But the teacher must look\nbeyond the mere facts of the subject to the true content that furnishes the\nreason for its introduction into the curriculum.\nThe day has gone by when a knowledge of subject-matter is considered\nsufficient preparation for teaching. How much knowledge of mathematics,\nhigher and lower, is necessary to make a person a good teacher of fourthgrade arithmetic ? How much knowledge of literature and language\nwould guarantee success in teaching third-grade reading ? How many\nuniversity graduates would undertake a position in the grades of a city\nschool with assurance of success? It is only a tempting of Providence\nthat permits persons too poorly prepared to do grade work to teach in a\nhigh school. The application of pedagogical principles is as necessary\nto high-school work as it is in other grades, and university methods and\nmodels are not always capable of universal application.\n\n"}
{"page": 788, "printed_page": null, "text": "776\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nThe teaching of science is still in an inchoate and formative condition.\nThere is no general agreement among teachers of any science, nor between\ndifferent schools, concerning what shall be taught. Perhaps physics is the\nscience which in high schools is best taught and most clearly defined.\nBut physics in one school means a very different thing from what it does\nin another school.\nThe past few years have witnessed many attempts to formulate a course\nof study in science that shall constitute a point of departure for the teaching in high schools ; something that high schools can teach and that colleges can reasonably expect ; something that shall be of value to all\nstudents who do not expect to go to college ; and yet something that shall\nbe a fair equivalent for preparatory studies that are now required for college entrance. This section of the National Educational Association four\nyears ago appointed a committee for the special purpose of formulating\nsuch a course. That committee, after much work, failed to agree, and, so\nfar as accomplishing what it undertook to do, it is as if it had not been.\nNo such course has yet been formulated, and I believe that no such formulated course ever will be generally adopted until it has its basis in\nthe activities of the pupil rather than in the facts of science. A successful and meritorious course in science can never be made by addition\nnor subtraction nor substitution. No series of exercises can ever be presumed to give constant results. It certainly is not possible at the present\ntime, and may never be possible, to state a course of science in terms of\nmental activity. But until that is done all of our courses in science must\nbe tentative and unpedagogical. Until someone makes a study of the\npsychology of laboratory science, or shows just the phases of human\nactivity that are most economically cultivated by each scientific subject,\nour teaching must continue to be more or less empirical and unscientific.\nThe recent recovery of classical subjects from threatened displacement\nhas followed the recognition that the language of a people is the key to.\nthe thoughts of a people, and not merely a quantity of information, valuable or useless as the individual judgment considers it. The revival of\nhistory has come about from recognition of the fact that history is an\nexpression of the life of a people, and not merely a catalog of miscellaneous events. A similar change must occur in the teaching of science.\nThe purpose and reason for science instruction must be sought for in the\nmind of the pupil, and not in the facts of the subject. For this aspect of\nthe case I plead with all the earnestness of a decided conviction.\nThe greatest contribution of science to pedagogy has been the \"scientific method.\" The \"scientific method\" is not a method of teaching,\nbut it is a method of thought. It is a method capable of universal application. This universal method, in all of its ramifications, should constitute\nthe basis for all our courses of study in science, and should determine the\nmethod and data of teaching.\nI plead for a study of this universal\n\n"}
{"page": 789, "printed_page": null, "text": "Department]\n\nTEACHING\n\nOF SCIENCE\n\nIN SECONDARY\n\nSCHOOLS\n\n777\n\nmethod of thought, and for its exemplification in the things we teach.\nThen will there be no question concerning what shall be the course of\nstudy in science, no hesitation on the part of colleges to accept it as a\ncollege-entrance requirement, and no doubt concerning the value of science teaching.\nWHAT THE TEACHER OF SCIENCE CAN DO TO MAKE\nTHE TEACHING OF SCIENCE IN SECONDARY SCHOOLS\nMORE POPULAR\nW.\n\nS. BLATCHLEY,\n\nSTATE\n\nGEOLOGIST\n\nFOR\n\nINDIANA,\n\nINDIANAPOLIS,\n\nIND.\n\nThe civilization of the world of today is the net result of the study of\nscience during the centuries past. Fifty thousand years ago man was\nnature's slave — a wild animal roaming with still wilder animals over the\nboundless plains and thru the unbroken forests of Asia and Africa, or\nmingling with the hyena and cave-bear in the caverns of central Europe.\nCowering with fright at the sound of the lightning's voice ; gazing with\nawe upon the sheets of flame and jets of steam as they issued from volcanic furnace ; wondering at the mighty strength which hurled the massive\nrock down the mountain's side, man stood surrounded by the forces of\nnature, yet ignorant of their power. Naked he was; scorched by the\nsun by day and pinched by the frost by night; hungry, unless by chance\nhe happened upon a tree of wild fruit or slew by brute force one of his\ndaily companions ; houseless, altho surrounded by the material that was\nto shelter the millions ; without family ties or the simplest knowledge of a\nform of government, man was hardly on a par with his distant cousin, the\ngorilla of today. Compare with the animal of then the cultured gentleman of now, and what scientist but would hesitate before pronouncing\nthem of the same species!\nIt is not necessary in this connection to review in detail the various\nstages of man's civilization from the moment that he first used fire\nto warm his body and cook his food, on up thru the ages of stone,\nbronze, and iron, to the present age of steam and electricity. Suffice it\nto say that his advancement was brought about by the mental operations\nof independent observation, experiment, classification, deduction, and\ngeneralization. These are the operations which lie at the base of all\nscientific training, all scientific knowledge. In our secondary schools —\nhigh schools and academies — he alone is a successful teacher of science\nwho can lead his pupils properly to observe and experiment. After these\ncome the higher steps of comparison, deduction, and, finally, generalization, or the proper correlation and unification of observed facts and phenomena. These more advanced steps of scientific training are, in my\nopinion, suitable mainly to the curriculums of colleges and universities.\nBut to the great majority of high-school pupils a college or university\n\n"}
{"page": 790, "printed_page": null, "text": "778\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATIOA\n[Science\n\ncourse is impossible, and the question naturally arises whether the training which the pupil secures in secondary schools from the studies of\nchemistry, physics, botany, or zoology repays the time and expense\ndevoted to these studies. The answer to this question depends largely\nupon the training received. If text-books are studied by themselves, and\nfacts and theories alone are taught, my unhesitating answer would be an\nemphatic No. If texts be used only as aids, and information regarding\nthe subject in hand be gathered from every available source — if, in other\nwords, individual observation and experiment be the main idea inculcated\nby the teacher — the science work of secondary schools will lead up to\nthat independent thought which is the greatest object to be desired among\nthe masses of the present and future generations.\nThe leading biologists tell us that man differs from the higher animals\nin that he possesses the power of \"abstract thought.\" Abstract thought !\nMany possess the power, but how few ever use it ! How few ever think, in\nthe true sense of the word ! Too many, far too many, persons go thru life\ncontent if they are never hungry, never cold. Their thoughts, their ideas,\nare of the simplest kind, and come to them without being sought. To\nthink is to labor, and if it bring not gold it is, to the majority of mankind,\nso much time wasted. There is, to such persons, little pleasure in thinking other than about food and clothing and shelter.\nIn order best to develop individual observation and the resulting\npower of independent thought, the study of the sciences should begin in\nthe elementary schools, with the observation of the more common natural\nobjects, and with simple experiments; and up to the high school no text\nshould be used, but the observation lessons should be made the basis of,\nor correlated with, work in language, drawing, and literature.\nIn the high school a combination of laboratory work, text-book, and\nthoro didactic instruction should be carried on conjointly, one-half or\nmore of the time being given to laboratory work, i. e., actual work by\nthe pupils, with plants and animals, chemicals, or physical apparatus, as\nthe case may be. Of all such laboratory work accurate notebook records,\naccompanied, where possible, by exact drawings, should be kept, and all\nlaboratory work should be under the personal supervision of the teacher\nat the laboratory desk.\nSuccessful science teachers are born, not made, and no man or woman\nwho is \"born tired\" can ever hope to become an Agassiz or a Jordan.\nIn other words, seven years' experience in one of the largest high schools\nof Indiana proved to my satisfaction, if I did not know it before, that no\none can be successful as a science teacher unless he or she is willing to\nwork, and work hard. Well do 1 remember the question put to me by a\nlady teacher from a neighboring town who was visiting my zoology class\nand watching the children at their dissection. \"But, Mr. B.,\" said she,\n\"does not this require a great deal of work on your part ?\"\n\"Certainly,\n\n"}
{"page": 791, "printed_page": null, "text": "Department]\n\nTEACHING\n\nOF SCIENCE\n\nIN SECONDARY\n\nSCHOOLS\n\n779\n\nmadam, and work is what I am paid for.\" She elevated her nose a\ndegree or two and soon left the room ; and returned, as I afterward\nlearned, to her old method of teaching Steele's Zoology by rote. She\nbelonged to a class of science teachers the members of which we may\ndesignate as \"fossils\" — a class which happily is growing less in numbers\nas the years roll by, but which today is still much too large. The members of this class who teach zoology never see or use a specimen unless\nit be a horned toad from Texas or a dried sea urchin from Buzzard's\nBay. They have no zoological works of reference except the pictures in\nthe back of Webster's unabridged dictionary. They spend days in\ndescanting with their classes upon such important biological facts as the\n\" comparative length of the tail in the different species of monkeys,\" or,\nas in a case gone down in history from one of the leading high schools\nof Indiana, \" On which foot of the ornithorhyncus does the webbing\nextend past the toes?\"\nThat I am not using hyperbole in speaking of their teaching, let me\nread you verbatim from their standard author, Steele, the sole fact which\nhe gives concerning the leading family of one of the seven great orders\nof insects.\nHere it is :\nAcrididce. — The grasshoppers or locusts of the western states belong to this family.\nThey come in such multitudes as to give sunlight the yellow tinge of dense smoke and to\neat a large field of grain in an hour.\n\nAnd yet it was proven conclusively, no longer ago than 1896, that\na large majority of the high schools of Indiana where zoology was taught\nused Steele's book alone and taught such bosh by rote. What a travesty\nupon nature teaching ! What a blot upon our boasted advanced scientific methods !\nAs, yielding to the demands of the times, the \" fossil \" zoology teacher\nsteps aside, he often makes way for one of another type which we may\ncall a \" special microscopist.\" The latter is a product of the one-sided\ndevelopment theory at present so conspicuous in some of our higher\ninstitutions of learning. He is an evoluted histological and embryological specialist, with a B.S. after his name, and a summer or two's\nexperience at some seaside laboratory to give him added prestige. He\nis an expert in the use of the microscope and microtome. He knows\nevery detail concerning the embryology of the sea-squid and the development of the amphioxus, but he does not know a jumping-mouse from\na long-tailed shrew, an oriole from a cat-bird, nor a hessian fly from a\nchinch-bug. The only field of nature which he has ever explored, or\nwhich he deems worthy of exploration, is the field beneath the lenses of\nhis microscope.\nWhen he assumes the biological chair, he does so for two reasons :\nfirst, to replenish his exchequer; second, to use his position as a steppingstone to a higher one, where his methods are in vogue.\n\n"}
{"page": 792, "printed_page": null, "text": "780\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Science\n\nHe finds on entering the high school no equipments for teaching\nzoology, no collection except a worm-eaten, dried sea-urchin and a halfrotten, alcoholic horned toad ; no library except a worn copy of Steele's\nZoology. He appeals to the school board for aid. Their belief in the\npotency of his sheepskin and other credentials causes them to allow him\n#300 for supplies. Two-thirds of this he expends for compound microscopes, a microtome, and reagents ; one-sixth of it he sends to a marine\nsupply house for sea-urchins, star-fish, and amphioxus ; and with the\nremainder he purchases a few standard reference works on embryology\nand morphology; and then settles down to teach his pupils of fourteen or\nfifteen years of age in the high school the same facts, according to the\nsame methods, which he learned in the great universities where he\nreceived his special training. His pupils bring in for a time birds, reptiles, and insects from their native heath, but their instructor can tell the\nyouthful collectors nothing of the habits, life-history, or classification of\ntheir specimens. Their natural desire for collecting and observation,\nwhich, with a little encouragement, would soon have resulted in much good,\nboth for themselves and for the high-school collection, is soon chilled.\nThey cease to notice the animals and plants about them, and in a\nmonth or two settle down under the teacher's guidance, and for a year\nstudy sections one three-thousandth of an inch thick of some half-dozen\nmarine forms, and perhaps, if they know where to find them, of the eggs,\nor tadpoles, of frogs or salamanders.\nAt the end of the year they can talk smatteringly of ectoderms,\nblastospheres, actinial filaments, and calycoblasts. They can make fair\ndiagrams of the sections they have studied, but they know little of\nmorphology, less of adaptation and correlation of organs, and absolutely\nnothing of the classification of animals.\nThey graduate from the high school and go out into the world. One\nout of ten goes to a normal school, college, or university. One out of a\nhundred of these makes a specialty of zoology, and perhaps follows in\nthe footsteps of his former preceptor. The other ninety-nine become\nartisans, merchants, professional men, or farmers; or, if of the gentler\nsex, the wives of the above. They go thru life meeting daily nature's\nobjects on every hand, yet seeing them not; surrounded by problems\ninteresting and instructive, yet knowing nothing of the problems themselves or of the method of their solution. They see no order, no relation\namong the animals and plants around them. Knowing nothing of classification, they are unable to find the name of any plant or animal which,\nfrom some conspicuous external character, attracts their attention. If\nthey should happen upon Kirtland's warbler, they would never know but\nwhat it was the common \"yellow-rump.\"\nFrom the above it will be seen that the pupil receives but little training in the powers of observation or the process of experimentation, when\n\n"}
{"page": 793, "printed_page": null, "text": "Department]\n\nTEACHING\n\nOF SCIENCE\n\nIN SECONDARY\n\nSCHOOLS\n\n7^1\n\neither a \" fossil \" or a \" special microscopist \" occupies the chair of zoology\nin a secondary school. The teacher of chemistry or physics who uses the\ntext alone, or who performs all the experiments himself, is a \"fossil;\"\nand he who demands a costly laboratory equipment to illustrate simple\ntruths which can be shown more plainly with home-made\n\napparatus can\n\nbe classed in the same category as the \"special microscopist.\" In either\ncase the results are wholly incommensurate with the time and labor\nrequired of the pupil, and the college professor who refuses to credit the\nscience work of the graduate from those secondary schools where the\nteaching is done in the manner mentioned is to be highly commended\nrather than condemned.\nWe are glad to say, however, that the chair of zoology in many of the\nsecondary schools is held by a representative of a third class of science\nteachers, whom we may call \"all-around biologists.\" At times one of\nthese succeeds the \"fossil.\" With the money received from the school\nboard, usually a much smaller sum than that secured by the \"special\nmicroscopist,\" he purchases one or two compound microscopes, a number\nof sets of dissecting tools, ten or fifteen gallons of alcohol, some fruitjars, etc., and expends the remainder for general reference works on\nbiology, especially those treating of the morphology, physiology, and\nsystematic position of the more common forms of life. These works of\nreference are in an ascending series, beginning with the more simple, as\nHuxley and Martin's Biology, Huxley's Crayfish, Hyatt's Insecta, etc.,\nand advancing to the more complex.\nThe instructor begins his teaching at the very bottom of the work,\nwith a few simple talks, illustrated by common specimens picked up in\nthe neighborhood, in which he makes plain the distinctions between\norganic and inorganic objects, and between' plants and animals. A\nweek or two is then spent upon the elements of histology, explaining, by\nthe use of typical sections, the parts of a cell, cell multiplication, and the\nstructure of the primary animal tissues. The pupil is then put to work\nfor himself, with Colton's Zoology, or a similar book, in hand, upon a\ngrasshopper as a type of arthropods and insects. Three -weeks are spent\nupon this, and a week each upon typical examples of the other six orders\nof insects.\nAfter a careful examination of the structure of each type, including\naccurate drawings of the principal organs of each, and the reasoning, led\nby skillful questions put by the teacher, from structure to function, the\nteacher himself gives, for one or two days, a talk upon the systematic\nposition of the common representatives of the order, illustrating the\nremarks by fifteen or twenty examples from the fauna of the home county.\nQuestions of adaptation, local distribution and the causes thereof, come\nup in such talks and are discussed by both pupil and teacher. After the\ninsects comes a study of a mussel and a snail as types of mollusks, and a\n\n"}
{"page": 794, "printed_page": null, "text": "782\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\ncrayfish as a type of crustaceans. In this way the first half-year is spent\nupon invertebrate forms of life.\nAs soon as the pupils begin to understand something of the scope of\nthe work, a certain group of animals belonging to the county, such as\nbeetles, crickets, snails, batrachians, or mammals, is assigned to each one\nto be worked up during the year outside of school hours. As full a collection as possible of the group assigned is to be made by the pupil.\nFull notes are to be kept on local habitat, distribution and the causes\nthereof, habits, food, and so on, these notes to be incorporated into a\npaper to be read before the class at the end of the year, which paper,\ntogether with the collection, shall be graded as a part of the year's work.\nAll duplicates collected are to be deposited in the high-school collection,\nwhich thus increases rapidly in size.\nThe teacher goes with the class into the field on a number of occasions in fall and spring, helps each pupil collect in his or her special line,\ninstructs them in the preparation of specimens for a permanent cabinet,\ncites them to works of reference on their respective groups, etc. The\n\"all-around biologist\" has for his schoolroom motto the following:\n\" He is a good naturalist who knows his own parish thoroly.\"\nIn the work proper the second half of the year is devoted to vertebrates, modifying this work so that, after dissecting a type of each class\nof vertebrates, the pupil is required to draw up an accurate description of\neach of three or four members, and from the description determine\nthe systematic position of each by the aid of such a work as Jordan's\nManual of Vertebrates.\nFollowing this course of instruction the average pupil, at the end of\nthe year's work in zoology, will have something of a knowledge of the\nrelationship existing between animals and plants, and between the different groups of animals themselves. He will have a knowledge of the\ngross anatomy of the principal organs of at least a type mollusk, crustacean, insect, fish, reptile, bird, and mammal. He will be able to reason\nfrom structure to function, and to understand at least the principles of\nadaptation and correlation. He will have gained a certain power of\ncomparison and the power of grasping the leading distinctions between\nthe principal groups of animals. He will be able to go into the field,\nobserve, record, and collect the animals of any group in which he may be\nespecially interested. He will be able to take a manual and find for himself the name and systematic position of any animal which he will be\nlikely to meet in his after-life.\nMorphology, physiology, and systematic zoology are then, in my\nopinion, the three divisions of zoology which should be particularly\ndwelt upon in high-school work, while embryology, advanced histology,\nand microscopic technique should be relegated to the higher institutions of learning.\n\n"}
{"page": 795, "printed_page": null, "text": "Department]\n\nTEACHING\n\nOF SCIENCE\n\nIN SECONDARY\n\nSCHOOLS\n\n7^3\n\nThe order in which the sciences shall be taught in the high school\ndeserves a passing mention. If the experimental sciences, viz., chemistry\nand physics, alone are taught, the chemistry should come before the\nphysics. Since the plant must ever precede the animal and gather for\nthe latter the energy and form for it the food — the living protoplasm —\nnecessary for its existence, it follows that botany should precede zoology\namong the biological sciences. Based on their relation, one to another,\nthe natural order which the true scientist will give to the different subjects is as follows : chemistry, physics, botany, zoology, physiology.\nEspecially should chemistry precede the biological sciences, for a\nknowledge of its principles is absolutely necessary to the proper understanding, not only of them, but of geology, mineralogy, and kindred\nsubjects. Personally, I owe more of my general knowledge and understanding of science to a good working knowledge of chemistry and its\nlaws than to anything else. The atoms with which chemistry deals are\nto the universe what the letters of the alphabet are to the English language. Can we understand the latter and not know our letters and their\nvarious sounds ? Can a man have a broad knowledge of any branch of\nscience and know nothing of the elements which form the objects of\nwhich the science treats ?\nThe teacher of physiology may tell of the changes occurring in the\nfood during digestion and respiration. He may speak of the hydrochloric acid in the gastric juice; of the carbon dioxide and oxygen and\nnitrogen in the atmosphere; of calcium phosphate in the bones, and\nphosphorus in the brain. He may talk for hours of the proteins and\ncarbohydrates and hydrocarbons of the foods ; but unless he and the pupils\nunderstand the elements of chemistry, unless they have seen and\nexamined the substances mentioned, he might as well talk to them of\nGreek verbs and Sanscrit nouns. He may, with scissors, forceps, and\nscalpel in hand, show the students systems and organs, tissues, and, by\nthe aid of the microscope, even cells ; but, unless he is a chemist, there he\nmust stop. He cannot go farther and, with crucibles, reagents, and\nscales, show them that the complex animal before them has been built up\nof three invisible gases and a substance like charcoal.\nHe may hold in his hand two objects, similar in size, color, organs,\neverything ; twins from the same mother in all outward respects. One\npulsates and throbs with that which we call \"life.\" It possesses heat,\nbodily motion, animal power. The other is cold, motionless, pulseless,\nthrobless, a thing of clay. What is that \"life\" which the one possesses\nand the other lacks ? Ah, there's the rub ! With the wisest of men we\ncan only answer, \"Quien safie?\"\nIf ever answered, it will be by the science of chemistry, which asserts\nthat what we call \" life,\" be it in plant or be it in animal, is but the manifestation ofthe workings of that king of natural forces, chemism ; that\n\n"}
{"page": 796, "printed_page": null, "text": "784\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nwhen the elements in the living laboratories, the cells of the organism,\ncease for an instant to combine, the nascent power which they possessed\nat the beginning of that instant is gone forever — affinity ends — what we\ncall \"death\" ensues, and the elements go back once more to Mother\nEarth to be used again by some succeeding organism. If, then, this\nscience not only has to do with every other, but is the basis of our very\nexistence, should not each high-school pupil be taught its principles in\ntheir proper order ?\nIt is my opinion, based upon extended personal experience, that at\nleast one-fourth of the high-school course should be devoted to science\nstudy, and this amount of preparation should be required for entrance\ninto college. Suppose that the time of the high-school course be four\nyears, and that not more than one graduate out of twelve enters college at\nits close, will one year devoted to chemistry, one to physics, one-half to\nbotany, one to zoology, and one-half to physiology, in the order named,\nbe too much science for these pupils in proportion to their other work,\nwhen we take into consideration what the study of science has done for\ncivilization in the century just passed ? For did not man advance more\nwithin that century than he had done in all the eighteen hundred years\npreceding ? And what was the chief cause of that advancement ? Not\nthe study of Greek and Latin, not the solving of problems in algebra\nand geometry, but a closer study of nature — the discovery of those\ngrand, immutable laws of \"the indestructibility of matter\" and \"the conservation and correlation of energy,\" and the practical use made by man\nof these discoveries in harnessing nature's forces and causing them to do\nhis work.\nAnd now, in closing, let me say that but few, if any, men have ever\nknown, or ever will know, nature in the true sense ; for to do so is to know\nthe relation existing between matter and force, between atom and molecule, between element and compound, between cell and tissue, between\norgan and system, between plant and animal, between each one of\nnature's objects and all the rest. It is to view the sciences of chemistry,\nphysics, geology, botany, zoology, physiology, all as one grand science —\nthe \"science of nature.\" It is to grasp, as it were, the universe in one\ngrand view — to stand on an eminence a thousand times higher than any\non earth and see all objects in one grand vista before you ; and at the\nsame time feel and understand the workings of the great natural forces\nabout you. Then, and then only, can one see and know his relation to\nall — feel that he is a part of the universal whole — a parcel of the\nuniverse — bound to it and kin to all which it comprises.\n\n"}
{"page": 797, "printed_page": null, "text": "Department]\n\nAGRICULTURE\n\nAGRICULTURE\nJOSEPH\n\nCARTER,\n\nIN ELEMENTARY\n\nAS A SCIENCE FOR\nSCHOOLS\nSUPERINTENDENT\n\nOF\n\nSCHOOLS\n\nTHE\n\nSCHOOLS,\n\n7^5\n\nELEMENTARY\nCHAMPAIGN,\n\nILL.\n\nThat there should be a course of science teaching in the elementary\nschools was borne in upon the minds of educators in this country as soon\nas the discoveries and methods of Charles Darwin were generally understood ;and the idea began to take form when the pupils of Louis Agassiz\nwent back to their schools from Penikese Island. Teachers generally\nwere convinced of the pedagogical superiority of inductive methods of\nteaching, and of the high educational value of the content of the naturalscience studies. They saw that these sciences should have a place in the\nelementary schools, both because of their disciplinary value and because\nof their training in habits of observation.\nNATURE\n\nSTUDY\n\nThis science-teaching sentiment took tangible form some thirty years\nago in the passage of laws which led to the introduction of science teaching in the schools of some of the states. Text-books were prepared.\nSome of them were taught — literally. It happened, in too many cases,\nthat only the book was taught, and not the science. Educators soon saw\nthat memoriter teaching of the facts of a science was neither scientific\nnor pedagogic; and the over-use of text-books was discouraged, and\nteachers were advised to go directly to nature for their lessons. Thus\nnature study came. In some schools and with some teachers it has cultivated the powers of observation of the children and has added to their\nknowledge of the processes of nature; but in very many cases it is not at\nall a study of nature. Sometimes it is a mere fad. Books beyond counting have been written ; oftentimes by authors who have only read other\nbooks — picture-books with the cusps of the new moon turned the wrong\nway, nature-study songs for children to act out :\n\" When the corn begins to sprout,\nThen two wee leaves come peeping out.\"\n\nEven the purely literary readers now attempt to give lessons in nature\nstudy — and to point a moral, too. One book, which came to my attention\nsince this paper was begun, points a moral by making the larch an evergreen. The latest volume, indorsed by high educational authority — A\nNature Study Reader — begins with Marco Polo and goes on to the aurora\nborealis. Thus nature study has come to have a standing similar to that\nof object-lessons twenty- five years ago, of which Compayre\" has said :\n\"The object-lesson has had the same fate as the so-called intuitive\nmethod. Like all novelties, 'object-lessons' has become a beautifully\nvague term, which each one interprets in his own way. A long observation of school affairs has convinced me that if one does not wish to be\n\n"}
{"page": 798, "printed_page": null, "text": "786\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nunderstood he has no surer means than to speak of object-lessons.\"\nNature study ought not to be permitted to be side-tracked, and finally to\nbe abandoned, as it very likely will be, in the scrap-pile of worn-out fads.\nNor should it be allowed to vanish in a pleasant phase of ephemeral\nliterature. The story of Grumpy and Little Johnny Bear is interesting\nand valuable, and good literature ; so are the stories of Lobo, Rag, and\nVixen. But nature stories about animals is not nature study; nor are\ntalks about odd and curious things, tho ever so interesting.\nOur so-called nature study too often begins with anything or at any\nplace, and leads everywhere and ends nowhere ; and, tho interesting\nand delightful, is often without an element of original investigation,\nwhich is the very soul of true nature study. This pseudo nature study\nought no longer to run riot among the vagaries of its devotees.\nTRUE\n\nNATURE\n\nSTUDY\n\nAND\n\nAGRICULTURE\n\nCORRELATE\n\nNature study is so very valuable, and its results of such high educational and economic worth, that it should be preserved. How can this\nbe done ? Cannot its threads of interest be gathered in one common\nfabric — co-ordinated about one common subject ? Does not the subject\nof agriculture afford a field into which most of these lines naturally concenter ? Agriculture has at its foundation very many of the sciences. It\ndeals with nature — with living nature. In its field man comes nearest to\nnature. Here he has made his greatest conquests and his greatest discoveries. The Committee of Fifteen says : \"Any science may be taken\nup best on the side nearest the experience of the pupil.\" Certainly no\nother science is so near the experience of so many children as agriculture. Nor does any science more readily lend itself to correct methods\nof teaching. About 60 per cent, of the children of the elementary schools\nof America come from the farms, about 20 per cent, from the smaller\ntowns in which the rural spirit predominates, and about 20 per cent, are\nurban. Tho these last are more in need of this kind of teaching than\neither of the other classes, and will be reached with the greatest difficulty,\nstill they are not entirely inaccessible, and nature-study lessons correlated with agriculture can be as easily provided for them as can any other\nlessons in nature study. But this paper relates more particularly to the\nother two classes,\nHow shall the teacher begin ? There are many ways. For the lower\ngrades there might be a window garden. There are books that tell how\nto make this, and what to plant therein, and what to observe and how to\ndescribe the observations ; also, how to observe the germination of seeds,\nthe development of the young plant, the rooting of cuttings, the development of the green coloring matter, and how it is affected by sunlight.\nAlso there are books that tell how to make a garden out of doors and\nwhat to raise there, the best methods of cultivating the ground, and the\n\n"}
{"page": 799, "printed_page": null, "text": "Department]\n\nAGRICULTURE\n\nIN ELEMENTARY\n\nSCHOOLS\n\n787\n\nreasons therefor. Probably 80 per cent, of all our pupils are in schools\nwhere, from the playground or the grass plat, from one-tenth to one-half\nan acre could be used for a garden, on which not only vegetables could\nbe raised, but the larger fruits — apples, plums, pears, and the like. Here\ncould be studied, not only methods of cultivation, but many things that\npertain to the growth of plants ; as, how they grow, whence comes the\nmaterial of their growth, the uses of their various parts — as of leaf, stem,\ntendril, and flower. The processes of pollination could be observed. The\nreasons why insects visit plants could be learned, and what insects are\nbeneficial and what are injurious. The life-history of some of these\ninsects can be studied thru the egg, larva, pupa, and imago stages ; also\nupon what they live and where they die. This little plat of ground can\neasily be made a laboratory, where most delightful experiments can be\nmade, and where knowledge can be gained at first hand. Here the soil\ncan be studied ; its origin and nature can be easily discovered ; its evolution from the fiery rock to the friable food for plants; the effect of cultivationhow\n;\nwater affects it ; what plants impoverish it and what plants\nenrich it. Here can be demonstrated the most important discovery of\nmodern times — a discovery which places in the hands of every farmer a\nmeans whereby he can cause to be drawn from the atmosphere the free\nnitrogen of the air and have it fixed in the soil of any field that he may\nwish to enrich. This is done by bacteria in the soil, which locate themselves on the roots of legumes and give them power to store up the most\nvaluable constituent of plant food — nitrogen.\nLESSONS\n\nOF\n\nBIRDS\n\nThere are other lessons that may be learned in the woods near by.\nThe birds will be there ; let the children watch them, learn their songs\nand know their names and their habits — how they build their nests and\nget their food and feed their young. Let them look right out of the\nwindows, even during school time, to see what the birds are doing. No\nwell-constituted child ought to be able to sit still when the first oriole of\nthe season sings by the window, or when a bobwhite calls from the fence\npost.\nPROPAGATION\nOF\nPLANTS\nFor the larger boys and girls the garden has more advanced lessons,\nand work where greater dexterity is required. Let them learn of budding\nand grafting, and those other methods by which a desirable variety of\nfruit is propagated. Let them not only learn of these things, but let\nthem learn to do the actual work, and let them see and eat the fruit\nthereof. Let them learn how one desirable form of fruit, as, for instance,\nthe Wilson strawberry or the Rhode Island greening, has spread itself\nover the continent. Tell them the story of the Sudduth pear, whose\nbranches are now growing on countless thousands of other roots thruout\n\n"}
{"page": 800, "printed_page": null, "text": "788\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Science\n\nthe Mississippi valley, and are bearing fruit identical with that borne by\nthe branches on the^parent root, which still grows on the farm of Titus\nSudduth, near Springfield, 111. Show them the common seedless orange,\nwhich now is substantially the only one on the market, and tell them the\nstory of the wonderful journey of the parent tree from its home in the\ntropics to Washington, its many mishaps before it reached California, and\nhow, since it has arrived there and men have learned how to propagate it,\nit has added untold wealth to the orange growers of the Pacific slope.\nTeach the children of plant breeding, of those arts by which new and\nbetter varieties of plants are produced.\nLESSONS\n\nOF\n\nINSECTS\n\nLet the children be warned of the great danger there is to all our\nplants — food plants and ornamental plants alike — from the constantly\nand rapidly increasing ravages of insects. These \" six-footed rivals of\nours \" require the continuous watchfulness of our ablest experts. Already\nthese enemies have changed much of the agriculture of some states,\nreduced the value of the lands in some regions, and shifted the centers of population in some sections. Forty years ago it was perfectly\nsafe for a boy in the dark to pick an apple from a tree and bite into\nit with perfect abandon; now he dare not do so — unless from the tree\nof an expert orchardist — until careful examination assures him that an\nenemy is not already in possession. Also let the children know that all\ninsects are not enemies, that many are valuable friends, and that if all\nwere destroyed we should probably be worse off than we now are.\nThe knowledge gained by our experts in these matters, and in many\nothers of like character, cannot be of greatest benefit until this knowledge is disseminated among the people who do the work and control\nthe affairs related thereto. What other means is there of carrying this\nknowledge to these who are to put it into actual, practical use than to\nteach it in the elementary schools ?\nBut in agriculture there are still other lessons ; there is the dairy,\nwhere the various processes depend upon bacteria — where the various\nflavors of cream and cheese and butter are caused by bacteria.\nThere are the various implements of the farm — best fitted of all to\nproduce mechanics and inventors; the hydraulics of the wind-pump\nand the pneumatics of the cyclone threshing-machine are there.\nLESSONS\n\nOF\n\nDOMESTIC\n\nANIMALS\n\nThere are lessons from the domestic animals. Millions of money\nare lost each year in this country by the untimely death of domestic\nanimals because of the ignorance of those having them in charge.\nMuch there is about the horse, the cow, and the sheep which is not\ngenerally known, even by the people who own them in large numbers,\n\n"}
{"page": 801, "printed_page": null, "text": "Department]\n\nA GRICUL\n\nTURE\n\nTN ELEMENTAR\n\nY SCHOOLS\n\n789\n\nbecause these owners have been neither students nor careful observers ;\nand much of this can easily be taught, even to children.\nLESSONS\n\nIN\n\nPSYCHOLOGY\n\nIf you wish to get above material things, direct the attention of the\nboys and girls to the growth of mind in the animals about the farm.\nHere is where the study of psychology begins. They will soon observe\nthat the young things begin with minds all blank ; that, for instance, the\nyoung colt, chick, or pig is without fear. He will go to anything he\nsees move. If he never meets harm, he will always be without fear.\nLet the child observe how memory is developed, how the laws of sequence\nseem to be organic in mind — as well of animals as of man; how, if\na young colt be given a lump of sugar, or a chick or a pig a tasteful\nmorsel, for only a few times, it will expect under like circumstances to\nreceive a like favor. Children know that each adult animal has an individuality peculiar to itself, and the observant farmer boy can know the\npeculiar mental structure of each animal of the farm as well as he knows\nits color or form. The mental characteristics of farm animals are marvelously like those of people — they have their likes and dislikes. On the\nfarm we do not think of giving some men some teams to work. Certain horses hate certain men, and cannot tolerate them. Certain cows\nwill not suffer certain men to milk them ; and the best cows only give\ntheir richest milk, and in its greatest quantity, when milked by their\nfavorite men. Only a man of gentle disposition and kindly manner\ncan secure the best results from the prize-winning cows.\nHOW\n\nTO\n\nGET\n\nTIME\n\nFOR\n\nTHIS\n\nTEACHING\n\nDo you say : \" There is not time for all this ; there are already too\nmany things to teach\" ? Well, if there is not time for all, if this is more\nvaluable than some of the things we are now teaching, wouldn't it be\nbetter to omit some of the less valuable ones ? How much time are\nwe now spending on technical grammar, which, Dr. Hinsdale says, is\nan abstract metaphysical study that the child should not enter upon at\ntoo early an age ; and, if he does, the time so spent is wholly or mainly\nlost, and the future interest is impaired or altogether killed ? Or how\nmuch time are we wasting trying to teach pupils composition when their\nheads are empty of anything to write ? Or what about the fearful waste\nof time \"working\" arithmetic ? Anybody can learn enough arithmetic —\npresented in the right way and at the right time — in from six to ten\nmonths to do any of the ordinary business of life. It is not on record\nthat very many men are in poverty thru ignorance of arithmetic. What\nabout map-drawing and much of the geography grind we are now\ngiving ? What of our history teaching, which is so largely an account\nof wars and battles ? If we must teach of wars, why not teach of the\n\n"}
{"page": 802, "printed_page": null, "text": "790\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nwar that must be made upon the codling moth, whose ravages, it is estimated, cost us more than $10,000,000 annually? If we must teach of\nbattles, why not also of the battles that must be made on the chinch-bug\nand on the hessian fly ? When we tell the children of those who have\nfought valiantly for our welfare, let us not forget to tell them of the\nlady-bug.\nBut if we must go on teaching as heretofore because inertia and habit\ncompel us, or because ignorance requires us to do so, what would be the\nharm in making the school day an hour longer ? There will be no\ndanger of injury to the pupils' health by the lengthened session ; to take\nthem out of doors to work in the garden, or to study the trees in the\npark, the flowers and the weeds by the roadside, the sweet clover and the\nhoney bee, the red clover and the bumble bee ; to take excursions into\nthe neighboring field to see what the angleworm has done over night ;\nto see how the farmer is cultivating his field ; to see the waving wheat in\nits bloom ; to walk between the long rows of tall corn and observe its\nprodigality of pollen; to see \"the sower as he goes forth to sow;\" to\n\"consider the lilies of the field, how they grow\" — O, there is health and\nhappiness and long life in this ! That is the true way of teaching which\nthe Great Teacher showed us, and which Pestalozzi illustrated.\nKNOWLEDGE\n\nOF\n\nAGRICULTURE\n\nOF\n\nVALUE\n\nSays Superintendent Harvey :\nIt is unquestionably true that the school which is the best for the boy and girl for\nfarm life, and probably for any other kind of life, should undertake to train them to\nintelligently observe the things about them. It should not only train them to observe\nintelligently, but in giving them that training it should direct the mind so that it shall\nconcern itself with what is worth observing, and so the results of the observation will be,\nnot merely curious or interesting information, but knowledge which shall be of value.\n\nBecause agriculture is so rich in content along these lines ; because it\nfurnishes such ample material suitable to the mind of the child at each\nstage of his development ; because it lies so close beside the pathway\nwhich our race has traveled ; and because of its supreme, paramount\nimportance as the source of our national prosperity and power, it is\npre-eminently the science for the elementary schools.\nThe last quarter of the nineteenth century is noted for the movement\nof people from the country to the city — from out of doors into the\nhouse. Agriculture is peculiarly a science whose study takes people out\nof doors. Too much we are growing to be a sedentary people. Too\nmuch are we adopting the lazy life of the literary man. It was a literary\nman who said : \" Man is a lazy animal.\" Too much we are leading our\nchildren to think that wisdom is found only at the desk of the literary\nfellow. This influence is growing rapidly. There are too many children whose reading is confined exclusively to the literary reader, and\nwhose education largely consists in the ability to apprehend what was in\n\n"}
{"page": 803, "printed_page": null, "text": "Department]\n\nSCIENCE\n\nINSTRUCTION\n\nIN THE\n\nSTATE\n\nOF NEW\n\nYORK\n\n791\n\nthe mind of the author of some so-called literary masterpiece. We work\nlaboriously to teach them to say, \" I think thy thoughts after thee, O\nDe Quincey ! \" instead of leading them where they can joyously say :\n\"I think thy thoughts after thee, O God ! \"\nThe average child comes to school all saturated with nature — all\nalive to its every change, and eager for its wonderful and delightful\nstory. Instead of teaching him along the lines of his experience, we\nturn him in the direction of literature and myth and fairy mysticism,\nthereby neglecting all the apperceptive capital he has accumulated.\nNow, we do not object to this literary matter in toio, but we do object to\nits being the total of his learning. Teach the children, if you must, of\nthe sowing of the dragon's teeth, but also teach them of the sowing of\nclover and cow-peas, which can double the yield of corn in Illinois and\ngreatly increase the yield of cotton in Georgia. Tell them the story of\nthe wooden horse, if you wish, but be sure to give them more horse-sense\nthan the Trojans had. Teach them all you know of the milky way, but do\nnot neglect to teach them the way to milk. That is, lead them as far and\nsoar with them as high as you may, but be sure, all the time, to let their\nfeet rest on the earth, for it is from the earth that all are sprung, and\nupon it yet there are untold pleasures, undiscovered beauties, and marvelous strength for the soul of mankind.\n\nTHE\nS.\n\nSTATUS\n\nDWIGHT\n\nARMS,\n\nOF SCIENCE INSTRUCTION\nOF NEW YORK\n\nIN THE\n\nINSPECTOR\nOF SECONDARY\nSCHOOLS\nFOR\nSITY OF THE\nSTATE\nOF NEW\nYORK,\nALBANY,\nN.\n\nTHE\nY.\n\nSTATE\nUNIVER-\n\nPersons well informed as to educational conditions in the state of\nNew York would give general assent to the statement that prior to the\ncurrent year the general status of teaching in the various sciences was far\nfrom satisfactory. While many young people were pursuing science\ncourses, there was, as a rule, little enthusiasm manifested on the part of\neither teacher or pupil. In number of students and in quantity of work\nthe showing was satisfactory; in quality it was unsatisfactory. Few\nlaboratories, and those, as a rule, ill -arranged and inadequately equipped ;\nteachers in the main having little aptitude for these subjects, and possessed\nof little or no special preparation ; doing their work in a perfunctory\nway, almost exclusively by the text-book method ; very little individual\nwork, and that of a dubious kind ; notebooks rarely kept, and, when kept,\nevidencing lack of care in observation and lack of clearness in statement —\nthese are some of the things that thoughtful observers of the educational\nfield of the state noticed on every hand. As a consequence of the conditions just mentioned, the college people have come to regard the science\n\n"}
{"page": 804, "printed_page": null, "text": "NATIONAL\n\n792\n\nEDUCATIONAL\n\nASSOCIATION\n[Science\n\nwork of the schools as of comparatively small value, and there has been\nan increasing reluctance on their part to grant to students, except to\nthose from a few accredited schools, any appreciable allowance of credits\nfor science work done in the high schools. Notwithstanding this unsatisfactory state of affairs, some quiet forces have been at work in our state\nfor a number of years which were destined to lead to better things.\nAmong these, by far the most potent has been the influence of the New\nYork State Science Teachers' Association, an organization quite limited\nin numbers, but whose membership contains the majority of the thoughtful, progressive, well-equipped teachers of science in the leading secondary schools, normal schools, and colleges of the state. These people\nheld meetings, wrote papers, published reports, formulated programs,\nmapped out courses of study, agitated, and worked in season and out of\nseason in behalf of better science teaching for the schools. Their work,\ntheir agitation, their literature widely circulated among the schools, have\nwrought, slowly perhaps, but none the less surely, for the betterment of\nscience teaching in our state.\nTaking advantage of the interest manifesting itself among the principals of the state for better teaching in science, the University of the State\nof New York undertook, in connection with the revision of the syllabus\nin 1900 — a revision which is made once in five years — to formulate its\noutlines of work along distinctly modern lines. Thru the reorganization of the work which would follow the issue of a new syllabus, the time\nseemed opportune to stimulate interest in proper science teaching by\nsuggestions regarding the proper arrangement and equipment of laboratories, the teacher's outfit for undertaking such work, the manner in which\nindividual experimentation would best be carried on, and the results to\nbe expected as evidenced by the notebooks, which were to be kept in prescribed manner and form.\nIn addition it was proposed, as a final evidence of work accomplished,\nto ask the principals whose schools should undertake science work under\napproved courses to submit, ain connection with the final examination\npapers and notebooks, certificates as to J:he proficiency of the students\nfor whose laboratory work approval was sought. For such work, based\non a course of study approved by the university, and making provision\nfor a minimum of two periods, of not less than forty minutes each,\nweekly given to individual experimental work under the personal supervision of a competent instructor, the university proposed to allow twenty\ncredits toward the minimum of seventy-five necessary for a pupil to\nobtain in order to get \"a pass\" in that subject. While the fact was\nrecognized by the university, no less than by teachers of science, that in\nview of the experimental work demanded such allowance was inadequate,\nit was thought better to make a conservative beginning, leaving the way\nopen for an increase in the credits given for such work, as experience\nshould indicate the wisdom of such a step.\n\n"}
{"page": 805, "printed_page": null, "text": "Department]\n\nSCIENCE\n\nINSTRUCTION\n\nIN\n\nTHE\n\nSTATE\n\nOF NEW\n\nYORK\n\n793\n\nTo the stimuli just mentioned there was a quick response among\nprincipals and teachers of science. In meetings, small and great, held\nin New York state during the year, the topic most frequently discussed,\nattracting the widest attention, and arousing the greatest interest has\nbeen the movement for better work in science. In fact, it would hardly\nbe stating the matter too strongly to say that in secondary-educational\ncircles of the state this has been the burning question of the year. This\nfact indicates a general and genuine revival of interest in science instruction in our schools, and would seem prophetic of a revolution for the\nbetter in this department of learning.\nIn an incidental way I have already indicated the general character of\nthe requirements necessary for approval of laboratory work in the state\nof New York. For better understanding regarding this matter an\nelaboration of the points already mentioned seems desirable. First, as\nto the laboratory itself. The broad principle seems to be well established\nthat a room distinct from the students' study hall, and preferably one\nthat is devoted exclusively to laboratory purposes, should be provided.\nThis room should be comfortably heated, well lighted, and adequate\nin size for the needs of the maximum number of students likely to\nengage in experimental work in a given science at any one time.\nNecessary fittings conveniently arranged, and apparatus suitable in\nkind and adequate in quantity, are to be provided. To illustrate my\nmeaning, I may say specifically that in the case of chemistry adequate\ntable space for individual work, provided with running water whenever\npossible, with gas or alcohol lamps, and with the usual outfits for individual work, is necessary for approval of a laboratory course in that subject. In physics, adequate table space to enable members of the class\nworking by two's to perform experiments at the same time, and the\napparatus necessary for performing the various experiments mentioned\nin the syllabus, or their approved equivalents, are also to be provided.\nIn reference to laboratory equipment in the line of apparatus it will be\ninteresting to know that, under a statutory provision of the state of New\nYork, the university is authorized to pay from year to year half of the\npurchase price of the apparatus, provided lists of the apparatus are submitted to the university for approval and are found satisfactory in kind,\nquality, and price. Without using mandatory methods, the university is\nenabled under this law to direct in a general way the purchase of laboratory equipments, and to see that the money available at any time for such\nuses is wisely expended. For a number of years past the maximum\namount available for such apportionment has been $500 annually to each\nschool, and may be apportioned in any amounts from $5 upward. This\nprovision comes under the general law providing for the duplication of\nthe purchase price of approved books and apparatus. It is optional with\nthe school applying for duplication of money whether it shall apply for\n\n"}
{"page": 806, "printed_page": null, "text": "794\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Science\n\nduplication on a list of books, on a list of apparatus, or partly on one and\npartly on the other. Under this beneficent law the schools of the state\nhave for some years past been strengthening their libraries, especially in\nthe line of general books of reference suitable for use in connection with\nthe various subjects pursued in the schools. During the past school year\nthe new movement in behalf of science has caused a marked decline in\nthe demand for duplication of money for the purchase of books, and a\ncorresponding increase in the demand for the duplication of money for\nthe purchase of apparatus. Many of the smaller schools of the state have\npurchased apparatus to the value of from $100 to $400 each, and in some\ninstances thoroly good working laboratories for experimental work in\nphysics, or in chemistry, or in both subjects, have been fitted up and supplied with modern equipments. Owing to the greatly increased demand\nfor the duplication of money for the purchase of apparatus, the sum\nwhich may be apportioned annually to any one school has been reduced\nto $250. However, this sum is adequate, as it is quite unusual even in\nthe larger schools for an expenditure exceeding $500 in a single year to\nbe made for equipment for science work.\nWhile suitable rooms and furnishings, satisfactory equipment, and\nteachers whose training and experience give promise of successful work\nare conditions essential to the approval of any course in science, the\nfinal test of efficiency must be the results actually accomplished. Laboratories may be roomy and complete in their fittings and furnishings,\nteachers may have the best training of the schools, and yet, measured by\nactual results, the science work in a given subject may be far from satisfactory. The things one actually sees on visiting a class, the evidence\nafforded by the notebooks regarding keenness of observation, correctness\nof method, and clearness in statement of principles and deductions —\nthese things, coupled with the certificate of the principal that each student for whom twenty credits are claimed has completed the work outlined in the course in a satisfactory manner, and that all his laboratory\nand notebook work has been satisfactorily done, afford the best possible\nevidences of efficiency with the remotest possibility of misinterpretation\nor mistake.\nBy far the greatest obstacle in the way of progress in science work in\nthe state of New York is the lack of satisfactorily equipped teachers.\nGood teachers of Latin, Greek, French, German, mathematics, and to\nquite a degree in English, are not difficult to find. But the experimental\nsciences have until recently occupied such obscure positions in the programs of our schools that there has been little demand in our state for\nteachers specially equipped for these subjects. A large proportion of\nteachers in the various high schools and academies of New York state are\ngraduates of the state normal schools. These schools, by reason of their\nmanner of organization, congested curricula, and large classes, have been\n\n"}
{"page": 807, "printed_page": null, "text": "Department]\n\nSCIENCE\n\nINSTRUCTION\n\nIN THE\n\nSTATE\n\nOF NEW\n\nYORK\n\n795\n\nquite unable to do as much for their students along special and individual\nlines in science as would seem essential to one who is to give instruction\nin those subjects. The colleges have done immeasurably better for their\ngraduates, and the recently increased opportunities and facilities in those\ninstitutions, both in their regular and in their summer-school courses in\nscience, render the outlook hopeful. Meanwhile, ambitious teachers are\ngetting in line, reading, studying, experimenting, investigating on their\nown account, and within the next year or two many of them will take\nthe courses open to them in the various summer schools and colleges of\nthe state.\nThe actual results accomplished during the first year of the new\nscience movement in the state should not be passed by without comment.\nThere can be no doubt that much more individual experimental work of\na satisfactory kind has been done than in any previous year. As a result\nof the stimulus arising from the new syllabus and the allowance of credits\nfor satisfactory work based on approved courses, science teaching has\ntaken a new impulse, and a new interest and zeal for this much-neglected\ndepartment of high-school work have found expression. In physics the\ncourses have been approved in sixty-two schools ; in chemistry, in sixtysix schools ; in botany, in twenty-six schools ; in zoology, in seventeen\nschools. But these figures by no means indicate the strength of the new\nmovement. Evidences multiply on every hand that the good work is but\nbegun. Inquiries and information coming to the university from all\nquarters of the state indicate that the activity of the past year will be\nrepeated and redoubled in the year to come. It is a movement that\ngathers momentum as it goes. A new laboratory, a new outfit in one\nschool, becomes at once an object-lesson and an object of rivalry to neighboring schools. The effective work done by a well-equipped teacher\nalong scientific lines in one school stimulates a desire for work equally\ngood in quality on the part of neighboring schools. The movement is\ncumulative, and it will not sound like prophecy to remark that it is\ndestined within a very few years to revolutionize the science work of the\nEmpire State.\nThe revival of interest in science has been fruitful of good in another\ndirection. Teachers of science, authors, and publishers have been busy\nduring the year preparing notebooks, analyses, schemes of study, textbooks, and other aids supplemental to the scholastic phases of instruction\nin science, while makers of apparatus and of laboratory equipments, especially for physics and chemistry, have vied with one another in the construction of standard and new devices for the more effective illustration\nand exemplification of the facts and principles involved in the pursuit of\nthose studies.\nIncidentally it will not be out of place for me to comment on the\ninfluence of the University of the State of New York in inspiring and\n\n"}
{"page": 808, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n796\n[Science\nrendering effective this educational movement. No more potent force in\nsuggesting, promoting, and directing educational effort along correct\nand developing lines can be found anywhere in the world. Thru its\nsyllabus, thru its system of examinations, thru its visitation and inspection\nof schools, thru its grants of money, it carries to communities the suggestion, the information, the inspiration, the assistance that are most needed.\nThe strengthening and development of schools of academic grade in\nthe smaller villages of the state, thru the influence and stimulus coming\nto those places thru the University of the State of New York, is a matter of common remark. University inspectors and others interested\nin educational work are frequently told by members of local boards of\neducation and by principals that their school owes very much to the university— in fact, that the university has made the school what it is. It\nhas occurred again and again that a village school starting with lowest\nrank, having but three teachers and a total enrollment in all grades not\nexceeding sixty to eighty pupils, and undertaking but one year of academic work in its higher department, has within the limit of a very few\nyears come up to the rank of a high school, doubling its attendance,\ndoubling its teaching force, erecting a new building at a cost of from\n$5,000 to $15,000, and doing systematic and effective academic work\nunder courses of study of four years' duration. With modification, the\nsame general remarks regarding the progress and development of schools\nin New York state thru the university system might be applied to the\nschools in the larger towns and cities of the state.\nNo more marked illustration of the vitality and effectiveness of such a\nsystem could be found than the one afforded by the movement described\nin this paper for improvement in science work. Without restraint, without friction, without imposition of authority from above, thru the potency\nof advice and leadership, and thru the stimulus of financial aid from the\nstate, much has been accomplished in a single year, and what has been\nwrought within the year may fairly be taken as an omen of still better\nthings that are to be.\n\nTHE\n\nRELATION\n\nPROFESSOR\n\nWILLIAM\n\nOF PHYSICAL\n\nGEOGRAPHY\n\nTO GEOLOGY\n\nHARMON NORTON, DEPARTMENT OF GEOLOGY, CORNELL\nCOLLEGE, MOUNT VERNON, IA.\n\nIn geography we have not as yet reached that stage when vague\nspheres of influence give place to definite territorial -boundaries. Our\nscience is still unorganized, its frontiers are not demarked, and the divisional lines of its provinces are not yet drawn. My subject compels me\nto take up a number of questions still so unsettled that I can hardly hope\nto suggest a modus vivendi which in. this time of boundary disputes will\nprove acceptable in all its details to many besides its author.\n\n"}
{"page": 809, "printed_page": null, "text": "Department]\n\nRELATION\n\nOF PHYSICAL\n\nGEOGRAPHY\n\nTO GEOLOGY\n\n791\n\nAt least in America we shall agree that physical geography is not identical in its limits with what our English friends term physiography. It\nis not a summation of our knowledge of nature. Such was the older\nphysical geography, and, valuable as was its view over the kingdom of\nscience, it proved itself impracticable as an educational instrument.\nWith its string of unconnected chapters on the elements of eight or nine\ndifferent sciences, it is no wonder that there was sometimes applied to it\nthe sacred definition of the circle whose center is everywhere and whose\ncircumference is nowhere.\nPhysical geography has often been treated as tho it were equivalent to the \"science of geography,\" as Strachey has defined it, or as synonymous with the \"general geography\" of the Germans. It is not to be\nset over against either descriptive or areal geography. Surely the adjective may well have here a restrictive influence, limiting the subject to\nphysical as distinct from biologic phenomena. With this restriction we\nmay set the divisions of geography in the following scheme :\nChorographic geography.\nPhysical geography, with its sub-heads of the geography of the planet, the geography of the air, the geography of the sea, and the geography of the land.\nBiotic geography, the distribution of animals and plants.\nAnthropic geography, the geography of man.\n\nThe chorographic member, dealing with position, direction, and\ndimension, is the rudiment from which the entire body of geography has\ndeveloped. The map, its first product, remains its chief vehicle of\nexpression. The leading American geography of twenty-five years ago\ntouched the high water mark of topography. On the continent of South\nAmerica its map questions required a knowledge of nine capes, fortyeight cities, and thirty rivers. The boy who knew his lesson in Guyot\ncould tell you that the leading affluents of the Orinoco are the Venturi,\nCoroni, Auraca, Meta, and Guaviari rivers. Today the pupil of Frye\nescapes from South America with the burden of but one cape, eleven\nrivers, and twenty-five cities — a total of thirty-seven place-names of these\nthree kinds, as against the eighty-seven which his father learned in\nGuyot. The space saved by this shrinkage of chorography is largely\ngiven in recent texts to the physical side of the subject. Our \" advanced \"\nschool geographies open with a compend of physical geography, and\na wealth of physiographic matter is scattered with free hand thruout the\ntext. In the high school our science is commonly reviewed as a distinct\nstudy.\nIn its opening chapter on the geography of the planet, physical geography borrows freely from astronomy. Its viewpoint, however, is geocentric. No fact or theory is introduced except in direct and important\nrelation to the earth.\nThe geography of the\n\nair is conterminous with meteorology.\n\nIt\n\n"}
{"page": 810, "printed_page": null, "text": "798\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\ndraws upon the principles of physics, but the geographic content is as\nindispensable as is the physical, and it would be futile to attempt their\nseparation. Under whatever name meteorology js taught, it should have\na large place in school programs, so many and vital are our relations to\nthis ocean of air at whose bottom we dwell, so fundamental are its effects\non land forms, so immediate are its controls of the distribution of life,\nand, especially, so valuable is the discipline in observation and reasoning\nwhich it imparts. It deserves place in the high school as an independent\nstudy.\nAs the geography of the sea is of minor importance to our theme, we\nmay pass at once to the pith of physical geography — the science of land\nforms, or geomorphology, as it is technically termed. It is here that our\nscience presents the largest range and variety of phenomena. It is here\nthat its relations to life are most direct and complex. So central, indeed,\nis this portion of geography that the other divisions may be grouped\nabout it in subordinate relations. It is called by Penck \" the main part\nof geography proper.\" The masterly treatise of de Lapparent, Lefons de\ngeographie physique, is geomorphology pure and simple from beginning\nto end. Is this distinguished geologist of France biased by his profession ? Well, here then is Boulangier, who, in his Traite de geographic\nphysique, reassures his readers that he is not a geologist, and yet defines\nhis subject as \"the methodical and rational study of the surface forms of\nthe planet.\" Wagner excludes from our science both anthropic and\nbiotic geography, while Supan admits only the latter of the two. Davis\nhas given us, under the name of physical geography, the completest and\nmost luminous account of land forms in the language, but he introduces\neverywhere applications to the life of plant, animal, and man, which in\nEuropean texts are commonly omitted.\nGeomorphology is the child' of geology and geography, and it inherits\nits father's strength and its mother's beauty. From geography it brings\nthe \" half artistic \" description of the features of the earth and their distributionfrom\n;\ngeology it brings the reasoned processes of their formation. Just now it seems to be an educational question as to which of the\nparents the child should be given in keeping. Should land forms be\ntaught in the secondary schools as physical geography or as geology ?\nThis is perhaps the most important question raised by my subject. It\ninvolves the relations of the two sciences and their educational values.\nThe overlap land of geomorphology may be claimed by geology with\nas sure a right as any of its other provinces, such as palaeontology. It\nwas by geologists that it was explored. The Committee of Fifteen accredits\nthe advance in scientific geography to the work of geographical societies,\nand to a limited extent this is true, especially in Great Britain. And yet,\nas one of the foremost British geographers, H. R. Mill, has stated, it is\n\"the recent work of three geologists, Penck, Davis, and Lapparent, that\n\n"}
{"page": 811, "printed_page": null, "text": "Department]\n\nRELATION\n\nOF PHYSICAL\n\nGEOGRAPHY\n\nTO GEOLOGY\n\n799\n\nhas brought this aspect of the relation between geography and geology\nboldly to the front.\" The list of the founders and leaders of the American school of physiographic geology is quite too long for mention, but I\ncannot omit the names of Powell, Lesley, Gilbert, Davis, Dutton, McGee,\nChamberlin, Russell, and Tarr. How large, too, have been the contributions of foreign geologists, such as Ramsey and Geikie ; Richtofen, Heim,\nand Penck ; Noe, Lapparent, and Margerie. If some of these, as Penck\nand Davis, to the latter of whom Lapparent attributes \" the preponderating influence in the development of the new concepts,\" are officially\nknown as professors of physical geography, they nevertheless belong to\nthe \"brotherhood of the hammer.\" The attention of geology was early\ndiverted from the study of land forms, but it brings to it on its return a\nwealth of material' which more than compensates for its absence.\nThe reports of the United States Geological Survey contain a body of\nphysiographic information and doctrine unequaled in the publications of\nany society. Our recent state surveys show the splendid result of the\napplication of the method of the geologist to the study of reliefs, as the\nwork of Salisbury in New Jersey, Calvin in Iowa, and Marbut in Missouri\ntestifies.\nThe new geology describes the forms of the land with a precision and\ndetail before unknown. It refers them to their places in a genetic classification. It assigns them to their order in an evolutionary life-history.\nFurthermore, it reads in them the story of the past. It not only explains\nthe present by the past, it also reveals the past by the present. The\nphysiognomy of a region is one of the records of its geological history.\nWhile the geomorphologist requires the special equipment and competence of the geologist, it is no less true that the geologist must now perforce be a geomorphologist.\nIn the geological courses now offered in the American universities\nthe study of land forms has a large and increasing place. It is given\nunder different names, but with essentially the same content. In these\nschools, with one notable exception — Harvard University — it is only in\nthe lecture-rooms and laboratories of the departments of geology that the\nstudent of land forms can obtain adequate training. \"The surest foundation,\" as Richthofen has said, \"for the study of geography is geology, in\nits whole compass, as being the only means to an understanding of the\nearth's surface.\" In advanced instruction and in investigation geology\noccupies the field.\nOf the three variables of which land forms are functions, as Davis has\npointed out — structure, process, and time — the former is an unquestioned\ngeological subject, while the second has always been treated under dynamic\ngeology. The cycle of time, \" that unmeasured part of eternity,\" during\nwhich process produces upon structure the evolving series of topographic\nforms, surely belongs in part to the science which deals with the past\n\n"}
{"page": 812, "printed_page": null, "text": "8oo\n\nNA TIONAL. ED UCA TIONAL\n\nASSOCIA TION\n[Science\n\nhistory of the earth. As Sir Archibald Geikie once said in reply to the\npresident of the Royal Geographical Society, who had drawn the line\nbetween geography and geology at the dawn of history : \" If you take\naway from the geologist the study of all that is taking place now, and\nmaintain that this study is not geology, but physical geography, he will\nanswer: 'I do not care what you call it. I must be at liberty to investigate the processes which are now in operation in order that I may be able\nto explain what has happened in past time.' \"\nIt really makes but little difference what you call it, and yet these\nquestions of the relations of physical geography to geology in research\nmay, after all, some time settle the matter as to which of the sciences shall\nchiefly teach land forms in our high schools. Fortunately certain criticisms of each science as a secondary study have been laid by recent educational progress. In view of recent texts, physical geography can no\nlonger be called hash, nor can geology be called dry and dull. Neither\nscience is dull except to the dullard. So large is the place of land forms\nin both that it is now little more than a question of approach to a common content of knowledge.\nLet me claim for geology the easier path of approach, the clearer and\nmore natural method of presentation, the greater coherence, and the\nvaster and more inspiring view. The geological path is that of process.\nIt studies the agents now in operation with the resulting forms that are\nproduced at each stage in the evolutionary cycle, and thus binds cause\nand effect as closely together as possible. The geographic path is naturally that of form, tho in a number of physical geographies this is\nabandoned and the geological approach frankly taken in its stead, this\nportion of the text being practically an epitome of dynamical geology.\nIt is, perhaps, owing to the personal equation that to me the classification\nby form seems somewhat miscellaneous and scrappy. It throws together,\nfor example, features as diverse in origin as the glacial plains of Iowa,\nthe base plains of Russia, the lava fields of Oregon, the old lake floor of\nthe Red River of the North, and the coastal plains of the Gulf. Supan\nis compelled by his arrangement to take up the glacier under three of the\nfive great subdivisions of his physical geography — under the atmosphere,\nwhere the general description of it is given ; under the dynamics of the\nlands, and under the morphology of the lands. Such a classification is\nof unquestioned value to the advanced student. But to the boy in high\nschool is it so good a way as that of geology, which, in the glacier for\nexample, draws from meteorology its climatic conditions and from geography the description of its features, and then proceeds directly to tell of\nits work and of the forms it sculptures and molds ? Even in university\nwork it has sometimes seemed well, as at Cornell University, New York,\nto precede physical geography by a year in geology.\nGeology also gives what a painter would term atmosphere, or, better,\n\n"}
{"page": 813, "printed_page": null, "text": "Department]\n\nRELATION\n\nOF PHYSICAL\n\nGEOGRAPHY\n\nTO GEOLOGY\n\n80 1\n\nperspective, to this common body of knowledge. To an extent this is\ndone in physical geography ; more effectively done, I admit, in one or\ntwo of the recent texts which emphasize the geographical cycle, than it\nis in the conservative geologies. But these time conceptions are enlarged\nand vivified by the detailed study of geological history. It is well to\nknow the geography of the Alleghany mountains ; it is better to know\ntheir morphogeny ; it is best of all to set the whole in geological perspective, toview their folding in the remote close of the palaeozoic, and their\nlong waste during the middle age of geology to a plain whose gradual\ndissection during subsequent cycles after uplift has sculptured these\nmountains to the forms we behold- today. It is something also to set to\nthe credit of geology that it teaches the history of organic evolution.\nPerhaps the writers of texts have not learned to paint the panorama of\ncreation so that its salient features are not smothered in detail. But to\nknow what the earth is we must know what the earth has been. The\nstory of the planet and the life it has sustained is prerequisite to a complete understanding of the earth sciences and the life sciences as well.\nAs an educational instrument, geology has the advantage of concentration and homogeneity. If, like mathematics, it lacks the warm human\ninterest, the applications of geography to human life, on the other hand,\nits current is not shoaled by division into numerous channels. If either\nphysical geography or geology must be omitted from a crowded highschool course, let it not be the more fundamental, the more coherent, the\nmore disciplinary of the two.\nWhat, then, should be the place and sequence of the earth sciences in\nsecondary programs ? Can they be arranged so as to include the outlines\nof all, and without repetition ? It seems to me that certain changes are\ndesirable to secure this end. I should like to see nature study so enlarged\nin the lower grades that the common physiographic processes early\nbecome familiar. There is an evident trend toward the enlargement also\nof physical geography as an introduction to advanced geography. This\nseems to me the proper place for the study ; but while the treatment of\nall essential forms and processes which bear directly on the life and work\nof man should be set forth clearly, all matter irrelevant to this may be\nomitted. I should like to see the areal and descriptive geography which\nfollows so enlarged that it may take the place in the American high\nschool which it occupies in the German secondary schools. Each geographical unit, each national domain, may then be treated thoroly in\nall departments of the science. With the physical environment everywhere basal, we need not fear to give anthropic geography the largest\npossible room. It may be that much might be brought in which a strict\ndefinition of geography would exclude. In inexperienced hands, however,\nall this wealth of detail relating to man and his work becomes a veritable\nrag-bag, whose bright bits of color are not even sewed together into a\n\n"}
{"page": 814, "printed_page": null, "text": "802\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Science\n\npatterned patchwork. But with due selection of material, with grasp of\nprinciples, with historic perspective, and especially with a thoro knowledge\nof physiographic controls, the wise teacher of geography can afford to take\nas his maxim : \" I consider nothing alien to myself which relates to man.\"\nThe extension of anthropic geography, however, cannot be brought\nabout by discussion, criticism, and the writing of text-books. It must\ncome in precisely the same way as the development of physical geography,\nby scientific research. It awaits the masters who will some time do for\nthe sciences relating to man all that geology is doing for the science of\nland forms.\nThe proper place for physical geography is preliminary to the areal\ngeography which applies its principles and consequences to special\nregions. To review it later as an independent high-school study would\nseem then unnecessary. Instead, let the course in the earth sciences\nconclude with meteorology and geology. The earth sciences may thus\nbe so closely articulated as to form the vertebral column of secondary\nscientific instruction. So close is their touch with human life, so thoro\nand comprehensive is their discipline, so simple, so natural, so rational,\nand so real is their culture, that their extension only awaits their connection into one continuous line of study.\n\n"}
{"page": 815, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly io, 1901\n\nThe sixth annual meeting of the Department of School Administration was called at\nthe Central High School, Detroit, at 3 o'clock p. M.\nIn the absence of President W. S. Ellis, of Anderson, Ind., Edward F. Marschner,\npresident of the Detroit school board, was selected as temporary chairman.\nAfter welcoming the department, Chairman Marschner introduced Miss Esther St.\nJohn, who sang the following songs: (a) \"The Rose,\" Noel; (/>) \" The River and the\nSea.\" Johnston.\nHon. L. D. Bonebrake, of Columbus, O., read a paper on \"The Centralization of\nRural Schools.\"\nHe was followed by a paper on \"Schoolroom Temperature and Humidity,\" by William George Bruce, editor of the American School Board Journal, Milwaukee, Wis.\nA paper on the \" Relation of State Legislation to Modern School Building,\" by C.\nH. Parson, of Des Moines, la., followed.\nThe chair then introduced Mr. M. R. Marr, of the Detroit school board, who extended\na cordial invitation on behalf of that body to the department to spend the following day\nas the guests of the Detroit school board on the steamer \" Sappho.\"\nThe chair then appointed the Committee on Nominations, consisting of :\nH. S. Prophet, Lima, O.\nHarlan P. French, Albany, N. Y.\nFannie G. Gies, Austin, Minn.\n\nA motion was made and adopted authorizing the president to appoint a committee\non legislation, to consist of one member from each state and territory of the United\nStates, whose duty it shall be to promote legislation for sanitary school buildings, as outlined in a paper read by Mr. C. H. Parsons.\n\nSECOND\n\nSESSION.— Thursday, July ii\n\n(On board the steamer \"Sappho\")\nAt 10 o'clock a. M. the members of the department boarded the steamer \"Sappho,\"\nand after a twenty-mile journey landed on the island Bois Blanc, where a dinner was\nserved. After a half-hour's stroll on the island the members boarded the steamer again\nfor the return trip and organized for the second session.\nThe meeting was called to order by William George Bruce, who introduced VicePresident Peres as the presiding officer.\nMrs. Josephine Ahnefeldt Goss, of Grand Rapids, Mich., read a paper on \" The\nValue of Truant Schools.\"\nThis was followed by a paper on \" What803Constitutes an Efficient Superintendent ? \"\nby Israel H. Peres, of Memphis, Tenn.\nThe Committee on Nominations then made the following report :\n\n"}
{"page": 816, "printed_page": null, "text": "804\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\nYour Committee on Nominations begs to report the following list of officers who shall serve during the\nensuing year :\nPresident — Israel H. Peres, Memphis, Tenn.\nFirst Vice-President — Mrs. Josephine A. Goss, Grand Rapids, Mich.\nSecond Vice-President — Edward F. Marschner, Detroit, Mich.\nThird Vice-President — L. D. Bonebrake, Columbus, O.\nFourth Vice-President — Dr. Ella J. Fifield, Tacoma, Wash.\nFifth Vice-President — George Fenton, Broadalbin, N. Y.\nSecretary — William George Bruce, Milwaukee, Wis.\nExecutive Committee — Chairman, C. H. Parsons, Des Moines, la.; M. R. Marr, Detroit, Mich.;\nHon. Samuel B. Huey, Philadelphia, Pa.; Dr. J. V. Gallivan, Boston, Mass.; Miles O'Brien, New\ncity.\n\nYork\n\nOn motion of John A. Diederichsen, of Milwaukee, the report was adopted unanimously and the officers were declared elected.\nMr. J. W. Holmes, of Alma, Mich., then suggested that at the next meeting of the\ndepartment a paper be read on \"What Constitutes an Efficient School Board ?\" He held\nthat the efficiency of the superintendent frequently depended upon the competency of the\nboard.\nMr. A. W. Elson said that in recent years school boards had manifested a tendency\ntoward appreciating in a more sympathetic way the children's side.\nHarlan P. French paid a tribute to the Detroit school board for taking such a keen\ninterest in the work of the department.\nMr. M. R. Marr discussed the truancy problem and described the manner in which\nthe subject was treated in Detroit.\nMr. Carpenter, of the Grand Rapids Truant School, held that the first duty on the\npart of school authorities in managing truants was to inculcate a desire on the part of\nthe boy to do better. As soon as a marked improvement is shown, the boy should be\nreturned to his regular school.\nMr. Prophet then submitted the following resolution :\nResolved, That the Department of School Administration hereby extends its hearty thanks to the\nDetroit board of education as a whole, and to its members and officers individually, for the kind as well as\nunique hospitality extended to us.\nResolved, That these resolutions be spread upon the minutes of the department, and that a copy of the\nsame be transmitted by the secretary to the Detroit board of education.\n\nThe resolutions were adopted by a rising vote.\nA vote of thanks was also extended to the secretary of the department for his efficient and faithful services.\nPresident Peres then announced that he would appoint the Committee on Legislation at an early date and announce the same thru the usual channels.\nAdjournment followed.\nWm. George Bruce, Secretary.\n\nPAPERS\nTHE\nLEWIS\n\nD.\n\nAND\n\nDISCUSSIONS\n\nCENTRALIZATION\nBONEBRAKE,\n\nSTATE\n\nOF RURAL\n\nSCHOOL\n\nSCHOOLS\n\nCOMMISSIONER\n\nOF\n\nOHIO\n\nThe country-school problem is one of the most important now being\nconsidered by the educators of America. A study of the population of\nevery state of the union will reveal a growing tendency toward urban life\n\n"}
{"page": 817, "printed_page": null, "text": "Administration]\n\nCENTRALIZATION\n\nOF RURAL\n\nas against a distinctively rural development.\n\nSCHOOLS\n\n805\n\nThe cities are gaining in\n\nnumbers and wealth at the expense of the rural communities. The factory, the shop, the store, the warehouse, the railroad, the paved streets,\nthe distribution of water and light to every home, the contact with the\nnews of the world and the markets, the construction of edifices public\nand private, the organized city school systems, the opportunity for social\nlife, and other motives more or less apparent, have conspired to produce\ncongested centers of population. Over against all these there have been\nthe well-known isolation of the farm, bad roads, bad postal facilities,\nuninspiring church services, unorganized schools, low prices for farm\nproducts, and other matters more or less connected in thought and more\nor less recognized as important to the best of social conditions. Some of\nthese tendencies were, in a way, recognized prior to the great Civil War ;\nbut they have been increasingly recognized in the last forty years of our\nnational life. For the purposes of this brief paper it is not necessary to\ndiscuss them in detail. Sufficient to say that statistics amply confirm the\nclaim that the city is being developed, in a measure, at the sacrifice of the\nrural community, the hamlet, and the village. This tendency was first\nmade manifest in New England, where farming has always been a difficult\nundertaking. Of course, the rich level lands of the West have invited\nmany aggressive and ambitious young men to leave the older states ; and\nthis also must be added to the tendency just mentioned. The traditions\nof the country school, with its one schoolmaster, with its twenty to thirty\nrecitations a day, its small children learning the alphabet, and its larger\nchildren mastering arithmetic and grammar and geography, its go-asyou-please course of study, its rough-and-tumble discipline, its spelling\nclasses, spelling bees, singing schools, debating societies, and all that,\nare not yet entirely departed from us. Their memory lingers ; and occasionally we find rural communities where such conditions obtain, reminding us of the early days of pioneer life and of our earlier American\ncivilization.\nBut, on the other hand, we are constantly confronted with changing\nconditions. The log schoolhouse is fast disappearing; and \"the little\nred schoolhouse\" is not what it once was. A network of electric railroads is rapidly providing inexpensive transportation facilities for those\ndwelling in rural communities.\n\nCheap telephone service is rapidly find-\n\ning its way to farmers' homes. The government is providing free rural\nmail delivery as fast as the resources of the treasury will allow, and soon\nour farmers will have added to their own rich inheritances many of those\nconveniences which are so much prized in cities and large villages. To\nsuch improving conditions we must add the grange, the farmers' institute,\nfree circulating libraries, and not infrequently lecture courses and Chautauqua circles. But these are all comparatively recent in origin, and\ntheir full significance is not yet comprehended.\nThey are good, hope\n\n"}
{"page": 818, "printed_page": null, "text": "8o6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\nsigns, however, of better rural conditions, and all have an educational\nand socializing tendency more or less pronounced.\nHow much they may do to reclaim our despoiled rural districts and\nfill them once more with that peculiar strength of character, that virility\nand soundness of judgment and patriotism, so long associated with rural\nAmerica, I cannot say; but of this I am certain : they will tend to do\naway with the isolation of the farm, and bring some of the best things of\nthe city to the country.\nBut what about the school system ? Are there no hopeful signs for\nthe farmer's boys and girls ? My answer is that great changes in the\nschools of rural America are taking place, and at least three distinct\nphases are to be mentioned : first, better supervision, gradation, and\ninspection, which represent in a word what we call effective organization ;\nsecond, township and county high schools, which represent enrichment\nand extension of the course of study; and third, centralization of schools\nand transportation of pupils, which stand for many matters which it is\nthe purpose of this paper to point out in as brief form as possible.\nConcerning the inspection of the work, it is proper to note that there\nare two or three types. County superintendency is one ; township superintendency is another ; and a district county superintendency is entirely\npossible where neither the larger unit of the whole county nor the relatively small unit of the single township is made the supervising district,\nand where the supervising unit consists of several townships grouped\ntogether as one district. The latter, a compromise arrangement, I personally consider as preferable to either of the others.\nIn the matter of rural high schools we have two types : the township\nhigh school and the county high school. The former I consider preferable, as the young people can sleep at home and be under the constant\nwatchful care of their parents. The township high school will also reach\nthe greater number, and respond more readily to popular demands.\nAs to the centralization of schools and transportation of pupils, there\nis much to be said. It is a part of the solution of the great rural-school\nproblem, and a very important part. It has great possibilities. Centralization of schools means the closing of the small separate country schools\nand the gathering of the children of a township into commodious structures usually located near the center of the township. It also means the\ntransportation of the pupils to the schools in comfortable conveyances.\nThis phase of the country-school problem is provoking at present a great\ndeal of serious discussion. A score of states now have laws touching this\nsubject, most of them permissive in character.\nThe first law on the subject was passed by Massachusetts in 1869.\nThe practice of transporting pupils at public expense had been in vogue\nfor some years prior to that date, but it was not until 1869 that definite\nlegislative sanction was accorded to the movement.\nOther New England,\n\n"}
{"page": 819, "printed_page": null, "text": "Administration]\n\nCENTRALIZATION\n\nOF RURAL\n\nSCHOOLS\n\n807\n\nwestern, and northwestern states have followed in giving it legislative\nsanction.\nSome opposition has been met ; some still exists. But the movement\nhas grown to be general in character. That I may not speak unadvisedly or in lavish terms, I have deemed it best to speak by way of illustration of that movement in connection with my own state, as the history of\nOhio is but the history of the movement elsewhere. And I know you\nwill pardon the characteristic modesty of an Ohio man, as he seeks to give\nthe \"Ohio idea,\" now happily worked out in our midst, and in successful\noperation in many of our townships.\nAs early as the year 1872 centralization was discussed in some of the\nWestern Reserve counties of northeastern Ohio. On p. 163 of Hon.\nThomas W. Harvey's report of the school commissioner's department\nfor the year 1872 there will be found the suggestion made by Mr. H. U.\nJohnson, one of the county school examiners for Ashtabula county, in the\nfollowing vigorous recommendations :\nThat something must be done soon by way of re districting the townships, or for\nproviding for centralization of the schools in northern Ohio, is apparent to every careful\nobserver. Our townships have from six to nine sub-districts, and very many of these\nschools are run, during the summer months, with from three to eight scholars. The\nwinter schools are proportionately small. With this state of affairs, no person can create\nany great deal of enthusiasm in his school work, and the authorities do not feel that they\ncan pay the wages that qualified teachers demand. As a result, all parties suffer. I am\nsatisfied that some method of collecting the children of our rural districts should be\ndevised by which they can all have the advantages of the graded school. Again, our\nschool law should provide help for academies and seminaries in those communities where\nsuch schools are located, by allowing the people to tax themselves for that purpose. For\na long time to come there will be a demand for the work done in this class of schools,\nand yet, as matters now stand, the remuneration is not adequate to the labor required.\n\nDiscussions of various kinds were indulged in for some years following. The conviction that the per capita cost was too great in many of\nthe districts was clearly recognized. The small daily attendance prevented interest and enthusiasm. Many schools were inefficient. Finally,\nin 1892, just twenty years after the pertinent suggestion of Mr. Johnson\nwas written, the real work of centralization was actually begun in Kingsville, Ashtabula county. The Kingsville township board of education,\nbeing confronted with the necessity of providing a new school building,\nboldly undertook to test the practicability of their convictions by providing transportation of pupils to a neighboring school. Their schools\nwere small ; the per capita expense was unduly large. The new plan\nwas therefore given a trial, and their pupils were transported to a neighboring village. The success of the plan was manifest from the beginning,\nbut its legality was questioned.\nAccordingly, a special measure was introduced in the general\nassembly providing for the costs of transportation, and it became a law\n\n"}
{"page": 820, "printed_page": null, "text": "8o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\nApril 17, 1894. The measure applied only to Kingsville township, Ashtabula county, and reads as follows :\nSection i. Be it enacted by the general assembly of the state of Ohio, That any\nboard of education in any township which by the federal census of 1890 had a population\nnot less than 1,710 nor more than 1,715, of any county which by the same census had not\nless than 43,650 nor more than 43,660 inhabitants, may, at their discretion, appropriate\nfunds, derived from the school tax levy of said township, for the conveyance of pupils in\nsub-districts from their homes to the high school of said township. Provided, such\nappropriation for any sub-district shall not exceed the amount necessary, in the judgment of the board, for the maintenance of a teacher in such sub-district, for the same\nperiod of time.\nSec. 2. This act shall take effect and be in force from and after its passage.\n\nYou will perceive how intimately the high school was associated with\nthis first bill providing for centralization. It is gratifying to note that\nthe complete system thus installed has, in a measure, set the pace for\nmany other districts of the state.\nAfter ten years of successful experience it is also a pleasure to report\nthat the people are thoroly satisfied, and still adhere to their original\nconception of graded instruction for the children and a course of study\nleading from a primary department to a high school under their own\nmanagement and control.\nIn time the leaven spread. Other counties and townships of northeastern Ohio became interested, and in 1896, in the next succeeding general assembly, a second bill on centralization was passed, known as H. F.\n830, and was for the relief of the counties of Stark, Ashtabula, and Portage. The wording of that measure is as follows :\nSection i. Be it enacted by the general assembly of the state of Ohio, That the\nboard of education of any township district situated in the counties of Stark, Ashtabula,\nand Portage may, when in its opinion it will be for the best interest of the pupils in any\nsub-district, suspend the school in such sub-district and provide for the conveyance of\nsaid pupils to such other district or districts as may be convenient for them, the cost of\nsuch conveyance to be paid out of the contingent fund of said district ; provided, the\nboard of any special school district in any county mentioned above may provide for the\nconveyance of pupils out of contingent funds the same as township districts aforesaid.\nSec 2. This act shall take effect and be in force from and after its passage.\n\nYour attention is called to the provision of this bill which permits\nspecial districts, as well as township districts, to provide for conveyance\nof pupils out of the contingent funds at their disposal. You will notice\nalso the provision whereby the board of education is to become the judge\nof the matter. It is not necessary to refer the question to the people for\na vote.\nThe board decides that question for the district.\nAnother two-year period followed, and again the general assembly\nof Ohio was in session. Such was the success of the measure for the\ncounties of northeastern Ohio that the demand was general for a law\nwhich would apply to the entire commonwealth.\nAccordingly we find that the general assembly on April 5, 1898,\npassed a bill amending section 3921 of the Revised Statutes so as to give\n\n"}
{"page": 821, "printed_page": null, "text": "Administration]\n\nCENTRALIZATION\n\nOF RURAL\n\nSCHOOLS\n\n809\n\nto any township board the right to suspend any school where it was\ndeemed necessary and provide transportation for the pupils. This very\nimportant law reads as follows :\nSection 3921. A map of each township district shall be prepared by the board, as\noften as it may be necessary, in which shall be designated the numbers and boundaries\nof the sub-districts thereof ; the board may at any regular session increase or diminish\nthe number or change the boundaries of sub-districts, or may, when in its opinion it\nwill be for the best interests of the pupils in any sub-district, suspend the school in such\nsub-district, and shall provide for the conveyance of said pupils to such other district or\ndistricts as may be most convenient for them, the cost of such conveyance to be paid out\nof the contingent fund of said district ; and any such sub-district which may be established byact of the general assembly shall be governed by the provisions of this title,\nexcept that it cannot be changed or consolidated by the board within three years after\nits formation, unless the written consent of two-thirds of the electors residing in the territory affected by such change is obtained.\nSec. 2. That section 3921 of the Revised Statutes of Ohio be, and the same is\nhereby, repealed ; and this act shall take effect upon its passage.\n\nUnder the general provisions of this law twenty- three townships are\nreported as being centralized, and I am satisfied that many more are partially centralized — how many I am unable to say, owing to imperfect\nreports.\nIn the session of the general assembly of 1900 another general law\nbearing on centralization was passed. It does not in any way modify the\nsection just quoted, but it permits a different style of centralization ; and\nalready several townships have taken advantage of its provisions.\nIn substance the law of 1900 defines \"centralization\" as being a system of schools in a township providing for the abolishment of all subdistricts and the conveyance of pupils to one or more central schools. By\nits terms it permits the township board of education to submit the question\nof centralization to a vote of the electors of the township, and upon the\npetition of one-fourth of the electors the board must submit the question to a vote. Methods for providing a new central school building\nare outlined, a graded course of study is required, and permission for a\ntownship high school is given. One of the noteworthy provisions is the\nabolition of the boards of sub-directors and the election of a township\nboard of five persons elected at large, the township clerk and treasurer\nacting ex officio as clerk and treasurer.\nThis composition of the board will prevent deadlocks. In so far as\napplicable, the village school laws of the state are to govern the schools,\nand said laws by common consent are among the best we have on our\nstatute books. Already several townships have arranged to place their\nschools under this new law, and inquiries recently sent out bring three\nreplies, which follow :\n1. We are very favorably impressed; we expect better schools.\n2. It gives satisfaction.\n3. It works very satisfactorily.\n\n"}
{"page": 822, "printed_page": null, "text": "8lO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[School\n\nNow, in a general way let me summarize the conclusions reached by\ncorrespondence in Ohio and in other states. No attempt at accurate\nstatistics is made. There is too much detail, and this is not the time or\nplace to give figures. A committee of careful and judicious educators\nappointed by the National Educational Association can get much valuable information by compiling available material gathered from all the\nstates of the union. Ohio will contribute its full share ; so will Massachusetts, Indiana, and many other states.\nThe movement toward centralization is generally approved in farmers'\nconventions and by the Grange. The farmers of America wish their\nchildren to be well educated, and once thoroly convinced of the practicability of the new movement they will give it a fair trial and respond\nto all demands put upon them.\nIn closing let me summarize :\ni. Centralization encourages the growth of high schools, thereby giving\nthe country boys and girls an equal opportunity of receiving advanced\ntraining with those that live in cities and villages.\n2. Centralization encourages supervision and inspection of all work\ndone; thereby encouraging definiteness of aim and securing full return for\nmoney spent.\n3. It permits better grading and classification.\n4. It encourages an enrichment of the work, often giving to the pupi's\nof the township music, drawing, and other special branches under special\nteachers elected by the township board of education.\n5. It fosters township libraries and provides ready means for the distribution ofgood literature to both young and old.\n6. It invariably insures better teaching, and generally it brings to the\nteacher more and longer terms of employment.\n7. It invariably operates to keep the larger boys and girls in school,\nwhen otherwise they would be content with meager preparation for life.\n8. It brings to the people of a township a certain community of feeling, a certain companionship and charity, which otherwise would hardly\nbe possible. Sectarian and political differences are not so noticeable\nunder the new as under the old regime. The people get better aquainted ;\nand frequently the same wagons which transport the children to school in\nthe daytime will at night transport their parents to lectures, concerts, and\nother social gatherings.\n9. The improvement in apparatus, laboratories, charts, blackboards,\ndesks, furniture, heating apparatus, toilet arrangements, and matters of\nlike kind is quite apparent. The board of education having but one\nbuilding to paint, or shingle, or repair, naturally also there is saved much\ncurrent expense.\n10. The school attendance is invariably much more regular, is of\nlonger continuance, and teachers are very little annoyed with truancy and\ntardiness.\n\n"}
{"page": 823, "printed_page": null, "text": "Administration]\n\nSCHOOLROOM\n\nTEMPERATURE\n\nAND\n\nHUMIDITY\n\n8ll\n\nii. The cost of maintaining the school, including transportation,\ndiffers according to local conditions, and reports are made sometimes\nshowing more expense than under the old plan, and sometimes less.\nOne of my enthusiastic friends reports that he would rather have one\nmonth under the new conditions for his children than a year of the old.\n12. The health and morals of the children usually are guarded better\nby the new method than by the old ; the children are happier ; they are\nbetter taught, and the people get larger returns for their money.\n\nSCHOOLROOM\nWILLIAM\n\nGEORGE\n\nBRUCE,\n\nTEMPERATURE\n\nAND\n\nHUMIDITY\n\nEDITOR \"AMERICAN\nMILWAUKEE, WIS.\n\nSCHOOL\n\nBOARD\n\nJOURNAL,\"\n\nWe have reached a period where the schoolhouse has become more\nthan a mere gathering center or a shelter against the elements. We have\ncome to recognize that its very walls are a factor in the educational\ngrowth of the child. We regulate its appointments in order that they\nmay bear the largest educative influence upon the inmates, and also protect\ntheir physical welfare as a prerequisite to intellectual advancement.\nUntil a few years ago the essentials of a schoolhouse were few.\nToday we discriminate among a variety of systems of heating devised by\nable engineers. Ventilation has been reduced to an exact science.\nSchoolroom lighting is thoroly understood and correctly applied.\nIn drawing comparisons between the old and the new schoolhouse\nsome school-board members are apt to lapse into the belief that the crude\nstructure of former days, with its meager equipment, will suffice for today.\nOthers reason that the modern schoolhouse is too expensive.\nOne might as well argue that the wooden plowshare of ancient times\nwill serve as well as the steel plow of today, or that a tallow candle will\nshed as much radiance as an electric light. The boy of today requires a\nbetter mental equipment for the battle of life than did his forefathers.\nThe general progress in all lines of human activity will make greater\ndemands upon the young man of the future. Thus, not only the modern\nschool, with its well-devised courses of study and educational methods,\nbut the schoolhouse as well, is the result of advanced conditions.\nOne of the peculiar features which have developed in my inquiry on\ntemperature regulation in schoolhouses is the tendency to confound it\nwith another subject. It would seem unnecessary to explain that heat\nregulation pertains entirely to a system by which temperature is controlled against excessive heat or excessive cold! It would seem equally\nunnecessary to explain specifically that ventilation pertains to the induction of fresh air and the removal of foul air.\nWhile everyone knows this, we find many school officials who do not\n\n"}
{"page": 824, "printed_page": null, "text": "8l2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\ndifferentiate temperature regulation from ventilation. No doubt, if asked\npoint blank to define the difference between temperature regulation and\nventilation, a correct answer would be received in each instance. It is\nnot ignorance, but thoughtlessness, that causes the misconception. It\nis one thing to provide a class-room constantly with fresh air ; it is\nan entirely different thing so to regulate the air that it is neither too\nwarm nor too cold. Thus, let us bear in mind the wide difference\nbetween ventilation and temperature regulation.\nA discussion of the subject of temperature regulation can only result\nin beneficial results. If school officials have hitherto occupied their\nminds with the various kinds of heating systems to the exclusion of temperature regulation, it is because the latter has not been urged upon\nthem with any considerable pressure. Busy men — busy in their several\nvocations in life — do not always find it convenient to give the time\nnecessary for a thoro study of all the things that ought to go into or\nabout a schoolhouse.\nIn the modern schoolhouse artificial heat need no longer be measured out extravagantly or penuriously to discomfort or danger. It can\nbe placed under automatic control by simple devices — insuring economy\nand protecting the health of the pupils.\nAn even temperature at a certain degree is conducive to the growth\nof plant and animal life. Vegetable and animal foods owe their prolonged preservation to an even temperature.\nAn apple picked in October of last year and found in fine flavor and\njuice in the month of June this year owes its wonderful preservation to\nnothing else than an even temperature. The qualities of the apple have\nbeen prolonged by the control of natural elements. In the same manner\nhas the growth of .the strawberry which reaches the market in the month\nof January been hastened by surrounding it with a temperate atmosphere. Temperature extremes hasten the death of both plant and animal\nlife.\nIt may be claimed that a variation of temperature is conducive to hardihood. Under certain conditions, yes. A child may withstand extreme\ncold while engaged in healthful exercise. Under certain conditions\nextreme heat may be borne without injurious effects. When the body,\nhowever, is inactive, a variable temperature is harmful. Thus an overheated as well as an under-heated schoolroom may do incalculable\ninjury to the child.\nThe automatic control of schoolroom temperature involves primarily\nthe question of finance. The great majority of schoolhouses in the\nUnited States require artificial heating during seven months in the year.\nThe fuel expense in cities and towns, where large buildings must constantly be kept warm, is a heavy one. The consumption of fuel is steady\nand constant during certain periods of the year — continuing year after\n\n"}
{"page": 825, "printed_page": null, "text": "Administration]\n\nSCHOOLROOM\n\nTEMPERATURE\n\nAND\n\nHUMIDITY\n\n813\n\nyear. Thus any slight daily reduction in fuel consumption may prove a\nconsiderable saving at the end of a month or a year. The saving of a\nfew hundred dollars in the purchase of a school site or the erection of a\nschool building offers no comparison with the aggregate saving accomplished in a daily reduction of the fuel expense. Every degree of excess\nheat represents that much waste.\nTemperature regulation in the schoolroom, however, is a simple\nproposition. It requires no expert mathematician to measure its material\nadvantage, nor a medical expert to determine its hygienic qualities. A\nfew things only need be considered. If the outdoor temperature is fifty\"\ndegrees, and the school temperature should be seventy degrees, only\ntwenty degrees of artificial heat is required to make the schoolroom\ncomfortable. Consequently the fuel expenditure should cover twenty\ndegrees only. That which goes above this is waste, and consequently\nextravagance. An open window to cool off an overheated room is an\nunwarranted exposure of the school occupants to coughs and colds, which\nmay lead to serious results. No school board has the right to endanger\nthe physical comfort and welfare of pupil or teacher.\nThe fuel expenditure should cover only the difference between the\noutdoor and indoor temperature. This may vary all the way from zero\nup. Variation may be constant. The most attentive janitor may miss\nhis firing by several degrees of the temperature desired or required. In the\nforenoon the outdoor temperature may be forty degrees ; in the afternoon,\nfifty degrees. Consequently thirty degrees of artificial heat are required\nin the forenoon, and only twenty degrees in the afternoon. The janitor\nmay anticipate the changes in temperature. The chances are that he\nwill not. The surplus heat has either escaped thru the chimney with\nthe janitor's aid, or thru the schoolroom window with the teacher's\naid. A well-adjusted mechanical device would regulate the temperature\nfrom minute to minute without human aid, and regulate the fuel consumption accordingly. Even a few degrees of excess heat will make a\nvast difference in the aggregate of fuel consumption for the year.\nTherefore an accurate adjustment of fuel consumption must effect a\nsaving in the fuel expense.\nThe physical welfare of the teacher and pupil cannot be treated as a\nsecondary consideration. In fact, if it is admitted at all that hygiene is a\nfactor in schoolroom temperature, it follows that it is one that must preclude monetary considerations. Therefore, if a system of temperature\nregulation will effect an actual saving in dollars and cents, sufficient to\npay its installment in a few years, the advantage is a double one. Were\nthis not the case, the hygienic proposition involved would alone be\nsufficient to warrant a recognition of the advantage derived from a heatregulating device.\nThe subject of atmospheric humidity, or air moisture, and its relation\n\n"}
{"page": 826, "printed_page": null, "text": "814\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\nto health has thus far received little or no attention at the hands of\nschool authorities. While the subject is an important one, but few data\nhave been collected. The scientists who have entered this field of\ninvestigation contend, however, that for certain classes of invalids the\ndegree of humidity of the atmosphere is of more consequence than the\nvariability of temperature, no matter how sudden or sharp the variation\nmay be. Yet it is held that medical literature is almost entirely lacking\nin a scientific explanation of the effect of the different degrees of humidity\nupon the animal economy.\nDr. W. M. Wilson, director of the United States Weather Bureau, who\nhas given the subject careful study, says :\nIt is safe to assume that during the winter months the normal relative humidity in\nlake cities is 72 per cent., and the average diurnal range is from 60 to 72 per cent. From\nobservations with respect to moisture in business offices and living-rooms heated by\nsteam, hot water, and hot air, it is safe to assume that the average relative humidity in\nartificially heated dwellings and offices in the winter months is about 30 per cent., or\nabout 42 per cent, less than the average outside humidity, and drier than the driest\nclimate known.\nThe evaporative power of the air at a relative humidity of 30 per cent, is very great,\nand when the tissues and delicate membranes of the respiratory tract are subjected to the\ndrying process, a corresponding increase of work is placed upon the mucous glands in\norder to keep the membranes in proper physiological condition. Nature in her effort to compensate for the lack of moisture in the air is obliged to increase the functional activity of\nthe glands, and this increase of activity and the frequent unnatural stimulation, induced\nby the changing conditions of humidity from the moisture-laden air outside to the arid\natmosphere inside our dwellings, finally result in an enlargement of the gland tissues,\non the same principle that constant exercise increases the size of any part of the animal\norganism. Not only do the glands become enlarged, but the membrane itself becomes\nthickened and harsh, and sooner or later the surface is prepared for the reception of the\ngerms of disease, which tend to develop under exposure to the constantly changing percentage of humidity.\nThe medical authorities tell us that the \"physiological symptoms of an atmosphere too\ndry are parched lips and tongue, a dry, feverish condition of the skin, and, in those children predestined to lung diseases, a hacking cough, resulting from the desiccating effect\nof excessively dry air on the lungs and bronchial tubes.\"\nA mummified and shriveled appearance of the human skin is caused by a dry atmosphere. The ruddy complexion and red cheeks of English men and women are due to air\nmoisture. The importance of aqueous vapor as a constituent in our atmosphere was not\nexaggerated by Tyndall when he startled the scientific world by the announcement that\n\" the removal, for a single summer night, of the aqueous vapor from the atmosphere\nwhich covers England would be attended by the destruction of every plant which a freezing temperature could kill.\"\n\nOn the economy of fuel consumption achieved by controlling humidity\nin the schoolroom I can do no better than quote Director Wilson again.\nHe says :\nA humid atmosphere is economical. In a room in which the temperature is 72\ndegrees the temperature of the wet-bulb is 54.5 degrees. If a room with a sensible temperature of54-5 degrees is considered comfortable, the same result can be attained by\nheating to only 60 degrees, and supplying sufficient moisture to raise the humidity to 70\n\n"}
{"page": 827, "printed_page": null, "text": "Administration]\n\nLEGISLATION\n\nAND\n\nMODERN\n\nSCHOOL\n\nBUILDING\n\n815\n\nper cent., which still conforms very closely to the normal condition of the outside air, so\nfar as moisture is concerned. It would probably be impracticable to maintain uniformly a\nrelative humidity of 70 per cent., especially with a low outside temperature, as the condensation upon the windows would be undesirable ; but by heating to 65 degrees the\nrelative humidity could be held at 50 per cent, without any ill effects, except possibly on\nextremely cold days. Competent engineers estimate that about 25 per cent, of the cost of\nheating could be saved by holding the temperature at 60 degrees and raising the humidity\nto 70 per cent., still maintaining a wet-bulb temperature of 54.5 degrees, the same as that\nobtained by heating to 72 degrees under ordinary conditions. But to be conservative\nand avoid the possibility of any unpleasant results from condensation, our dwellings\ncould be heated to 65 degrees with a relative humidity of 50 per cent., and still save from\n12^ to 15 per cent, over the present cost.\n\nThe question which naturally arises in a discussion of this subject is\nwhether humidity can be brought under mechanical control. Or, rather,\ncan atmospheric moisture be supplied artificially to the extent that it may\nbe desired ? The need of a larger quantity of moisture in schoolhouses\nheated by artificial means is recognized, but the difficulties encountered\nin solving the problem have, it is claimed, largely deterred practical\nresearch in this direction.\nBut here the triumph of the scientist must again be recorded.\nRecognizing that a humidifier is as necessary to a first-class heating\nplant as is a temperature regulator, the inventive mind has also brought\natmospheric moisture within automatic control and regulation.\nIt remains for the authorities who govern the practical affairs of the\nAmerican schools of the present day to avail themselves of the modern\nappliances whose efficiency has been satisfactorily demonstrated.\n\nRELATION\n\nOF STATE\nC.\n\nH.\n\nLEGISLATION\nBUILDING\nPARSONS,\n\nDES\n\nTO MODERN\n\nMOINES,\n\nSCHOOL\n\nIA.\n\nOne year ago at Charleston, in treating of the subject of \" Schoolhouse Architecture,\" I made this statement : \" Each state should pass\nlaws requiring that every schoolhouse should measure up to a certain\nsanitary standard ;\" and in the practical experience of the year since, as\nan architect, in the designing and construction of many schoolhouses,\nmaking a specialty of this class of buildings, I have become firmly convinced that no permanent, satisfactory solution of the modern school building can ever be attained even in the most enlightened of our communities\nthat does not comprehend the remodeling of state laws so as both to\nenable and require school boards to produce certain definite and specific\nresults in the school buildings under their control.\nIn discussing this subject before you today, I recognize that your\nactions and efforts to produce satisfactory results in the building of new\n\n"}
{"page": 828, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\nschool buildings are controlled and regulated in each state by state legislation. Ialso know that most of you who are here today represent school\nboards of the larger cities, and that many of the difficulties of which I\nshall speak do not exist to the same extent in your communities as they\ndo in smaller towns, villages, and rural districts. On you who know the\nvalue of modern sanitary school buildings devolves the burden of\ntaking the initiative in securing the necessary legislation to enable all\ncommunities in your repective states to have the same privilege that you\nenjoy.\nThe school buildings that our fathers built are not sufficient for our\nneeds today ; the legislation that produced the schoolhouse of the past\nis not comprehensive enough to create the needed modern school building of today. As conditions change in our evolving and unfolding\nmodern civilization, laws must be made broad and comprehensive enough\nto make possible an intelligent solution of all arising problems.\nOccasionally in some out-of-the-way place, where the influences of\nmodern progress have been but lightly felt, some member of a school\nboard will say to me that when he went to school no attention was\ngiven the question of sanitation that is so necessary to the health and\ncomfort of the child in the crowded twentieth-century school building\nof today, and that they enjoyed good health, too ; and then he thinks\nhe has defeated by a statement of one fact all argument in favor of schoolhouse sanitation, when in fact his statement has only called attention to\nchanged conditions and to the necessity of their intelligent treatment.\nIn the years that our fathers went to school the attendance was small\nand the school year short, thus leaving more than double the time that\nis now given for outdoor exercise, physical work, and the upbuilding of a\nvigorous constitution ; while we today have to accomplish this result by\nartificial means. Our children are confined to the schoolroom from eight\nto ten months in the year ; the rooms are not built larger than necessary\nto accommodate the attendance. In order that the present generation of\nchildren may have the proper supply of fresh air, it must be brought to\nthem thru artificial means of ventilation.\nThere are conditions existing in most of our western states that\nimperatively demand enabling laws.\nThe conditions are these :\nThe school population is increasing all over the West faster than the taxable valuation of municipal property. In almost all of our western states\nthe laws limit the amount of money that can be voted for the purpose of\nbuilding a schoolhouse to a certain percentage of the taxable valuation\nof the property of the district. In some of these states the limit is as\nlow as 4 per cent., and in these same states the assessed valuation of the\nproperty ranges from 25 per cent, to 50 per cent, of the actual valuation,\nand thru kindness of the assessor in most of the communities the valuation will usually be very much less than one-fourth of the actual value.\n\n"}
{"page": 829, "printed_page": null, "text": "Administration]\n\nLEGISLATION\n\nAND\n\nMODERN\n\nSCHOOL\n\nBUILDING\n\n817\n\nThe result has been that, when a town finds that it needs a new school\nbuilding, it finds at the same time that it cannot legally raise money\nenough to build the building that it needs. The result of this in some\nof the western states is that there are very few schoolhouses built in\nwhich the board does not have to violate the law in order to secure the bare\nnecessities of the building. This condition is at the present time worse\nthan it has ever been in the history of this territory of which I speak,\nowing to the fact that during the recent period of depression, or \" years\nof hard times,\" as we are wont to term them, the assessed valuation of\nall property was run down very low ; and since times have changed and\nprosperity has again struck our fair western land, there has been no effort\nmade to increase the tax valuation, while, on the other hand, material and\nlabor prices have kept advancing, until today it takes from 50 fo 75 per\ncent, more to build a school building than it did during those years of\nadversity. The result is that a school board will go to some place and\nsee a school building that was built in the years from 1894 to 1897 and\nascertain its cost. They go home and decide to build a similar schoolhouse. They should have just as good a schoolhouse, and in fact better,\nbecause we know more about building schoolhouses today than we did\nfive years ago. They undertake to build it, and, if the old house cost\n$10,000, they find that the new one will cost $15,000 or $16,000. What\nis the result? The board has so many children to provide for; they\nmust have so much floor space in order that they may accommodate the\nnumber of children. They go to work, and the instruction to the architect\nis to cut out every ventilating flue in the house ; to take off and out every\nprovision for sanitation that costs any money; to strip the building of\nevery adornment and ornamentation that goes to produce an artistic\nschoolhouse ; and when they have finished their reductions they still have\nto violate the law to some extent to complete it; and instead of a modern\nschool building they have a house that is no better in its sanitary features\nthan we were building twenty years ago, while in appearance it is a thing\nthat the community and architects are all ashamed of. The board is not to\nblame for this, for they have done everything they could do; the architect is not to blame, for he has put into the building everything and more\nthan the board had money to pay for ; the evil lies in the law. What we\nmust have is laws to enable our communities to build the schoolhouses\nthey need.\nIt is necessary, I presume, for state legislatures to throw around their\nacts a certain amount of caution. I presume that it is necessary for them\nto limit, to a certain extent at least, the amount of indebtedness that a\ncommunity can assume ; but I do not believe that it is necessary for any\nlegislature to pass such laws as say to a local community that it cannot\nbe trusted in the handling of its own resources, and in this way entirely\nthwart the development of the public-school\nsystem.\nWe need more\n\n"}
{"page": 830, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIAIION\n[School\n\nliberal legislation for the purpose of enabling boards in the villages and\nsmaller towns to supply the necessary facilities for the proper conduct of\ntheir schools.\nTaking up the second point, that of compelling legislation, I will say\nthat we find in many of our communities the following conditions existing :\nThe architect will go into the town upon the call of the school board\nthat is looking for plans for the new school building, and will lay before\nthem the things that are necessary to make a modern school building a\nsuccess ; he will show them the necessity for ventilation, proper lighting,\nsanitary closets, easy stairways, and all of those things that go to make\nup a satisfactory school building ; and he immediately finds that the\nboard is possessed of a commercialism that prevents them from ever\nadopting any of these ideas because they cost some money. You may lay\nbefore them the necessity of the thing in order to preserve the health of\nthe children, and it does not appeal to them. They frequently think that\nit is the foolish vagary of an architect that knows too much. Now, when\nI am describing this board to you today, I am not speaking of an ignorant board. Such a board is frequently found composed of the best men\nof our most progressive communities. If you go into their stores, their\nworkshops, their factories, or their offices, you will find them equipped\nwith all the modern devices .of the age for the accomplishment of the best\nresults in their special pursuits. They are in no sense ignorant ; they are\nmen of intelligence and ability; they are men who, if they were building\na house for themselves, would build it in the best way possible ; but when\nthey go on a board of education, they are so conservative or economical\nin the handling of the funds of the district that they will not pay one\ncent for things that look like fads to them. They will frequently say:\n\" Why, I have a good house and it is not ventilated.\" Probably in that\nhouse of theirs, with three or four occupants, you will find more cubic feet\nof air than with the best system of ventilation can be given to a schoolroom for sixty pupils. Argue as you will, lay before them the necessity\nof the case, and show that there must be greater provision made for the\nventilation of a room in which there are sixty pupils than for one in\nwhich there are six; you cannot influence their minds ; and when the result\nis reached, you will find that the board has turned down the provisions\nfor ventilation as being extravagant.\nThe result is that when we get thru erecting a school building under\nthe control of a board like this, they have a ruined house. The teachers\ncannot reach these men, because with them the commercial instinct is\ndeveloped to such an abnormal extent that they look upon the one that\nis teaching school as being entirely impractical and incompetent to deal\nwith these problems. Even if the school-teacher is well read and well\nposted on the subject of modern schoolhouse construction, and if he\n\n"}
{"page": 831, "printed_page": null, "text": "Administration]\n\nLEGISLATION\n\nAND\n\nMODERN\n\nSCHOOL\n\nBUILDING\n\n819\n\noffers to give any advice to his board, the chances are that the president\nor some member of the board will politely inform him that he has been\nemployed to run the school and not the school board. The question is\nhow to deal with cases of this kind. The architect cannot control them,\nthe teacher cannot persuade them, and there is only one thing that they\nwill respect and bow to, and that is the law. To meet these cases, we\nneed compelling legislation ; we need legislation that requires every set\nof schoolhouse plans, before they are used for the construction of the\nbuilding, to be examined and approved by some competent authority.\nThe law should designate just how much air should be supplied in a\ngiven length of time to each pupil confined within the limits of a\nschoolroom. We need to have attached to this law fines and penalties\nin proper amount so as to make the authority of the law respected.\nWhen this is done, indifferent school boards and incompetent architects\nwill cease ruining public-school buildings. These measures that I am\nadvocating are not new, for some states already have them in existence.\nMassachusetts requires these standards for all of her school buildings, and\nenforces her laws by the police power of the state.\nI have now outlined the difficulties; I have at the same time suggested\nremedies. The difficulties are of a twofold nature : first, boards that do\ndesire to build sanitary school buildings cannot do so for the lack of\nfunds ; second, many boards that could build proper school buildings do\nnot do so for the reason that they cannot be made to realize the necessity. The first may be cured by means of enabling legislation, that is,\nmaking our laws more liberal so that more means can be at the disposal of these boards, and in this way permit them to give the people\nthe buildings that the people actually want, but cannot get because the\nlegislature has said they cannot have them. Second, we want laws to protect the health of the child in school while we are educating him for the\nresponsibilities of American citizenship. We want these laws to be so\nliberal that the very least damage possible will be done to the health of\nany child while he is in school. We want these laws framed in such a\nway and with such penalties that they will command the respect and\nobedience of the school boards and officers that have charge of the school\nbuildings of the state. Without this, failures must continue to be made,\nthe people's money will be wasted, the health of the children will be\nundermined, and we shall keep sowing the seeds of disease in the rising\ngeneration, until shortly we shall be reaping a bounteous harvest of early\ndeaths.\nI would suggest that a committee be appointed to correspond with the\nofficers of the various state educational associations for the purpose of\nagitating the question of securing the necessary state legislation for\ncontrolling the construction of school buildings; that this committee\nbe empowered\nto prepare\npractical laws, especially along the line of\n\n"}
{"page": 832, "printed_page": null, "text": "NATIONAL\n\n820\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\ncompelling legislation, and to urge local state associations to secure, if\npossible, the adoption of these laws.\nThere is hardly a state, in the western half of the United States at\nleast, but that, with a very small effort, the influence of all of the teachers'\norganizations in the state, and of the state and local boards of health, could\nbe secured to push and agitate this question. All it needs is someone\nto take the initiative.\nWe are dealing today with conditions existing in the twentieth century\nand must use twentieth-century methods. These are the times of organization individual\n;\neffort counts for but little in these days. If we at this\nmeeting make a start to secure the result of intelligent state legislation,\nwe shall have made good progress on the road to success in the near future ;\nwe shall see our efforts crowned with success in laws wisely regulating the\nbuilding of public-school houses.\n\nTHE\nMRS.\n\nJOSEHPINE\n\nVALUE\nAHNEFELDT\nGRAND\n\nOE\n\nTRUANT\n\nSCHOOLS\n\nGOSS,\nMEMBER\nBOARD\nRAPIDS,\nMICH.\n\nOF\n\nEDUCATION,\n\nThe chief value of truant schools is their efficiency in bringing under\nschool influence and discipline those delinquent juveniles who, owing to\nthe imperfections of the public schools, cannot be reached by ordinary\nmethods. Every truant is a living illustration of a weakness in our\nschool system. Were the schools perfect, there would be no truancy ; but\nthey are conducted and directed by human beings with human frailties,\nand consequently have deficiencies. It is the duty of school boards to\nadopt a policy which will remedy such deficiencies as far as possible.\nThey cannot be eradicated, but they can be reduced to a minimum.\nTruancy is an evil pertaining, especially to city schools ; and the larger\nthe city, the greater the truant problem. In the country truancy is an\neducational problem, but in the city it is a sociological one. In the\ncountry the truant simply stands still mentally, while in the city he goes\nto the bad morally. Truancy is chiefly found in those overcrowded districts of congested population where the manner of living is low and\npoverty and immorality abound. Truants sometimes come from pleasant\nhome surroundings, but such are exceptions to the general rule. The\ntruant is not a criminal ; he generally has entered the highway which\nleads to destruction, but has not committed crime. To rescue him from\ntemptation is a problem for the truant-school management, and unless it\nsuccessfully solves the problem, it has no value. Wisely conducted, a\ntruant school is an active ethical force in society.\nIt is by compulsory legislation that society finds its truants and compels their attendance at school.\nThe systems of dealing with them are\n\n"}
{"page": 833, "printed_page": null, "text": "Administration]\n\nVALUE\n\nOF\n\nTRUANT\n\nSCHOOLS\n\n821\n\nas diversified as the states and territories of the union, while methods are\nas different as the cities of our country. Thirty states, one territory, and\nthe District of Columbia have laws compelling the attendance of children\nat schools. The required time for attendance varies from eight weeks to\nthe entire school year. In many cities and towns there are local schools\nunder local management for dealing with truants. Many cities have\nseparate and distinct schools for truants ; others send them to ungraded\nschools, or to special teachers. Good legislation is a great aid for efficient truant schools, but their true value is found not so mUch in law as\nin the character of teachers who conduct them. As the glory of the\nAmerican navy is upheld by \"the man behind the gun,\" so the efficiency\nof American schools is maintained by the teacher at the desk.\nIn considering truancy it is necessary to study its causes, which, in a\ngeneral way, can be divided into five classes : physical and mental defects\nin the child; bad home influences ; poor teaching and bad management\nin school ; the cigarette habit ; and a desire to be active and do something in productive life. Most cases can be traced to two or more of the\nabove causes. All of them can be reached by good school management,\nexcepting cases that arise from bad home influences, which can only be\nneutralized.\nIt is little realized how many children enter school handicapped by\nphysical defects. Many have defective vision, others defective hearing;\nmany have defects of the spine and breathing capacity ; while others have\nweak muscles, or do not perform all their bodily functions normally.\nDuring the past year thousands of school children in the Chicago schools\nhave been examined, and the record is astonishing. In many schools\n32 per cent, of the young children did not have normal eyesight, while in\none school nearly one-half of the pupils had poor eyesight. In those\nschools where the pupils come from homes of poverty the physical\ndefects of children were more numerous and marked than among children from good home surroundings. Children with physical defects are\nexpected and required by ignorant teachers to do regular grade work.\nThey are physically incapable of doing it. As a result, when they are old\nenough to run away from school they do so, and become truants.\nMore than any other cause bad home influences drive children to\ntruancy. Parents are ignorant, itinerant, intemperate, and indifferent;\nand their children become truants. Children who do not have enough\nto eat at home are not brilliant pupils in schools. Children from homes\nof disorder and distress do not readily submit to school discipline. Some\nchildren have vicious parents, and are incited at home to defy school\nauthority and break school laws. Yet more than all others such children need school training, and, if their needs are too much for the\ngrades, they must receive their education by special work.\nOccasionally a boy becomes a truant because of poor management on\n\n"}
{"page": 834, "printed_page": null, "text": "822\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\nthe part of his teachers. The teacher may be \" a nagger,\" or may take a\npersonal dislike to the boy, which he feels and resents. I have known\ngood teachers to fail utterly in dealing with individual cases. Teachers\nare subject to human prejudices, and often unconsciously deal unjustly\nwith their pupils. Sometimes a child is driven to truancy by his teacher.\nI know one case in which the teacher desired to send a child to the\ntruant school because the child was older than the grade, poorly dressed,\nand obliged to be tardy each session — the age and dress spoiled the\nappearance of the room, and the tardy marks spoiled the appearance of\nthe register.\nThe cigarette habit is a pernicious cause of truancy which must be\nmet with keen weapons on the part of the teachers. Fully one-half the\ntruants of Grand Rapids are cigarette fiends who have lost vim and courage on account of the insidious habit. The best prevention in the\ngrades is reading and talking about its evil effects ; but literature and\nlectures upon the subject should emphasize the fact that it wholly unfits\nboys for games and sports, in which they all naturally like to take part\nand excel. In some states there are anti-cigarette laws, which are said to\nbe very effectual in eradicating the evil. All connected with schools can\ndo no better missionary work than to urge anti-cigarette legislation and\nits enforcement.\nA few boys become truants because of their ambition to get out in\nthe world and do something. They do not realize the benefits of school\ndiscipline in preparing for life. They simply see life and wish to participate in its activities. Were such boys understood and rightly directed,\nthey would not be truants, but good students.\nIn a large city a truant school cannot be done away with, but, by good\nadministration, its membership can be kept small. For the consideration of school boards the following are suggested as good preventives for\ntruancy : first, a good superintendent ; second, good principals ; third,\ngood grade teachers ; fourth, pleasant schoolrooms and large playgrounds fifth,\n;\nsomething for children to do with their hands.\nThe superintendent should be, not only a thoro educator, but a man\nof large human sympathy and philanthropic instincts. He should have\nan intense love for poor and defective children, and an appreciation of\ntheir trials and difficulties. He should not only possess all these attributes, but should be able to impress them upon his teachers and make\nthem feel his sympathy and philanthropy. Such a superintendent saves\nmany a boy from destruction.\nMuch depends upon the principal in preventing truancy. She should\nbe an experienced teacher capable of doing good teaching, knowing good\nteaching, and appreciating good teaching. Above all she should know\nchildren, their wants, their needs, their trials, and their tribulations. She\nshould have firmness in dealing with parents, tact in dealing with her\n\n"}
{"page": 835, "printed_page": null, "text": "Administration]\n\nVALUE\n\nOF\n\nTRUANT\n\nSCHOOLS\n\n823\n\nteachers, and justice in dealing with the children. She should have\nsympathy for defective, dull, and evil-disposed boys, and, if necessary,\nshould play the part of a friendly visitor to learn their home influences\nand lessen their difficulties.\nThe best preventive for truancy is good teaching in the grades. The\ngrade teacher must put in practice the policy of the board, the theories\nof the superintendent, and the directions of the principal. She must\nrarefy and clarify the policies and theories of her superiors before applying them to her pupils, and must be intelligent enough to apply the right\ntheory to the right pupil, or both pupil and theory may suffer. With\nboys tending to truancy she must have infinite tact and patience, and\nabove all she should lead her pupils to feel that she is their friend and\nprotector ; she should have more pride in saving one boy from the streets\nthan in sending a dozen candidates for class honors to the high school.\nShe should be a close observer of children, and quick to perceive their\nphysical and mental defects, so that she can place children of poor\nhearing on front seats, those of weak vision in good light, and use special\nexpediments for other defects. All pupils are entitled to recognition as\npersons, and should not be regarded as things for experiment and trial.\nThe personality of a child is as sacred as that of an adult. Our public\nschools are made for the children and not children for the schools.\nPleasant schoolrooms and ample grounds have a wholesome effect\nupon boys prone to truancy. This is especially true of schools in the\nslums. It is inevitable that children from homes of poverty should have\na respect and love for beautiful rooms and grounds. The ethical effect\nof beauty upon childhood cannot be overestimated.\nMany boys become truants because the school gives them too many\nbooks and too little work. Manual training does much to keep active,\nenergetic boys in school. It occupies both their hands and minds, and,\nabove all, it brings them into touch with that productive and industrial\nworld for which so many of them are yearning. It is reported that in\nMuskegon, Mich., after manual training was introduced into the schools,\ntruancy practical ceased.\nNo more delicate problem is presented to a city school board than\nthe management of its truants. All the requirements for superintendent,\nprincipals, and grade teachers for the prevention of truancy in the grades\nmust be emphasized and intensified in the teachers of truant schools.\nNone but experienced teachers should be employed — those who in grade\nwork have shown special tact and ability in dealing with the truancy\nproblem. Truant-school teachers must possess firmness, good judgment,\ntact, infinite patience, intense human sympathy, love for children, philanthropic desires, and, above all, an aptitude for meeting people in poverty\nand misfortune. No one should be employed in a truant school who has\nnot an intense love for the work and a professional pride in its success.\n\n"}
{"page": 836, "printed_page": null, "text": "824\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[School\n\nThe schoolrooms and playgrounds of a truant school should be\nmade especially attractive. All that can be said relative to pleasant surroundings for school children applies with special force to those who run\naway from school. The attractions of the street must be overcome by\nthe attractions of the school.\nTruant schools should teach many things besides schoolbooks, and\nhave many appliances besides ordinary school apparatus. Every truant\nschool should have a complete gymnasium and an attractive bath-room.\nA strong, clean boy physically is far advanced toward mental and moral\npurity. Military training and discipline often accomplish much good\nin truant schools. Guns and swords are attractive to boys, and the\nimmediate response to command is wholesome.\nGames are helpful to truants, especially those whose energy and willpower have been weakened. by cigarettes. Creating an interest in games\nand cultivating the spirit of rivalry and emulation often restores lost\nambition, and brings back health and vigor. Plenty of exercise will\ncounteract, and sometimes cure, the cigarette habit. Football, basketball, baseball, and tennis are excellent tonics for weak boyhood. Again,\na skillful teacher by taking advantage of the \"gang\" instinct in truants\ncan successfully organize them, first into teams for play, and then into\nclubs for reading and study. Frequently a boy will do more for his\nteam, or his school, than he will for himself, and will even put aside his\ncigarettes to increase the chances of his team winning in a physical contest.\nManual training is an excellent agency for keeping and bringing boys\nto school. A few months ago manual training was introduced into the\ntruant school of Grand Rapids. The results are flattering. Some of the\nboys said to me : \" We do not need a truant officer on shopdays ; we can\nfind ourselves.\" Our Grand Rapids truant boys at present are having\nshop-work three times a week. Boys who lack ambition to study books\nare often anxious to use tools. Manual training is an efficient character\nbuilder, and can be used to excellent advantage among boys who lack\nself-control, to teach them will-power and to eradicate vicious habits.\nThe general educational value of manual training is great, but even\nmore important in a truant school is its ethical and sociological value.\nIt is difficult to impress abstractions upon weak minds. The child with\nsuch a mind cannot comprehend his own inability. He sees no difference between an expression of an idea in his own jargon and its expression in the language of the teacher or a book ; but give him something\nto be made with his hands, and he will at once see the difference between\nthe model and the crude results of his own handiwork. He is slow to see\nthe relations of abstract number and abstract quantity in the schoolroom,\nbut quick to see the relations of concrete number and quantity in the\nworkshop.\nAttempts at creation stimulate thought and develop accuracy.\n\n"}
{"page": 837, "printed_page": null, "text": "Administration]\n\nQUALIFICATIONS\n\nOF A SUPERINTENDENT\n\n825\n\nThe workshop cultivates both hand and mind, and reveals the weakness\nof each in its products, and reveals them in such a way that the pupil\ncannot help seeing them, and profiting thereby. He would not have been\na truant, if he could have seen its evils, but the workshop puts before his\nown eyes the evils of waste, false representations, and broken obligations.\nHe there learns to act in sequence and to work honestly. Manual training is a great teacher of moral law.\nA truant school is of great value because it saves boys to useful lives\nwho otherwise might become criminals. As an ethical proposition it is\nworth all it costs to save the boys. Financially it pays, because every\ndollar expended upon truant schools saves itself many fold in police,\ncourt, and prison expenses.\nThe rapid influx of ignorant immigrants, the poverty and distress in\nour large cities, and the rapid increase of vice are trying our institutions,\nand our country is looking to its public schools for salvation. In them\nall classes meet, and there the evils of society can be assuaged. It is in\nthem that our hopes for the future are centered. The public is realizing\nthe value of truant schools, and year by year greater demands are made\nfor efficient teaching therein. Year by year greater demands will be made\nupon the grades for preventing truancy. School boards can meet these\ndemands only by employing and keeping good teachers. The best teachers\nof a city should be assigned to schools where they are most needed rather\nthan where there is the greatest political pull.\nTaxpayers are beginning to see the ethical side of our school system,\nand to realize that ethical considerations pay financially. A city school\nsystem can have no better investment than an efficient truant school. It\naids the schools and benefits the truants. It pays morally, mentally, and\nfinancially.\n\nWHAT\nISRAEL\n\nCONSTITUTES AN EFFICIENT\nTENDENT?\n\nH. PERES,\n\nEX-PRESIDENT\n\nOF\n\nSCHOOL\n\nBOARD,\n\nSUPERINMEMPHIS,\n\nTENN.\n\nA school superintendent should be a man of mental and moral integrity, swayed by neither his likes nor his dislikes in the performance of his\nofficial duty; a man whose every characteristic breathes a present wholesomeness and not a musty antiquity; whose every decision about matters\nin his province, if not correct or satisfactory, is, at any rate, considered by\nthe most hostile critic as strictly impartial. The least suspicion of his\nmental and moral integrity in the discharge of his duty renders him unfit,\nif not fatally dangerous to the purity of the school system. He must\nhave a broad and liberal culture. He himself must be thoroly educated.\nHe is supposed to be, and ought to be, an educational leader, and this he\ncannot be unless he be an earnest and assiduous scholar.\nWithout\n\n"}
{"page": 838, "printed_page": null, "text": "826\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[School\n\nscholarship and culture he commands neither respect nor confidence, and his\nadministration of his high trust results in no permanent good to the system.\nHe should be a teacher; should have grown up in the teaching profession. By his character, culture, teaching power, sympathy with and\ncomprehension of pupils; by his will, tact, study, and kindly and confident bearing, he should have won promotion to the high calling of a\nsuperintendent. His position should be reached because of his recognized ability as a teacher. He should gain the top by earnest work from\nthe bottom upward, as is done by the great captains in industrial and\nother professional departments of life.\nThe superintendent should be superior to the teacher in mental power,\nculture, and experience ; if the reverse is true, there is a mal-administration of forces which works a positive injury to the public-school system\nand tends toward regress instead of progress. If it should be a recognized fact that the corps of teachers knows more about the art and science\nof teaching and the needs of schools and pupils than the superintendent,\nthe evil results of such a situation are patent to the most casual observer,\nand especially to those who interest themselves in public-school matters.\nTo quote, the superintendent should be \"an educational expert who\ndoes not waste his time in mechanical detail.\" His supreme delight\nshould not be in looking after school furniture, buildings, and grounds,\nbut his greatest interest should be in his profession and in the science\nand art of pedagogics and education. He should be a trained professional expert before he is elected to office, and his experience should not\nbe permitted to be gained by years of experimenting and routine contact\nwith teachers and pupils. In a word, he should be the master of his\nposition in every respect. He should lead ; should be capable of increasing the efficiency of his teachers by reason of his knowledge and capacity.\nHe should be a man who has done something for education, and who\nis known or is making himself known to the great body of high-class\neducators in the United States. He should be an authority upon some\npressing problem or some educational matter of moment, and should be\nrecognized as such in the educational world ; a man who is looked upon\nin his profession as a student. He should command from his colleagues\nan enthusiastic admiration for his ability as an educator and manager of\na system of schools, and not evoke a smile of good-natured toleration.\nTo this end he should reinforce his study by attending educational association meetings. An idea developed at the National Educational\nAssociation meeting in Charleston in 1900, in connection with superintendents, was that they should attend such meetings in order that they\nmight give ideas to others who are there, if they have any to give, or, if\nthey have none, to catch an idea from those who have. This proposition\nwas strongly advocated. The live, up-to-date superintendents of the\nUnited States are, to a large degree, the life and brains of educational\n\n"}
{"page": 839, "printed_page": null, "text": "Administration]\n\nQUALIFICATIONS\n\nOF A SUPERINTENDENT\n\n827\n\norganizations, especially of the National Educational Association, which\nindicates that the modern superintendent who cares to succeed beyond\nthe dollar-and-cent idea must be a man who can mingle among men for\nthe purpose of exchanging views. There is something inspiring in coming in contact with such men, strong and virile, and to hear them discuss\nin a practical manner the best thoughts on leading educational topics.\nIt is proper that a superintendent in his monthly or periodical report\nshould present the number of pupils in attendance, the per cent, of\nattendance and per cent, of tardiness ; but it should also contain matters\nconcerning the educational status of the system of which he should be the\nvital part and which from time to time come up in the administration of\nhis high office. The greatest farce on earth is to hear or read the report\nof a superintendent which gives the number of pupils in attendance, the\nper cent, of attendance and per cent, of tardiness, adding not a word\nabout curriculum ; the advancement of pupils in character, training, and\nlearning ; nothing about methods ; not a bit of original advice about the\nchange, adoption, or rejection of text-books; not a suggestion as to the\nfitness or unfitness of teachers; not a spark of intellectual fire; not a\nquickening thought; not an inspiring idea; nothing but figures — figures\nup and down, all in a row. A superintendent who is content with such a\nreport has neither capacity nor ability beyond place and pay, and expects\nto retain his position, not because of his capacity, but by reason of \"pull.\"\nSuch a superintendent no doubt looks upon a gathering of the National\nEducational Association as itself a farce, and would not deign to descend\nfrom his lofty self-sufficiency to mingle with superintendents who have\nbeen eminently successful in their chosen profession, who have worked,\nstudied, learned, taught, observed, and progressed, and who have done\nsomething vital for education in the United States.\nThe American School Board Journal, edited by Mr. William George\nBruce, some few years ago sent out for discussion the question whether\nthe superintendent should have full power and control in the selection of\nteachers, text-books, and curriculum, or whether such matters should be\nleft to him, with a revisory and final decision by the board. I was then\nof the opinion that the answer to this question depended entirely upon\nthe personnel of the board and the personality of the superintendent, and\nupon the facts surrounding each particular case ; that it was impossible\nto answer the question flatly in the affirmative or negative, because a\nlarge number of superintendents did not come up to the full measure of\ntheir great calling. But I am a firm believer in one-man power. I\nbelieve that the superintendent should be a man of such culture, mental\npower, and strength of character, educative fitness and managerial\ncapacity, strict impartiality and fairness, that the whole educational part of\nthe school system can be left solely under his control without fear, on\nthe part of the board or community, but that his selection of teachers,\n\n"}
{"page": 840, "printed_page": null, "text": "828\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[School\n\ntext-books, curriculum, method, and management will be based on merit,\nand only on merit, and that the schools of which he is the head will, year\nby year, substantially and permanently progress. This is not an ideal\npicture. It is a situation which can be attained, if the taxpayers who\nwork hard for their daily living, and to pay their taxes to support\nschools, will demand for the position of superintendent a man who is\ntrained absolutely in his profession along the lines hereinbefore indicated ;\nand, for this reason, his election should depend on his fitness and the\nfaithful performance of his duty, and not upon the past records in war or\npolitics. These two considerations should especially be divorced from\nthe election of the superintendent, no matter how much of politics there\nmay be in the election of the school board, or any other municipal agency\nhaving the care of the schools.\nI take the liberty to incorporate in this paper the editorial comment\nof the Charleston News and Courier of July 13, 1900 :\nOne man, for example, is made superintendent because he performed good service\nfor his country in the war that closed thirty-five years ago. It may be that be could not\nwrite an English sentence to save his life ; that he doesn't understand the multiplication\ntable; that he has no acquaintance whatever with the history of our institutions; that he\nis without the least executive ability ; and yet he fills the most important office in the\ncountry, because he must have a place, and there is no other office to which he can be\nassigned in the distribution of the loaves and fishes.\nSuch men should be left out of the schools, and all such considerations as the foregoing should be divorced from the election when it comes to filling the superintendency,\neither of the county or of the city schools.\n\nA superintendent should be a student of political and social science.\nHe should. understand a philosophy of the development of individuals,\nnations, and races. He should understand the possibilities of his own\nsection. (Mendenhall of the National Normal.) If he does, he can make\nhis schools keep pace with the social progress from the primitive community\nto the highly complex social organism of which we are today a part.\nTo summarize : The superintendent is the life-blood of the school\nsystem. He is the main-spring ; he is the fountain. From him come\nenergy, ambition, progress, life, and success ; or from him emanate a dull\nconservatism and provincialism, content simply to be pushed along by\nthe general growth, development, and environment. The superintendent\nmost of all should be a man of liberal and broad education, a man of\nmental strength and power, a man of the present and not of the past.\nHe should be a man who is willing to and does take an interest in educational matters, who is making a study of the science of teaching and\neducation ; and no man should be elected a superintendent of any system\nof schools anywhere in the United States who is not competent from every\npoint of view suggested, for it is he, as much as, if not more than, anyone\nin the land, who controls the destinies of the coming generations, and\n\" his brains and morals should be the best attainable.\"\n\n"}
{"page": 841, "printed_page": null, "text": "LIBRARY\n\nDEPARTMENT\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION. — Thursday, July ii, 1901\n\nThe first session of the department was held on Thursday afternoon in the Central\nMethodist Church at 3 o'clock.\nMusic — \"The Violet,\" Mildenberg — by Miss Edyth Lott.\nAfter a few preliminary announcements, President R. C. Metcalf, of Boston, delivered his address on the subject, \" The Library Movement — What it Means and What\nit Includes.\"\nDr. James H. Canfield, librarian of Columbia University, New York city, spoke on\n\"The Public Library and the Public School.\"\nThe subject was discussed by Mr. F. M. Crunden, of St. Louis ; Mr. Buck, of St.\nLouis High School ; President Metcalf, of Boston ; and Miss M. E. Ahem, of Chicago, 111.\nThe next paper was presented by Mr. G. F. Boyd, superintendent of Schools, Kosciusko, Miss. This was followed by a paper on \" What the Normal Schools Can Do for\nTeachers on the Library Side,\" by Miss Irene Warren, librarian of School of Education,\nUniversity of Chicago, Chicago, 111.\nW. I. Fletcher, librarian of Amherst College, Amherst, Mass., next addressed the\ndepartment, bringing a greeting to the association from the American Library Association, and speaking on what he termed \" The Essential A B C of Reference Work.\"\nA Committee on Nominations was appointed by the president as follows :\nO. H. Bakeless, of Pennsylvania. G. F. Boyd, of Mississippi.\nM. E. Ahern, of Illinois.\n\nThe department then adjourned.\nSECOND\n\nSESSION.— Friday, July 12\n\nThe meeting was called to order at 3 p. M. by President Metcalf.\nThe first paper was presented by Miss Isabel Lawrence, training teacher, State Normal School, St. Cloud, Minn., on \" How Shall Children be Led to Love Good Books ?\"\nA general discussion followed the reading of Miss Lawrence's paper.\n\" The Place of the Library in Education \" was next presented by Mr. Melvil Dewey,\ndirector of the New York State Library, Albany, N. Y.\nThis was followed by a paper on \" The Library and the School as Co-ordinate Forces\nin Education,\" by Mr. Livingstone McCartney, superintendent of public schools, Hopkinsville, Ky.\nThe Committee on Nominations reported the following names :\nFor President — James H. Canfield, Columbia University, New York city.\nFor Vice-President — Reuben Post Halleck, president of Boys' School, Louisville, Ky.\nFor Secretary — M. E. Ahern, editor of Public Libraries, Chicago, 111.\n\nMr. Henry Utley, librarian of Detroit, extended an invitation to the department on\n829 and art collection. The invitation was\nbehalf of Mr. James E. Scripps to visit his library\naccepted.\nThe meeting then adjourned.\nMary Eileen Ahern, Secretary.\n\n"}
{"page": 842, "printed_page": null, "text": "83o\n\nNATIONAL\n\nPAPERS\n\nEDUCATIONAL\n\nAND\n\nASSOCIATION\n\n[Library\n\nDISCUSSIONS\n\nPRESIDENTS\nADDRESS— THE\nLIBRARY\nMOVEMENT—\nWHAT IT MEANS AND\nWHAT IT SHOULD INCLUDE\nR. C. METCALF,\n\nSUPERVISOR\n\nOF SCHOOLS,\n\nBOSTON,\n\nMASS.\n\nIn a great country like ours, made up of many free and independent\nstates, it would be difficult to tell just what is meant by the library movement, or by any other movement which is carried on by local authority\nand influenced by local conditions. In fact, the term has a different\nmeaning in different localities, corresponding to the differing demands of\nthe people. Perhaps we may say that the general demand for library\nprivileges which has come, is coming, and will continue to come from all\nclasses of our people and from all grades of our schools, plus the response\nwhich has come from the libraries themselves, has caused, and may be\ncalled, the \"library movement.\" Those of us who have seen fifty years\nor more can easily trace this movement from small beginnings to the\npresent remarkable proportions. We can well remember the little library\nof fifty books, or less, kept in some favored house in a convenient neighborhood, free to all who cared to borrow, to care for, and to read the\nsomewhat dreary volumes which fairly represented the literary taste of the\nso-called better families in the town. I can well remember just such a\ncollection of books, some three miles from my home, kept in the best\nroom of one of the best families, and can also remember the awe with\nwhich I approached the sacred precinct, took down one of the precious\nvolumes, and received permission to carry it home.\nI can remember when the little public-school libraries first found place\nin the country school buildings. So far as I know, these were the only\nlibraries in the town, private libraries being then unknown in the homes\nof the farmers. Few people cared to avail themselves of these books, and\nno effort was made to interest the children in reading. The change in\nmy own state of Massachusetts in this respect has been wonderful, and is\nworthy a moment's notice. I select a few passages from a report made\nin 1899, entitled Ihe Public Libraries of Massachusetts :\nIn 1839 the Hon. Horace Mann, then secretary of the board of education, stated, as\nthe result of careful effort to obtain authentic information relative to the libraries of the\nstate, that there were from ten to fifteen town libraries, containing in the aggregate from\n3,000 to 4,000 volumes, to which all the citizens of the town had the right of access ; that\nthe number of volumes in the public libraries of all kinds in the state was about 300,000 ;\nand that only about one-seventh of the population of the state had any right of access to\nthem.\n\nFrom the eleventh report of the library commission, published\n\nin\n\n"}
{"page": 843, "printed_page": null, "text": "Department]\n\nTHE\n\nLIBRARY\n\nMOVEMENT\n\n83 1\n\n1 90 1, we learn that at the present time there are but two towns in the\nstate without public libraries, and only a very small fraction of 1 per\ncent, of the state's population without library privileges. Time wiH not\npermit today a more extended statement concerning the library movement that has been going on for nearly a hundred years in that state.\nThe large number of free public libraries that have been established by\nmeans of gifts from public-spirited men and women ; the generous support of these libraries by the people, who annually vote large sums for\nthat purpose ; the provision made for opening the libraries to the children\nin the public schools ; and the special arrangements made in many towns\nand cities by which teachers are enabled to draw from the libraries large\nnumbers of books at one time for use in their classes — these facts speak\nloudly in praise of the old Bay State, and constitute a record of which she\nmay well be proud.\nThe change in public sentiment toward libraries has not been confined to one state or to one section of our country; it has spread thruout the union, and is now one of the great educational forces of the\nland. The common people now look upon the library as a necessity —\nas a grand, free public school, which brings education to the very doors\nof even the poorest. There is a general demand for the privileges which\nthe library brings, a demand which has met with a most generous and\nenthusiastic response from the men and women who control the library\nforces. This is the \" library movement,\" and it means a general diffusion\nof knowledge among all classes of the people ; it means the cultivation\nof a more refined taste, and a general uplifting of moral tone whenever\nand wherever the best literature is read.\nTHE\n\nSPIRIT\n\nWHICH\n\nINSPIRES\n\nTHE\n\nLIBRARIES\n\nOF THE\n\nCOUNTRY\n\nTwenty-five years ago I was invited to give an address before the\nAmerican Library Association, which at that time met in Boston. The\naddress was never written, but, as nearly as I can recollect, the question\nassigned was : \" How Can the Library Best Serve the Schools ?\" The fact\nthat such a body of men should have invited a schoolmaster to help them\nformulate a plan by which the public library could serve the schools\nshows the spirit which even then inspired the work of the librarians of\nthe country. This has always been the spirit of the representatives of our\npublic libraries, and any seeming failures to accomplish all that in reason\ncould be expected must be ascribed to other causes than a lack of inclination on the library side. In fact, I may say here that the greatest\nobstacle in the way of leading children to read and to enjoy the reading\nof good books has been those teachers who themselves have little if any\nreal love for good books. The only classes of pupils that I have found in\nmy long experience to be enthusiastic lovers of the best books have been\nclasses in charge of highly cultivated men and women of unquestionable\n\n"}
{"page": 844, "printed_page": null, "text": "NATIONAL\n\n832\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nliterary taste. The libraries have been ready to help ; too many of the\nschools have not been ready to be helped. All honor to those, whether\nteachers or librarians, who have given a helping hand in so training\nchildren that they will love the purest and best in our literature !\nMy experience teaches me that the library movement, to be successful, must be directed toward the teachers themselves. The normal\nschools and colleges, where so many of our teachers are now trained, have\na work to do here that cannot be overestimated. I commend this feature\nof the work to the attention of all those who are connected with public\nlibraries.\nNEED\n\nOF\n\nINFORMATION\n\nCONCERNING -THE\nCOUNTRY\n\nLIBRARY\n\nFACILITIES\n\nOF\n\nTHE\n\nAssuming that a great public library is a great public blessing, we,\nas representatives of the whole country, ought to be familiar with the\nlibrary facilities of the whole country, to the end (i) that the influence of\nthis department may be felt in aid of the establishment of libraries where\nnone are now to be found, and (2) that the character of those now established, but sustaining a precarious and unprofitable existence, may be\nimproved. How can we do this work more effectually than by appointing some one of our number to collect, during the coming year, such\nfacts as may be had concerning the public libraries of the country, the\nnumber of libraries in the several states, their distribution among the\npeople, the phases of work undertaken, and such practical results as may\nbe properly vouched for ? Such a report, reduced to reasonable proportions, omitting details, and making brief suggestions of good already\naccomplished, if widely circulated thruout the country, might be the\nmeans of giving a wonderful impetus to this branch of public education.\nIn Charleston, S. C, one year ago, we listened to an excellent paper\nupon \"The Traveling Library,\" by Mrs. Heard, of Georgia, who showed\nus how a few energetic, public-spirited men and women can, at little\nexpense, add much to the intellectual and moral progress of a community. The free traveling library, however, does not belong to Georgia\nalone; other states have for some years been using similar means to\naccomplish similar ends. It has taken strong hold upon the people of\nseveral states, and it is thought to be an important factor in the education\nof all classes in the community.\nThis is only one phase of the library movement, differing somewhat\nfrom the ordinary, which might well find a place in the report just mentioned.\nThe best public library is that which most successfully leads its\npatrons to want only the best books, and from its own treasures satisfies\nthese wants most completely. The library is a public educator. The\nlibrary and the school are co-ordinate institutions ; neither is complete in\nitself, but each is necessary to the success of the other.\nWhat more\n\n"}
{"page": 845, "printed_page": null, "text": "Department]\n\nTHE\n\nLIBRARY\n\nMOVEMENT\n\n$33\n\nimportant work can we do in the Library Department of the National\nEducational Association than to show in the clearest manner possible\nthe interrelation of the forces of the two great educational institutions,\nthe library and the school ? Today they stand face to face in the land,\neach somewhat jealous of the other's claims, each timidly asking the\nother's help, but each somewhat fearful of the other's encroachment upon\nnative rights and privileges. These fears must be removed; these jealousies must give way to confidence and respect ; these two great educational\nforces must unite in a common warfare upon ignorance. To this work\nalso your attention is invited.\nNEED\n\nOF\n\nA\n\nTRAINED\n\nASSISTANT\n\nIN\n\nPUBLIC\n\nEVERY\n\nLARGE\n\nPUBLIC\n\nLIBRARY\n\nAND\n\nSCHOOL\n\nA good public library stands for what is highest and best in a community. An ideal librarian knows and loves books, and he will make\nany needed sacrifice to assist both young and old in selecting such\ncourses in reading as are most likely to interest, instruct, and healthfully\nstimulate the reader. But the duties of a librarian are usually so exacting\nthat he has little time to give to the instruction or the entertainment of\nhis patrons. Why may not every large library employ at least one person\nof prime scholarship, and of excellent judgment and tact, whose sole\nbusiness it shall be to teach the people what and how to read ? This\nresult may be reached by the free distribution of suggestive leaflets, by\nfamiliar talks, and by practical illustrations in the library itself which will\nshow how to find, in the books before the readers, some timely information respecting matters of common interest. Why may not the people,\nwhose industry and thrift make a library possible, be led to feel that their\nhighest interests and the highest interests of their children may be lovingly conserved by one whose education, whose social standing, and whose\ndevotion to literature make him a fit counselor of young and old ?\nMost of our large graded schools, at least in many of the states, have\nsmall but carefully selected libraries. These books, if well chosen, supplement the work of the class-room, or they furnish the beginnings of\nliterature for the lower grades, and real literature for the pupils in the\ngrades above. In the grammar schools, history, geography, and nature\nstudy lead the pupil at once beyond the limits of an ordinary text-book,\nand collateral works upon the subject of study are needed to supplement\nthe only books furnished to the pupils.\nThe ordinary reading books serve an excellent purpose by furnishing\nmaterial for training pupils in the art of reading ; but such material is too\nscrappy to lay a satisfactory foundation for reading good literature. The\nchild must be led by orderly steps (1) to become a lover of good reading,\nand (2) to become a somewhat reflective and appreciative reader of the\nbest books in our libraries. Such training will be successful only when\nthe teacher himself is a lover of good books ; a person whose whole\n\n"}
{"page": 846, "printed_page": null, "text": "834\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nnature responds to the author's thought, and whose intellectual training\nmakes him appreciative of the beauty of the author's language in which\nhis thought is clothed. With such a teacher the child soon acquires a\nlove for the best literature, and he may be left to follow his own will in\nthe choice of books. But many of our teachers have not had the training\nthat would make them safe guides for children, and it is often better tc\ndesignate one from the many teachers in a school to take charge of this\nwork. May we not hope that our school authorities will soon recognize\nthe need of expert training of children in the use of books, and will\nappoint at least one teacher in every graded school who has special fitness\nfor such work?\nNEED\n\nOF\n\nNORMAL-SCHOOL\n\nTRAINING\n\nIN\n\nLIBRARY\n\nMETHODS\n\nMay we not also hope that all our normal schools will give careful\ninstruction in library methods to be followed in the reading and in the\nstudy of books, to the end that all pupils of whatever grade may become\nintelligent patrons of the public library ? We expect to present to this\ndepartment during the present session of the association sufficient\nevidence to show that instruction in library methods is now given in\nsome of our normal schools, and some evidence to show that such\ninstruction is having a salutary influence upon the public schools. If we\ncan clearly demonstrate the need of what, in this paper, we have termed\nlibrary methods in using books, there is no doubt that the normal schools\nof the country will heartily respond to our demands. But such demonstration must not only be clear, it must also reach the people who make\npublic libraries possible. I most respectfully invite your attention to this\nimportant matter.\nTHE\n\nPUBLIC\n\nSCHOOLS\n\nSHOULD GIVE SUCH TRAINING TO CHILDREN\nMAKE THEM LOVERS OF GOOD BOOKS\n\nASJWILL\n\nWhile calling upon the libraries for all the help which they are able\nto give both to the school and to the community, I would not forget the\nduty which the school owes to the library. Building up large public\nlibraries, filling the shelves with the best and most costly books, employing skillful librarians and assistants to administer the affairs of the institution when completed — all these will fail to make the free public library\na great public blessing, unless the schools do their share in preparing\nchildren for a wise use of the treasures which the libraries now so freely\noffer. What boots it to spend time and money upon expensive books\nand rare pictures, if one-half the patrons of the library want only cheap,\nsensational literature, have no taste for a work of art, and no use for map,\nchart, or curious manuscript ?\nSchools should be furnished generously with good books by the\nschool authorities, and these books should be carefully read by the pupils\nunder the direction of some accomplished instructor.\nA large saving of\n\n"}
{"page": 847, "printed_page": null, "text": "Department]\n\nTHE\n\nLIBRARY\n\nMOVEMENT\n\n835\n\ntime is made when chapters, and even whole books, are read in class,\nfreely commented upon by teacher and pupils, and beautiful passages\npointed out, carefully studied, and committed to memory. Much of the\nreading, however, may be done by the pupils at home, leaving the \" reading hours\" in school for informal discussion, and for asking and answering questions by teacher and pupils. Children thus come to love good\nbooks, and to appreciate an author's art in the construction of his story.\nWhat better work can a teacher do for his pupils than to lead them on\nstep by step, in their daily reading, until they become lovers of good\nreading, and then step by step, still forward, until a taste for what is best\nin literature is surely gained, and becomes the guiding star in all future\nreading ? To this plan of work with books the attention of teachers is\nmost earnestly directed.\nFinally, we should heed the criticism which comes to us from, high\nplaces that we read too much and think to little. Dryden, in his caustic\ncriticism of men and measures in the time of Charles II., says :\nBut far more numerous was the herd of such\nWho think too little and who talk too much.\n\nMuch good will come to the reading public when the best thinkers\namong our literary men and women work out and publicly declare the\nprinciples which should guide us in the reading of books.\nIn this paper I have defined, at least in part, the so-called library movement. It is a movement which will be completely successful only when\nall the forces that have given rise to it work together in harmony. Not\nonly are the library and the school co-ordinate educational institutions,\nworking together for the general welfare, but the people themselves are a\nmighty force, now fairly aroused, and demanding a share in that training\nwhich makes for greater material prosperity, for a higher intellectual\ngrowth, and for purer standards in morals and religion.\nI would again call your attention (1) to the need of information concerning the libraries of the country, and to the work which they are trying\nto do ; (2) to the need of trained assistants in large public libraries and in\nlarge public schools, to give help to children and to adults in the selection of books, and in marking out courses of reading ; (3) to the need of\ntraining in library methods in the normal schools of the country; (4) to\nthe need of judicious training of pupils, in public schools, in the reading\nof books, in order that our children at an early period of their lives may\nbecome lovers of good literature; and (5) to the criticism, now going the\nrounds of the public press, that we read too much and think too little.\nI invoke your best thought to the solution of such problems as are\nconnected with the library movement, and to a consideration of such\nphases of educational work as will make that movement a blessing to the\npeople of this country.\n\n"}
{"page": 848, "printed_page": null, "text": "NATIONAL\n\n836\nPUBLIC\nJAMES\n\nEDUCATIONAL\n\nLIBRARIES\n\nH. CANFIELD,\n\nLIBRARIAN\n\nAND\nOF\n\nASSOCIATION\n\nTHE\n\nPUBLIC\n\nCOLUMBIA\n\n[STENOGRAPHIC\n\n[Library\n\nSCHOOLS\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nCITY\n\nREPORT]\n\nIt is well for those engaged in any undertaking to stop occasionally\nand take stock, to render an account, to make such observations as will\nenable them to determine exactly where they are and why they are there.\nWe who are present this afternoon are connected with public libraries,\nand we are to discuss their relations to and with the public schools. It\nwill be proper and wise to determine just why this system of education\nexists.\nUndoubtedly the fundamental reasons for maintaining public schools,\nat public expense, briefly stated, are these :\nThe keynote of American life, political and social, is individual\nresponsibility. In this country we do not recognize any class distinctions, in the sense that one class has the right to control and direct other\nclasses, or is directly responsible for the well-being of other classes. The\nindividual citizen is the corner stone of the American political system ;\nand he is individually responsible for the correct and efficient discharge\nof his duties as a citizen. Every man in the United States is born a\npoliceman ; and as soon as he reaches his majority — even before that —\nhe is responsible for the preservation of law and order. He is responsible\nalso for intelligent planning and effective working in behalf of the common weal. This individual responsibility necessarily demands individual\nintelligence — intelligence as complete in its mastery of all public and\nprivate affairs as the state can possibly make it.\nThe state maintains a public-school system from absolute necessity\nrather than thru choice. Of all the elements working political, social,\neconomic, and individual disaster, decay, and final and complete ruin,\nthe most swift and terribly effective is that tool of the partisan and the\ndemagog in all nations and in all ages — an ignorant and turbulent populace. The state must insure itself against such a condition. Just as it\nprotects its archives against fire, its courts against intimidation, its officers\nagainst interference in the discharge of their official duties, and its citizens generally against loss of life or property, and against restrictions in\ntheir choice of right of way, so it must protect itself and all its interests,\nits citizens and all their interests, against the blighting and devastating\neffects of ignorance. The state does not give free public education as an\nact of generosity — as direct and special advantages to certain individuals\nfor their own benefit. The state maintains the public-school system as an\nact of self-protection ; an act grounded in the highest and most effective\nselfishness.\nThe\n\nstructure\n\nof government\n\nin\n\nthis\n\ncountry — local,\n\nstate,\n\nand\n\n"}
{"page": 849, "printed_page": null, "text": "Department!\n\nPUBLIC\n\nLIBRARIES\n\nAND\n\nPUBLIC\n\nSCHOOLS\n\n837\n\nnational — constantly gives force to public opinion. The ordinances of\na municipality, the statutes of a state, the acts of Congress, are little more\nthan expressions of public opinion. Possibly it would be better for all\nof us if those acts and ordinances expressed public opinion even more\nclearly and completely than they do. The entire civil life and policy of\nthe country is a reflection of public opinion. This being true, it necessarily follows that public opinion must be enlightened, if we are to get\non with any safety, with any celerity, with any surety. Certainly we all\ndesire advancement, and that our advancement shall be marked by these\nthree characteristics. It is impossible, however, even to hope for this,\nunless public opinion is enlightened.\nThe American people are their own masters — in all respects and in\nevery detail of their daily lives. We know of no kings in this country\nexcept the American sovereign, who puts a man under his hat every time\nhe leaves his own house, and who rarely uncovers unless he addresses himself. We do not attach very much importance to the fact that certain\nwell-known American names may appear in some human herd-book, or\non the rolls of state or national officials. Pedigree counts with us when\nit gives a man a brain of finer fiber and eyes that are clearer and hands\nthat are cleaner and feet that are swifter in the service of his fellow-men.\nBeyond this it counts for little It is doubtful whether there was ever a\ntime in the history of the world, or a country in the history of the world,\nwithin which the individual citizen was left so entirely to his own\nresources as in this country and today. And we are our own masters for\ngood or for ill, and must have this absolute freedom of choice — even to\nthe point of doing harm to ourselves — or there is no real freedom of choice\nwhatever. That this self-mastery may be a mastery for good and not for\nill, comes an imperative demand for public intelligence as widespread as\nthe public schools can possibly accomplish.\nThe public school is today the most purely democratic institution in\nthe land. Its doors stand wide open to the children of all classes of\ncitizens : from the children of the great uncommon common people to\nthose of parents who claim a much higher rank. Within the schoolroom\nthere is but one ground of distinction, and that is merit ; and this distinction is possible to all. It is a free-for-all race, in which only the best win\nrecognition and renown. Certainly there can be no better means for\npreserving republican equality, in a country in which republican equality\nis the cardinal characteristic of citizen life.\nThe state has no resources at all comparable with its citizens. Richness of soil, vast extent of forest, commerce and trade and manufactures\n— all these are but the means which minister to the well-being of the\nindustrious and intelligent citizenry. The state believes that great men\nare better than great cities, and that wisdom and experience put in the\nservice of the state are better than silver and gold. Because the tendency,\n\n"}
{"page": 850, "printed_page": null, "text": "838\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nat least, of the work of the public schools is to create these higher conditions to develop its citizens, the state favors the public-school system.\nIt sees in that system great constructive power, which may not wisely nor\nsafely be ignored.\nThe conditions of a free and stable government are only to be found\nin a social life that is free and harmonious. We sometimes forget that\nsociety precedes the state, that the state is based upon society, and that\ncivil life finds the excuse for its existence in the service which it renders\nsocial life. When social life is marked and marred by narrowness and\nignorance and petty divisions and ignoble strife, it is impossible that the\ngovernment shall long remain either stable or free. General intelligence\nand general wisdom, not with the few, but among the mass of the people,\nlie at the very threshold of all effective social harmony.\nIntelligence is the basis, and the only sound basis, of all industry.\nSome men are constantly assenting to the contrary and are talking about\npupils being educated beyond labor, of the schools which breed a distaste\nfor labor. But the undeniable fact is that an ignorant community is rarely\nan industrious community; while, on the contrary, industry and effective\nindustry was never as widespread and as universal as it is today, with a\nschoolhouse with wide-open door standing within easy reach of every\nhome in seventy-five millions of people. An ignorant people stumbling\nupon the conditions of life in America today could not possibly meet\nthose conditions nor improve those opportunities. Only a highly intelligent people can and will be effectively industrious.\nLast — because of the necessary limits upon the length of this paper,\nand not because the subject is exhausted — public education is a continual and effective force in uniting society. In countries where education is left to private enterprise and can be secured only by private\nexpenditure, education is that which withdraws a man from his fellows,\nwhich separates him from the mass of men, which takes him out of the\nworld as one who would live apart — a force which divides society.\nWherever education is a function of the state, as it is in all democratic\ncountries, there is a continual tendency to bring the results of training to\nthe service of all ; to make culture a thing for the forum and the marketplace, rather than for the cloister ; to throw off cap and gown and stand\nin apron and shirt sleeves ready for work. There is no force today in this\ncountry working so powerfully for the unity of all people as the public\nschools.\nThe maintenance of a public library at public expense can be justified\nupon precisely the same grounds as those which have been presented for\nthe maintenance of the public schools, and hardly upon any other ground.\nCertainly these are sufficient grounds, and afford an entirely competent\nand satisfactory answer to those who may ask us for the reason for our\nfaith.\n\n"}
{"page": 851, "printed_page": null, "text": "Department]\n\nPUBLIC\n\nLIBRARIES\n\nAND\n\nPUBLIC\n\nSCHOOLS\n\n839\n\nThe American system of free public education, therefore, consists of\nthe public schools and the public libraries. The entire wisdom of this\nstatement is seen when we remember that the average American child\nreceives but five years' schooling. This is the narrow portal thru which\nmen and women must enter upon life, public and private, in this country.\nIt is absolutely essential, therefore, that the public libraries supplement\nthe work of the public schools — along precisely the lines indicated above.\nThis being true, there is pressing need that the officers and workers in\nboth these sections come into helpful and efficient understanding of this\ncommon system, and see what can be accomplished by hearty and intelligent co-operation therein. The directors of public schools and the\ndirectors of public libraries should be in close touch with each other. It\nwould be exceedingly helpful if in appointments and elections this matter\nwere kept so closely in mind as to insure at least one or two directors\ncommon to both the schools and the libraries. It would then be possible\nto report in the meeting of one board the purposes and plans of the\nother. The board of directors of every public library should have a subcommittee on the relations of the library to public-school work, and every\nschool board should have a subcommittee on public libraries, charged\nwith the duty of frequent conferences and co-operation with the library\nauthorities.\nThe teachers in the public schools, and the officers and other workers\nin public libraries, should confer frequently concerning their common\nwork.\nThose in charge of public libraries ought to make large and generous\nprovision for (r) the teachers as expert workmen on special lines. The\nschool authorities will, of course, supply standard reference-books such as\nare needed daily by both teacher and pupil ; but the public library should\nundertake to supply the teacher with many books which she cannot be\nexpected to purchase for herself. Some of these willj be selected on the\nrequest of the teacher, some on request of the school board, many because\nof the interest and intelligence and expertness of the librarian. (2) For\nthe immediate work of the child. There is much — not too much — collateral reading that can be carried by the children of the schools with\nprofit and without overstraining. The administration of a public library\nwill keep in close and constant touch with the work and grades and\nclasses of the public schools, and will see that books which are tempting\nand helpful are within easy reach of the children. (3) Provision will be\nmade for the work of the child after leaving school — projected along\nmuch the same lines as those set forth in the curriculum itself. As an\nillustration: it ought not to be difficult to maintain the interest and direct\nthe reading of a child who has left the public schools just as he begins to\ntake an interest in the history of his own country or in that of other\nlands, or has secured a smattering of the three fundamental sciences, or\n\n"}
{"page": 852, "printed_page": null, "text": "840\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nhas learned to read with pleasure a few masterpieces. If there has been\npractical and efficient co-operation between the teacher and the library up\nto the time of the withdrawal of the child from the school, such pupil\nwill turn readily and eagerly to the library as furnishing incentive and\nopportunity to continue this work.\nSchool authorities and teachers should give especial attention to the\nlibrary work of children, and should endeavor to interest them in the\npublic library as an institution which can minister very effectively to their\nlater growth and enjoyment.\nThis may be accomplished in several ways :\n1. Reference libraries should be established by the school authorities\nin the school buildings, and pupils should be taught how to use these\nreadily and efficiently.\n2. For supplemental or other reading the child should always be\ndirected to the public library. It is a mistake to create special or branch\nlibraries within the school buildings. These are only convenient while\nthe pupil is attending school, and they tend constantly to withdraw the\npupil from what we know as \" the library atmosphere.\" It was Lowell\nwho said the foundation of his literary life was laid in his father's library\n— \"the smell of the leather,\" as he called it. It is of great value to a\nchild to be daily impressed by the size of the library, even tho at first\nthis leaves him with confused ideas ; to feel \"the magnitude of literature\nand the vastness of its extent, by the number of books which he sees on\nevery hand. The branch library gives the pupil little, if any, acquaintance\nwith the public library as such, and leaves him practically a stranger in\nthe place where he ought to feel most entirely at home.\nEvery public school ought to have in a prominent place a bulletin\nboard, giving the location and the name of the nearest public library, its\nhours, and a brief statement of its privileges, and the way to secure these,\nand the name of the librarian. Beneath this there should be room for\nnotices from the library, special lists of books, and other information\nwhich will be tempting and helpful to both teacher and pupil.\n3. Teachers should urge those children who must drop out of school\nto continue reading on different lines, the teacher herself continuing personal and helpful relations as long as possible. I have heard of one\nteacher who maintained these relations with quite a number of more than\nwilling pupils for more than ten years after the pupils had necessarily\nwithdrawn from the school, in each case finding ample reward in the\nlarger and happier and more intelligent life, and in the warm affection\nwhich sprang from a recognition of this unusual thoughtfulness and\nconsideration.\nMuch that has been suggested is not new to either teachers or librarians. Yet it is unquestionably true that of thoughtful, intelligent, and\neffective co-operation we have had all too little thus far. In a certain\nsense the public libraries are of even more recent growth than the public\n\n"}
{"page": 853, "printed_page": null, "text": "Department]\n\nNORMAL\n\nSCHOOLS\n\nAND\n\nPUB LLC LIBRARLES\n\n841\n\nschools. Of the possibilities of each, and especially of the two combined,\nwe have as yet but slight realization. Yet we are all beginning to understand that they constitute the two most potent factors in the future of\nthis country. Of this we are assured — given, a generation of children\nwho understand the place and value of the public library, and there will\nbe no question as to intelligent and effective citizenship.\n\nDISCUSSION\nF. M. Crunden, St. Louis, Mo. — While it will not be possible for some time to come\nto have branch libraries as numerous as is desirable thru the different parts of a large\ncity, they are the final solution of public-library work for the great mass of the people.\nIt is not possible to render the best service with all the books housed in one central building, nor do I think that a branch library in a schoolhouse solves the problem. This\nmakes the library savor too much of the school library, and its benefits will not be sought\nby the people who have finished, what we are accustomed to call, school life. Children\nshould be early taught to look on the public library as not only a source of helpfulness\nopen to them in their school days, but also an advantage of which they may avail themselves in after-life.\nThis they will do, if the library be placed in the school buildings.\nMr. Buck, St. Louis, Mo. — It seems to me that the reading of the school children,\nparticularly in the upper grades, should receive more careful oversight than is now given.\nI make it a rule to choose books of different classes of authors, and put them in the hands\nof my students to teach them to read, and to read intelligently. We meet once a week to\nreview the contents of the book under discussion, and try to make an interesting exercise\nthat will be helpful, without giving marks for the work. The second-year class in\nEnglish literature should read Thackeray, Scott, Kingsley, and Dickens intelligently and\nenjoyably. This they will do, if they have been started properly in the first place, and\nthe love of good literature installed.\n\nWHAI\nMISS\n\nTHE\nIRENE\n\nNORMAI SCHOOLS CAN DO FOR\nON THE LIBRARY SIDE\n\nTEACHERS\n\nWARREN,\n\nEDUCATION,\n\nLIBRARIAN\nUNIVERSITY\n\nOF\nOF\n\nTHE\nSCHOOL\nCHICAGO\n\nOF\n\nOne who studies the history of schools and libraries will find much that\nis analogous. Educators call this the age of the child, in contrast with\nthe early efforts to reach only the mature student. The youngest generation of librarians can plainly recall glaring signs posted on more\nthan one library door : \" Children unaccompanied by parents not allowed\nin this building.\"\nOur fathers tell us of the days when a town of considerable size was considered quite fortunate to have one school building, while today a town\nof the same size believes five or six schools, at least, a necessity. The\npublic libraries, only a half-century old, are beginning to feel a similar\n\n"}
{"page": 854, "printed_page": null, "text": "842\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nneed of expanding, and are establishing delivery stations and branch\nreading-rooms in various parts of our cities.\nThe public library, like the public school, has come to believe that the\nhope of the future lies in the education of the child. The modern progressive public library has dedicated a room to the children. Nor is it a\nroom in some dark basement corner, but a large, bright room, with plenty\nof light and air, attractive pictures on the walls, low bookshelves filled\nwith carefully selected and beautifully illustrated books, and an attendant\nspecially trained for work with the children. This year the American\nLibrary Association held the first meeting of a section formed for the\npurpose of studying the child's needs.\nA careful examination of the many papers and discussions on the\nco-operation between libraries and schools, from both teachers and librarians, would lead to the conclusion that the majority in both professions\nbelieve that a closer relationship is to be desired.\nThose who have thoughtfully considered the experiments of the\nteachers and librarians in furnishing literature to the children have drawn\none general inference : that the teachers seem to be much better acquainted\nwith the children and the librarians with the books. Each, feeling the\nneed, has set to work, often without the aid of the other, and the result\nis that we find work attempted by the teachers which could be done\nmuch more economically by the librarians, and vice versa. Has not sufficient interest been aroused and preliminary experimental work been done\nto enable us now to consider some systematic division of labor ?\nThere are two institutions around which community life naturally\ngroups itself : the public school and the public library. A very large per\ncent, of the children leave school before the age of twelve. It is, therefore, of the greatest importance that they should know where to obtain\nreading and guidance after their school period is ended.\nNo one outside of the home ever enters as intimately into the life of\nthe child as does the teacher. The child is compelled to go to school a\ncertain number of hours a day for a given number of years. He goes to\nthe library when he chooses. Therefore we look' to the teacher to inspire\nin him a taste for good reading, and to train him in an economical use of\nbooks. It is the librarian's duty and privilege to prepare the material\nfor the teacher's use, and to be ready to take up the work with the child\nwhen he leaves the school for the day, the vacation, or for all time. If\nthe preceding propositions be accepted, it is obvious that the teacher\nshould receive training in the use of books and libraries. Two years ago\nthis section, in a pamphlet sent broadcast to librarians and educators,\nrecommended that every normal school and school having to do with the\ntraining of teachers offer such a course.\nIt seems logical to suppose that the best appreciation of such work,\nfrom both the teacher's and the librarian's standpoint, is to be found in\n\n"}
{"page": 855, "printed_page": null, "text": "Department]\n\nNORMAL\n\nSCHOOLS\n\nAND\n\nPUB LLC LLBRARLES.\n\n843\n\nthe normal-school librarian. His position gives him the opportunity of\nworking with those from kindergarten age to the experienced teachers,\nwho are all bent on one thing — finding the best for the child. His\nfaculty is composed of specialists, who can give judgment as to the character of the books ; the critic teacher, who can advise as to their adaptation ;and the child himself, who, with proper guidance, becomes the best\nof all critics and judges. It is to the normal school, then, that we\nmay expectantly turn for the most thoughtfully selected and carefully\ntested lists of books for children.\nSeveral normal-school librarians are now giving courses to the pedagogic classes with the aim of presenting enough of the principles of\nlibrary economy to enable the students to organize and administer the\naverage school library, use books and libraries more economically, and\nmore intelligently advise the children as to their reading. The following\nis a brief outline of a twelve-weeks' course which was given by the librarian to the pedagogic class at the Chicago Institute last year. It could\nhave been carried thru a second quarter with much better results.\n1. The construction of the book, followed by practical work in the making of books,\nthruout the course.\n2. Organization of a library. Preparation of the books for the shelves. Cataloging.\nClassification.\n3. Use of reference-books. Dictionaries. Cyclopaedias. Handbooks.\nBibliographies.\n4. Present relation of libraries to schools.\n\nIndexes.\n\n5. Children's literature.\n\nMany teachers do not know where and how to obtain books for their\nown and their pupils' use. When we come to sum them up, there is a\nsurprisingly large number of institutions that are attempting to supply\nliterature, which, if not helpful to the teacher in the schoolroom, certainly\nwould be in the community from which his pupils are drawn. But it is\nonly by chance the teachers find these. The normal-school curriculum\nshould offer a course so that its students would know the present organizations to which they can look for help. They should know that many\nstates have provided laws regulating the establishment and maintenance\nof public libraries and public-school libraries. A discussion and comparison of these will bring out their virtues and likewise their weaknesses.\nThe normal-school graduate who may work in the country districts should\nknow that the state library commissions in those states fortunate enough\nto have such have undertaken to send carefully selected collections of\nbooks to the rural districts, and an application for a library from the\nteacher of the district will obtain one at practically no expense to the\ncommunity. In some states the women's clubs are undertaking a similar\nwork. The New York State Library loans to the schools, in addition to\nbooks, large and beautiful pictures.\n\n"}
{"page": 856, "printed_page": null, "text": "844\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nThe normal-school student who is assigned to the slum district of any\ncity should know that the Carnegie Public Library of Pittsburg sends neat\nlittle cases containing about twenty books to the home of a child in the\npoor quarter of the city. The child is made the librarian of the collection, and he and ten of his friends form a home-library club. A volunteer visitor meets the children once a week, reads to them, tells them\nstories, and teaches them wholesome games. Each child is allowed to\ntake one book home every week. In other cities this home-library work\nhas been carried on by the library clubs, the Associated Bureau of Charities, the Children's Aid Society, and various other similar organizations.\nFor many years to come there will be a legitimate place in the educational scheme of every large city for the home-library work. The furnishing of the books and their care can be done with the least expense of\nlabor and money by the public library. The teachers can much more\neffectively name the homes in which they should be placed. This movement is at present a puzzling problem, since it is as yet hard to convince\nmany library or school boards that money put into home libraries will\nreduce the number of truant officers and lessen the number of boys sent\nto the reform schools.\nEvery normal-school student should know that our government is one\nof the largest publishers in the country. Its authors are men who are\nauthorities in their subjects. A list of its publications is issued every\nmonth. Many of these would be the most valuable reference-books for\nthe school, and are furnished at the cost of printing and in some cases\nfree. The states are likewise publishers of books on local subjects.\nSome cities have published the results of interesting civic undertakings.\nSuch sources of information should be known to all teachers.\nEvery school in our country has a library, or is planning to have one.\nIn most cases heretofore the school library has been formed with no\nthought of making it co-operate with the public library of the town, and\nan unfortunate duplication of material, efforts, and aims is the result.\nThe normal-school student should be led to see that one of the first considerations inestablishing a public library or a school library in any town\nis the possible correlation of the two for the good of the whole community.\nThere are certain reference-books which are in continual demand in\nthe schoolroom. Such books and those used in sets for supplementary\nreading are a necessary part of the school equipment, and as such should\nbe owned by the schools. On the other hand, if the student carefully\nexamines as many school libraries as he can, and accounts of others, as\nthey are administered at present, he will perhaps be led to the conclusion\nthat the public library can more economically furnish the general collection of books, keep them in better condition, and make them more\naccessible to a larger number of people, with less expense of time, energy,\n\n"}
{"page": 857, "printed_page": null, "text": "Department] NORMAL\n\nSCHOOLS AND PUBLIC libraries\n\n£45\n\nand material, than can the school. From his study of school management and experience in the model school he will agree that the average\nteacher is already overburdened with her duties. The librarian has\nreduced the care and use of books to a science, which the world has been\npleased to recognize as library science. In order to keep his library up\nto date the librarian must carefully study the lists of new books published\nevery week, and be a constant reader of books and book reviews. He is\ntherefore able to select the latest and, with the help of experts and bibliographies, the best books on any given subject.\nIf our normal-school students talk with experienced teachers, they\nwill find there is hardly one but feels the need of a larger and a more carefully selected collection of books than her school library is now able to\nfurnish, in order to carry on her work successfully. They will find that\nmany libraries are attempting to meet this problem. In Milwaukee they\nsend a box of books from the public library to every room in every\nschool. The books are selected by either the teacher or the librarian.\nIn Buffalo they do the same, and have employed two attendants whose\nduty it is to look after the interests of the schools. At the Cleveland\nPublic Library and the Pratt Institute Free Library they have fitted up\nrooms as attractively as possible for the sole use of the children. Some\nlibraries have invited the teachers to come to the libraries and bring their\nclasses for consultation of books. At the Carnegie Free Library in Pittsburg the children's librarian has inaugurated a story hour, when she\ntells the children stories. She has also made beautiful large poster bulletins, which are hung in conspicuous places, indicating good books on\nvarious subjects. All over the country we find similar plans, but all with\nthe one aim — to raise the standard of the children's reading.\nA class discussion of the relationship between libraries and schools\nusually brings out the impossibility of using the library as much as is\ndesired, because of the great distance between the library and the school\nbuildings. An appreciation of this on the part of the teachers of the\ncountry might lead to a public realization of the economy in material\nand administration, were these two institutions housed near each other.\nThe students are usually quick to see that there are certain principles\nin the schemes of classification and cataloging now used in libraries that\nthey could have used advantageously thruout their entire course. They\nare at once interested in finding a way to help the child so to classify,\narrange, and index material and references collected that they can be\nused with little waste of time and energy. A well-known sociologist and\nwriter recently said that such a training as has been outlined in this paper\nwould have been invaluable to him ; that he had destroyed material and\noften hunted days for articles which were practically lost in the great\nquantity of unclassified material he had collected. The card-catalog system has not stopped at the public and private libraries, but is rapidly\n\n"}
{"page": 858, "printed_page": null, "text": "846\n\nNA7V0NAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\ninvading the banks, railroad and insurance offices, and various other commercial houses.\nBut perhaps most important of all is it that the normal school should\ntrain the teacher to to use the book itself, and teach methods of training\nthe children to use books economically while they are still young. This\nmay be begun by distributing one copy of the same book to each member\nof the pedagogic class. With this one book for an example, the titlepage, with its information and the value of it, may be discussed ; the\narrangement of the table of contents ; the use of chapter and page headings ;the value of marginal and foot notes ; the difference between the\nindex and the contents — all of which would save the student much time,\nif we are to judge from our experiences with the students who are using\nour libraries.\nAfter the examination of one book the student may be led on to\ngroups of books on various subjects. The comparison of the standard\ndictionaries, handbooks, cyclopaedias, bibliographies, and indexes will\nbring out the fact that each aims to cover a certain field. All cyclopaedias\nare not alike, and the teacher who has once compared them will not send\na seventh-grade child to the treatises found in the Britannica, nor will she\ntell him to look there for the lives of living persons. There is no way\nso effective of impressing the student with these points as to give him\npractical problems drawn from his daily lessons, which shall be looked up\nin these books. Unless the questions given the pupils are drawn from\ntheir lives, they may have the interest of a puzzle to them, but rarely the\npermanent practical application to be desired. Instructors can be very\nhelpful by encouraging their pupils to make annotated reading lists on\nthe various subjects studied.\nThe making of books is an art and a craft quite possible to the child\nin his constructive work. The tools and materials are inexpensive enough\nto make it practical in the average school. It is not the province of this\npaper to treat of the educative value of bookbinding as constructive work,\ntho much could be said for it from that standpoint. Its possible correlation with art and other subjects is doubtless plain to many. It serves to\nstimulate the child's interest in books in general. The making of one\ntable of contents and one index will often convert him to their use as an\neconomic device. A few examples of the best-made books exhibited to\nthe pupils while they are working will raise their standard of workmanship and tend to counteract an unfortunate overestimation of their own\nwork, which some manual-training pupils have developed.\nIn brief, the normal schools should —\n1. Furnish carefully tested lists of books for children.\n2. See that the teachers they send out know the best books on the various subjects\nto be found in the average school curriculum.\n3. Offer instruction in enough of the principles of library economy to enable the\nteachers to organize and administer the ordinary school library in an economical way.\n\n"}
{"page": 859, "printed_page": null, "text": "DepartmentJ\n\nTHE\n\nA B C OF\n\nREFERENCE\n\nWORK\n\n847\n\n4. Teach their students the book resources of the country, so that they may know\nwhere to apply for help, whether they be assigned to a city or country school.\n5. Bring before their students the facts of library legislation so that they may be\nintelligent advisors to the people of the community to which they are sent.\n6. Teach the students to be intelligent, economic users of books and libraries, and\nhow in turn they may teach their pupils.\n7. Teach those they send out to look to the public library as a public educational\ninstitution in the community, and as such to use it.\n\nTHE\nW.\n\nI. FLETCHER,\n\nABC\nLIBRARIAN\n\nOF REFERENCE\nOF\n\nAMHERST\n\nWORK\n\nCOLLEGE,\n\nAMHERST,\n\nMASS.\n\n[an abstract]\n\nI am here as the representative of the American Library Association,\nwhich has just closed a delightful session at Waukesha, Wis., and my first\nduty, a very pleasant one, is to bring you the greetings of that body.\nBoth associations are working together in sympathy, and now in\nco-operation, to advance a common cause, the promotion of intelligence\nand general culture. But I wish to say that I do not quite hold, with Dr.\nCanfield, that the public library as maintained at public expense is justified (and only so justified) on precisely the same grounds as is the public\nschool. I suppose we are all inclined to magnify our calling, and it has\nalways seemed to me that there is good reason why a man who has occupied the highest positions in the educational world should accept, as if it\nwere a promotion, a librarian's position. For the library's chief office is\nto minister to that which is highest in man, the aesthetic and the spiritual ;\nand its justification as a claimant for public support is, from this point of\nview, to be found in placing it in the same category as the public park,\nthe art museum, or music provided for the public enjoyment and cultivation. I believe it was Senator Hawley of Connecticut who said at the\ndedication of the soldiers' memorial arch in Hartford that he rejoiced\nthat there had been this large expense for something that was \" absolutely\nuseless.\"\nOne relation of the library to the school is in its helping to lift the\nschool work by means of good literature and art into the higher region\nof the aesthetic and the spiritual. When Horace Mann entered so enthusiastically, sixty years ago, into the establishment of district-school libraries, his argument was that the schools might thus be enabled to make,\nnot only the minister, the doctor, the lawyer, the artisan, but the man,\nwith all his higher powers cultivated, and not merely his ability to do\ncertain work.\nMost of what we hear about the library's contribution to school work\nhas regard to the distribution of books for reading.\nBut there is the\n\n"}
{"page": 860, "printed_page": null, "text": "848\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nother important department, which we call reference work, where teachers\ngo, or teach their pupils to go, to the library to look up information on\nsome subject, and this department of library work should be taught in\nthe normal school by the laboratory method. I am to speak of its ABC.\nOnly after I had arranged the three heads indicated by these letters in\nthe order of what I regard as their relative importance did I perceive\nthat it was this suggestive order.\n\"A\" stands for Attendant; for it is one of the accepted ideas of the\nmodern library that there must be an attendant ready and competent to\nmeet the reader's questions, and that the reader should go directly to\nsuch an attendant rather than be sent to the catalog. People often go\ninto a library and say : \" May I see your catalog ? \" That is not the\nway to begin. Go first to the attendant and ask directly for what you\nwant. If neither the librarian nor any other attendant is at hand and at\nyour service, the library is not managed as it should be. But a competent attendant must have certain apparatus by means of which your\nquestions may be answered, and with which you may become familiar, so\nthat you may often help yourself when this busy attendant is helping\nsomeone else; and this training of readers to help themselves is one of\nthe chief ends of the attendant's work.\nMy \"B\" refers to the apparatus which we call Bibliography. It may\nseem strange that I should put this before the catalog, if I had in mind\nanything but mere alphabetical order. But it is my conviction that\nbibliography belongs first. By this I mean that nothing can be so helpful\nin looking up reading on a subject as a well-made list of books and\npapers relating to it. For example, if you were wishing to read up the\nsubject of Joan of Arc, you could be shown a long list of titles of books\nand articles on her, and perhaps a well-digested list which would show\nthat some referred particularly to her visions, others to her trial for\nwitchcraft, etc., and you could select just what you wanted. Of course,\nthere are a great many subjects on which such lists cannot be found, but\nthe number of cases in which they do exist is greater than even many\nlibrarians suppose. They may be found in encyclopaedias, indexes to\nperiodicals and to general literature, and in many special books.\nAs to encyclopaedias, a word of caution should be given. One is\nbetter for one purpose, another for another, and there are many special\ncyclopaedias and dictionaries. For example, I remember, some years ago,\na teacher came to our library to see what she could find on mosaics. I\nwas surprised to find that we had no book on the subject. Looking in\nSmith's Dictionary of Christian Antiquities, however, I found a long illustrated article on the subject, and at the end of it references to authorities,\nsome of them being in our library.\nFor another example : one of our professors came to me one day and\nsaid ; \" I thought I knew how to use your^catalog, but I fear I do not ;\n\n"}
{"page": 861, "printed_page": null, "text": "Department]\n\nTHE\n\nA B C OF REFERENCE\n\nWORK\n\n849\n\nI cannot find anything about Phalaris and his letters.\" Well, we have no\nbook on the subject, but on turning to Smith's Dictionary of Greek and\nRoman Biography there was a good article on it, with several references\nto other books, one of them being Berington's Literary History of the\nMiddle Ages, which gave just what the professor wanted. Our catalog\ncould not show this; and it is just such cases as these continually occurring that show how necessary it is to have recourse to bibliography. In\norder to make good use of a library, a teacher or an advanced pupil\nshould get at all these keys to literature at first thru the direct aid of the\nattendant, but should soon come to do without the attendant's services in\nmost cases.\nMy \"C\" is a double-header; it stands for two things, Classification\nand Catalog. I put classification first, altho alphabetical order would\nbe the reverse. I do this because, as libraries are being more thoroly\nclassified and readers are now often given free access to the shelves, the\nclassification comes in as a better guide than the catalog. For example,\none wishing to look up works on Napoleon in our library would better be\nshown the shelves, six or eight in number, where we have placed all the\nworks on Napoleon and his time together. The wise attendant will \"come\nto think in a moment, with regard to any particular subject, whether the\nfirst recourse in its pursuit should be to encyclopaedia ; to special dictionary, as of music, antiquities, biography, fine arts ; to special bibliography,\nmeaning that someone else has looked up this subject and left a record\nof the references he found (what a pity to grope around after those references, ifone can find such a record already made !); or to the books themselves on a particular subject, as on Napoleon, London, the steam engine,\nelectricity, etc., using the classification in this latter case as the most\nready and useful means.\nAs to the catalog, which I have thus pushed into the background (it\nmight be called directory, so I could make it my \"D\"), I have but a\nfew words to say. My experience gives me an increasing disrespect for\nthe library catalog as a means of doing the kind of work of which we are\nspeaking. The author catalog, from which we can learn whether a given\nbook is in the library and where it may be found, is certainly the one\nessential piece of apparatus. But I have long felt, and often publicly so\nexpressed myself, that our subject catalogs, do the best we may with them,\nare of little value compared with bibliographies (using this term in the\nbroad sense in which I have interpreted it); and I think we shall do wisely\nif we slight them and bend our energies to the development of the bibliographical apparatus, and to its intelligent use by readers, with the help\nand guidance of the well-equipped and conscientious and devoted attendant, whom I thus make the Omega, as I made him (or her) the Alpha, of\nthis little talk.\n\n"}
{"page": 862, "printed_page": null, "text": "NATIONAL\n\n850\n\nHOW\nMISS\n\nSHALL\nISABEL\n\nEDUCATIONAL\n\nCHLLDREN\n\nBE\n\nLED\n\nASSOCIATION\n\nTO LOVE\n\n[Library\n\nGOOD\n\nLAWRENCE, SUPERINTENDENT OF TRAINING\nNORMAL\nSCHOOL, ST. CLOUD, MINN.\n\nBOOKS?\n\nDEPARTMENT,\n\nYou know the fascination there is in watching a bonfire of grass and\ntwigs and leaves ; how every little while, in the slow-burning mass, some\npoint bursts into flame because the material there is ready. In a certain\npsychology class there has been a similar charm in watching minds take\nfire, first a flame here and then there, from reading Binet, Ribot,\nRomanes, or even Kant. As with the bonfire, the places which are\nabout to catch can never be determined beforehand ; hence the interest\nof the watching. But there are members of this same class who borrow\nthe same books and return them, expressing great enthusiasm, and yet\nthey never catch fire at any point. There is nothing to do but to warn\nsuch pupils to let the books alone, not to read, but to live and think for\na while, stirring up the damp mass Of material which is unfit for burning.\nThey may lose every possible chance of illumination, should the warning\npass unheeded.\nBooks may bury a mind, and there is no more pitiful sight than the\nchild of tender years, an infant Casaubon, pointed out with pride by\nparents or teachers as a reader of philosophy or what not. In leading a\nchild to love good books, the first crime to be avoided is that of considering the books first and the child second. The child is greater than the\nbook, and the book must wait upon his needs.\nConsidering the child first will save us from false methods of developing interest. \"Big books\" read from a childish delight in praise for\nreading big books can only smother the poor little soul, if they do not\nactually induce the blight of intellectual dishonesty and conceit.\nAnother wrong method is to force the child prematurely into a certain\nline of reading, as the historical, while the taste for every other form of\nliterature is neglected.\nThis illustrates the danger of over-direction. A healthy child-mind,\nbrought in contact with a good, broad library of real literature, may often\nbe trusted to select the best material for its growth, just as a healthy animal gets from its environment only the food it can digest. The task of\nchoosing for the child is ever a difficult one, as difficult as Holmes found\nthe preparation of a list of books for the young westerner. \"And he\nnever sent his mental measure. It was as if he had ordered a suit of a\nBoston tailor, with never a hint of his length, breadth, and thickness.\"\nAlas, there is no tailor skillful enough to measure a child's mind, and we\nare apt to insist on outgrown baby clothes, or else on garments large\nenough for his elders, and fashioned in true grandfatherly style. This\naccounts for the misfits in our most approved book lists.\n\n"}
{"page": 863, "printed_page": null, "text": "Department]\n\nLEADING\n\nCHILDREN\n\nTO\n\nLOVE\n\nGOOD\n\nBOOKS\n\n851\n\nThere is one general chart, however, which may save from gross mistakes, a chart of the instinctive interests which culminate at different\nperiods of child life. As the human body passes thru certain definitely\nknown changes to its mature form, so the mind has characteristics which\nmay be definitely determined at each stage of growth from infancy to\nmaturity. There are other parallels between mental and biological\ndevelopment.1 \"All growth is lopsided, accented now here and now\nthere.\" If an instinctive impulse has no chance to gratify itself, it dies\nout, instead of being transformed into higher faculty. These impulses\nare transitory, and if they are not furnished with material at the right time,\nthe opportunity may be lost forever, and full development of the individual\nmay become impossible.2 The philosophy of education must be based on\nthis genetic psychology, and scientists are today busy with its problems.\nThe references which accompany this paper are for those who wish to\nexamine authorities on the subject. The problem of leading children to\nlove good books can rest securely on no other basis than this, for the\nnative interests of the child at any age are his only means of reaching out\nand appropriating anything whatsoever in life or literature.\nThis little psychological digression will account for the handling of my\nsubject under an outline of predominating interests of three periods of\nchild life.3 The age limit given is not a fixed one, as some children pass\nout of one period into the next higher earlier than the limit given, while\nothers remain in the lower stage longer than the average time. Moreover,\ngirls mature sooner than boys.\nCHILDREN\n\nBEFORE\n\nEIGHT4\n\nThese little folks have a natural appetite for the marvelous. With\nthe rapid development of the sense-cells in the brain, there is intense\nsatisfaction in image-making, and a great lack of comprehension of the\nrelation between the images. Stories repeat themselves in vivid kaleidoscopic pictures, and impossibilities are welcomed.\nThis is the time for\n1 H. H. Donaldson,\n\nGrowth of the Brain\n\n(Scribner's, 1895), p. 374.\n\n3 A. Caswell Ellis, \" Suggestions for a Philosophy of Education,\" Pedagogical Seminary, Vol. V,\nNo. 2, pp. 158-201 ; E. B. Bryan, \" Nascent Stages and Their Pedagogical Significance,\" ibid., Vol. VII,\nNo. 3, pp. 357-97; Nicholas Murray Butler, \" Status of Education at the Close of the Century,\" Proceedings ofthe National Educational Association, 1900, pp. 138-96.\n3 Earl Barnes, \"A Study of Children's Interests,\" Studies in Education, Leland Stanford University, No. 6, pp. 203-12 ; Edward Shaw, \" A Comparative Study of Children's Interests,\" Child Study\nMonthly, Vol. II, No. 3, pp. 152-68; Estelle Darrah, \"Children's Ideals,\" Popular Science Monthly,\nVol. LIII, pp. 88-98; Earl Barnes, \"Children's Ideals,\" Pedagogical Seminary, Vol. VII, No. 1,\npp. 3-12.\n4 Mary Sheldon Barnes, \" Studies in Historical Method\" (D. C. Heath & Co., 1896), p. 144; Clara\nVostrovsky, \" Study of Children's Own Stories,\" Studies in Education, Leland Stanford University,\nNo. 1, pp. 15-18; Agnes Sinclair Holbrook, \" Fear in Children,\" StuSies in Education, Leland Stanford University, No. 1, pp. 18-22; G. Stanley Hall, \" A Study of Fears,\" American Journal of Psychology, Vol. VIII, No. 2, pp. 147-250; A. B. Clark, \"The Child's Attitude toward Perspective Problems,\"\nStudies in Education, Leland Stanford University, No. 8, pp. 283-95; Julia Gardiner Gayley,\n\"The Classics for Children,\" Pedagogical Seminary, Vol. Ill, No. 2, pp. 342-7; E. D. Starbuck,\nPsychology of Religion (London: W. Scott, 1899), p. 423.\n\n"}
{"page": 864, "printed_page": null, "text": "852\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nmyth and fairy tale, just what delighted men when the earth was young.\nFlexibility and vividness are secured by this unrestrained play of the\nimagination. Smother the impulse now, give no chance for fancy, and\nthe realm of literature and art is rarely entered later. If the child does\nnot live in the story now, words henceforth to him are \" mists through which\nto see less clear.\" Three women past middle age who, in the unwonted\nleisure of later years, are studying hard for self-improvement, asked me\nto help them with Mallory's King Arthur. The son of one had been\nadvised to buy the book by the professor of literature at his college, with\nthe remark that every young man should own a copy; and these three\nwomen were studying desperately to find out in heaven's name why. It\nwas like a chapter of Cranston. Of course, there was no helping them.\nIf they had only ridden with Sir Launcelot and Sir Tristram in quest of\nadventure when the impulse was strong within them as children ; at the\ntime when the greenwood, yea even the city lot, was full of damsels to be\nrescued and dragons to disembowel; when the front yard shook with\nconflict, as swords fell on grape-basket helmets and wooden spears dealt\ndeadly blows! They would assuredly have played all this, had the story\ncome to them then. They would, indeed, have lived it almost as vividly,\nwhile they listened to the words ; and so today they might have penetrated\nto the heart of old romance forever shut to those not admitted as little\nchildren.\nIn telling stories to these children, one must take a lesson from the\ngloomy scene in the Shepperton workhouse when Amos Barton's \"geographical, chronological, exegetical mind \" tried to present truth to the\npaupers who had not geographical, chronological, or exegetical minds.\nChildren are like the paupers. They care little for place, know and care\nnothing about time, and all explanation and preaching is lost on them.\nA child's brain-cells once stirred by vivid images have no chance of\nhaving their energy called off by thought, so they respond instantly in a\nreflex arc of action. Action must follow action in a satisfying story with\nno stupid explanations of moral or motive or connection. Stevenson says\nof himself, even at a later period of boyhood, that \"eloquence and thought,\ncharacter and conversation, were but obstacles to brush aside, as we dug\nblithely for a certain sort of incident like a pig for truffles.\" Emphatic\ncolor, intense sound, either the whisper or the thunder tone, giant or\npygmy size, any strong sense-impression, is delightful now.\nThe fears which are characteristic of these little children need light to\nprevent them from lasting and becoming morbid. They add a wonderful interest to the tale you tell ; and if they are properly surmounted in\nthe story, the child is helped to get rid of them in the most healthy way.\nThe bears and wolves and tigers become very friendly beasts, and dragons\nand many-headed giants are so easily demolished in the story that it is a\nreal pleasure to meet them.\nSome kindergartner must have gotten hold\n\n"}
{"page": 865, "printed_page": null, "text": "Department]\n\nLEADING\n\nCHILDREN\n\nTO LOVE\n\nGOOD\n\nBOOKS\n\n853\n\nof the baby of two who told me about a \"kind and good and generous\ngorilla.\"\nThe child is animistic and anthropomorphic. Inanimate things are\nendowed with life and walk off with a gait only properly pictured by\nGellett Burgess' pianos and chairs in the Wonderful City of Ligg.\nAnimals are loved for the human quality in them ; loved even more than\npeople, for the child is nearer to these elder brothers of ours ; so nothing\ninterests more than The Jungle Books, Wild Animals I Have Known,\nBlack Beauty, and that dear little \"Grizzly \" biography. The naturestudy book, no matter how beautifully illustrated, receives scant attention\nunless these sensible children wish to find out something about a bird or\nanimal they have already observed.\nThe child's interests center in the family. Books about children of\nhis own and other lands are attractive. Primitive man interests him\nmuch, above all the Indian. Modern man lives too complex a life to be\nunderstood. The zeal for teaching patriotism often forces a country upon\nthe little one who is still in the nomadic stage and as incapable of forming any idea of a state as a Zulu savage. You may remember an amusing\narticle on the \" Star-Spangled Banner \" in last year's McClure. The observation is remarkably good, but the author fails to see that a child under\neight may as well sing\nMy country tissuf the\nSweet land of libaet tea,\n\nand think of \" Hail\" as Columbia's first name ; for an understanding of\nthese apostrophes is utterly beyond his range. I suspect that the sole\nimpression left of patriotic songs is an association with joy and noise,\nby no means valueless.\nBooks about children are often selected for children's reading, with a\ntotal disregard of the child's inability to enter into the point of view of\nthe adult. I notice that Kenneth Grahame's delightful Golden Age and\nDream Days are advertised as good books for children. The tone of\ncriticism of the treatment of children by their elders which pervades\nthese and other admirable books for grown-ups is most unhealthy reading for the little child, whose instinctive trust in those around him is the\nroot of his future faith in heaven. Beware, then, of the books which write\nabout children, rather than for them. Even Field often does this, but\nStevenson may be trusted to give the child -heart true expression :\nThe shadow of the baluster, the shadow of the lamp,\nThe shadow of the child going to bed,\nAll the wicked shadows coming tramp, tramp, tramp,\nAnd the great black night overhead.\n\nIt is well that someone can voice the child's feeling in the poem, for\nthe love of rhythm is one of his strongest instincts. Ballads and story\npoems delight him as they delighted the simple audiences of the ancient\n\n"}
{"page": 866, "printed_page": null, "text": "854\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nbards. Even a prose story \"should run in the ears like the noise of\nbreakers.\"\nThis little child is not aesthetic. His taste is rude and barbaric.\nThis does not mean that he should be surrounded by chromos, or read or\nlisten to sentences that are not literature even in his primer or first\nreader. The effect of an environment full of masterpieces of painting,\nmusic, and literature will assuredly show itself at the right time, tho at\npresent it is absorbed unconsciously. All attempts to call attention to it\nwill fail, or else result in the moral blight which is propagated in a\nchild's intellect when he is trained at this early age to say, \" I love Whittier ; he writes so beautifully,\" or, \" Mr. Longfellow has a very clear style.\"\nAs for morals, our little child under eight is a veritable pagan in the\nconcreteness of his theology. Abstractions, sermons of any kind, touch\nnot him. He gathers his ideas of goodness and his impulse to be good\nin life from his associates ; in literature, from allegories and stories so\nsimple that you need never mention the moral.\nCHILDREN\n\nFROM\n\nEIGHT\n\nTO\n\nFOURTEEN1\n\nThis is the transition period so puzzling to the keenest child observer,\nsometimes called the dark age. The brain, and indeed the body, is comparatively sluggish, storing up material for the great and sudden demand\nmade upon it in early adolescence.\nThis boy is intensely practical. He has no use for beautiful fancies\nor sentimental tales. His muscles are aching to be trained to skilled\nwork, and his interests turn toward details. He reads invention and\ntravel and stories of industry greedily, to find out how things should be\ndone. This interest greatly increases if he is given opportunity to work\nout the ideas he gets, tho you may find him a little dangerous if he must\nneeds scalp the small sister or lasso the baby. The books read with such\ninterest are books of invention and travel, books of information rather\nthan literature ; but if it should ever be your lot to read Poe's Gold Bug\nto a group of these fellows and answer all their questions, you will discover in these interests a possible avenue to literature-loving.\nBut the boy has another instinct which leads directly to literature, the\nlove of fighting and adventure. He wants a tale full of grim death and\nplenty of bloodshed. \"Give me a highwayman,\" says Stevenson, \"and\nI was full to the brim.\" This child is as far from comprehending church\nor state as was the child under eight, but biographies of men who have\ndone concrete things are his favorite dish. Robin Hood, Richard the\nLion-Heart, and the long list of heroes who did something the boy would\ncare to do — these make literature which the boy loves. There is a nice\ndistinction here which must not be overlooked. When Philip Wakem\ntold Tom Tulliver stories, Tom liked some, but rejected others.\n\n\" He had\n\ni Frederick Burk, \" From Fundamental to Accessory in the Development of the Nervous System,\"\nPedagogical Seminary \\ Vol. VI, No. i, pp. 5-64.\n\n"}
{"page": 867, "printed_page": null, "text": "Department]\n\nLEADING\n\nCHILDREN\n\nTO\n\nLOVE\n\nGOOD\n\nBOOKS\n\n855\n\nsmall opinion of Saladin whose cimeter would cut a cushion in two in an\ninstant ; who wanted to cut cushions ? That was a stupid story, and he\ndidn't care to hear it again. But when Robert Bruce, on the black pony,\nrose in his stirrups and, lifting his good battleaxe, cracked at once the\nhelmet and the skull of a too hasty knight at Bannockburn, then Tom\nfelt all the exaltation of sympathy, and if he had had a cocoanut at hand,\nhe would have cracked it at once with the poker.\"\nIn the book good for the boy at this period there should be embodied\nin the incident which so stirs his blood, character, thought, and emotion\n— the vital truth of life capable of indefinite transformation in the boy's\nsoul. But this is precisely the difference which marks off literature from\nsensational trash, distinguishing the epic poem from the dime novel, the\nMerchant of Venice from Dick the Highwayman. The boy will swallow\neither at first, as a child seeks a stimulating diet with no thought of nutrition. But a diet of the sound literature, with the unconscious digestion\nof good sense and truth, will soon produce the taste which will lead the\nboy to reject the poorer stuff of his own accord. It will bear repetition,\nhowever, that the literature you offer this boy will never compete with the\ntrash, unless it has in it this element of vivid portrayal of the sort of incident he craves.\nSo much for the boy of this period ; the girl is a much harder problem,\nfor she usually reads a more dangerous class of books. She keeps her\nlove of fairy tale and fancy, and this should be developed into the modern\npoetry and literature which have grown out of it. She seeks the love\nstory earlier than the boy, and will delight in Evangeline and Miles\nStandish, which the boy at this age rejects. Her danger lies in the vast\nbody of sentimental, false, religious novels whose weakening touch on\ncharacter often accompanies the woman thru life, rendering her foolish\nand melodramatic, and desirous of posing as a saint where she should be\nstrong and sensible. E. P. Roe's novels will serve for a type ; Mrs.\nWiggin's Polly Oliver is not to be trusted ; and many of Miss Alcott's\nare not literature. The only remedy to be suggested is to let the girl\nread her brother's books at this period, and when the love story can no\nlonger be ignored, give Scott and Dickens and the highest class of\nnovels.\nEARLY\n\nADOLESCENCE\n\nFROM\n\nFOURTEEN\n\nTO\n\nEIGHTEEN1\n\nThis period is a critical one. Emotions develop suddenly far ahead\nof judgment and intellect. Art, therefore, whether music or painting or\nliterature, is a necessity in bringing youth into its full heritage. Now, for\nthe first time, the thoughts and passions, the realities of the great world\n• E. G. Lancaster, \" Psychology and Pedagogy of Adolescence,\" Pedagogical Seminary, Vol. V,\nNo 1, pp. 61-128; George A. Coe, \"The Morbid Conscience of Adolescence,\" Transactions of the\nIllinois Society of Child Study, Vol. Ill, No. 2; G. Stanley Hall, \" Moral and Religious Training\nof Children and Adolescents,\" Pedagogical Seminary, Vol. I, No. 2, pp. 196-210; G. E. Partridge,\n\"Reverie,\" Pedagogical Seminary, Vol. V, No. 4, pp. 445-75.\n\n"}
{"page": 868, "printed_page": null, "text": "856\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nwithout, begin to penetrate to the young soul. Very important now are\nadolescent day-dreams. In them are practiced beforehand the acts of\nfuture life, and they serve the same purpose as a preparation for emergencies that play does in its development of the child's conception of\nlife's duties. The whole breadth and fullness of after-life depend upon\nthe range of these dreams ; and the dreams are often widely influenced\nby the literature read. The craze for reading is a most legitimate tendency now; and such reading! Did you ever read as you read at that\nperiod, hungrily searching, searching for something greater than you had\nyet found, some answer to the problems that stirred you ; in breathless\nhurry, details skipped, description skipped ; generalizations, sentimental\nor religious, sometimes catching and copied in notebooks, sometimes\nskipped with the rest; worshiping now this character and now that;\nsure today that this book had solved everything, but finding life much\nthe same to your great surprise — up and at the hunt again tomorrow;\nthru and thru the library, at a rate that horrified the elders, who could\nnever see that reading is the main business of life, and all school lessons\nand home duties ought to be suspended, for the ship must \"find itself\"\nbefore it can be of much use in the carrying service ? ,\nThere are three fates which may befall the young girl or boy at this\nperiod, which are all to be deprecated.\nMost pitiful of all is that of the ignorant boy or girl, arriving at this\nage with no books for help, with ideas of love and marriage gained only\nfrom street and a low environment. The form work, the arithmetic,\ngeography, and grammar of our public schools may well give way before\nthe need of presenting these young people with noble ideas of the life\nthey are to live, of love and marriage; for early associations in these matters cling for life. Even if results are not bad, a narrow life without\nhorizon or atmosphere is often compelled. Our public-school teachers,\nour librarians, must reach this class if possible.\nThe second class have gotten trash, possibly vile trash, full of false\nideas of life. They are the ones to be won by better books.\nThe third are held in by some geographical, chronological, exegetical\nAmos Barton who considers it a crime to read a book for what you want\nfrom it, and wicked to skip or ignore obscure allusions. These instructions carefully followed, and one classic read in this thoro manner will\neffectually kill all aspirations toward literature. People so trained always\nrespect the classics, advise you to read them, buy them for their bookshelves, and are deterred from ever peeping between the covers by the\nassociations of that aforetime drudgery.\nAll this comes from a lack of knowledge of the early adolescent's\ngrowing points. He is just opening his eyes on the world and should be\nallowed opportunity to become familiar with it. The wider the range of\nhis reading, the broader basis laid for detailed study hereafter. The more\n\n"}
{"page": 869, "printed_page": null, "text": "Department]\n\nLEADING\n\nCHILDREN\n\nTO LOVE\n\nGOOD\n\nBOOKS\n\n857\n\nhe lives out the life of the race in varying experience, the larger the\nhorizon he will command when he settles down for the close logical study\nthat should follow. Only let it be wholesome literature. Let his mind\ncatch fire at many points so that it be from a divine spark. Novels are\nfor him that he may understand his own social life. Poetry is his now, if\never. Philosophy and religion dipped into, and the newborn sense of\nresponsibility and the question Why? will respond to touch. He will not\nstudy history or science with delight in each detail, as did the younger\nboy. He wants to try his newborn powers of interpretation and learn\nonly what it all means. He'll get back to accurate observation and\ndetail later, when he finds a necessity of proof of theory or of new discovery. Let him try his new-found wings. If they are clipped or\nbound now, he will never soar far.\nPRESENTATION\n\nIN\n\nGENERAL\n\nIf the interests of children at different periods are consulted and the\nright literature is at hand, the problem of making children love good\nliterature is largely solved.1 But the presentation needs a word of suggestion. Man's power to get images from printed characters is a late\nacquisition. The human voice is a much older means of firing the\nimagination. Undoubtedly children may be best introduced to good\nliterature by the story-teller or the good reader. There should be more\nreading aloud in home and library and school.\nThe much-edited literature with its critical notes is often so handled\nas to produce disgust. If the publishers only appreciated how many\nchildren in our schools have been compelled to learn the lives of the\nauthors and where they graduated and what they wrote, before they have\nbeen allowed to laugh over Ichabod Crane or enjoy Snowbound, I believe\nthey would omit the preface on the authors in their admirable masterpieces of British and American literature. For inducing a love for literature such preparation is as absurd as it would be to send a young man\nto study the family records as a means of getting him to fall in love with\nthe daughter of the house. \" I liked Ivanhoe after I got into it,\" says the\nboy. Begin in the middle of the book, if you can so lure the boy to read\nit. If he falls in love with that, he can be trusted to go back to the\nstupid preface.\nThe abbot in Richard Yea and Nay did not like \"to have his periods\ntruncated,\" but everyone who tells or reads stories to children must learn\nto truncate his own periods, and to judge when to do it by the faces of\nhis audience.\n*\nA little three-year-old sits beside me at every meal, allowed to come\nto the same table with her elders. She demands a pickle because others\nseem to enjoy them.\nThe small mouth puckers and the tears come,\n» Reuben Post Hallbck, The Central Nervous System (Macmillan, 1897), p. 258.\n\n"}
{"page": 870, "printed_page": null, "text": "NATIONAL\n\n858\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nfor the sourness and pepperiness are against all her natural taste; but\nshe moans bravely, \"I like them ;\" and soon, too soon, she will like them.\nNo child in an environment of those who love good literature, if allowed\nto come to the table, will fail to acquire the taste. Probably the teacher\nshould sing and should draw, but before we legislate in this respect, let\nus see that no teacher who knows not literature, and loves it not, is\nappointed to the charge of children of any age. A knowledge of\nchildren's interests and a love of literature in the teacher, and our\nproblem is easily solved.\n\nTHE\nBY\n\nMELVIL\n\nPLACE\nDEWEY,\n\nOF THE\n\nDIRECTOR\n\nNEW\n\nLIBRARY\nYORK\n\nSTATE\n\nIN EDUCATION\nLIBRARY,\n\nALBANY,\n\nN.\n\nY.\n\nNew conditions bring forth new problems and demand new solutions.\nLibraries in some form are almost as old as the race. It was steam when\nthe bobbing cover of the teakettle suggested confinement of the vapor, but\nhow different from what the word \" steam \" means today ! The lightning\non Franklin's kite hardly gave promise of the telephone, phonograph,\ncable, and wireless telegraphy, and other modern miracles. The chief\nfactor in our new conditions is quick and cheap transportation. Railroads, trolleys, express, mail, rural free delivery, telegraphs, cables, telephones compel us to readjust our ideas in the light of new conditions and\npossibilities.\nOne result is the modern library.\nThe old education was completely revolutionized by the invention of\nprinting, the real beginning of university extension. Once students walked\nhundreds of miles, perhaps begging their way, to sit within sound of the\nvoice of some chosen teacher or to read some book securely chained to a\npillar. But the volume which cost as much as a village has by the new\nprocess become as cheap as a lunch. The wisdom and learning, which\nhad to be sought out with infinite labor, are printed and made accessible\nto the poorest. The world thus solved one of its greatest problems when\nit brought forth the traveling book, the precursor of the traveling library.\nWe know from our own experience and observation that the eye rather\nthan the ear is the great gate to the human soul. Most ideas and ideals\nare chiefly drawn from reading. Books, magazines, and papers more\nthan sermons, addresses, or conversation set in motion the effective currents. A recent careful investigation by educational experts as to what\nmost influenced the lives of children showed that it was not the father,\nnor the mother, nor the school, but, as might have been predicted, the\nreading.\nBy common consent the supreme thing in education is the building\nof character ; but character grows out of habits, habits are based on\n\n"}
{"page": 871, "printed_page": null, "text": "Department]\n\nPLACE\n\nOF THE\n\nLIBRARY\n\nIN EDUCATION\n\nactions, actions on motives, and motives on reflection. What makes most\npeople reflect ? It is usually reading that begets reflection, reflection\nbegets motive, motive begets action, action repeated begets habits, and\nhabits beget that supreme thing, character.\nWith every generation the comparative importance of reading seems\nto increase. It is well known that many of the delegates to meetings and\nconventions in which they are deeply interested seldom listen to papers\nand addresses, because they find they can get the ideas so much more\nquickly and clearly from the printed page. The eye can sweep rapidly\nover matters of little interest, can dwell on points of importance, can go\nback to verify preceding statements ; with the result that in much less\ntime the mind has gained much more. The pre-eminent influence of the\nprinted page is thus increased by wider appreciation of its power.\nOn the material side the evidence is just as conclusive. The book is\nthe chief factor in the marvelous evolution of the race. The brute has\nnot the divine gift of speech. We admire the wonderful instincts of\nbird, or fox, or squirrel, but with minor variations they are the same\nthat their ancestors have had for one thousand generations. The savage\nwith speech and without books passes on something of his acquired\nknowledge from father to son, but the development is slow. Civilized\nman has become as a god in what he dares and does, because he stands\non the shoulders of all his predecessors and utilizes the work of millions\nof men in thousands of years.\n\" For a dwarf on the dead giant's shoulders sees more\nThan the live giant's eyesight availed to explore.\"\n\nThe Indian stripped the birch and built his bark canoe in a day. He\nfelled a tree across the stream and his bridge was done. But our sons\nhave taken the skill and knowledge of their fathers and increased it, each\nbeginning where the other left off. They build a Brooklyn bridge or a\nship, either of which costs as much as the land, houses, and furniture of\nfifty country villages. The papers tell us that the \" Celtic\" built this season\ncould in her vast hull accommodate more than the whole army of guests\nof that other modern marvel, the Waldorf-Astoria hotel. If there were\na derrick large enough, the great city hall of New York could be lowered\ninto this marvelous evolution of the dugout and bark canoe in the natural growth of transportation. All this has been possible because the\naccumulated skill and knowledge has been preserved in print and passed\non from generation to generation, so that we may fairly say we stand\ntoday on our lofty pedestal built up of printed sheets of paper.\nNo thoughtful man can question that it is a supreme concern to provide for our people the best of the literature of power which inspires and\nbuilds character, and of the literature of knowledge which informs and\nbuilds prosperity. This can be done effectively and economically only\nthru free public libraries.\nA limited number can buy or hire their books,\n\n"}
{"page": 872, "printed_page": null, "text": "86o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nbut experience has proved that knowledge must be as free as air or water,\nor it is fearfully handicapped ; and the state cannot afford to allow even\nthe smallest obstacle to remain between any of its citizens and the desire\nfor either inspiration or information.\nEven more important than the economy is the question of selection and supervision of reading. A half-dozen nations are producing\n60,000 to 70,000 new volumes each year, besides the millions already\npublished. In a great library, with trained bibliographers and careful\nstudy and organization, we find it possible only to approximate in our\neffort to supply each reader with what is best out of our resources. The\nNew York State Library has 450,000 volumes, 150,000 pamphlets, 250,000\nmanuscripts, and a countless number of articles and periodicals and\ntransactions of societies and independent chapters in books. Yet we have\nfallen short of our ideal unless we can give to each reader from this\nimmense variety what is then and there and to him most valuable. It\nis a problem of almost infinite difficulty even with all our bibliographies,\ncatalogs, indexes, lists, and trained specialists. Without such help, how\noften in a thousand times is there a chance that a reader would really get\nthe thing which would best serve his wants! One who has not studied\nthese problems carefully is dazed by the difficulties and overpowered by\nthe importance of finding at least an approximate solution.\nThe whole civilized world has accepted the fact that the public-library\nsystem is a necessity, with hardly enough intelligent dissent to prove the\nrule. Seldom in human history has a great movement received so cordial\nand universal support. Historians already tell us that-in the future this\nwill be known as the library age, just as that period when the great\nchurches of Europe were built will always be known as the cathedral age.\nEven tho the library is almost as old as the race, it is just now passing\nthru that rapid and marvelous development in public conception of its\nproper functions which will make our time the real birth-time of that\nmodern institution which, bearing the old name \" library,\" yet includes\nso much that hereafter it will take full rank in usefulness with our syster\nof schools.\n. A glance at the development of the library idea will enable us better\nto predict its future, as the astronomer computes an orbit, not by study\nof where a body stands today, but of the track over which it has just\ncome. The original library was a storehouse in which the books could\nbe preserved and passed on to posterity. To get and to keep were the\nchief functions, while to use was subordinate. A favored few only had\naccess to the books. Then a broadening process began. Those who\ncould pay a certain fee might use the library. Then came the broad\nthought of making it free to all, but only for use in the building, as th(\npresent museum is used. The old librarian would have been as much\nshocked\nat the suggestion of lending a book as would\nthe modern\n\n"}
{"page": 873, "printed_page": null, "text": "Department]\n\nPLACE\n\nOF\n\nTHE\n\nLIBRARY\n\nIN EDUCATION\n\n86l\n\ncurator of a museum if an interested child should ask to carry home the\nbird of paradise. Then came lending to a favored few, then to all who\ncould pay the fee, and finally the great thought of lending free to all.\nBut this was by no means the end. When I began work for public-library\ninterests in New York, we had forty free public libraries and forty thousand\nsaloons, so that, by the law of averages, a boy leaving his home in the evening would pass nine hundred and ninety-nine open doors, with a cordial\nwelcome to the worst influences, before he passed one within which he\ncould find the best reading at his disposal. Librarians realized that if they\nwere to do their best work they must have the aggressive spirit and adopt\nthe aggressive methods of those who make other enterprises most successful. Then came the branch in the larger cities, in order to reduce the\ndifficulties of inaccessibility, and to get within reasonable distance of each\nhome a collection of books and an inviting reading-room. The more\nwidely scattered delivery station followed, so that the workman could\nreadily return his book in the morning and get a new one on the way\nback without going much out of his usual course. Then books were sent\non for a trifling fee to those who could not conveniently come after them,\nutilizing telegraph, telephone, and local express or special delivery. And\nyet all this did not meet the demand, and we realized that the new conditions brought about by cheap and quick transportation demanded new\nmethods in solving our problem of \"the best reading, for the largest\nnumber, at the least cost.\" Traveling libraries were sent out, and when\nwe proved that a given amount of money would accomplish more practical good in this way than in any other, new applications were constantly\nfound, and the few years of active work have established the traveling\nsystem as an essential part of the modern library movement.\nNew conditions made this new system imperative. The immense\nflood of new books and growing demands of readers for the latest and\nbest in every field showed that it was impracticable to undertake to make\nadequate libraries at all points needed. It is cheaper to transport than to\nstore and handle books only occasionally used, even if they were given\noutright to the local library. Libraries must be mobilized. Books must\ntravel more. Of some books extra copies cannot now be had. Of most\nthey cannot be afforded with the money available. If there were buildings and books, the immense cost of proper cataloging, classification,\nindexing, and reference librarians would be prohibitive. For reference\npurposes economy and efficiency demand a few great central libraries\navailable by telephone and mail for consultation, and by express and mail\nfor lending books to the entire surrounding section. The nation and\neach state should of course maintain one great cyclopaedic library.\nBesides these, there will be a few more in the great universities and cities,\nand here and there one supported by large private endowments.\nFor ordinary circulation a different reason points to the traveling\n\n"}
{"page": 874, "printed_page": null, "text": "862\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nprinciple. The number of books required is small compared with those\nneeded for reference in studying all conceivable subjects, but there is\neven greater need of careful supervision in guiding this reading in a way\nto get the best results. Competent assistants can be found and afforded\nonly in a few central points, but can do the work for a large territory.\nBeginning with 1837, New York spent $55,000 a year in .establishing\npublic libraries in the 11,000 school districts of the state. More than\ntwenty other states followed the example, and all had the same experience.\nThe novelty wore off, the books were less used, and in most cases became\nscattered, so that, instead of a steady increase, after the first fifteen years\nthere has been steady diminution in the number of volumes. For a\nlibrary is like a reservoir of drinking water. It must have a constant\nfresh stream running in, or it becomes stagnant and unusable. This\nfreshness is not dependent on the date of a book's publication, but on the\ntime when it is first seen by that community. This is the great secret of\nthe traveling library. Fifty or one hundred books go to a community\nand, being a new broom, sweep clean. There is a zest in looking them over\nand seeing what is available that stimulates interest and makes readers.\nAfter three or six months this wears off, but is renewed when this library\nis moved on to the next station and another takes its place. Thus interest\nis kept alive at every point, and books which used to become mere lumber\nafter a few readings are now promptly worn out in actual service, so that\nwe are getting better returns for each dollar than by any other method.\nRELATIONS\n\nTO\n\nSCHOOLS\n\nA total readjustment of point of view is necessary for most peopk\nI object when one says that the library is a valuable and useful adjunct to\nthe school, putting it on the same plane as a laboratory or gymnasium.\nIn a broad conception of education the library and school are no longer to\nbe driven tandem, but abreast. The library is to be recognized, not as\nsomething desirable, but as an absolutely necessary complement to the\nschools in any satisfactory educational system.\nWhat we call school education is carried on by elementary and high\nschools, colleges, professional and technical schools, and universities, all\nassuming that attendance on their course is the main business of the students. What we term \" home education \" involves no change of residence\nor interruption of regular vacations, but centers around the library and\nincludes libraries, museums, study clubs, extension teaching, tests, and\ncredentials. Using these words in their broad senses, libraries furnish the\neducation that comes from reading, museums what comes from seeing,\nclubs what comes from mutual help. The work of the school is for those\nin attendance. The library works with those at home. The school is\nchiefly for the young. The library is for adults as well, including all\nfrom cradle to grave.\nSchool work is for a limited course.\nThe library\n\n"}
{"page": 875, "printed_page": null, "text": "Department]\n\nPLACE\n\nOF\n\nTHE\n\nLIBRARY\n\nIN\n\nEDUCATION\n\n863\n\nis for all of life. School work is compulsory, at least in the lower grades,\nand is a duty under a master. Library work is optional, and is pleasure\nunder a friend. It calls for joyous exercise of the intellectual powers,\nwhich always gives most rapid and satisfactory development.\nBecause of these differences and the freedom from the disciplinary\nwork of the school, libraries with longer hours and shorter vacations are\nless likely to be worn out than teachers. Each has his proper field of\nwork, and librarians have no more right to expect teachers to carry their\nown burdens and also take on new ones, than that teachers should ask\nlibrarians to perform some of the school functions. Better results are\nuniformly secured where the library is not under the same board as the\nschools. Naturally, almost inevitably, school trustees and boards of education feel that the greatest concern of life is the school, and they will\nconsider themselves as singularly broad-minded if they recognize the\nlibrary as an unobjectionable, or perhaps a very useful, bob to the\nschool kite. The best results can come only when the board of trustees\ngives its whole thought and energy to library interests, and believes them\nas second in importance to none. Library and school should work in\nthe greatest harmony, but under independent boards.\nThe great function of the teacher, to which he should bend every\nenergy, is to give pupils under his care a taste for reading. With this,\nmuch of the rest will follow. I should vastly prefer my own child to leave\nschool with a strong taste for good books and a record of comparative\nfailure in his studies, than to have him take all the honors in his examinations and begin life with no genuine liking for reading. Huxley has\nwisely said that to teach our boys and girls to read without provision for\nwhat that reading shall be is as senseless as it would be to teach them the\nexpert use of the knife, fork, and spoon with no provision as to their\nphysical food.\nThe old library was a reservoir concerned chiefly with gathering material. In our generation the reservoir has been changed into a fountain.\nThe library has been an aggressive force concerned chiefly with giving out.\nIn this work we have forgotten that reading is not necessarily good. It\nis a mighty engine exerting the most powerful influence for good or for\nevil on the human mind. Many a mother is at perfect peace thinking that\nher boy is on the highroad to heaven if only she finds him with his nose\nin a book, and yet we all know that the reading of bad books is the\nsurest and quickest road to the pit.\nOur recent library work has had to do too much with quantity, too\nlittle with quality. We have made the reservoir into a fountain, but we\nmust give more attention to filtration. The most hopeful efforts are in\nthe direction of careful, unprejudiced, brief notes, following book titles in\ncatalogs, so as to help both reader and librarian to know what purpose\neach book can best serve.\nThe great problem before thoughtful students\n\n"}
{"page": 876, "printed_page": null, "text": "864\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nof librarianship today is not so much how to increase the number of volumes circulated, but how to improve the quality, excluding the worst,\ndecreasing the use of the poor, encouraging the good, and aiming constantly to lead every reader to the best.\n\nTHE\n\nLIBRARY\n\nLIVINGSTONE\n\nAND\nTHE\nFORCES IN\n\nMCCARTNEY,\n\nSCHOOL\nAS\nEDUCATION\n\nSUPERINTENDENT\n\nCO-ORDINATE\n\nOF SCHOOLS,\n\nHOPKINSVILLE,\n\nKY.\n\nWe have to consider a twofold question : How can the library be\nmade most serviceable to the child in the daily performance of his work\nin the school ; and, how can the school life of the child be so ordered as\nto give him the greatest possible command of the contents of good books\nin his subsequent career ? This double question lays open before us the\nwhole subject of the co-operation of school and library in the training of\nthe child. The library is to serve as an assistant to the school in educating the\nchild. To serve this purpose properly it must contain many hundreds of\nbooks that have been chosen because of their direct connection with the subjects upon which the child is working. One who selects these books must\nhave a knowledge, not only of books, but of children, and of the aims and\nmethods of school education. It is to be doubted whether even the best\nlibrarians are capable of making the selection wisely. Their view is too\nlargely one of the books, supplemented by a more of less definite knowledge of child nature, and with but little, if any, study of present-day\neducational methods as pursued in the best schools. What they know of\nthe school life of today is derived from books and from conversation,\ninstead of being the result of personal experience.\nNor can the teachers do much better than the librarians. The trained\nand experienced teacher no doubt understands child-life and child-likes\nbetter than the librarian does ; but she is inferior to the librarian in a\nknowledge of what literature offers to the child, and her estimate of the\nreal value of books often gives preference to that which is not of great\nworth. Besides, her view of education itself is liable to be distorted by\nthe too great prominence she gives to her own special subject or department. The principals and superintendents of schools also have their\nlimitations which disqualify them to act alone in selecting the books for\na school library. It is only by the united efforts of librarian, teacher,\nand superintendent that a wise choice can be made.\nBut granting that the books have been properly selected and that the\nlibrary shelves are burdened with all that can be made helpful in the\nschool work, how can these books be best used ? They must be accessible\n\n"}
{"page": 877, "printed_page": null, "text": "Department]\n\nLIBRARY\n\nAND\n\nSCHOOL\n\nAS\n\nCO-ORDINATE\n\nFORCES\n\n865\n\nto the children. One distinguished educator of my acquaintance advocates breaking up the library into small collections and giving to each\nschoolroom its appropriate share. This recommendation is open to the\nvery serious objection that it deprives the child of the great advantage of\nspending many hours in a large library. More will be said on this point\nin the discussion of the second part of our subject. Many schools secure\nall of the substantial benefits to be derived from the small collection of\nbooks in each room by permitting each teacher to draw a large number\nof books and keep them in her schoolroom for several weeks. In our\nown schools we follow this plan, with the limiting provision that any\nteacher who has had a book for two weeks or more must return it if it is\ncalled for by another teacher. If the library owns several copies of the\nbooks most in demand, the needs of all teachers will be well met, and\nbut few books will be called in before they are returned voluntarily.\nThe teacher who has on her shelves from ten to fifty such books carefully selected with reference to her class work for the succeeding few\nweeks will find constant occasion to use them in class and will be able\nto induce many of her pupils to carry them home to read. This will\nlead by the easiest transition to the regular use of the main library by\nher pupils. In addition to the books that are intended to be read thruout,\nthere must be provided a large number and a great variety of works of\nreference to which the children may come for aid on special points or\ntopics. Many of these works of reference should be permanently placed\nin the schoolrooms, but others can be given to the teachers for use in\nthe same manner as the books from the circulating department. It is\nimportant for the library to own at least two copies of each of these\nbooks, so that one may always be found in the reference room of the\ngeneral library.\nBut this is only one side of our question. Not only must the library\nbe so used as to assist in the education of the child, but the school in its\nturn must recognize its duty to equip the child for the future enjoyment\nof the library. Two worlds offer their riches to every youth who steps\nout from the threshold of the school — a world of affairs and a world of\nbooks. Happy he who is well prepared to participate in both ! There is\na kind of education that addresses itself to preparing the youth for the\nworld of affairs. So clamorous for quick success is the everyday business\nworld that its spirit has not only invaded scholastic halls, but has in some\nquarters set about ejecting the time-honored occupants. We cannot\ndigress here to discuss the right extent to which this spirit should prevail in education. It is the purpose of this paper only to note its insistent\nclaim to increasing recognition, and to protest against any form of education that undervalues the riches of the world of books.\nBut there is a kind of education more reprehensible even than this ;\nfor, while it is based upon the use of books, it does not prepare for the\n\n"}
{"page": 878, "printed_page": null, "text": "866\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nenjoyment of the riches of the library. It sets down its deluded votary\nbetween the two worlds that we have mentioned. He is not fitted to\nmake his way in the world of affairs; neither has he entered into the\ndeeps of literature, history, and philosophy. He has been taught to\nworship form ; for his training began with words, continued in words, and\nended in empty words. Of such a character is too much of the formal\ntraining of the schools.\nIn contrast with these one-sided forms of education, how much more to\nbe desired is that complete training which not only familiarizes the youth\nwith the world of affairs and enables him to command success in any\nchosen line of effort, but also prepares him for a full enjoyment of the\nwider, deeper life of letters! How can school life be so ordered as to\ncontribute to this result ?\nPersonal contact with a large, central library is essential. Even a\ngood library in each school building does not fully serve this purpose.\nThe growing student must be able to drink in the love of books and to\nbecome fully imbued with the library spirit by hours and days spent\ndelving in a large collection of books. The place has, perhaps, more\nto do with this development than we are aware. No amount of discussion about books, their contents and their authors, can take the place of\nactual familiarity with the books themselves. The student's school life,\nthen, must be so planned as to call for frequent visits to the library —\nnot mere calls at the circulation window, but periods of systematic research\nin the books on the shelves. Even quite young children, those not more\nthan twelve years of age, can have their work so planned as to call for\nthis library research. The subjects of geography, history, and literature\nalone afford ample opportunity for such work; but we as teachers must\nbear in mind that we are just now discussing the preparation of the child\nfor the future use and enjoyment of libraries, and we must not base our\nlibrary research work upon the school studies as they now stand. We\nmust inquire along what lines of library research the pupils should\nbecome interested, and then we must make provision for those lines of\neffort in our school life. This may disarrange some of our nicely\nadjusted outlines. It may make waste paper of some fine-spun courses\nof study which have not been revised to meet new educational ideals and\nconditions, and it may cause a world of annoyance to those teachers who\nhave the routine of their annual work so habituated that they need no\nthought for new work or new methods, but find that a look at the calendar will bring up the appropriate lessons, words, gestures, and facial\nexpression for the day. But if this change is based upon a careful study\nof the true needs of the children, it will fully justify its iconoclastic tendencies.\nThe student should gain complete mastery of a limited number of\nrepresentative books.\nThe contents of these books should become his\n\n"}
{"page": 879, "printed_page": null, "text": "Department]\n\nLIBRARY\n\nAND\n\nSCHOOL\n\nAS CO-ORDLNATE\n\nFORCES\n\n867\n\nmental possession absolutely. And he should know, not only what they\nsay, but how they say it. All of their illustrative examples and allusions\nshould be familiar to him ; and he must especially be trained to see what\nthese examples and allusions are used to illustrate and enforce. Our\nknowledge of books is too often weak at this point. We are familiar with\nthe anecdotes, the scenes, the parables, without troubling ourselves greatly\nwith the context. The very point of view of the book, in so far as it\nis good, must become the student's point of view. Such an absorption of\na book into one's life is safe only in the case of comparatively few books;\nbut it is the duty of the school to select these and to secure their complete assimilation in the lives of the children.\nBesides this intense study and complete mastery of a few books, the\nschool must plan to give the child a wide knowledge of the character and\ncontents of the books that he has not read. This cannot be done by\ncatalogs and tables of contents. The child must handle and examine\nthe books themselves, gleaning a little here and a little there by his own\npersonal efforts. Lists prepared by librarians, lectures delivered by\nteachers, and short-cut manuals by short-cut authors will give him only\nthe belief that he knows what in reality he does not know. The young\nfarmer must learn of soils and crops by holding the plow and by gathering the grain; he who would succeed in business must feel the touch of\nchecks and drafts between his fingers; and he who would have a working\nknowledge of books must handle books. It is the duty of the school,\nnot only to give him this opportunity, but so to arrange his work that he\ncannot evade it. In this connection it should be said that children\nshould be taught the intelligent use of the index of every book in which\nthey work, and that they should know all of the great reference works\nand their plan of arrangement, so as to be able to use these works\neconomically.\nThe child must also be given a knowledge of the writers of books\nboth past and present, and this can be done in a large library much more\nquickly, easily, and thoroly than in any other place. Here he is surrounded bythe works themselves that came from the authors' hands ; and\non the walls are portraits ; in the hallways and rooms are statues, busts,\nand tablets; and even the exterior of the building is so ornamented as to\ndo honor to the great names of literature. Those who come and go, as\nhe loiters, all seem to have a wholesome respect for the place and for all\nwho have- contributed to its enrichment. Shall he alone go from its\nportal uninfluenced by all of its appeals ? Shall his school hold him to\nsuch a grind of routine, or be so grossly commercial, that he has neither\ntime nor inclination left for this beautiful and hallowed society of books ?\n\n"}
{"page": 880, "printed_page": null, "text": "DEPARTMENT OF EDUCATION OF THE DEAF,\nBLIND, AND FEEBLE-MINDED\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION. — Wednesday,\n\nJuly io, 1901\n\nThe department was called to order at 3:30 P. M. in the Woodward Avenue Congregational Church, Detroit, with Miss Mary McCowen, Chicago, 111., president, in the chair.\nA cornet solo by Mr. Van Amberg introduced the regular program of the department.\nW. C. Martindale, superintendent of public schools, Detroit, made an address of\nwelcome, which was responded to by Miss Mary McCowen and Dr. J. C. Gordon, Jacksonville, 111., who gave a brief history of the beginning and development of the department.\nThe president appointed the following Committee on Nominations :\nMr. E. E. Allen, Philadelphia, Pa., chairman. Miss Bessie N. Leonard, Northampton, Mass.\nDr. Francis Burke Brandt, Philadelphia, Pa.\nHon. John Hitz, Washington, D. C.\nDr. J. C. Gordon, Jacksonville, 111.\n\nMusic — vocal solo, \"Spring,\" Tosti — by Mrs. R. R. Hayne.\nMiss Elizabeth Van Adestine, principal Detroit Day School for the Deaf, gave\nillustrations of work of the pupils of the Detroit day schools.\nMiss Margaret Sullivan, principal Grand Rapids Day School for the Deaf, gave an\nexhibition of rapid speech-reading in a conversation with a ten-year-old deaf girl upon a\nrecent trip to the Pan-American Exposition, Buffalo, N. Y.\nA paper was read by Hon. S. Wesselius, Grand Rapids, Mich., upon \" The DaySchool Law,\" followed by a discussion of the paper by E. E. Allen, superintendent of the\nPennsylvania School for the Blind, Overbrooke, Pa.\n\"The State in Relation to the Defective Child\" was the subject of a paper by Dr.\nFrancis Burke Brandt, professor of pedagogy, Central High School, Philadelphia, Pa.\nBUSINESS\n\nMEETING\n\nThe department met in business session in the Woodward Avenue Congregational\nChurch, Wednesday afternoon, July 10, at 5 130 o'clock.\nThe Committee on Nominations presented the following report :\nFor President — Dr. Alexander Graham Bell, Washington, D. C.\nFor Vice-President— E. E. Allen, Philadelphia, Pa.\nFor Secretary — E. A. Gruver, New York city.\n\nUpon motion, the report was accepted and the secretary instructed to cast the ballot\nof the department for the persons nominated.\nMr. E. E. Allen, chairman of the Reorganization Committee, appointed at Charleston,\nS. C, to draw up by-laws by which the future meetings of the department should be\nguided, made a report.\nAfter a lengthy discussion, in which nearly every member of the department joined,\nDr. J. C. Gordon, Jacksonville, 111., made the following motion, which was carried :\nResolved, That the report of the Committee on Reorganization be referred to the Executive Committee,\nconsisting of the officers-elect for the ensuing year, to report at the next meeting of the department, and that\nthe same committee prepare a program for the next meeting.\n\n868\n\n"}
{"page": 881, "printed_page": null, "text": "Defectives]\n\nSECRETARY'S\n\nSECOND\n\nSESSION.\n\nMINUTES\n\n869\n\n— Friday, July 12\n\nThe department convened at 3 : 30 P.M., Miss McCowen, president, in the chair.\nMusic — vocal solo, \"Hear Me, O Israel,\" Millard — by Miss Alice Sacks.\nA paper was presented by Dr. O. P. MacMillan, department of child study, Chicago\npublic schools, on \" Sensory Defects in Chicago School Children.\"\nMusic — vocal solo.\nA paper on \"The School as a Social Center\" was read by Mrs. Cora Stanton Brown,\nchairman educational department, Illinois Mothers' Congress, Indianapolis, Ind., followed\nby a paper on the same subject by Mrs. Marguerite Beaubien, vice-president Michigan\nMothers' Congress, Detroit, Mich., and a discussion of the subject by Mr. F. W. Booth,\neditor American Association Review, Philadelphia, Pa.; Miss Mary McCowen, Chicago,\n111.; Miss Elizabeth Van Adestine, Detroit, Mich.; Dr. Amberg, Detroit, Mich.; and\nHon. John Hitz, Washington, D. C.\nDr. J. C. Gordon, Jacksonville, 111., offered the following resolution :\nResolved, That the thanks of the department be extended to the Detroit local committee for the excellent\naccommodations and the delightful entertainment afforded Department XVI of the NationaJ Educational\nAssociation ; to those who arranged an inspiring and helpful program for the meeting ; and to the trustees\nof the Woodward Avenue Congregational Church, for the use of its building.\n\nThe resolution was unanimously adopted by a rising vote.\nWith a closing address by the president, Miss Mary McCowen, the meeting\nadjourned.\nA pleasing feature of the sessions of the department was the exhibits of class-room\nwork in the mornings, from 9 to 12 o'clock, in the Central High School, Cass avenue\nDetroit.\nOn Wednesday, Miss Elizabeth Van Adestine, principal of the Detroit Day School\nfor the Deaf, and her assistants gave the following exhibit :\n1. Beginners' class in speech- and sense-reading, May L. Guthrie, teacher.\n2. First-year speech- and lip-readiag, Blanche E. Smith, teacher.\n3. Third-year language, M. Lizzie Donohoe, teacher.\n4. Rhythm work and gymnastic drills.\n\nOn Thursday and Friday very interesting exhibitions were given of kindergarten and\nprimary-school work with children from the McCowen School for Young Deaf Children,\nChicago, 111., conducted by Miss Cornelia Bingham, head teacher, and assistants.\nThese exhibits embraced the work from the kindergarten to the eighth-grade publicschool work, illustrating the language, composition, drawing, water-color work, designing, cardboard construction, and sewing; also kindergarten work as adapted to the teaching of young deaf children ; expression and construction work of \" connecting class ;\" and\nart expression showing the methods employed from the first to the eighth grade.\nOther exhibits were from the Grand Rapids Day School for the Deaf ; the Yale Oral\nSchool, Chicago, 111.; the Volta Bureau, under the direction of Hon. John Hitz, Washington, D. C.\nThe akoulalion, the recently invented electrical instrument for the amelioration of\ndeafness, was on exhibition at the Central High School, by Mr. Van Tassell, of the\nNew York Institution for the Deaf.\nTests of hearing were made daily.\nTwo very pleasant informal receptions were given the members of the department.\nOn Wednesday evening, July 10, in the parlors of the Woodward Avenue Congregational\nChurch, the first one was given by the Detroit Association of Parents and Friends of\nDeaf Children. On Thursday evening, at the Hotel Cadillac, the Chicago Oral Teachers' Club entertained the department.\nE. A. Gruver, Secretary.\n\n"}
{"page": 882, "printed_page": null, "text": "870\n\nTHE\n\nNATIONAL\n\nEDUCATIONAL\n\nPAPERS\n\nAND\n\nLA W AND\nHON.\n\nTHE\n\nASSOCIATION\n\nDISCUSSIONS\n\nDA Y SCHOOL\n\nS. WESSELIUS,\n\n[Education of\n\nGRAND\n\nFOR\n\nRAPIDS,\n\nTHE\n\nDEAF\n\nMICH.\n\nBy a potent recommendation, thru an executive message to the legislature of 1899, the late Governor Pingree inaugurated a movement favorable to the instruction of the deaf by the oral method, so called, thru\nthe medium of day schools. The beneficiaries of this education, including\nthe families and friends of the pupils, will ever hold him in grateful\nremembrance for this successful effort to restore the deaf in Michigan to\nthe society of the hearing and to a better citizenship. Without first creating an organization adapted to educating the public at large up to a point\nof accepting new methods, it is difficult to add a new department of\ninstruction to the state's educational system.\nIt is not, however, impossible of accomplishment, if, as in this state,\nthe movement is fortunate in obtaining first the indorsement of the\nchief executive, the press, and a few of the leading members of the legislature. Thru all of these means both the necessity and the desirability of\nthe instruction of the deaf by the oral method in day schools were established. Much assistance was rendered the cause by Mr. A. W. Smith, of\nCleveland, O.; Mr. Robert C. Spencer, of Milwaukee; and Dr. Alexander\nGraham Bell, of Washington. No assistance was received from the state\ninstitution. Deaf children cannot be educated in institutions as economically as in day schools, and this fact appealed strongly to such members of\nthe legislature as did not have the inclination to examine the merits of the\nmethods employed and the results obtained. It will not be difficult to procure the passage of a similar law in other states when a like environment is\nthrown about the attempt that procured its passage in Michigan as well\nas in Wisconsin. The Michigan law, after a trial of nearly two years, has\nproven to be very satisfactory, easy of construction and application,\ndevoid, of intricate machinery for the establishment of schools, and easily\nharmonized with the school laws of the state. It may be found in the Public Acts of Michigan for 1899, on p. 266, and can be safely followed as a\nmode in other states, subject to such modifications as the state constitution and school laws may require.\nBriefly, its provisions are as follows :\nThe local school board, generally acting upon the petition of the parents of deaf\nchildren, makes application to the superintendent of public instruction for permission to\nestablish and maintain a school for the deaf.\nIt is mandatory upon the superintendent of public instruction to grant permission\n\n"}
{"page": 883, "printed_page": null, "text": "Defectives]\n\nTHE\n\nLAW\n\nAND\n\nTHE\n\nDAY\n\nSCHOOL\n\nFOR\n\nTHE\n\nDEAF\n\n87i\n\nwhere there is an average attendance of not less than three children over the age of three\nyears, whose parents or guardians reside within the state.\nThe local board, after the establishment of the school, is required to report its condition, and such other facts as may be required, to the state superintendent.\nThe state treasurer is directed to pay the local board, out of the general funds of\nthe state, the sum of $150 for each deaf pupil instructed in the school for nine months\nduring the school year, and a part of such sum apportioned to the actual attendance of\nsuch pupil.\nThe funds received from the state must be kept separate from the other funds of\nthe local board, and can be expended only for the payment of salaries of teachers and\nfor school appliances, all other sums unexpended being returned to the state treasurer.\nAll teachers in such schools are appointed and employed as all other teachers in the\npublic schools are appointed and employed.\nAll applicants for positions must be qualified by having special training for teaching\nand also special training in the teaching of the deaf, including at least one year's experience as a teacher in a school for the deaf.\nThe oral system shall be used exclusively, but if, after nine months' trial, any child\nshall be unable to learn by the oral method, no further expense shall be incurred in the\nattempt to educate it. Any person of sound mind who, by reason of defective hearing,\ncannot profitably be educated in the public school as other children are taught, shall be\nconsidered eligible to enter any of these schools.\n\nIt will be noticed that the law is general in its terms, leaving the\ndetails to be worked out by the different authorities charged with the\nduty of executing it. There is danger always of conflict of opinion upon\na subject of this nature. It was deemed wise, therefore, to close by law\nthe matter of the advisability of the establishment of these schools, and\nto prevent a disagreement with the superintendent of public instruction\nby making it mandatory upon him to issue the permit when the local\nschool board had decided it necessary to establish one of the schools.\nIt was deemed expedient also to eliminate all questions as to methods\nof instruction by requiring the oral system exclusively, leaving no room\nfor the disagreements existing between teachers of the deaf. It secures,\ntherefore, uniformity in methods of instruction, so that a child may go\nfrom one school to another, and its education continue as it was\nbegun.\nIt fixes the expense to the state at a like sum for each pupil, leaving\nno discretion upon this subject to any authority except the legislature,\ntrusting the local board, however, to represent it in making the expense\nreasonable. The salaries of the teachers are fixed by the local board,\nand range from a minimum salary of $800 upward. The law was flexible\nupon this point, in view of the lack of uniformity in the qualifications of\nteachers of the deaf, and by reason of the difficulty in obtaining a sufficient number of teachers to take charge of all the schools who used\nsimilar methods of instruction.\nThe provision relative to the qualification of teachers was made just\nstrong enough to prevent persons wholly inexperienced in this branch\nof education from obtaining positions, and this must continue to be the\n\n"}
{"page": 884, "printed_page": null, "text": "872\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Education of\n\ncondition of the law upon this subject in this and other states until the\nservices of expert teachers of the deaf can be more easily obtained, or\nuntil the training given them at the institutions and training schools is\nmore nearly uniform than at present. I trust I may be pardoned if, as\na layman, I suggest the necessity of a closer union between institutions\ngraduating teachers of the deaf, with a view to requiring all their graduates to attain something like equal degrees of proficiency. If this is not\ndone, it may be necessary to fix the qualifications in the organic law of\nthe school, altho there are many reasons why this is not desirable, chief\namong which is that the growth of the work in new fields will be retarded.\nThe discussion of methods to be employed, when coupled with an attempt\nto determine the qualifications of a teacher, is quite likely to confuse the\npatron of a school, and result in the child's return to the institution.\nThe law makes it mandatory upon the local board to furnish all\nnecessary appliances, which make it possible for partially deaf children,\nand especially those who are indigent, to have the advantage of all new\nappliances and devices which may be invented for their benefit. This\nprovision has been found very beneficial, especially in view of the competition between the institution having ample funds for this purpose and\nthe day school. It was deemed advisable at first by the proponents of\nthe law to make a provision for the partial maintenance and care of\nindigent children attending day schools, but this was finally dropped in\nresponse to the general plan of the law, which is to place deaf children in\nall respects upon an equality with others in obtaining an education.\nIt is this general underlying principle to which its success can be\nmainly attributed. It cannot be denied that a deaf child should have\nthe right to an education and continue to be a member of the family,\nenjoying the comforts and experiencing the sorrows of home. Its deafness should not be an excuse for depriving it of the care and nurture of\nthe family during the most tender years of its existence. To compel a\nchild to become separated from the family, and to be educated at a state\ninstitution, with all the suffering attendant upon the process, both to\nthe parent and the child, savors of barbarism, however well-meaning the\nstate may be in so doing. There was a time when the deaf were confined in the same institution with the insane. There will be a time\nwhen only two classes of deaf children will attend state institutions :\nfirst, those who belong to indigent parents or are orphans, and must\ntherefore become wards of the state in order that their physical wants\nmay be administered to, that is, those who belong to the same class as\nhearing children that now find their way to state homes for children who\nare abandoned or neglected ; second, those who desire a higher education than can be obtained at the local high schools and academies, or\nwho seek to obtain a technical education, which the institution for the\ndeaf can alone provide.\n\n"}
{"page": 885, "printed_page": null, "text": "Defectives]\n\nTHE\n\nLAW\n\nAND\n\nTHE\n\nDAY\n\nSCHOOL\n\nFOR\n\nTHE\n\nDEAF\n\n873\n\nIt seems to me, from observation during Ae last two years, that there\nshould be provided by the state, in addition to day schools, opportunity\nfor the special instruction of the deaf in certain trades and professions\nat the state institutions, and that special privileges should be extended\nto the deaf child studying the higher branches, to the extent of providing for its entire maintenance, if necessary, during this course of instruction. To carry out the plan of fully restoring the deaf child to the\nsociety of the hearing, the higher education should not be undertaken\nuntil it has reached the age where all danger of its tendency to seek the\nexclusive society of the deaf has passed.\nI will not attempt to go into a detailed study of the subject at this\ntime, but this subject of the relation of the state school to the day school\nis a fruitful field of inquiry and study for the friends of the deaf. When\nthe state institution appreciates the opportunities that are before it in\nthis regard, it will no longer maintain an unfriendly attitude toward the\nday schools, because it will have the same interest in them that the\ncollege and university now have in the public schools and academies,\nand will be concerned chiefly in encouraging them, and in insisting\nupon a higher degree of proficiency on the part of teachers and pupils\nall the time. The time when harmony and unity of purpose shall exist\nbetween the state institution and the day school can be fixed only when\nit is known to what extent the day school will be the principal means of\ngiving an education to the deaf. In one or two of the states this can be\ndetermined now, but unless better facilities for organizing schools than\nnow exist in many of the states are found, it will be delayed many\nyears.\nThe friends of the law have discovered that the existence of the law\nitself results in the establishment of but few schools, and that, notwithstanding the efforts made to give to the law the widest publication possible thru the press, and notwithstanding that established schools and\nthe methods of instruction have been widely advertised thru the daily\npress, yet the establishment of other schools does not result without\nspecial effort.\nA large percentage of the deaf are in indigent circumstances ; many\nof them are the children of parents only partially acquainted with the\nEnglish language ; while others are either indifferent or discouraged by\nreason of the child's condition, and thus make no effort to better its\neducational advantages. I believe this fact to be well established that,\nwithout the special work of an expert instructor of the deaf, who at the\nsame time has the ability of an organizer, day schools for the deaf will\nnot grow in number very rapidly, and, indeed, in many communities\nwill never be established.\nThe schools now established in Michigan and Wisconsin, so far as I\nknow, have all required the services of an organizer having special fitness\n\n"}
{"page": 886, "printed_page": null, "text": "874\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Education of\n\nfor the work. We are ju^t learning that all teachers of the deaf> however proficient they may be, are not well equipped to organize schools.\nThe work of organizing seems to require an ability that but few expert\nteachers of the deaf possess. Great care should be used in selecting the\norganizer, because, if the field is once canvassed and the effort has failed,\nnew difficulties are added to further work in the same direction. The\nwork of organization should be directed from some central authority,\nand in accordance with some well-defined plan, adopted by either the\nstate or an interstate organization of the friends of the deaf, unless it is\nundertaken by the state itself. This latter plan seems to me to be the most\nfeasible, especially where a number of day schools are already established\nand the methods of instruction have been thoroly tested. There should\nbe connected with the department of public instruction a superintendent\nor supervisor of day schools for the deaf, whose duty it would be to pass\nupon the qualifications of teachers, to have general supervisory control\nof the schools, with power to regulate the curriculum of studies, books,\nand appliances to be used therein, and who should be charged with the\nduty of organizing schools and enforcing the laws compelling the attendance of pupils.\nIt is said upon good authority that there are between three and four\nhundred deaf persons of school age in the state of Michigan who do not\nattend any school, and that a like proportion obtains in other states.\nWherever a day school has been established, the compulsory educational\nlaw applicable to hearing children can be enforced, but their attendance\ncannot be compelled at the state institutions, involving, as it does, the\nremoval of the child from the possession and immediate control of the\nparent. This condition alone should warrant the employment of a supervisor or superintendent of schools for the deaf. In some of the smaller\nstates, where there would be but few of the day schools, the time of such\nsuperintendent or supervisor could be divided between other duties connected with the office of superintendent of public instruction and the\ninterests of the deaf. The creation of such a position, with its duties, in\neach of the several states will require time and much labor preliminary\nto its accomplishment, and must of necessity follow the passage of a law\ncreating the schools and the establishment of one or more schools under\nit. In the meantime, I may be pardoned perhaps if I suggest that all\nwork done in the future for the deaf should be under the supervision of\none general organization, managed as work of this character is generally\ndone, and constituted of a membership composed of leading educators\nand friends of the deaf in the different states. Such an organization\nshould be under the control of the friends of the oral methods, who\nfavor the day school in preference to the institution, but who, of course,\nare at the same time willing to aid all efforts to promote the teaching of\nspeech to the deaf in institutions.\n\n"}
{"page": 887, "printed_page": null, "text": "Defectives]\n\nTHE\n\nLAW\n\nAND\n\nTHE\n\nDAY\n\nSCHOOL\n\nFOR\n\nTHE\n\nDEAF\n\n875\n\nBy means of such an organization the progress of the work in the\ndifferent states, its needs and requirements, could always be determined.\nThe influential friends of the deaf who would be willing to aid in the passage of proper laws for the establishment of schools would be known,\nand a state organization perfected to further the work. Thru the excellent work done by Dr. Bell, the Census Bureau has obtained a more or\nless complete list of the deaf children and their parents thruout the whole\ncountry. Thru such an organization, communication with the parent\nwould be established, literature distributed, and a general awakening of\ninterest accomplished. While it is true that a state organization might\naccomplish all this, the history of the movement seems to teach us that\nstate organizations rarely or ever precede the passage of a state law and\nthe establishment of schools. Such an organization would supplement\nthe great work already done for the deaf by giving to it a tangible form,\nby way of a more detailed effort to pass a law in the several states.\nValuable as its services might be in this direction, it seems to the writer\nthat it would render an equally valuable service in other directions, to a\nfew of which I take the liberty of referring. First, it seems to me, as a\nlayman only, not as an expert teacher of the deaf, that so-called training\nschools for teachers of the deaf should be under the control, as to the\ndegree of proficiency of its graduates, of some national organization.\nAs a general rule, the parent of the deaf child is wholly unacquainted\nwith the methods of instruction, and a local school board does not find\nitself much better qualified to pass upon them. Both are wholly unacquainted, as a rule, with the training required to make an expert teacher\nof the deaf, and therefore persons who have had some experience in the\nteaching of the deaf, whether by the sign method or otherwise, are quite as\nlikely to be employed as those who have had special training in a proper\nschool. The state institutions are constantly sending out into the world\npersons who have had the care of their children, all seemingly well\nequipped, so far as the public knows, to continue the work. If a general\norganization — which would, of course, be recognized as authority on the\nsubject — would undertake to recommend graduates of schools fully\nequipped to produce expert teachers, and deny recommendations to\ngraduates of other schools, it seems to me that great good would be\naccomplished. Persons selected as organizers should also be recommended byit. The work to be done with legislative bodies should be\nunder its immediate direction and control, or of its agents authorized\nto speak for it. It should aid in procuring teachers for schools and aid\ngraduates of training schools to obtain positions. It should aid local\nboards in procuring the establishment of schools ; furnish legal opinions\nwhen necessary upon the law creating them. I might multiply many\ntimes the list of services which such an organization could render to the\ncause of the deaf, if time did not fail me; but, briefly, it should render\n\n"}
{"page": 888, "printed_page": null, "text": "876\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Education of\n\nsuch services as the State Phonological Society of Wisconsin and the\nfriends of the deaf in Michigan have rendered in their respective\nstates, with such other and further services as its more extensive jurisdiction would require.\nIn this paper I have given you the views of a layman for what they\nare worth, conscious only that they are given with the hope that to some\nextent they may aid the cause in which we are all so deeply interested.\n\nTHE STATE\nDR.\n\nFRANCIS\n\nIN ITS RELATION\nBURKE\n\nTO THE DEFECTIVE\n\nBRANDT,\nPROFESSOR\nOF\nPEDAGOGY,\nSCHOOL, PHILADELPHIA\n\nCENTRAL\n\nCHILD\nHIGH\n\nThe education of the defective child, so far as the state is concerned,\ncannot be considered without regard to the education of the normal\nchild. I have been in some institutions for unfortunate children — deaf,\nblind, or feeble-minded — so ably managed and splendidly equipped as\nto almost make one wish he had been born unfortunate. I have been in\nsome public schools intended for normal children that could make one\nwish he had never been born. Three years ago a police census in New\nYork city showed that there were 702,162 children of school age in that\ncity, but of these only 468,229 were enrolled in either public or private\nschools. The average daily attendance was indeed only 338,184. We\nare doubtless properly shocked when we learn this about New York city,\nbut, like jesting Pilate, we stay not for answer when the same question\narises concerning our own community. This is a nation of 76,295,220\nsouls. Of this vast number approximately 21,830,774 persons are\nbetween the ages of five and eighteen years. Yet the official figures for\nthe closing days of the nineteenth century show that of this total number of boys and girls of the age just stated but 16,511,597 were enrolled\nin schools, public and private, elementary and secondary. Nor are the\nneeds of the normal child within the school fully met by the state. Overcrowded classes are criminally chronic and common in most American\nschool systems ; the evil of half-time classes equally abounds ; adequate\nschool buildings and adequate equipment are lacking everywhere.\n\"There are thirty thousand children in Chicago,\" said the educational\ncommission which a few years ago investigated the educational conditions of that city, \"for whom full and fair provision is not made.\nThirteen thousand are in rented buildings, which are in many particulars\nentirely unsuited for school purposes.\"1 The state has not yet solved its\nproblem touching the education of the normal child, whether we consider\nthe child who is within or the child who is without the school.\nIn its efforts to meet the needs of the normal child, however, the state\n* Report of the Educational Commission of the City of Chicago, 1899, p. 172.\n\n"}
{"page": 889, "printed_page": null, "text": "Defectives]\n\nTHE STATE\n\nAND\n\nTHE DEFECTIVE\n\nCHILD\n\nis brought face to face with its duty toward the defective. Awakening\nto the frightful sacrifice of child-life which is resulting from a combination of causes — individual inertness, the ignorance or rapaciousness of\nparents, the unethical and ruthless organization of industrial life, and the\nuninstructed indifference of the church — the state, in its effort to preserve itself and to protect the individual, is slowly but steadily extending\nits compulsory school laws, and forcing all children up to thirteen or\nfourteen years of age into, particularly, the public schools. The immediate result of this, however, is to force more and more on public attention the demonstrated fact that the school as an institution of civilization\nis conditioned in its existence and for its proper functioning, not simply\nby the presence of the normal child, but also by the absence of the child\nphysically, mentally, or morally defective. Neither the public nor the\nprivate school can do its work properly and successfully when hampered\nby the presence of children widely divergent from the normal. How\nintensely must one be diseased — physically, mentally, or morally — to be\neducationally quarantined? How extensively must one be defective —\nphysically, mentally, or morally — to be thrust from the school? How\ncompletely must one be degenerate — physically, mentally, or morally —\nto be excluded properly from the training primarily designed for normal\nchildren ? Under the operation of compulsory school laws these are\nbecoming burning questions. With the crowding today of heterogeneous\nmasses into our public schools, there arises the imperative need of some\nauthoritative method of detecting and weeding out those that are widely\ndivergent from the normal. Aside from the question of the danger to\nsociety of dependent, defective, and delinquent classes — aside from the\npositive disadvantages to these classes themselves, in not being taught by\nmethods that meet their specific needs — the school cannot do its whole\nduty to the normal child when handicapped by the presence of those who\nare abnormal.\nThe first proposition which I wish to lay down, therefore, is that the\nprimary duty of the state, so far as defective children are concerned, is to\npass such legislation as shall render their presence impossible in classes\nprimarily designed for the normal child. The importance and necessity\nof such legislation are not to be underestimated. So far as the publicschool system is concerned, what we need first is an adequate investigation of the facts and an adequate method of ascertaining them. A\nsuperintendent of one of the largest cities in the United States informs\nme that his efforts to ascertain the number of exceptional, backward, and\ndefective children in the public schools were practically unavailing,\nbecause of the impossibility of relying on the judgment of teachers and\nprincipals as to who were mentally deficient and who not. The system\nof voluntary medical inspection being adopted in many cities may ultimately lead to the opportunity of making use of trained physicians for\n\n"}
{"page": 890, "printed_page": null, "text": "878\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Education of\n\nthis purpose. Even with the ordinary methods of common-sense inspection, however, it has developed that in large school systems there is a\nconsiderable number of children, whose specific needs are not only\nfailing to be met, but whose presence is a constant menace and handicap\nto normal pupils. In Providence, Boston, Chicago, New York, Philadelphia, and other cities, the \"special school\" is making its appearance\nin connection with the public-school system, and I am glad to be able to\nsay that the special schools started in Philadelphia two years ago, under\nthe initiative of voluntary associations and individual contributions and\nenterprise, have in the last month been taken fully and formally under\nthe control and support of the municipal authorities.\nBut the attitude of the state toward the defective child is not and\nshould not be wholly negative. A second proposition I wish to lay\ndown, touching the relation of the state to the defective child, concerns\nthe necessity of a clearer conception and a stronger conviction of the\nneeds, powers, and possibilities of the so-called defective : the state\nshould distinctly recognize the defective as a subnormal rather than as\nan abnormal class, to be carefully distinguished, on the one hand, from\nthe diseased, and, on the other hand, from the degenerate, and liberally\nprovide with the specific training necessary to make these individuals\nuseful members of society and capable of some measure of individual\nperfection and pleasure.\nIf, under a wise system of school organization, no child who falls into\nany of the abnormal, or even subnormal, classes should find a place in\nschools organized for the normal child, the determination of what constitutes abnormality becomes a scientific question of more than academic\nimportance. In another connection I have ventured to suggest that the\nmost complete type of the abnormal individual is characterized by\ndisordered body, disordered consciousness, and disordered conduct ; and\nthat within each of these types we may distinguish classes which may be\nscientifically distinguished as diseased, defective, and degenerate. The\nphysically diseased, the physically defective, and the physically degenerate are types clearly made out. The mentally diseased, the mentally\ndefective, and the mentally degenerate, as well as the morally diseased,\nthe morally defective, and the morally degenerate, are only beginning to\nreceive clear recognition. This classification suggests that society has\nyet failed to observe the desirability and importance of distinguishing\nbetween the abnormal and what, to borrow a term from Professor Cattell,\nmay be called the subnormal. The blind and the deaf should not be\nplaced under the same ban as the degenerate, the idiotic, and the\ncriminal. On the other hand, the operation of compulsory school laws,\nand increasing psychological intelligence in the management of private\ninstitutions, are forcing upon public attention the question whether we do\nnot grossly abuse the terms \"idiotic,\" \"imbecile,\" and \"feeble-minded.\"\n\n"}
{"page": 891, "printed_page": null, "text": "Defectives]\n\nTHE\n\nSTATE\n\nAND\n\nTHE\n\nDEFECTIVE\n\nCHILD\n\n879\n\nIt is an open question whether there is not a class or classes of subnormal\nchildren, previously carelessly classified as feeble-minded, idiotic, or\nimbecile, who are simply defective in more or less definite brain centers\nin the same way in which the blind and the deaf are defective, and who,\ntherefore, under proper psychological and pathological diagnosis, might\nhave their cases met pedagogically as effectively as we now meet those of\nthe blind and the deaf. The practical elimination of the adjective \"dumb\"\nin connection with the deaf, which as a consequence of higher scientific\nintelligence has now been accomplished, suggests similar possibilities in\nconnection with other unfortunate children whose defect may be chiefly\nphysical and local. The movement for special schools for backward\nchildren is one of the most hopeful and wholesome in connection with\nour educational system. The development of day schools for the deaf in\nconnection with public schools, and of books especially adapted for the\nblind in connection with public libraries, are among the most encouraging phenomena in the organization of modern society. We may only\nask that the enthusiastic promoters of these movements shall preserve a\nproper sense of proportion, and not become oblivious to the primary and\npressing importance of meeting the urgent needs of the normal child.\nIt is to be hoped that we shall always have enthusiasts for every cause.\nIt is sufficient if we remember with Hobbes that it is not those who carve\nthe images, but those who worship them, that really create false gods.\nConcomitant with the need of legislation which shall free our schools\nfrom the hampering influence of both the absolutely abnormal and the\nsubnormal, and concomitant with the development under state supervision and state support of adequate, sufficiently diverse, and intelligently\norganized and administered institutions for subnormal individuals, we\nhave a right to expect stronger state measures for the prevention of\ndependent, defective, and delinquent classes. So far as these classes are\ncaused by hereditary rather than by social conditions, the duty of the\nstate is plain. The physically diseased can only beget the physically\ndiseased ; the idiot and the imbecile can only procreate and perpetuate\nthe idiot and the imbecile ; from criminals only criminals can come.\nThese are beginning to be recognized as sociological laws which have as\nsound a scientific basis as the law of gravitation or that of multiple proportion. Again and again has the state been advised of the remedy\nwhich lies within easy reach. It must do more than acknowledge the\ndictates of science and of experience; it must act upon them. In the\nsterilization of the sexes it has a remedy as simple as vaccination — easy,\nharmless, sure, and benevolent. My last proposition, therefore, is that\nthe state in its treatment of the abnormal individual must combine with\nits policy of protecting benevolence a policy of progressive elimination\nand annihilation.\nIf the principles which I have set down are correct — and I believe\n\n"}
{"page": 892, "printed_page": null, "text": "880\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Education of\n\nthey are — the program of progress for this section of the National Educational Association seems to me to be plain. The first need of educational\nscience is facts, accurately observed and recorded. With these we may\nproceed to interpretations upon which future educational policies may be\nbased. I believe this section would render great service to the cause of\neducation if it were to promote (i) a compilation of the constitutional,\nstatute, and municipal legislation of the United States which makes provision for subnormal and defective classes, classified on some scientific\nprinciple and with some regard to the types of defect for which provision\nis made; (2) an investigation of the actual number of subnormal and\nabnormal children who are daily attending public schools ; and (3) a\ncompilation of marriage laws in their bearing on the prevention of pauperism, insanity, and crime, and of other legislation the purpose of\nwhich is the prevention of the procreation and perpetuation of diseased,\ndefective, and degenerate members of society. I believe, further, that\nthis department would do perhaps much in promoting a better public\nunderstanding of the cause which it represents if it were to change its\nname to the Department for the Education of the Subnormal.\nIn these days, when we no longer confound state and government,\nwe are frightened by no cries of \"paternalism,\" nor have we any misgivings as to what the state may not undertake in preserving life and liberty\nand in promoting equality of opportunity in the pursuit of happiness.\nIt only remains for the educator, therefore, to arouse public opinion and\nto guide those in immediate charge of the affairs of state, that they may\nact intelligently in dealing with the least among God's creatures, the\ndefective child.\n\nSOME\nD.\n\nP.\n\nRESULTS\nMacMILLAN,\n\nOF HEARING TESTS\nCHILDREN\n\nPH.D.,\nDEPARTMENT\nOF CHILD\nINVESTIGATION,\nCHICAGO\nPUBLIC\n\nOF CHICAGO\n\nSCHOOL\n\nSTUDY\nAND\nSCHOOLS\n\nPEDAGOGIC\n\nIn this age of books and laboratories it still remains true that wherever instruction is imparted the unimpaired use of the sense of hearing\nis an almost indispensable necessity. I need only remind you of this to\nbe assured you will agree with me that the ability to hear well is intimately connected with the pupil's power to make satisfactory progress in\nordinary school work. The department of child study and pedagogic\ninvestigation of the Chicago public schools, since its inception in September, 1899, nas made, merely as part of its work, careful tests of the\npupils' hearing in every school it has visited. The data obtained are all\nthe more valuable as those schools were chosen which were as free as possible from the disturbing noises of the city, and which would represent,\nas far as could be expected, normal, healthy Chicago children.\n\n"}
{"page": 893, "printed_page": null, "text": "Defectives]\n\nSOME\n\nRESULTS\n\nOF\n\nHEARING\n\nTESTS\n\n88 1\n\nThe tests were made with the use of the audiometer invented by Professor C. E. Seashore, of the Iowa State University, and which is described\nin detail by him in Vol. II of Studies in Psychology, issued from that\nuniversity. Of course, before anything like a comparison of hearing\ntests of children can be made by investigators, some standard or basis\nmust be decided upon. So far the problem of making a universal\nstandard has not been solved. Results given in terms of the investigator's watch or voice certainly cannot be compared, nor satisfactory conclusions deduced from them. It is believed that the audiometer has\nmerits never before seen in an instrument used for the purposes of testing\nhearing. The apparatus consists of an induction coil, a battery, a galvanometer, a resistance coil, switches, and a telephone receiver, all done\nup in a convenient and portable hand-box. By turning a switch the dry\nbattery can be thrown into the primary circuit of the induction coil.\nAnother switch turns the galvanometer into the circuit. Then, by varying the resistance by means of plugs, the fall of potential over the primary coil can be made constant as indicated by the galvanometer. The\nprimary circuit can be opened and closed rapidly by means of a key, and,\nas no stimulus can be produced save when the current is closed, the\nmaking and breaking of the current makes sharp clicks, which serve as a\nstimulus whose intensity can be varied at will by means of the secondary\ncoil. This secondary coil is wound in forty sections, arranged in a series\non the basis of the number of turns of wire that each contains. Each of\nthese sections is connected with the surface terminals in such a way that\nthe number of sections indicated on the scale can be thrown into the\ncircuit by a spring contact, and by moving the carriage along the scale to\nthe proper terminal one can vary the energy communicated to the\nreceiver in this circuit. In determining the relation of stimulus to sensation the inventor has followed the psycho-physical law, so that the ratio\nof the increments in the sound is such that the forty grades in the series\nare as far as possible psychologically equal. A tentative norm was taken\nby testing the hearing of intelligent, active, healthy persons of all ages.\nThis served merely as a guide for the work, and not as an absolute criterion. The work with the seven thousand pairs of ears, each taken individually, served to make its own standard. In the early thousands the\nposition of the norm began naturally to appear. Thus, if 85 or 90 per\ncent, of the pupils tested, and who were found by the other tests to be\nnormal, healthy Chicago children, were marked at a certain number,\nthe position of the norm could be determined with reasonable accuracy.\nThe test was made in the following manner : As the pupil entered the\nquiet room, he was seated at one end of a table, at the other end of which\nthe operator sat. With the receiver at one ear and the other ear closed\nto exclude possible disturbances, by slightly pressing the tragus of the\near backward, the pupil awaited the signal for the test to begin.\nAt first\n\n"}
{"page": 894, "printed_page": null, "text": "882\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Education of\n\nthe register was set at such a part of the scale that a distinct clicking\nsound could be heard. The sound was then made to decrease in intensity until the point was reached where it could no longer be sensed.\nThis descending threshold was then marked. In order to rid the test of\nthe errors of expectation and the trace of after-images, care was taken\nthat the responses were not uniformly in the affirmative. As the limen\nof hearing was approached, the current was alternately turned off and on,\nwhile all the movements of the experimenter remained uniform ; and these\nblanks in the sensation series served as a guide for the subject as the\nexperiment progressed, and as a check upon the accuracy of the responses\nfor the operator.\nThe experiment was further checked by proceeding in the opposite\ndirection, i. e., from below the threshold of hearing to a point where the\nsound was distinctly sensed. The results secured in these two ways were\naveraged and the pupils' record obtained.\nIn considering such an important subject as the hearing of school\nchildren, the number of problems that emerge is almost illimitable. I\nam reminded, however, that there is time only for a brief consideration\nof a few of them. The first that naturally appears is the relation between\nhearing and school life, or a comparison of the number of defects found\nat the different ages. In the study of this problem the pupils were\ngrouped as to age by years, and at each age the per cent, of pupils having defective hearing was calculated. A pupil is classed as \" defective \"\nwhen it is found from his audiometer record that he would be seriously\ninconvenienced in detecting sounds of medium intensity, i. e., four or\nmore points below the norm.\nTABLE I\nschool Life and hearing\nNumber of\nPupils\nTested\n\nAge\n\nNo.\n\nPer Cent.\n\n123\n\n6\n78\n\nDefective in one Ear\nor both Ears\n\n-\n\n109\n\n473\n545\n341\n555\n\nii 13\n1214\nIS\n\n17\n16\n18\n\n608\n664\n\n598\n6648\n599\n55\n\nl6.0\n15.2\n22.56\n17.29\n15-77\n88\n14.71\n88 84\n103\n14-13\n86\n2 13.69\n5\n76\n82\n\n96\n\n108\n\n555\n377\n\nI5-5I\n16.26\n15-13\n14.85\n14-59\n\nDefective in both\nEars\n\n6.45\n\nNo.\n\n97\nPer 6.\nCent.\n\n22\n\n6-35\n\n47\n\n6.98\n\n39\n\n7.02\n5-94\n5-09\n\n35\n\n6,729\n\n1,080\n\n437\n56\n38\n\n5-87\n\n39\n\n16.05\n\nTotals. . . .\n\n8.62\n\n29\n\n39\n\n8\n\n192\n\nDefective 8-in79\nRight or Left Ear\n\n2\n35-72\n\n38\n\n38\n\n7.69\n6.64\n7.20\n\n314. 16\n\n40\n\n6\n\nNo.\n\nPer5 Cent.\n\n6913-94\n8.79\n27\n10.27\n\n44\n\n57\n55\n47\n49\n643\n44\n\n8.36\n9-30\n10.39\n9.04\n7-75\n9-79\n10.43\n7-93\n30\n\n76\n9-55\n7.16\n50\n\n"}
{"page": 895, "printed_page": null, "text": "Defectives]\n\nSOME\n\nRESULTS\n\nOF HEARING\n\nTESTS\n\nIt will be seen that on their entrance to grade work in school at the\nage of six years, 15^ per cent, of the pupils are found defective in aural\nacuity. One has only to reflect for an instant upon this fact to recognize\nits significance. In following the movement of this curve thruout the\nschool years one can readily observe the general trend of these defects.\nThe per cent, of children having defective hearing increases rather rapidly\nin early school life, reaching its highest point at the early age of eight years.\nAfter all allowance is made for the fortuitous character of making tests\nnot entirely objective with children under ten years of age, and for the\nclimatic conditions of Chicago, the rise of the curve is very remarkable.\nIt\n\nAge\n9\n\n5Q\n\n10\n\nU\n\nCHART\n\nI\n\n12\n\n13\n\nu\n\n15\n\n16\n\n17\n\n18\n\n19\n\n40\n30\nDpppr\n\n1)Ve\n\n-\n\n20\n\nBoth\n\nIn Oi IE Or is,\n'H EM\n\n10\n\nDefei\n\n—\n\nm ***\" -»\n\n~— -\n\n[fl-Boi\n\njuts\n\n- - — V\n\nV.\n\nprobably means that catarrhal affections and children's diseases are beginning to make inroads into the young lives, and indicates quite clearly the\ninability of the organism to adapt itself readily to this sedentary life.\nFrom the age of eight the curve gradually descends, until between\nthe years of twelve and a half and thirteen and a half the per cent, of\ndefects is at a minimum. At thirteen years of age it is found that only\nl$yi Per cent, of the children have defective hearing. This in itself\nis very important, but doubly significant when one considers that it is the\nperiod in which an exaltation of all the powers takes place, a time of\ngreatest growth and development, when not only increased power in all\ndirections is found, but, according to many reliable statisticians, the\nlowest mortality.\nPractically the same story is told when one considers the number of\nchildren found defective in both ears.\nThe maximum and minimum\n\n"}
{"page": 896, "printed_page": null, "text": "884\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Education of\n\nnumber of defects are found about the same ages, with a general coincidence from point to point to the curve (shown above) obtained by tracing\nthe number found defective in one or both ears.\nIn general, of the 6,729 school children between the ages of six and\neighteen, tested for aural acuity, 1,080 of this number, i. e., 16 per cent.,\nwere found defective in hearing in one or both ears, and are liable to be\nat a great disadvantage unless the presence of such defects is known in\neach case. Again, 6% per cent, of the total number are found defective\nin both ears. Further, 9^ per cent, of the total number of children have\neither the right or left ear defective, and need especially to be cared for\nand seated on the proper side of the teacher, in order to be able to utilize\nthe unimpaired ear to the best advantage.\nEven if one limits oneself to the sense of hearing, one could scarcely\nadvance a more telling argument for the individual care of the children.\nThis large number of defects will not surprise one when one bears in\nmind the prevalence of acute catarrhal inflammation of the middle ear\nwhich follows in the wake of pharyngitis, or any of the acute infectious\ndiseases. It is a rare parent that has not had experience with the common diseases of measles, scarlatina, whooping cough, pneumonia, and\nbronchitis. And the cases of tuberculosis, meningitis, and syphilis are by\nno means uncommon. Further, the presence of adenoid growths, enlarged\ntonsils, together with nasopharyngeal catarrhs in not a few cases, helps\nswell the number of after-effects that destroy or mar the delicate mechanism of hearing.\nIn reviewing these changes of the hearing power thruout school life,\none naturally inquires if there is any causal connection between defective\nhearing and the pupil's ability to advance in the prescribed school courses.\nThis problem presented itself to the department of child study in its\ninvestigation of the wider problem of the physical basis of dullness. It\nis found that the conclusions advanced by Gratsianoff, of Russia, and W.\nTownsend Porter, formerly of St. Louis, are substantially correct for the\nlimited range of the tests made by them. The dull and backward pupils\nwere not only smaller and lighter than the brighter and more advanced,\nbut the children who are mentally superior on the average showed physical superiority in every test and measurement.1\nThis does not mean, in the case of hearing, that no child inflicted with\ndull hearing can be bright enough to be at or above grade, but it does\nmean that on the average defective hearing hinders the progress of the\nchild in school work.\nIn investigating this problem of hearing and school standing, the\npupils were divided into two groups. Those in or above the proper\ngrade for the respective ages were placed in one group, while those below\ngrade formed the second. The per cent, of pupils subnormal in hearing,\nin at least one ear, was calculated for each age in both groups.\n1 See Report No. 2, Department of Child Study and Pedagogic Investigation, Chicago Public Schools.\n\n"}
{"page": 897, "printed_page": null, "text": "SOME\n\nDefectives]\n\nRESULTS\n\nOF HEARING\n\nTABLE\nHEARING\n\nAND\n\nTESTS\n\nII\n\nSCHOOL\n\nSTANDING\nPupils Defective in\n\nAgk\n\nSchool Standing\n\nNumber\nTested 85\n\nOne Ear\nNumber\n\n185\n\n8\n\n25\n\n( Below grade\n\n101\n22\n\n225\n\n9\n10\n\n4660\n373\n370\n\n11\n\n3\n24117\n\n443\n\n12\n\n•] Below grade.\n\n13\n\n10\n\n33\n53\n\n114\n99\n260\n234036\n339\n301244\n\n14\n\n20\n\n5i\n\n15\n\n16\n\n199\n\n60\n43\n\n2\n465\n42175\n14\nin\n280\n187\n\n49\n\n37\n\n17\n\n190\n104\n\n8\n26\n2\n\n88\n\n18\n\n( Below grade\n\n21.95\nPer Cent.\n\nNumber\n\nPer Cent.\n12.84\n29\n\n23-7\n25-8\nI4.0\n20.4\n\nII\n21\n18\nI\n\n9-73\n5-67\n\n11 .2\n11.03\n21-57\n24.\n\n6\n\n14 4\nBoth Ears2\n\n10\n4\n\n27\n\n17-55\n10.78\n.\n19.650\n52\n20\n4642\n25 13-56\n13.84\n\n3614-25\n52 23.6\n17.69\n22.5\n15-05\n19.09\n134-3\n25\n46\n15-27\n1536\n16.04\n21.6\n14-3\n14-77\n70 13-68\n3824.04\n\n1\n9\n22\n6\n\n16.66\n7.82\n3-75\n10.\n6694\n2.\n12.03\n16.00\n3-15\n27\n1.96\n23\n17\n36\n6.06\n\nM\n\n8.08\n\n12\n\n7.02\n174-75\n6.03\n4.10\n11.\n11\n5-54\n7.01\n6.19\n7.40\n6.30\n\n21\n20\n8\n18\n16\n\n7\n12\n4\nI\n4\n4\n\n8.21\n10.81\n6.32\n9.09\n7.14\n\n4-54\n\n42\n\n42\nBy glancing at Chart II one can trace the relative\nposition of 3-8i\nthese\ncurves thruout. Before the age of eight years a large majority of the\n30\npupils are in the first grade, and there is no below-grade group. In the\nearly years of school life a great many adventitious circumstances other\nthan positive defects may combine to place a child below grade, but in\nthe middle and upper grades of the course the great majority of those\nmarked below grade are there because of inability to secure regular promotion. Now, it will be seen that at every year of school life the children\nbelow grade have a larger per cent, of hearing defects than those at or\nabove grade. This relative position of the two curves is maintained\nthruout the years of school life with surprising uniformity. It seems to\ndraw attention to the symptomatic character of hearing defects; for, besides\ndelimiting the field of sense-impression, defective hearing may be an\nindication of lack of growth, of improper growth, of injury, or of diseased\n\n"}
{"page": 898, "printed_page": null, "text": "886\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Education of\n\ncondition of the child. This means that defective hearing parallels other\ndefects, sensory, motor, or of growth.1\nThis was strikingly evidenced in the examination made by the department of the six hundred boys found in the John Worthy School, a school\nwhich is supported by the board of education for the benefit of the juveniles in the city prison. The per cent, of defects by ages of these boys\nmay be seen on the upper curve (Chart II), the seemingly great variability in portions being due to the comparatively small numbers tested. It\nis rather remarkable that they show a greater number of hearing defects\nthan the so-called normal pupils who are found below grade.\nFurther, in marking defects of growth and movement, the department\nof child study has always made note of defects of speech.\nThis is a\nCHART\n\nAge\n3\n\n5d£\n\n10\n\n12\n\nII\n\n13\n\nL4\n\n15\n\n16\n17\n\n18\n\ngeneral term on the examination card of each child, and is used to cover\nsuch palpable defects as lisping, stammering, hesitation, and imperfect\npronunciation of elementary sounds. The number of those having such\nspeech defects in the John Worthy School was counted. Out of 6oi\nthere were 90 pronounced cases of such defects, and of this latter\nnumber 56 were markedly subnormal in hearing, i. e., 61 per cent, of\nthose having speech defects were defective in hearing. This may not\nsurprise those who have as their concern the education of mutes, for it is\nvery probable that in many cases the child who is subnormal in hearing\nis backward in using vocal organs, for the same reason that the deaf child\ndoes not exercise the power of speech.\n1 See article by C. C. Krauskopf, \"Some Results of Sight Tests of Chicago School Children,\" Proceedings ofIllinois State Teachers' Association, iqoo-iqoi.\n\n"}
{"page": 899, "printed_page": null, "text": "SOME\n\nDefectives]\n\nRESULTS\n\nOF HEARING\n\nTABLE\nHEARING\n\nAge\n\n* 10\n\n9 13\n\n14\nII 15\n12\n17\n\nAND\n\nNumber 25\nTested\n\n6\n114\n144\n99 14\n\nTotals\n\n37\n601\n\n51\n\nDEFECTS\n\nHaving\nNumber\n\nHearing\nSpeech and\nDefects\nSpeech 13\n17 Defects\n19\nI\n3\n4\n205\n\n6\n\n5\n\nPer Cent, of\nThose Defective\nin Speech who\narein Subnormal\nHearing\n\n83-3\n80.\n33-3\n\n11\n109\n\nin\n16\n\nIII\n\nSPEECH\n\nHaving\nNumber\n\nTESTS\n\n4\n3\n\n9\n4\n3\n\n69.2\n\n47-4\n100.\n100.\n\n58.8\n55-\n\n61. 11\n\nWhen one calls to mind the great complexity of mechanism involved\nin the acquirement and use of the90 power of speech, and the relatively\nlarge area of brain exercised, one can the better\n56 understand this inability\nof the child who is defective in hearing to utilize vocal organs. It is not\na matter of the sensori-motor arc becoming atrophied, but of not being\ndeveloped, so that in this case the proper co-ordination between the hearing area of the brain and those motor areas governing speech has not\nbeen set up, nor made flexible and responsive.\nI am sure that this Department of Education for the Deaf, Blind, and\nFeeble-Minded children needs no urging to broaden its interests to take\ninto consideration the well-being of those children who are neither deaf\nnor blind nor feeble-minded, but who are the so-called normal children,\nand nevertheless, limiting oneself to the sense of hearing, present the\nlarge number of 16 per cent, as subnormal. It means that the children\nwho come under your immediate charge have such pronounced defects\nthat they become at once the objects of individual attention, and the\npowers and capacities which are available are appealed to, while the children who are subnormal in sensory power are often branded as stupid\nand wayward because of their apparent inability to keep pace with their\nmore fortunate companions. Facility and ease in sense-perception cannot fail to induce pleasure in further mental activity. On the other\nhand, the failure to remove difficulty in sensing is poor economy of\nmental energy.\nThe department of child study of the public schools of Chicago is\ninterested in every feature of your work. Your problems we appreciate and your achievements we praise. Time forbids any presentation\nof the immensely important problems before our department further\nthan the facts relative to the sense of hearing, to which I have limited\n\n"}
{"page": 900, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Education of\n\nmyself. I can think of no other department of school work than yours\nthat can so readily appreciate the significance of these facts, and I have\ntaken pleasure in presenting them.\n\nTHE\nCORA\n\nSTANTON\n\nPUBLIC\nBROWN,\n\nSCHOOL\nASSOCIATE\n\nAS A SOCIAL\nEDITOR\n\nOF\n\nCENTER\nSCHOOL\n\nAND\n\nHOME\n\nEDUCATION\"\n\nThe home, the church, and the school reflect and embody the ideals\nof the race. The two latter are founded upon the idea of fitting man for\nhis destiny. Formerly church and school were divided by a line between\nthe sacred and the secular, which is fast being obliterated, because we are\ncoming to see sacredness in all things. The new education recognizes\nas its end the development of character, self-realization of a spiritual\nbeing of infinite possibilities.\nThe foundation of church and school is recognized as one. Both\ninstitutions take note of economic, industrial, and social conditions.\nOne holds up the ideal life to which man must attain somewhere, some\ntime; the other tries to unfold to the child the actual world and his relation to it. Both deal with race questions, with the child as one of many,\nrecognizing the social whole rather than the individual.\nThe home is the place where the individual is born and nourished.\nIts education is egoistic rather than altruistic, its spirit private rather\nthan public, exclusive rather than inclusive.\nThe public school originated in the limitations of the home. The\nhardships incident to the settlement of a new country resulted in\nco-operation between the\" New England families in the matter of schools\nand teachers for their children. The state, the first one to recognize the\nright of all men to freedom, has taken these schools under its protection\nand offers equal opportunity to all its children. The public schools of\nthe United States thus stand upon the highest ideal of man and his\ndestiny yet conceived.\nAltho the school was founded on a need in the home, it has become\na great institution, and with this growth has crept in formalism in teaching and supervision, until there began to be a separation between the\nhome and the school. Industrial and economic conditions have so\nchanged that the home no longer offers the same educational opportunity it did when many industries were carried on under its roof, and the\nchanges have come so rapidly that we have not wholly adjusted our\nthinking to the new order. Yet the school still supplements the home,\nexists for the sake of the individual, and the two need to be in sympathetic and intelligent relation.\n\n"}
{"page": 901, "printed_page": null, "text": "Defectives]\n\nPUBLIC\n\nSCHOOL\n\nAS A SOCIAL\n\nCENTER\n\n889\n\nMy experience is that the school is asking for help, for interest, for\nknowledge of its ideals and methods from its patrons. Methods have\nchanged since the parents of the present generation were in school.\nNeeds are different. The public school will be a more effective social\ncenter, that is, a place where the individual learns to live in the whole,\nto recognize his responsibility and power in society, when the people for\nwhom it exists hold certain ideals and work for their realization : first, that\nteaching is a profession and demands professional training; second, that\nit must be remunerated on the basis of a profession, not of a trade ; third,\nthe necessity for culture which comes from a command of one's time\nand a measure of freedom from petty cares. Only life can produce life.\nEducation is bringing the child into a richer, fuller life than he has\nknown.\nThe teacher cannot share what he does not have.\nBut the school cannot do the work of regenerating the world alone.\nI believe the school will reflect the moral and spiritual standards of the\nfamilies represented there by children as well as the standards of the\nteachers. The teachers themselves come out of like homes. If the\nstudy of their profession gives them higher ideals of life and of man's\npossibilities, it is their privilege to carry the blessed message back to\nthose who have heard it not.\nOne element in the effectiveness of the kindergarten is the education\nof the mother thru her child. Teacher, mother, and child are in close\nsympathy. One kindergarten has been known to revolutionize a whole\nneighborhood physically and morally, because one little child has led a\nwhole family into physical and moral cleanliness. In this city (Detroit)\nthe work instigated by one woman has improved a whole school district.\nI refer to the work of Miss Harriet Marsh and her co-operation with the\npatrons of her school.\nAfter all, this work of regeneration is an individual matter. The\nman or woman of great soul makes his or her home, school, church, or\nsocial settlement a social center, from which radiate good thought,\ngood will, and good deed.\nThe best men and women are ready to join hands in work for the\nchildren, and the time will come when more cities will join New York in\nits magnificent public-school extension work for which public-school\nmoney is appropriated; when public schools will be endowed as private\nschools now are; when the power of the only institution in this country\nwhere all people really meet on an equal footing, and where the sublime\nideals on which our government is based have the best chance of being\nembodied, will be recognized.\n\n"}
{"page": 902, "printed_page": null, "text": "DEPARTMENT\n\nOF INDIAN EDUCATION\n\nSECRETARY'S\nFIRST\n\nSESSION.— Monday\n\nMINUTES\nMorning, July 8, 1901\n\nThe department met in the Central M. E. Church, Detroit, Mich., at 9 : 30 o'clock.\nThe session was opened with prayer.\nMusic — organ solo, \"Fugue,\" Bach — by Mr. Pomeroy.\nAddresses of welcome were delivered by Hon. W. C. Mabury, mayor; Hon. Delos\nFall, superintendent of public instruction; Wales C. Martindale, city superintendent of\nschools ; and Hon. Ed. F. Marschner, president of board of education of Detroit.\nMusic — song, \"The Violet,\" Mildenberg — by Miss Edyth Lott.\nResponses were made by the president of the department, Dr. H. B. Frissell, principal of Hampton Normal and Agricultural Institute; W. M. Beardshear, president of\nState College of Agriculture and Mechanic Arts, Ames, la.; Dr. A. E. Winship, Boston,\nMass.; E. C. Nardin, superintendent of Mount Pleasant Indian School ; H. B. Peairs,\nsuperintendent, Haskell Institute, Kansas; Miss Estelle Reel, superintendent of Indian\nschools, Washington, D. C.\nSECOND\n\nSESSION. — Monday\n\nAfternoon\n\nThe department was called to order by the president at 2 : 30 o'clock. After music\nby the Mount Pleasant Indian Band, President Frissell delivered an address on \" Learning by Doing,\" which was followed by an address by Superintendent N. C. Dougherty,\ncity schools, Peoria, 111.\nThe remaining exercises were as follows :\n1. \" What Constitutes Eligibility for Enrollment in a Government School ?\"\nintendent H. B. Peairs, Haskell Institute, Lawrence, Kan.\n\nDiscussion led by Super-\n\n2. \" How Can We Secure the Systematic Transfer of Pupils from Day to Reservation Schools and from\nReservation to Non -Reservation Schools ?\" Discussion led by Superintendent J. C. Hart, Indian School,\nOneida, Wis.\n3. \"The Essentials of Indian Education,\" Superintendent T. G. Lemmon, Indian School, Grand Junction, Colo.\n4. \" Better Facilities for Industrial Training and Competent Teachers Needed.\"\nSuperintendent DeWitt Harris, Pipestone, Minn.\n\nDiscussion led by\n\n5. \"The Advisability of More Ail-Around Training for the Indian, Rather than an Attempt to Make of\nHim a Skilled Mechanic,\" Professor Frank K. Rogers, Hampton Institute, Va.\n6. Physicians' Conference; leader, Dr. J. G. Bulloch, Indian School, Cherokee, N. C.\n\nTHIRD\n\nSESSION. — Tuesday\n\nMorning, July 9\n\nThe session was opened with prayer, at 9 : 30 o'clock.\nMusic — organ solo, \" Sonata in G,\" Dudley Buck — by Mr. Pomeroy.\nPresident Frissell announced the following program :\n1. Opening address, Dr. A. E. Winship, editor of the Journal of Education, Boston, Mass.\n2. Address, Hon. H. C. Smith, M.C., Adrian, Mich.\n3. \" The Need of Compulsory Education.\" Discussion led by Superintendent H. B. Peairs, Haskell\nInstitute, Kansas; Superintendent George W. Nellis, Sac and Fox, la.; and Superintendent E. C. Nardin,\nIndian School, Mount Pleasant, Mich.\n\n890\n\n"}
{"page": 903, "printed_page": null, "text": "Department]\n\nSECRETARY'S\n\nMINUTES\n\n89I\n\n4. Paper, \" Introspection,\" Superintendent E. A. Allen, Seneca Indian School, Wyandotte, I. T.\nMusic — vocal solo, \" I<ike as the Heart Desireth\" — by Miss Edyth Lott.\n5. \"Resolved, That the reservation day school should be made the prime factor in Indian education.\" Discussion led by Agent F. O. Getchell, Fort Totten Agency, N. D. ; C. C. Covey, teacher, Indian\nSchool, Pine Ridge, S. D. ; E. C. Scovel, teacher, Cass Lake Boarding School, Minnesota.\n6. \" Resolved, That children should at least be able to read, write, and speak the English language\nbefore being placed in a non-reservation school.\" Discussion led by Superintendent Charles F. Pierce,\nFlandreau Indian School, South Dakota.\n7. Paper, \" What to Do in the Night School,\" Miss Augusta Hultman, superintendent Grace Indian\nSchool, South Dakota.\n\nFOURTH\n\nSESSION. — Wednesday\n\nMorning, July 10\n\nThe session was opened by President Frissell at 9 : 30 o'clock.\nMusic — cornet solo, \"The Dreams,\" Stelezek — by Dr. C. E. Burt.\nThe following was the program of the session :\n1. Opening address, \"What Should be Taught in Indian Schools ?\" Professor C. M. Woodward,\ndirector St. Louis Manual Training School, Washington University, St. Louis, Mo.\n2. \" The Necessity of Teaching the Boy to Improve the Allotment the Government Has Given Him.\"\nDiscussion led by Superintendent F. F. Avery, Fort Spokane, Wash., and Superintendent Russell Ratliff,\nOma\"ha and Winnebago Agency, Nebraska.\n3. Paper, \"Teaching the Indian Girl to Make\nteacher, Indian School, Chilocco, Okla.\n\nHer Own\n\nClothes,\" Mrs. Adaline O'Brien Evans,\n\n4. \" What System Will Best Promote Character- Building Among the Indian Pupils and the Courage and\nAbility to Enter and Contend in the Opportunities of Civilized Life?\" Miss Cora M. Folsom, Hampton\nInstitute, Virginia.\n5. \" How Can We Secure a Better Unification of Industrial and Academic Features in Indian Schools ? \"\nDiscussion led by Professor O. H. Bakeless, Indian School, Carlisle, Pa.\n6. \"The Indian Employee: What Are His Needs and the Best Means of Stimulating His Growth and\nSelf- Improvement ?\"\nDiscussion led by Superintendent C. J. Crandall, Indian School, Santa Fe, N. M.\n\nFIFTH\n\nSESSION. — Thursday\n\nAfternoon, July ii\n\nThe session was opened at 2 : 30 o'clock, President Frissell in the chair.\nMusic, Mount Pleasant Indian Band.\nThe following program was announced :\n1. Opening address, \"Civilization and Higher Education,\" Hon. William T. Harris, United States\nCommissioner of Education, Washington, D. C.\n2. \" The Necessity for a Large Agricultural School in the Indian Service.\" Discussion led by Superintendent C. W. Goodman, Chilocco Indian School, Oklahoma.\n3. \" Practical Methods in Indian Education.\" Discussion led by Superintendent S. M. McCowan,\nPhoenix, Ariz., and Mr. Joseph L. Evans, teacher in Indian School, Chilocco, Okla.\n4. \" The Day School as the Gradual Uplifter of the Tribe,\" Sister Macaria Murphy, Odanah Day\nSchool, La Pointe Agency, Wisconsin.\n5. \"The Slow but Lasting Results Obtained from Practical Teaching at Day Schools,\" Mr. M. M.\nMurphy, Kingman Day School, Arizona.\n6. \" The Future of the Pueblo,\" Miss Mary E. Dissette, supervising teacher, day schools, Santa\nFe, N. M.\n7. \" How Many Years Can Profitably be Spent at a Day School ? \" Discussion led by Superintendent\nReuben Perry, Lac du Flambeau School, Wisconsin.\n8. Closing addresses: Superintendent H. B. Peairs, Haskell Institute, Kansas; Superintendent S. M.\nMcCowan, Phoenix Indian School, Arizona; Superintendent J. C. Hart, Oneida Indian School, Wisconsin ;\nDr. H. B. Frissell, principal of Hampton Institute, Virginia; Superintendent E. A. Allen, Seneca Indian\nSchool, Wyandotte, I. T. ; Miss Estelle Reel, superintendent of Indian Schools, Washington, D. C.\n\nThe department then elected the following as officers for the ensuing year :\nPresident — Samuel M. McCowan, Phoenix, N. M.\nVice-President — H. B. Frissell, Hampton, Va.\nSecretary — Miss Estelle Reel, Washington, D. C.\n\nThe department then adjourned.\n\nF. F. Avery, Secretary.\n\n"}
{"page": 904, "printed_page": null, "text": "892\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Indian\n\nREPORT\n\nOF ROUND\n\nTABLE\n\nThe section of matrons and teachers of domestic science met in the reading-room of\nthe M. E. Church, July 9, 10 : 30 A. M., with a good attendance.\nMrs. Blanchard, of Crow Creek Agency, S. D., who was appointed chairman of the\nsection, called the meeting to order.\nMary Holsinger, of Fort Sill, Okla., was appointed secretary.\nThe chair called upon those present for questions that they wished considered, and a\nlively discussion followed, in which all took part. The crowded sleeping rooms of many\nof the reservation schools were discussed. Plans for their improvement and methods of\nprocedure to obtain more room were proposed. Reports showed need of more room in\nmany cases. Mrs. Nardin, of Mount Pleasant, Mich.; Mrs. Peaks, of Riverside, Okla.; and\nMrs. Peticolas, of Green Bay, led the discussion, which afterward became general. The\ndrift of the discussion was to the effect that employees and superintendents should persistently ask for more room, where it is so greatly needed, until it is supplied.\nChanges of clothing, clothing-rooms, wardrobes, or improvised substitutes were discussed by Mrs. Kennedy, of Blackfoot, S. D., Mrs. Blanchard, of Crow Creek, S. D., and\nothers. It was shown that nooks in hallways, corners or offsets in rooms wherever possible, could by the use of curtains, boxes, nails, etc., be used to afford individual compartments for clothing or other personal belongings.\nMrs. Ward, of Tomah, Wis., Mrs. Canfield, of Carlisle, Pa., and others advised that\nboth boys and girls attend to the repairs of their clothing requiring immediate attention,\nsuch as sewing on buttons, mending a ripped seam, etc., but that all other mending be\ndone in the sewing-room under the supervision of the seamstress or her assistant.\nIt was thought best that all the girls should be detailed to the various departments,\nand that they should be so divided that every department should have girls of all ages.\nIn this way the efficient help is most evenly divided, while young girls are learning to do\nthe work of the departments.\nThe chair advised an exchange of addresses on the part of those who might wish to\ndiscuss fully and privately any subject bearing upon their work.\nThe section adjourned to meet at the call of Miss Estelle Reel, the national superintendent of Indian schools.\nA second meeting was held July II. Some time was spent in continuation of the\ndiscussion of the subjects that had occupied the attention of the section at the previous\nmeeting.\nThe value of girls learning to cut, fit, and make garments was a subject for general\ndiscussion.\nThe plan of giving every girl who can sew cloth for a dress to be made by her for\nwear during vacation was recommended. In schools where this has been tried good\nresults followed.\nDiscussion of social entertainments followed. At one school weekly socials are held\nfor all who have a good record during the week, the amusements mentioned being games\nand dancing. Tea and other refreshments are served at some schools by girls who have\nprepared the food on a small cooking stove ; but at all of these socials employees are\npresent to teach the children social etiquette and direct them in their games.\nDecoration of playrooms and dormitories was advised, the use of cards, magazine pictures, and advertisements being suggested, the children always assisting in the\nwork.\n\n"}
{"page": 905, "printed_page": null, "text": "Department]\n\nLEARNING\n\nBY\n\nDOING\n\n893\n\nEvening school, evening hour, close of the day, devotional exercises, and retiring\nhour were generally discussed, and the need of more moral and religious instruction was\nnoted. It was thought desirable that the evening school should add much of cheer and\nhappiness to the children's life at school, if care be taken that it afford a suitable change\nfrom the work of the day in the schoolroom.\nThe section adjourned subject to call.\nMary Holsinger, Secretary.\n\nPAPERS\nPRESIDENTS\nH.\n\nB.\n\nFRISSELL,\n\nAND\n\nDISCUSSIONS1\n\nADDRESS— LEARNING\n\nPRINCIPAL\nOF\nHAMPTON\nNORMAL\nINSTITUTE, HAMPTON, VA\n\nBY DOING\nAND\n\nAGRICULTURAL\n\n[an abstract]\n\nIn an educational gathering, not long since, very high praise was\nbestowed upon the Indian schools. The system of education which has\nbeen adopted in the Indian schools is one that is commanding the\nrespect and confidence of all who are interested in education. I need\nnot explain to you that it is a system which gives more prominence to the\nproduction of self-supporting citizens than to the making of scholars.\nThis thought of training the youths to do their part in the great world,\nin society, and in the family is one that ought to enter into all our work.\nThe school ought to be a miniature community. It is because this has\nbeen to some extent accomplished in our Indian schools that they are\nin many respects superior to the common schools of the country. There\nare certain definite things which we are trying to bring about by our\npeculiar system. The first, and perhaps the most important, is the formation of a habit of work. The first and most important lesson, then, and\nthe one without which all other lessons will be of little value, is the necessity and dignity of labor.\nIt is, then, of vital importance that our educational system lay stress\non the active side of education, that the work of the hands be given\nspecial prominence. In some of our schools, from the time the children\nenter the kindergarten, an endeavor is made to cultivate a love for the\nregular occupations of life. On Monday the washtub is introduced, and\non Tuesday the ironing board. The- little children are taught to find\npleasure in work. From their earliest days their constructive powers are\ntrained and they learn to do. Dolls' houses are built, small pieces of furniture are made, rugs and carpets woven.\nEach child has regular duties\n1 The following papers and discussions have been selected for publication by Miss\nEstelle Reel, the superintendent of Indian schools of the Department of the Interior,\nWashington, D. C. Most of the papers are necessarily published in abstract because of\nthe limits of available space.\n\n"}
{"page": 906, "printed_page": null, "text": "894\n\nof his own.\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[India\n\nWhen the spring time comes, the little kindergartners, as\n\nwell as the older pupils, are sent into the garden for the purpose of cultivating the soil. Two children tend a plot together. While they thus\nlearn to work with one another, there is developed at the same time a\nsense of individual proprietorship in land. How important the creation\nof the work habit is we hardly appreciate. We hardly realize how large\na factor in the preservation of order among these people is this same habit\nof work.\nLearning by doing gives an opportunity to teach Indian youths to\ncare for the things about them. We must teach the Indians how to create\naround them objects of interest. The Indian has a real love for his\nhome. So far as possible, therefore, this love should be used as an incentive to the improvement of the family and community. Every Indian\nboy ought to gain sufficient knowledge of carpentry at school to be able\nto put up a plain house. In some of our Indian schools the girls are\ntaught to make simple pieces of furniture, to weave rugs, and to make\nmattresses. They are encouraged to make ornamental and useful things\nfor their rooms ; there is thus created at the same time a love for beautiful objects and the power to produce them. These girls are also taught\nhow to raise chickens and care for other domestic animals, as well as\nhow to work their own plots of land ; and they have even been sent out\nto study and criticise the farms and homes of the community about them.\nIn some cases they have attempted the reconstruction of the gardens and\nyards belonging to old and infirm people, clearing out the rubbish,\nplanting seeds and vines, making plans for improved conditions, and then\ncarrying them out.\nThere is an increasing endeavor on the part of the heads of our\nIndian schools to study the conditions from which the students come and\nto which they must return, and to adapt their work and study while in\nschool to their needs at home. On one of our western reservations a\ncreamery has been started during the past year. As there is good grazing land on this reservation and an excellent market for butter and cream,\nthere is reason to believe that, if well managed, this creamery will succeed.\nThis industry will not only provide the Indians with a regular income,\nbut will give them training in the care of cows and in methods of fertilizing land. In order to co-operate with this movement the principal of\nthe school in which some of the boys from this reservation were pupils\nadvised them to study dairying. From their summer earnings they had\nlaid up sufficient money to buy cows for themselves, and when they\nreturn they will be .in a position to help carry on that creamery. It is\nvery much to be hoped that the number of industries on the reservation\nmay be so increased that opportunities for earning a living may be provided for all students on their return from school. If, instead of spending hundreds of thousands of dollars for the purchase of supplies outside\n\n"}
{"page": 907, "printed_page": null, "text": "Department]\n\nLEARNING\n\nBY\n\nDOING\n\n895\n\nthe reservation, factories should be established where the industrial\ntraining of the young people might be continued, great good would be\naccomplished. Native industries should also be revived and encouraged,\nand business bureaus established for the sale of native products.\nThe Indian youth must be instructed in citizenship. Whatever there\nwas of good in the old tribal system — and there was much — has for the\nmost part been done away with by the reservation period. Unfortunately,\nthe issuing of rations has largely pauperized the Indian, and any system\ndevised for his education must take into account the serious defects oi\ncharacter which are the natural result of depending upon the government for daily bread. It is not easy to develop in an Indian youth a\nsense of responsibility. It is quite natural that after years of government\npaternal care, for which he was obliged to make no return, he should not\ntake readily to caring for himself. No such system, then, as prevails in\nour public schools would meet the requirements of these young people.\nAn Indian boarding school ought to be as largely as possible an industrial\nvillage community, with its farms, stores, dwellings, churches, workshops, and schoolrooms, where the Indian youth is introduced into real\nlife. Each student should be assigned some definite duty, for the doing\nof which he should be held responsible. The thought of co-operation in\nwork and study should also be developed. If an Indian is to become an\nAmerican citizen, all his faculties must be carefully trained. To bring\nthis about the school must be a small world where the youth will find\nhimself in close proximity to nature and to life.\nThe Indian gains, while in school, the Christian thought of service and\nmutual helpfulness. In order that this may be accomplished there must\nbe an atmosphere of co-operation among both students and teachers.\nThere is no place where bickerings and jealousies are more out of place\nthan in an Indian school, where representatives of the white race are\nendeavoring to show the members of a child-race how to live a civilized\nChristian life.\nIn some of our institutions not only are the young people made to\nfeel that their religion is a part of their everyday life, but they are\ninterested in work for the poor and sick, and to give of their time and\nthought to make life easier for the old people in the poorhouse and in\nthe cabins. The pauperizing, hardening influences of the reservation\nwhich cause the Indian to be thoroly self-centered can be overcome only\nas they are thoroly imbued with the Christian idea of service for others.\nThis sort of Christianity can be learned only by doing.\nClosely connected with the idea of serving is that of saving. It is\ndoubtful if rapid progress can be made toward civilization on the part of\nthe Indian youth without it. The thought of having all things in common must be overcome, and the Indian taught that in order to serve\neffectually he must save.\nIn a number of our Indian schools savings\n\n"}
{"page": 908, "printed_page": null, "text": "NATIONAL\n\n896\n\nEDUCATIONAL\n\nASSOCIATION\n[India\n\nbanks and provident funds have been established, and with the enlargement of the outing system the yearly earnings of our Indian pupils\nbecome quite considerable. It is of vital importance that these funds,\nwhich are usually held by the school authorities, should be expended, on\nthe return of the students to their homes, in such a way as to give them a\nreal start in business or on their farms. The old Indian custom, which\nmakes it necessary for an Indian boy to share whatever he has earned with\nthe whole tribe in a feast or a frolic, must be given up, or there will be\nlittle progress.\nI have endeavored to give a brief outline of the plan of work that has\nbeen adopted in our Indian schools. While much remains to be done, I\nconsider that an excellent start has been made and a real interest has\nbeen created in the subject of education, not only among the Indian\nyouths, but among their parents.\n\nCIVILIZATION\nWILLIAM\n\nT.\n\nHARRIS,\n\nAND\n\nHIGHER\n\nUNITED\nSTATES\nWASHINGTON,\n\nEDUCATION\n\nCOMMISSIONER\nD. C.\n\nOF\n\nEDUCATION,\n\nThere are two methods of teaching other races than our own.\n\nOne\n\nmethod is to take advantage of them, to use them selfishly for our advantage and against their own interest ; in short, to exterminate them or\nconvert them into bond slaves. The other method is to take them and\nput them in such training that they can participate in our civilization\nand learn to do what we are doing — namely, to conquer nature by science\nand art.\nIf we come in contact with other races than our own thru our worst\nelements, thru our adventurers, we are likely to put into effect the first\nmethod named. If we come in contact with those races thru the agencies\not our government, we are more likely to adopt the second method ; for it\nmay be said to be the policy of our government to provide schools for\nthe dependent races which come to us in newly acquired territory. In\nthose schools we endeavor to teach the children letters and science —\nletters which make intercommunication possible and which open to all\nwho possess them an acquaintance with the literature of our Englishspeaking races — a literature which has revealed thru its poets and prose\nwriters the lofty aspirations and the hunger for individual freedom which\nour race thruout its history has possessed. We impart in our literature\nalso our views of the world revealed in the religion of the divine-human\nGod, a heavenly Father in whose eyes all races of men are brethren.\nFor the highest expression of our world-view is found in the words of the\nevangel : \" Glory to God in the highest, and on the earth peace and\ngood will to man.\"\n\n"}
{"page": 909, "printed_page": null, "text": "Department]\n\nCIVILIZATION\n\nAND\n\nHIGHER\n\nEDUCATION\n\n897\n\nIt is important for the teachers of the children of a people who are in\nthe tribal relation, or who are making progress out of the tribal relation\ninto a condition of productive industry and representative government,\nto ask themselves what is civilization. They should ask this question\noften, and keep its answer in view as a kind of pole star by which to direct\ntheir course. I have often heard it said among amateur students of\nethnology that the white man's civilization is no better than the red\nman's civilization or the yellow man's civilization. A teacher of Indian\nyouth who sincerely believed the truth of these assertions would naturally\nfeel compunctions in carrying out the program of his day's work.\nLet us attempt to define civilization by saying that in proportion to\nits degree the higher civilization shows its advantage over the lower\ncivilization by producing a higher order of individualism and the greater\ndistribution of local self-government, and at the same time a greater participation of the masses of the people in the products of the industry of its\nown community, and of all communities in the world, by means of commerce ;and, more than this, a participation in the intellectual and spiritual\nproducts of all mankind.\nMeasured by this standard, it will be seen how small is the realization\nwhich a tribal community has of the benefits of civilization. For the\ntribe consists of a small number of people mostly connected by family ties\nand governed by autocratic authority of the chief and his council. The\ntribe has kept a jealous watch upon its frontier, lest some or all of the\nneighboring tribes approach it with hostile intent. The tribe has to give\na narrow education in hunting and war to its people, and teach them the\nmythical traditions which furnish a sort of superstitious explanation of its\nmanners and customs, and of the phenomena of nature in its vicinity. It\nmust be a principle of the tribe to shut out communication with its\nneighbors. All of its people are educated into distrust of the people of\nneighboring tribes. Under these conditions the knowledge of the tribal\nraces of mankind can amount to but little. And the concentration of all\nthe nervous energy of the tribe upon defense and the procurement of\nsubsistence renders literature, science, and art next to impossible.\nNot only does tribal life prevent intercourse with the present and past\nhistory of the human race, but it prevents that division of labor which\nmakes possible any high degree of productivity in the industries. Its\nagriculture and manufactures are conducted by the women and superannuated men — the young warrior despises an industrial occupation.\nNow, if we count the value of the industry of the tribe in ordinary\nconditions, we shall find that its money value is something less than three\ncents a day apiece for each man, woman, and child, while that of the\nhighest civilization amounts to nearly twenty times that amount — say\nfrom ten times that amount in the nations of the extreme north or\nextreme south of Europe to twenty times that amount in the industrial\n\n"}
{"page": 910, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Indian\n\ncenters of England and Scotland. Moreover, in the centers of civilization\nall persons participate in the world-market, and have more or less knowledge of all the peoples of the world, and are constantly learning regarding\ntheir doings, whether in the realm of material production or in the realm\nof spiritual production. The most highly civilized people, in fact, commence each day of their lives by a survey more or less hasty, but quite\neffective, of the doings of nations as collected by telegraph and spread\nout before them in the morning newspaper. I can compare this survey\nof the entire world in its effects on the human disposition only to a daily\nreligious ceremony. For it presupposes a peaceable and co-operative\nrelation of all peoples to one another thruout the world, all being\nengaged for the most part in the one great business of conquering\nnature and turning its products to human uses, and the making of all\nobservation and reflection of mankind accessible to each individual citizen\nof the world.\nThe teacher of the youth of a tribal people will believe in the potency\nof the highest civilization and try to lead his pupils, first, to learn the arts\nof intercommunication, reading, and writing; secondly, to master the\narts and sciences which make him acquainted with his fellow-men near\nand far off, such as geography and history ; and, thirdly, to form an\nacquaintance with those tools of thought by the aid of which man has\nconquered nature : branches of mathematics, physics and chemistry,\ngeology and astronomy, and the sciences that relate to living beings\nsuch as plants and animals. The civilized arts of life will not be neglected.\nEach question that comes up regarding the course of study and discipline Or moral education will be referred for answer to the principle\nof civilization : Does this branch aid the Indian child in acquiring a\nknowledge of the human race and the purposes of the several instruments of civilization ? Does each discipline help him participate in the\nindustrial civilization to which he belongs ? If not, the branch of study\nor the discipline has no place in the program. If yes, then it ought to\nbe introduced, but not to the exclusion of something having a greater\nclaim based on the same principle.\nWe teach the children of Indian tribes or of Malay tribes certain\nelementary branches which we teach in the elementary schools of our\ncountry to the children of our citizens. The significance of these\nbranches of the common course of study does not always occur to us with\nits full force when we hear those branches named in a bare series, as\nreading, writing, arithmetic, geography, and history. It is only when we\nstate to ourselves the significance of these branches one after another\nthat we see what instruments of power are placed in the hand of the\npupil by their acquirement. Let the child learn to read and write. This\nis of little importance unless he uses the arts of reading and writing; if\n\n"}
{"page": 911, "printed_page": null, "text": "Department]\n\nCIVILIZATION\n\nAND\n\nHIGHER\n\nEDUCATION\n\n899\n\nhe does not use them, he depends thruout his life upon his own narrow\nexperience limited by time and space, and upon such scraps of information which he may overhear in the conversation of his fellow-men about\nhim ; but if he uses constantly these arts, he from time to time reinforces his\nown narrow experience by the wide experience of his race coming to him\nafter much sifting in the daily newspaper ; coming to him after as much\nmore sifting in the pages of the magazine and popular book; coming to\nhim with a third and much more sifting in the pages of the scientific book\nand the book of literature, of history — books which belong to what is\ncalled standard literature and science. Again, looking upon the commonschool branch of arithmetic : It begins with counting and producing, thru\nvarious processes of abridging, numerical calculations up to the vestibule\nof the higher and more wonderful arts of mathematics, namely, geometry,\nalgebra, trigonometry, and other arts of measurement based on a knowledge of the triangle and the calculus of variations. Arithmetic opens the\ndoor to all these things — to a knowledge of the laws of matter and\nmotion in time and space. The savage who can count only up to five or\nten, and who has no knowledge of the decimal system of numeration nor\nof the arts of calculation, has very little power to combine matter and\nmotion and to make the forces of nature serve him.\nThen from his geography he studies the relation of one's habitat to\nthe rest of the world ; learning the lesson of commerce, the exchange of\nwhat one's habitat produces, what is useful to the rest of mankind, for the\nproducts of all places on the globe inhabited by men. Geography shows\nus the spectacle of the individual supplementing himself and his feeble\nendeavors and the scanty list of his home productions by means of the\nworld-market produced by commerce. This is a process of converting\nthe individual into a giant by reinforcing him thru the labor of mankind.\nThen there is history in the common school which reveals the nature,\nnot of particular individuals so much as of the races of men. History\nshows the permanent characteristics ; shows the margin of variation from\nthe lowest degree to the highest degree of manifestation of power and\nenterprise; of human passions and violence in action. It gives to each\nindividual a perspective showing himself, not a mere individual, but as a\nsocial whole; vast combinations of men united into nations and manifesting certain purposes and producing necessary or unnecessary collisions\none with another. History is the revelation of the will-power of mankind.\nIn our common schools, even in those offered to the savage tribes\nwho come within the control of our national government, we offer these\nimportant branches of general culture. All of them tend to the emancipation of the individual ; all of them tend to give him power to combine\non rational terms with his fellow-men.\n\n"}
{"page": 912, "printed_page": null, "text": "900\n\nTHE\nC.\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nRESERVATION DAY SCHOOL SHOULD BE\nPRIME FACTOR IN INDIAN EDUCATION\n\nTHE\n\nC.\n\nD\n\nCOVEV,\n\nTEACHER,\n\nPINE\n\nRIDGE\n\nINDIAN\n\nSCHOOL,\n\nS.\n\n[an abstract]\n\nThe aim in Indian education is twofold : to elevate the Indian in character, and to enable him to live in and cope with advanced civilization.\n\"The common schools are the hope of our country,\" whether the inhabitants of that country be white or red. The purpose of all education is to\nstrengthen the institutional life of the community. The Indian has a\nstronger regard for his home than for any other institution ; then why\nnot pursue a pedagogical course, take advantage of this little beginning,\nand implant around it the other elements that will make the pupil a useful citizen ?\nThis is the work of the day school : to go into the savage camp ; to\nfurther the child's love for his home and the parent's love for the child;\nto improve that home as well as all its occupants. Insignificant as this\nwork may seem, the Indian cannot see the teacher and his family go\nabout their work in a regular way, keeping themselves and their house in\norder, cultivating their little garden, milking their cows, and doing a\nthousand things in regular order and on time, without himself absorbing\nsome of their regularity. He himself must rise and prepare his meals at a\ncertain time, that his child may not be late at school. He must have a\nfixed habitation for at least ten months in the year. All this will eventually cause him to form more regular habits of living and give him some\nconception of the value of time, counteract some of his laziness, and start\nhim on the road to civilization. The day-school home is to the Indian\ncamp what a model farm is to an agricultural community in the midst of\nwhich it may be placed. If properly conducted, it incites the Indian to\nemulate the example constantly set before him. But the greatest influence is on the young ; the child is taught the English language ; his\neducation is begun ; he is made to work, to keep clean ; until finally,\nwhen he is ready to go to a higher school, he does these things from\na force of habit or from a realization of their value.\nIn the preparation of this paper I have consulted over thirty men who\nhave had years of experience in the Indian-school service. They have\nall held positions in both boarding and day schools. Some are now\nsuperintendents of boarding schools. When asked if they would affirm\nor deny this proposion : \"Resolved, That the reservation day school\nshould be made the prime factor in Indian education,\" all but two\naffirmed.\nSome of the arguments given in support of the continuance of the\nday school were : As early impressions are lasting, one need not lead the\n\n"}
{"page": 913, "printed_page": null, "text": "Department]\n\nTHE\n\nPRIME\n\nFACTOR\n\nIN INDIAN\n\nEDUCATION\n\n901\n\nchild to believe that all the teachings and practices of his parents are\nwrong. Since the parent has so much influence over the child, we must\nreach the home, and this can best be done thru the day school ; it is the\nonly school that is doing effective work in carrying civilization to the\nIndian home. The change in the child's condition is so gradual that,\nwhen the parent sees it every day, there is no desire to nullify the whole\neffect of the education received, but rather a desire to help the teacher in\nhis work. The day school comes nearer the home and heart of an Indian\nthan any boarding school can ; he sees his children go to school every\nmorning, dirty perhaps, but when they return of an evening they are\nneat and clean — this must exert a great influence for good at home.\nSome of the hindrances to effective work mentioned as incident to the\nday school were : lack of equipment ; insufficient buildings ;• the meager\ncompensation of the patient housekeeper ; coolness on the part of government officials ; and the language, customs, and dress of the Indians.\nIn answer to the question, \"Which is the most effective, considering\nthe cost, the day, boarding, or non-reservation school?\" all but three\nfavored the day school. Some favored it, even tho its cost were doubled,\nand others restricted its effectiveness to children under twelve. One reply\nsaid: \"Admitted that the boarding school will send home pupils who\nwill for a short time speak better English, have a neater appearance, and\nknow more about books than the day-school pupils ; admitted that the\nnon-reservation school will send home polished and perhaps refined students, we who have come in contact with the returned students know that\nnine-tenths of them are idle because the education the government has\ngiven them cannot be applied to anything they find to do on the reservation. They were taught to wash by steam at school, but they find no\nsteam washers or steam wringers at home.\"\nFinally, then, we will say that the more we investigate, the more we are\nconvinced that the day school is the school best adapted to the needs of\nthe Indian. The non-reservation school may fit him to compete with the\nwhite man ; but if he will not do this, if he will not stay in the East, we\nmust improve him where we find him and fit him for life in his own home.\nOur field matrons, and nearly all officials who have had the opportunity\nto investigate, are awakening to the fact that the day school is the coming\nschool. Let the children be taught in the day school till twelve or fourteen years of age ; then let those who are capable be sent to the boarding\nschool and from there promoted to the non-reservation school. There\nis no occasion for jealousy or friction; there is work for all; but let each\ndo its own work and not try to usurp the place of the other ; and after a\nwhile, when that happy time shall come when reservation lines are no\nmore and the Indians become citizens of their respective states, they\nwill have an ample school system ready to turn over to their own local\ngovernment.\n\n"}
{"page": 914, "printed_page": null, "text": "9°2\n\nTHE\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nUNIFICATION OF INDUSTRIAL\nFEATURES OF THE INDIAN\nPROFESSOR\n\nO.\n\nH.\n\nBAKELESS,\n\nINDIAN\n\nSCHOOL,\n\n[Indian\n\nAND ACADEMIC\nSCHOOLS\nCARLISLE,\n\nPA.\n\n[an abstract]\n\nThe Indian school designed to lift in a single generation a people\nfrom the middle and lower stages of barbarism into civilization and\ncitizenship is planned along the broad lines of \"sending the whole child\nto school.\"\nThe old school had use only for the intellect.\nWe must get rid of the theoretical flavor of the schoolroom and the\npeculiar tendency on the part of the teacher to want all bright pupils to\nprepare for the so-called \"professions.\"\nNatural inclination and gifts, and not a teacher's preferences, should\nshape a pupil's life-aims.\nOn the part of the shop we want less prejudice against theory and the\nprocesses of the schoolroom, and a willingness to grow. Knowledge\nand skill in the same man always make for power.\nThe hold of the school will be more vital and prolonged because it\nhas recognized the power of the shop as a preparation for life.\nIdeal industrial schools ought to do systematically, in an intelligent\nand competent way, what the home, the shop, the factory, and the farm\ndo disconnectedly in a comparatively meager and haphazard way.\nPerhaps the greatest waste in our schoolrooms today is that resulting\nfrom not leading the children to utilize the experience they get out of\nschool. Teachers do not know the experiences of their pupils; do not\ntry to explore this domain. Facts often taught are irrelevant ones ; forgotten as soon as learned, or valueless if retained.\nIt is a weakness in the system that an industrial instructor is tacitly\nranked below the academic teacher.\nThe teachers of the academic subjects should be constantly reaching\nout to the industrial and into the larger life of the world; thus becoming\nmore practical, more original, and less dependent on books.\nThe instructor in the shop, from the side of the process of work,\nshould reach up to the theoretical, to the scientific principles involved in\nhis work.\nAll artisans in charge of industries, as instructors in and teachers of\ntheir craft, should be students, advancing in intelligence, in skill in their\ndepartments, and in their power to help and uplift the children under\ntheir guidance. Frequently the morals and habits of such employees are\nnot above reproach. Only clean men, who are enthusiastic and eager to\ngrow, should be retained in the service.\nVisits to progressive institutions and a study of their work and methods\nwill do much toward keeping this spirit of progress and growth alive.\n\n"}
{"page": 915, "printed_page": null, "text": "Department]\n\nSOME\n\nFEATURES\n\nOF INDIAN\n\nSCHOOLS\n\n903\n\nA union meeting of all teachers and instructors once a month, under\nan efficient presiding officer, to discuss the general features of the work,\ncompare notes, consider subjects of education, of discipline, and other\nvital questions relating to the work, would do much toward unifying the\ntwo phases of the work under discussion.\nIt would bring all the employees into a sympathetic appreciation of\nthe difficulties met in the various departments- It would stimulate healthy\ngrowth on every side.\nThe teachers in the schoolrooms can often get their best material for\nclass work in the shop, and thus draw closer and more sympathetically to\nit. Conditions arising in the shops, the sewing-room, the kitchen, and\non the farm will furnish material for right teaching of arithmetic. The\nmost practical suggestion this year for arithmetic work came from a tenminute talk with the carpenter. The class that does not get many of its\ndata in this practical way for this subject is wasting time.\nLanguage teaching can in every way be strengthened by gathering\nmaterial for it from the shop, or the places of work; and both school and\nshop will be helped by the process.\nThe implements and processes of the industries will furnish an unlimited amount of material for essays and oral exercises; all, too, coming\nwithin the knowledge-domain of the pupil.\nThe director of our printing-office has prepared a series of talks on\nthe craft of printing and its history. These are given to her classes.\nMany questions and topics follow for discussion, and later are carefully\nworked out by each pupil in a series of essays.\nThe printing-office is thus made the point of vantage from which the\npupil can trace and follow the progress of civilized man in this craft,\ngetting an insight into the material used and the mechanical principles\ninvolved — practical exercises full of vitality and mental stimulus. What\nhinders a similar plan being followed in other industries ?\nPhysics, chemistry, and many other subjects of learning are helped by\nthe teacher's intimate knowledge of the shop. Every fact gathered in\nthis way will remain a permanent possession of the pupil.\nNature study will get its most helpful material from the farm and the\nfarmer. These men are wise in their own way, and we pedagogs\nshould learn that neither wisdom nor knowledge will ever die with the\nmere schoolman.\nWhere pupils and teachers live close to the farm and the garden, and\nin friendly companionship with the farmer, nature study becomes a real\nthing and not a fiction. Nature study of the kind that makes the pupil\nlove the woods and the fields is what we strive for. No study of nature\ncan give young people that appreciation for her gotten by working with\nher and living a simple life surrounded by her, as is so beautifully shown\nby the honored president of Tuskegee in a recent article in the Outlook.\n\n"}
{"page": 916, "printed_page": null, "text": "NATIONAL\n\n9°4\n\nEDUCATIONAL\n\nASSOCIATION\n[Indian\n\nNo object-lesson gotten up as an object-lesson for the sake of giving\ninformation can afford even the shadow of a substitute for acquaintance\nwith plants and animals of the farm and garden acquired thru actual\nliving among them and caring for them.\nNo attempt at training of the senses in the school can compare with\nthe alertness and fullness of sense-life that come from daily intimacy\nwith familiar occupations, working with a purpose, under a thoughtful,\nskilled man as an instructor.\nWe want thus to meet often and intimately workers in other fields,\nwith minds open to receive the best they have to give. We want to project\nourselves into their lives, appreciate their difficulties, and thus grow into\nsympathy with them, as we profit by the best they can give.\nTalks and lectures by the heads of the departments on the interdependence of the various subjects of studies and industries would do\nmuch toward helping all to see the educational content and value of each.\nDown with the old notion that some callings are more respectable\nthan others ! Profound respect for labor must be formed.\nOne of the most stimulating sights to me a few months ago was that\nof a bright, intelligent young man, an Indian with shop training, a most\nforceful teacher, who won the esteem and affection of his pupils by his\nearnest work, dropping his teaching for a week to lead a group of boys\nin some necessary repair work. With sleeves rolled up in the van of the\nwork he led, working with the crowd of workers, and never a moment of\nself-consciousness, because his mind was intent upon having the work\nwell done ; this, when a skilled mechanic failed to get results because he\ncould not lead. Such power over men and material, such a personality,\nwould do more toward unifying and intensifying the work of an industrial school than any other influence I can think of.\nThe Indian child must bring his whole mind, his whole body, to the\nschool and the shop as one institution ; and we as teachers must see\nthat he takes away a well-stored, well-developed mind, and a healthy\nbody, well trained to take up the duty of self-support.\nThe government industrial school has been in vain if it fails to do\nthis for Indian youths.\n\nWHAT\nCALVIN\n\nW.\n\nSHALL\nWOODWARD,\n\nBE\n\nTAUGHT\nDIRECTOR\n\nof washington\n\nLN AN\nOF\n\nTHE\n\nLNDLAN\n\nMANUAL\n\nSCHOOL ?\n\nTRAINING\n\nSCHOOL\n\nuniversity, st. louis, mo.\n[an abstract]\n\nNever was Spencer's early question more timely than just now, as we\nface the practical problem of Indian education:\n\"What knowledge is\nof most worth ?\"\n\n"}
{"page": 917, "printed_page": null, "text": "Department]\n\nWHAT\n\nTO\n\nTEACH\n\nIN\n\nINDIAN\n\nSCHOOLS\n\n905\n\nYou remember that Spencer insists, in his reply to his own question,\nthat education must first be directed to developing the power of providing food, clothing, and shelter for one's self and one's family. Selfsupport is the corner-stone of all good citizenship. Without this there\ncan be no good citizen, no sound basis for society, no reasonable hope\nfor civilization and culture.\nI was told last week by the educated young Indian in charge of the\ngovernment exhibit of Indian schools at Buffalo that the purpose of the\nCarlisle school was to train individuals for lives of practical usefulness,\nnot among their own people on the reservations, but in American industrial and commercial life. Of course, this object is often defeated, and\nthe graduate drifts back to his early home, and when there he frequently\nlapses into a life of idleness and hopeless discontent. Doubtless such\ncases have a faint influence on Indian civilization, but the chief fruit is\nindividual. The number of the nation's wards is diminished by the\nnumber of people who thus desert their parents and early surroundings,\nbut the problem of the education of the race to a better and higher civilization isleft in statu quo. I am not sure but this depopulation leaves the\ntribe worse off than ever. The loss of the brightest and most promising\nminds must degrade the remnant.\nIn the case of schools on the reservations, the aim is, I suppose, quite\ndifferent, but in so far as they prepare the children for lives of usefulness\noutside the Indian community, the effect must be bad on those that\nremain. The ultimate success of a scheme of educating Indian children\naway from all the tribes and traditions of their ancestors involves the\ncomplete depopulation and final extinction of the tribes. I do not\nassume that this plan has been definitely adopted nor that it ever will be,\nbut, if it should be, it should be carried out relentlessly; every child\nshould be withdrawn, and none should ever be allowed to go back. The\ngovernment can then maintain the forlorn and useless adults in luxurious\nidleness and depravity until old age and disease wipe them out of existence forever. Such is the logical outcome of the scheme of government\nsupport and individual education away from the tribes. I cannot condemn this course too strongly. The Indian tribes will never amount to\nanything so long as they are supported in idleness while their children\nare educated elsewhere. No progress toward a better civilization, including self-support, is possible under such conditions.\nThe policy of generous allotments of land on which the Indians must\nsupport themselves must ultimately become general. This should include\na system of Indian education carefully devised to deal with Indian civilization as it now exists, and gradually to raise it to the plane of respectable American citizenship. In other words, we should deal with the\nIndians just as we are going to deal with the people of Porto Rico and\nthe Philippine Islands.\n\n"}
{"page": 918, "printed_page": null, "text": "NATIONAL\n\n906\n\nEDUCATIONAL\n\nASSOCIATION\n[Indian\n\nIn the first place, the school and all it contains must be within the\ncircle of Indian sympathies. The training must be of such a simple and\npractical character as to win the approval of the Indian people. Hence\nit must not run violently against their traditions, and it must keep in\nview the peculiar environment of the future lives of the children. In my\njudgment the course of study, text-books, and manual features of the\nschools of Boston or Detroit are out of place in an Indian community.\nOf course, the children should learn to read, write, and speak the English\nlanguage, and they should learn to translate household English into the\nvernacular of their homes, so as to help bridge over the gulf between\nour civilization and theirs. They should learn the fundamental operations of arithmetic, the tables of weights and measures (I mean avoirdupois weight, the bushels by weight, the wine gallon, and the English\nmeasures of length, surface, and volume) ; but avoid the confusion which\nresults from the introduction of other tables. These should be learned\npractically until every child has a trained judgment and a personal consciousnes ofa pound and ten pounds ; of a foot and one hundred feet;\nof an acre and ten acres ; a quart, two gallons, etc. They should know how\nto keep simple accounts and how to make out bills. The nature, meaning,\nand use of fractions should be made clear by abundant practical examples.\nMental arithmetic with clear oral analysis is invaluable. For the common initial school, mathematical study should stop there. The puzzles\nof banking, exchange, proportion, etc., and the subjects of algebra and\ngeometry, are too remote and out of the present reach of Indian sympathy, and should be omitted.\nGeography should be largely local. I doubt if at first it should go\nmuch beyond the United States. Above all, the geography should be an\nIndian geography, specially prepared for Indian schools, giving all possible information in regard to Indian tribes, their location, their extent,\ntheir improvements, their growth and history. This combined history\nand geography should furnish reading lessons, should stimulate pride\nand ambition, and should enhance the value of social and public improvements. Neither the teacher nor the publisher should ever forget that the\nchildren are Indians, that they go home to Indian parents at night or\nevery few weeks, and that they report at home continually what they learn\nat school. Thus the Indian children are to become the teachers and\ninspirers of their parents. In this way the whole community should be\nreached.\nIt is not greatly so in your community and mine. Our children learn\nmore at home than they do at school. We supplement their school\nteaching by books and constant instruction. In the Indian house or\ncabin the ignorant mother and father will sit at the feet of their own\nchild, and we must keep their intellectual and social status continually in\nour minds.\n\n"}
{"page": 919, "printed_page": null, "text": "Department]\n\nWHAT\n\nTO\n\nTEACH\n\nIN INDIAN\n\nSCHOOLS\n\n90 7\n\nWhen it comes to the reading-books, they, too, should be written for\nthe Indian schools, by people who are thoroly familiar with Indian\nhistory and biography, and above all with the traditions which are handed\ndown from father to son, and which white men rarely hear.\nI am well aware that some of you will not agree with me here. You\nare disposed to think that the children should know as little as possible of\nthe Indian history, and that they should cherish no Indian heroes. Such\na course I cannot approve. Can you secure a feeling of self-respect and\nself-reliance by giving the Indian boy to understand that you have no\nrespect for his father or grandfather ? that you regard them as worthless\nand too degraded to be worthy of recognition ?' Does the command\nment, \" Honor thy father and thy mother,\" not apply to Indians ? Can\nyou expect to cultivate a spirit of loyalty, reverence, and chivalry in the\nhearts of Indian youths who are taught to forget and despise their ancestors ? There is plenty of good literature touching the finer characteristics\nof the red man, with which to make up the Indian readers. Think of\nCharles Sprague, Fenimore Cooper, Hellen Hunt, Catlin, Longfellow,\nand others too numerous to mention.\nWhen we come to the manual and industrial features, we come to a\nsubject where we have only general principles to guide us. Were I to\nattempt an outline of manual work for either girls or boys in a given\ncommunity, I should wish to spend a year in that community to find first\nwhat manual accomplishments are most highly appreciated and useful,\nand what may be added with promise of success. The successful business\nof an Indian community may take a variety of forms besides those of\nproviding food and shelter, which must of course stand first. But every\nself-supporting community must export something to balance the imports\nwhich it needs and cannot produce. The strong point of a community\nmay be agriculture, or stock-raising, or fish culture, or poultry, or some\npeculiar manufacture.\nIn my judgment the government should send an expert to every\nreservation to study the peculiar conditions which surround the community, and point out an industry which may be successfully inaugurated\nthere ; then the educational forces should combine to establish and promote it. I was glad to hear that Miss Reel proposes to introduce the\ncultivation of grasses and reeds suitable for basket-making, with a view\nto promoting that industry among certain tribes. I was glad also to\nlearn that Dr. Frissell is preparing some Oneida boys, who have been\nwith him three years, for practical work in a creamery which has been\nestablished on their reservation, so that they may be fitted for positions\nof leadership among their own people. Whatever the strong point is, or\npromises to be, must be squarely and directly recognized in the industrial\ntraining. No such general culture over several wide fields of universal\nindustry as is given in the St. Louis Manual Training School would be\n\n"}
{"page": 920, "printed_page": null, "text": "NATIONAL\n908\n\nEDUCATIONAL\n\nASSOCIATION\n[Indian\n\nat all appropriate for Indian youth. Of course, the theory and use of the\ntools in common use should be taught, with the added points of method\nand precision, and all upon the materials at hand. Household furniture, plain houses and barns and shelters, fences and gates, culverts\nand wooden bridges, the woodwork of wagons and carts, the woodwork\nof agricultural implements, the making of boats and canoes — such work\nshould be within the reach of a young man properly trained in an Indian\ncommunity, i. e., one or more lines of such work ; and the shop work of\nan Indian school of boys from fourteen to twenty years of age should be\nplanned accordingly. Of course, as a part of the exact and systematic\nwork, the simplest rudiments of drafting should be taught in even step\nwith the tool-work.\nAnother very important subject, and one never yet introduced into a\nschool, is that of a systematic use of such hardware as is needed in the\nbuilding of a wooden house or in the repair of implements and tools.\nCostly articles, even in a white community, are thrown away and lost\nbecause the owner is unable to repair a simple break, which one familiar\nwith tools and supplied with a little hardware would completely restore\nin a few moments and at slight expense. There is nothing like training\nin the arts of preservation and repair to promote thrift and independence,\nand a laudable personal pride. This should have large place, in the\nmanual training of an Indian community.\nI doubt the wisdom of introducing at first ideas of art in either drawing or tool-work, as we understand art and according to our standards.\nAn Indian has his own long-cherished ideas of art, which are widely different from ours, and he is quite sure to scorn any decided attempts to\nintroduce our higher notions. We must reserve our pearls till a higher\nplane has been reached. Thrift, industry, comfort\", and cleanliness are\nabsolutely essential to any real progress. The chief difficulty is in the\nbeginning. It is hard to begin low enough. I spent several hours\namong the representatives of forty-two tribes at Buffalo. I came away\nwith the conviction that the earliest school for Indians should have a\ngreat deal of Indian and not much white man in it. Our civilization\nmust enter as a wedge with a very thin edge. To attempt the refinements\nof literature and art would be to sow seed on stony ground. I do not\nmean that the Indian child is without capacity, but that the Indian community cannot receive and cherish it. If we aim too high, we shall not\nhit them, and they will remain just where they have stood for a hundred\nyears. Hence, in all the manual work skill must be aimed at to an unusual\ndegree, and the range of work must be extremely practical. In white\nschools the aim is intelligence, not skill ; here we must aim at both. To\nbe sure, the elements must be slowly and thoroly taught, but their application to a useful product must be encouraged, and even school furniture\nand appliancesjnust not be too fine.\n\n"}
{"page": 921, "printed_page": null, "text": "Department]\n\nALL-AROUND\n\nMECHANICAL\n\nTRAINING\n\nFOR\n\nINDIANS\n\n909\n\nIn the education of Indian girls, domestic science and household\neconomy should hold the larger place, but even here the arts and customs\nof our homes must be introduced slowly and with great discretion. A\ngirl's training must recommend itself to the Indian mother. I need not\nenlarge upon the training which is of most worth to an Indian girl who\nis soon to have a home and children, and to live with or beside her\nparents. Her parents and her husband must be proud of her. The value\nof what she got at school must be self-evident. She will not quarrel with\nher father's paint and feathers, if he prefer such evidence of blue blood\nand a renowned ancestry, but she will cheerfully consent to a better schooling for her girls than she herself received. In matters of dress and food\nmuch may be conceded to Indian fashion and fancy. They are largely\nmatters of sentiment and involve no principles half as important as that\nof respect and consideration for one's parents. The needlework taught\nat school should be plain and should quickly culminate in garments,\nbedding, rugs, etc. The cooking should include every good point in the\nculinary arts of the Indians, with judicious advances.\nYou who have lived among the Indians can see where you have succeeded and where you have failed. Above all, do not lose your faith in\nprogress, tho it be very slow. There is nothing more tenacious than\ninherited tastes and fancies, and nothing is more suicidal than a spirit of\nintolerance in matters of pure sentiment.\n\nAN\n\nALL-AROUND\n\nFRANK\n\nK. ROGERS,\n\nMECHANLCAL\n\nTRAINING\n\nDIRECTOR OF THE ARMSTRONG-SLATER\nSCHOOL, HAMPTON, VA.\n[AN\n\nFOR\n\nLNDLANS\n\nMEMORIAL\n\nTRADE\n\nABSTRACT]\n\nIn the earlier days of the white man's ascendency the mechanic was\none who had more of an all-around training at his trade — in fact, he often\nknew much of two or more trades. There was no need of mechanical\nspecialists in those days. In fact, there could have been found very few\ncarpenters who could not lay a few bricks or stone, and, in times when\nthere was no work to be had at carpentry, make pretty good farmers.\nThe mothers, too, had an almost endless variety of arts which they\ncould practice with much skill, such as butter- and cheese-making, soapmaking, etc.\nIn educating an Indian he must be prepared in the best possible way\nfor his environment. Hampton Institute believes that this means for the\nboys a substantial training along some skilled line of handicraft, with as\nmuch of some other trades interwoven as will make well-rounded and\nuseful mechanics ; and for the girls, a general knowledge of the housewife's\n\n"}
{"page": 922, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n910\n[Indian\n\narts, together with some other accomplishments which will make it possible for her home to become a more tidy and attractive one.\n\nI have in mind a Cherokee boy who is about to go back to his reservation, who can do a very good job at house-building, and in addition\nsome brick-laying, plastering, and tin-roofing. He can roughly paint a\nhouse, barn, or wagon, and has lately added to his accomplishments some\nskill in harness-making and shoe-making. I have seen some straps which\nhe has just made with the buckles neatly stitched on, also a complete\nbridle, all of which are very creditably done. He has also half-soled and\nheeled his own shoes for nearly a year.\nThe class of girls who will return this summer have added in the last\nfew months to their general knowledge of household work a little skill\nin paper-hanging, mattress-making, painting, and glazing. In mattressmaking such homely experience as would be likely to be a part of the\nIndian girl's life has been practiced ; for instance, the making of\nmattresses and pillows from corn husks and dry grass.\nHampton does not encourage specializing very much for Indians,\nbelieving that her trade students would either drift into the larger settlements of whites, or, not finding work at their special trades among the\nIndians, would become discouraged and shiftless — a drag on their people.\nIn either case the Indian race would lose the benefit which it should get\nfrom the trained young man. I should not like to have it understood\nthat we do not believe in being thoro in the teaching of trades. The\npoint to be made, it seems to me, is that one trade should be learned as\nthoroly as possible, and then the elements of others should be added.\n\nDISCUSSION\nSuperintendent J. C. Hart, Oneida Indian School, Wisconsin. — Two years ago\nI expressed the opinion, which I still hold, that the literary training should receive its full\nshare of attention in the Indian school, because there is a more or less definitely prescribed\ncourse of study that each child should follow in charge of teachers especially qualified for\nthe work.\nIndustrially we are not able to guarantee so much assistance, partly because the\nfacilities are sometimes lacking, and partly because the requirements for workers in the\nindustrial field are not so exacting as with teachers.\nIt is in the third direction, that of the moral training, that we are especially, perhaps\nnecessarily, weak. So far as the work has been under my observation, the mere sharpening of the intellect does not necessarily make a better man, and in our work at least a\ngood man is more to be desired than a great scholar. I think that as a rule I should\nchoose that the individual be first a good man, then a good worker, and last a good scholar;\nfor the reason that, if the man himself is upright and honest, he will probably choose to\nbe industrious and self-supporting, and any youth who has had two or three years of\nschool training can certainly make himself understood. It is not true, however, that the\ngood scholar is necessarily a good man, nor is the good worker always trusty, altho of\nthe two I should probably choose the worker as being the more reliable.\n\n"}
{"page": 923, "printed_page": null, "text": "Department!\n\nCHARACTER\n\nBUILDING\n\nAMONG\n\nINDIAN\n\nCHILDREN\n\n91 1\n\nIn the schools we aim to unite the worker and the scholar in one person, and for that\npurpose there is provided a corps of literary teachers, usually one for each fifty pupils, and\na large force of matrons, seamstresses, cooks, farmers, etc. — all teachers of industries; but\nfor the moral and religious training there is no special provision, and while all are\nexpected to do what they can in this direction, it is evident that very few of those occupying such positions are especially qualified to act as guides in these higher spiritual\nmatters.\nI desire to give due credit to the missionaries, male and female, of all creeds and\ndenominations, for their patient, unselfish services on the reservations ; but in the nature\nof things it is not possible for them to reach the children in school as they should be\nreached. I am free to accept assistance from any source and by whatsoever name, provided only that the aim be the building up of strong, pure, Christian manhood.\nThis matter appeals to me officially as well as privately, for of all the cases of violation of marriage laws, of drunkenness, or other crimes of misdemeanor, few, if any, can\nbe traced to the church people. I therefore appreciate these great moral forces at their\nfull value, and only regret that it is not possible to give more attention in the schools to\nthe moral training.\n\nCHARACTER\nMISS\n\nCORA\n\nBUILDING\nM.\n\nFOLSOM,\n\nAMONG\n\nHAMPTON\n\nINDIAN\n\nINSTITUTE,\n\nCHILDREN\n\nHAMPTON,\n\nVA.\n\n[AN abstract]\n\nFor a long time to come the Indian is going to live on or near the\nland that belongs to him. Any system of education that does not take\nthis into consideration is faulty. Each Indian has his allotment of land ;\nit may not be worth much, but it is the one thing that he owns ; he calls\nit home, and it never ceases to draw him back, no matter how far he may\nbe tempted away. The Indian's land is undoubtedly his stock in trade,\nthe one thing that he has to begin life upon. Where a white man can\nmake a living an Indian should, and he can be so taught and so encouraged that he will have both the knowledge and the heart to make the\nattempt, rather than lease his land and look for other work. This would\nrequire a more systematic training in agriculture than many of our\nschools are now prepared to give, but a great deal can now be done by\nmaking the study of agriculture as important and as dignified as the\nliterary work, and by so adapting it to the conditions of the country that\na pupil may feel in himself the power to do just as good work as his\nwhite neighbor, only perhaps a little better.\nMany students coming to Hampton have very little idea of individual\nresponsibility. To remedy this we give each girl a room, and she is\nrequired to make it comfortable, pleasant, and pretty. Her bed linen\nand towels are her own and marked with her name. Her clothing is her\nown also, and is purchased, planned, and made by herself. On her washday she takes her little bag of clothes and bedding to a room fitted up\nwith individual tubs, and there does her washing, and later her ironing,\n\n"}
{"page": 924, "printed_page": null, "text": "NATIONAL\n912\n\nEDUCATIONAL\n\nASSOCIATION\n[Indian\n\nall without the aid of machinery. At a certain time her mending must\nbe done and her clothes must pass inspection. Every girl is given a\ndaily task for which she is paid, and with this money her clothing is purchased byherself from the stores in town. In this way a girl is forced to\nlearn something of the much-needed lesson in regard to the use of money\nand the relative value of different materials.\nThe boy usually shares his room with another, and they are held\nresponsible for its care. He must keep an account of his clothing and\nhis earnings, which must agree with the school's statement at the end of\nthe month.\nThe outing system is very valuable in bringing the Indian into direct\ncontact with an industrious and thrifty people. Every summer nearly\nevery one of the Hampton Indian students spend four months among the\nfarmers of New England. They deal at first hand with their employers\nwithout the intervention of the school, which develops a sense of responsibility. Their earnings during this time are peculiarly their own, and\neach one may make his deposit in one of the banks of the town and keep\nhis own account. That this bank account seldom survives a winter, unless\nits owner has some definite purpose in view, one can easily understand.\nAll around Hampton the Indian can find men and women situated\nvery much as are their older people at home. To these they lend a helping hand.\nThe other day I met the son of a Sioux chief coming home, cheerfully\nswinging his saw and hammer, from a little cabin where he had been putting up posts for a clothes line to take the place of some unsightly brush\nthat had been serving that purpose in the front yard. The girls, too, find\nnumberless things to do. With spade and hoe and rake they lay out\ngrass plots, flower beds, and vegetable gardens, where only weeds had\ngrown before, and make the shabby little yards to blossom as the rose —\nand the cabbage.\nIf the school service could employ among the more needy tribes one\nor more men or women to act as guides to our students when they return\nto their homes, much of the work that is now being lost might be saved\nto us. Such a person could greatly aid the student in putting into practice the useful things he learned at school, and could also assist in providing a medium of exchange between him and available markets.\nEvery Indian school should have shops where the more serviceable\ntrades can be taught ; but its strong point should be its farm. This\nshould include, if practicable, the raising of stock, of poultry, and a dairy\n— an everyday object-lesson to the people of the reservation.\nAs many occasions as possible should be created to bring the people\ndirectly under the school's influence ; mothers' meetings, conferences,\nand young people's social gatherings being held at the school in the\npresence of the pupils.\nThe plan of the school should be to give each\n\n"}
{"page": 925, "printed_page": null, "text": "Department] DAY\n\nSCHOOL\n\nTHE\n\nGRADUAL\n\nUPLLFTER\n\nOF THE\n\nTRLBE\n\n913\n\nmember of the household just as much of home life as possible, thus\nfitting them for the life that the great majority must follow when their\nschool days have ended.\n\nTHE\n\nSISTER\n\nDAY\n\nMACARIA\n\nSCHOOL\n\nMURPHY,\n\nTHE\nTHE\n\nGRADUAL\nTRLBE\n\nTEACHER,\n\nODANAH\n\nUPLLFTER\n\nDAY\n\nSCHOOL,\n\nOF\n\nWISCONSIN\n\n[an abstract]\n\nTo judge of the progress of a nation, race, or tribe, a knowledge of its\npast history is essential. Twenty years ago our reservation was comparatively a wilderness ; the wigwam, whose inhabitants lived much after the\nmanner described in our school histories, being the only form of habitation. But a great change has been effected. The doors of a little log\nschoolhouse were thrown open, and with their opening dawned an era of\ncivilization for the reservation tribe.\nToday the reservation presents a scene of beauty and civilization ;\nalmost as far as the eye can reach we see looming up everywhere neat\ndwellings, surrounded in many instances by well-cultivated gardens, and\nwe exclaim : \"The hand of progress has been here!\" On entering a\ndwelling one is convinced that the occupants have been trained in mind,\nheart, and hand ; in other words, that their teachers' purposes have been\nwhat every true educator's aim ought to be, viz., \" to cultivate, to train,\nto develop, to strengthen, and to refine all the faculties — physical, intellectual, moral, and religious.\"\nMany of the homes here are model ones.\nAfter all, for what are the majority of our Indian youths to be trained,\nif it be not for the home or family life ? This admitted, that school\nwhich trains most effectually for this life is the school which does most\ntoward the uplifting of the tribe, and this is no other than the school\nwhich is in close contact, in living sympathy, with the members of the\nreservation — the reservation school.\nWhat do the average Indian youths do on leaving school ? They\nmarry and devote themselves to family life.\nThe reservation school should give its pupils a thoro knowledge of\nthe common branches ; it should inculcate a taste for the higher ; especially should it foster a relish for good sound literature, which, while\naffording innocent amusement, prevents desires for the forbidden and\naids so powerfully in character-molding. But while literary pursuits\nreceive special attention, the industrial must never be neglected ; hence\nevery day school conducted according to the wise \"Rules for the Indian\nSchool Service,\" familiar to you all, must prove one of the greatest factors\nin the uplifting of the reservation tribe.\nBut to comply with these is no\n\n"}
{"page": 926, "printed_page": null, "text": "NATIONAL\n\n9M\n\nEDUCATIONAL\n\nASSOCIATION\n[Indian\n\neasy task, and if there is any one position in the Indian-school service in\nwhich devoted, self-sacrificing men and women are more than in any\nother place a desideratum, it is in the day school.\n\nDISCUSSION\nM. M. Murphy, teacher, Kingman Day School, Arizona. — The ignorance and\nsuperstition of the old Indians nrust be overcome before any permanent advancement can\nbe made in the work of civilization. That this cannot all be done thru the medium of\nreturned students has been amply demonstrated. Every superintendent would like to\nhave his pupils spared from the ordeal of camp life, or reservation life, if it were possible.\nYet these returned students would be a powerful factor for civilization, if the proper conditions prevailed at home. These conditions can be brought about thru well-equipped\nand properly conducted day schools. A large number of Indians are indifferent to education. But if their children must go to school, they would advocate a day school. The\nday school is in touch with the Indians and is the proper medium thru which to reach\ntheir home life. We can readily see that a young person needs home training as well\nas school training to fit him for the battle of life.\nReuben Perry, superintendent, Lac du Flambeau Indian School, Wisconsin. —\nThe primary purpose of Indian education is the civilization of the race, the instilling into\nthem of industrious, thrifty, and cleanly habits, and teaching tbem how to live and\nsupport themselves in a civilized way. All schools that efficiently help in attaining these\nends are beneficial to the Indian and should be given due credit for what they accomplish.\nIt takes day, reservation, and non-reservation schools to make the system complete.\nThe day school should give the child a few years' training and then promote him to the\nreservation boarding school. The reservation boarding school should, after the course is\ncompleted, encourage the brighter pupils to attend a non-reservation school where they\ncan learn more of the outside world and more of civilization and civilized pursuits.\nIn answer to the question, \" How many years can profitably be spent at a day\nschool ?\" I would say that, under ordinary circumstances, pupils should be transferred to\na boarding school after finishing the third-reader grade and when they are ten to twelve\nyears of age.\n\nINTR\nE.\n\nA.\n\nALLEN,\n\nSUPERINTENDENT\n\nOSPE CTION\nOF\nSENECA\nTERRITORY\n\nINDIAN\n\nSCHOOL,\n\nINDIAN\n\nIs it true, as charged, that there may be found in the various schools of\nthe country many pupils who are there without right ? that superintendents are discovering new Indians to fill these new buildings ? There\nis on the list of subjects to be discussed at this convention the well-worn,\nbut always appropriate, one of how many grains of Indian pigment an\napplicant for admission to our schools should be able to demonstrate the\npresence of, and whether it should be required to have been derived from\nthe father's side of the house. I shall not poach upon the grounds of\nthose who would solve the question by fractions.\nIt seems appropriate,\n\n"}
{"page": 927, "printed_page": null, "text": "Department]\n\nINTROSPECTION\n\n9 15\n\nhowever, to state that the child should have some Indian blood to be\neligible, and it has been charged, and probably truthfully too, that some\nhave been admitted who can place no numerator in the fraction showing\nnative extraction. The cases of this variety are not nearly so numerous\nas those of the admission of persons who, tho they have the requisite proportion of Indian color to please the most fastidious, are unfitted by\nreason of their age or mental make-up to be there. Who is not acquainted\nwith the chronic school-goer who has attended a half-dozen different ones,\ngoing from one to the other as his fancy dictates, always at the expense\nof the government ? He never becomes over age, tho wrinkles other\nthan of care are appearing on his brow. Thousands of dollars are wasted\nannually on this variety of pupils. There came to my notice a few years\nago the case of one young man who asked two schools to bid for his\nattendance. He wrote the head of one that the head of a rival institution\n— we have rival institutions — had made him a certain offer to come to\nhis school, and wanted to know if he could offer better inducements.\nThere seem to be two great struggles going on in many localities of our\nservice — one, to secure more buildings; the other, to fill those we already\nhave. The impression seems to be abroad, and has invaded some high\nplaces even, that the usefulness and dignity of a school and the caliber of\na superintendent are measured by the number of pupils that he gathers\ntogether, without proper regard to the amount of good or harm done to\nthem. Here we have a man who measures by that standard 250; and he,\nfeeling the rule too short and that he is capable of greater things, goes\nto work on the office and his congressman to increase him to 500. He\ndesires to extend rather than intensify his efforts, to know casually a\ngreat many pupils rather than to impress profoundly a few. It is offered\nthat we are constantly straining after more buildings, more pupils, more\nemployees, forgetting that the child is the only valuable thing in our possession, tho the only article for which we are not under bond ; and that\nall effort is wasted that does not make directly for building him into a\nproper manhood. The impression that numbers make, or even conduce\nlargely to, excellence is very erroneous. China is the most populous\ncountry on the globe, but no one would call it the greatest.\nThe accusation is heard, and 1 fear with more than a grain of truth\nbehind it, that we are engaged in an unreasoning competition in the line\nof display. While we see an increasing importance accorded in the educational thought of the world to the polytechnic school, the variety that is\nmost popular in our own little world may more properly be called pyrotechnic. The band, the baseball and football teams, the music and art\nclasses, and the school paper, however useful they may be as adjuncts, fail\nof their proper function when they are pointed to as the chief glory.\nHave you heard of the school where class-room and shop work is suspended when there are visitors of note and the pupils are put upon dress\n\n"}
{"page": 928, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n916\n\n[Indian\n\nparade ? Such displays appeal to the admiration of the casual and indiscriminating people who form a large proportion of our visitors, but they\ncannot win the approval of the true educator.\nThe Indian is already well versed in the spectacular; his painting and\nhis ceremonies are all of that order. He should be brought to a realizing\nsense of the dignity of labor by some other method than chapel talks.\nHe should be shown by example that it really is honorable to work ;\nthat it is not only honorable, but imperative; that his attaining and\nmaintaining true manhood depends upon it ; that any person or class\nthat persists in idleness will and should perish.\nI am not a pessimist, and I have unbounded faith in Indian education ;\nbut it is not heresy to suggest that we are in very many instances getting\naway from our proper course. Schools have now been in existence long\nenough that we must expect to be judged in some measure by results.\nWe have been asked for and accorded time, but it is unfair to ask for all\ntime before the effectiveness of our system is estimated by the products.\nMany graduates have gone out, as well as many hundreds of under-graduates. People are watching these young men and women, and want them\nto demonstrate that they have the capacity to get along in the world\nwithout being sustained by a government position, and they want to see\nthat number sufficiently large to remove them from the danger of being\nconsidered freaks. To this end we will do well to discard a good deal of\ntinsel, and, while teaching, let it be in the line of making our charges a\nplain, honest, God-fearing people, capable of earning a living under the\nconditions that actually confront them.\nThe country has been looking for the end of distinctive Indian schools,\nand we merit censure if the next few years do not witness the close of\nmany of them and the education of their former inmates side by side with\nother children. It is impossible to have a self-reliant people so long as\nany form of reservation be tolerated, be it bounded by the limits of an\nagency or a class school. Cannot we do more to hasten the time when\nwe can engage in other pursuits, conscious that we have brought two\nraces so near to each other that the line of demarkation is obliterated and\nall are granted equal opportunities and held to the same requirements ?\n\nDISCUSSIONS\nA.\n\nWHAT SHOULD\nBE\nTHE PERCENTAGE\nOF INDIAN\nBLOOD\nENTITLE PUPILS TO THE RIGHTS OF GOVERNMENT SCHOOLS?\nSUPERINTENDENT\n\nH.\n\nB.\n\nPEAIRS,\n\nHASKELL\n\nINSTITUTE,\n\nLAWRENCE,\n\nTO\n\nKAN.\n\nThe fact that there are a great many children in Indian schools who are only part\nIndian is the cause of considerable discussion upon this subject. We are very often\nasked : What Indians are entitled to the privileges of government schools ? Indians not\nmembers of the five civilized tribes, viz., Cherokees, Chickasaws, Creeks, Seminoles,\n\n"}
{"page": 929, "printed_page": null, "text": "Department]\n\nGENERAL\n\nDISCUSSION\n\n01 7\n\nand Choctaws, may attend government schools, is the usual reply, and is, I believe, correct under existing laws.\nWhether there should be any change in such regulations is then the question to be\nconsidered.\nI would draw this conclusion, then, that where Indian children, whether all or\npart Indian, are not within possible reach of the state for educational purposes, the\nnational government should provide for them. Where Indians live within reach of good\npublic schools, I believe they should be encouraged to attend them. I know of cases of\nthis kind, however, where Indian children are not given opportunities equal to those\ngiven to white children, because the Indian parents do not pay taxes.\nThe question is a complex one, and it seems to me that no sweeping general law can\nbe safely applied as to what should be the percentage of Indian blood to entitle pupils\nto the rights of government schools.\nThe nation must see to it that all of its people have educational opportunities.\nWhere local or state government cannot reach any community of people, be they white,\nblack, or red, I believe the national government should do so.\n\nB. HOW CAN WE SECURE THE SYSTEMATIC TRANSFER OF PUPILS\nFROM DAY TO RESERVATION SCHOOLS, AND FROM RESERVATION\nTO NON-RESERVATION SCHOOLS?\nSUPERINTENDENT\n\nJ. C.\n\nHART,\n\nONEIDA\n\nINDIAN\n\nSCHOOL,\n\nWISCONSIN\n\nThe Oneidas are a tribe of 2,000 near Green Bay, Wis. They have 65,000 acres of\nland, and there are on the whole between 400 and 500 children of school age. Two\nhundred are in outside schools, 100 being at Carlisle, 50 at Hampton, etc. We have a\ncapacity for 220 pupils, and five years is sufficient to prepare them for going to a higher\nschool. If they cannot go to any other school, eight years will give them an education sufficient to enable them to carry on business, and to carry it on with considerable success.\nLast year eight different representatives of outside schools came to Oneida seeking\npupils without any notice to me. This is a great waste of time, and is a matter which\nshould have been turned over to the superintendents of the school to determine who are\nfit for transfer and who are not. These representatives would have taken Indian pupils\nwithout my knowledge and without examination. These things are unfortunate and are\ndisastrous to the pupils. I do not know that we can devise a set of rules that can be\nabsolutely perfect and satisfactory for the transfer of pupils. If they are willing to go,\nI doubt if a law can be made to prevent them. It is assuming a great deal to send\nchildren away from their parents for several years.\nMy idea is that the superintendents with the day-school teachers on the reservation\nought to know the pupils so well that when the proper time comes for transfer they\nshould be able to make a list, showing who, in their opinion, should go, and that those\nonly should be solicited who are physically and mentally able.\n\nC. CHILDREN SHOULD AI LEAST BE\nWRITE THE ENGLISH LANGUAGE,\nA NON-RESERVATION SCHOOL\nC.\n\nF.\n\nPIERCE,\n\nSUPERINTENDENT\n\nOF\n\nINDIAN\n\nABLE TO SPEAK, READ, AND\nBEFORE BEING PLACED IN\nSCHOOL,\n\nFLANDREAU,\n\nS.\n\nD.\n\nAfter fourteen years' experience in both reservation and non-reservation schools, I\nam fully convinced that, as a general rule, no child should be sent to a non-reservation\nschool until he has attained a fair knowledge of the English language, and has reached\nthe age of thirteen years,\n\n"}
{"page": 930, "printed_page": null, "text": "NATIONAL EDUCATIONAL ASSOCIATION\n9i8\n[Indian\nTo adopt the policy of removing the Indian child from the reservation at an age of\nsix or seven years, as is advocated by many persons, would necessitate closing or curtailing the reservation day and boarding schools, thus removing the greatest factor for\nadvancement on the reservation.\nAside from the benefits to be derived from the presence of the child at the reservation school, there are also other reasons, from the standpoint of the child, why he should\nnot be transferred from his home until he has passed a few years at school there.\nFirst, the period in a child's life from six to fourteen years is a very important one,\nprobably the most important of his early life ; and climatic changes at this time have frequently been the cause of a breaking down of the constitution.\nScrofulous or tuberculous tendencies are more liable to become manifest during this\nperiod, and changes in altitude and temperature only tend to hasten the general breakup\nof the system. For this reason alone I contend that none but pupils of at least thirteen\nyears of age should be allowed to transfer to any non-reservation school, where the\nchange involves any material change in climate.\nAgain, the young child entering a training school does not appreciate the character\nof the work that should be accomplished there, and has little desire to do ; the school is\nsimply his home, and he is contented to remain there and drift with the current.\nHe may advance, but never with the same spirit that inspires the pupil that enters\nwith the thought that it is a school, and that he has a task before him which he should be\nable to complete within a certain number of years. At the age of about fourteen years\nthe reservation child, if he has been regular in attendance at the day school, should be\nready for the sixth or seventh grade, and four years added to his knowledge already\nobtained should prepare him for the life he will be most likely to lead, or, in a few cases,\nfor higher education.\nAt this age he enters, prepared for a broader life, with the intention of reaching a\nhigher plane, with the knowledge that he is no longer a child to be led, but that he\nshould rely to a greater extent* upon his own strength for his standing.\nSurrounded by new influences, he soon acquires new ideas and habits, and falls into\nline to take up the march of advancement, keeping step with others toward citizenship,\nwith prospects for success largely in his favor.\nFinally, the boy who has been taught habits of industry at the reservation school\nis better prepared to take up industrial training at this time than at an earlier age. At\nthe age of fourteen years he is ready physically and mentally to take up this industrial training, not only in theory, but in practice ; and I think experience has shown that\nbetter results can be obtained in the non-reservation schools between the ages of fourteen\nand eighteen than at other periods, provided, of course, that the proper foundation has\nbeen laid in the reservation school.\nThe industrial side of the Indian's education should receive highest consideration,\nfor it is by habits of industry and frugality that he must finally make his success in life,\nand become a self-supporting and respectable citizen in every sense of the word.\n\nD.\nC. J. CRANDALL,\n\nTHE\n\nINDIAN\n\nSUPERINTENDENT\n\nOF\n\nEMPLOYEE\nINDIAN\n\nSCHOOL,\n\nSANTA\n\nFE,\n\nN.\n\nM.\n\nThere are few schools and agencies at present where Indians are not employed. It\nis safe to say that at least one-third of the employees in the school service are Indians.\nIndian employees in the service, as a rule, come from one or another of the large\nIndian schools that annually turn out a class of so-called educated Indians. The great\nobjection to our system is that really the Indian is not educated when he leaves our\nschools, neither in the academic sense nor in the real sense of his responsibilities to himself\n\n"}
{"page": 931, "printed_page": null, "text": "Department]\n\nGENERAL\n\nDISCUSSION\n\nQIQ\n\nand the state. Education, therefore, as it is limitedly applied to the Indian, may often\ndo him as much harm as good. This is best seen when positions are given to Indians\nfor which they are partially or wholly unfitted. There has been too great an inclination to promote the Indian employee to some position which he could not creditably fill ;\nthen, when he failed, to charge the same to the race. There can and should be but one\nway of treating the Indian employee, and that is in putting him on a level with the white\nemployee. Require him to take the same examination that the white employee must\nundergo, instead of assuming that a certificate of graduation from one of our Indian\nschools shall be evidence of his fitness for the teacher's position. To make the Indian\nespecially favored above his white compeer does him more harm than good. To give\nhim a position simply because he is an Indian puts a premium on Indian blood, the evil\nof which is to be seen in our present ration system, and on those reservations where the\ngovernment has large sums on deposit to the credit of the Indians.\nThe needs of the Indian employee are, first, to learn that he is on an equality in all\nrespects with the white employee, and can hold his position only by rendering efficient\nservice ; that he can aspire to those positions only for which he is qualified ; that his\nbeing an Indian is neither a particular advantage nor a barrier in securing employment in\nthe Indian-school service.\nIt may be said that, as a rule, the Indian makes a satisfactory employee. I am in\nfavor of giving the Indian the first chance, when he is equal or superior to the white\nemployee, but I make it a rule never to recommend him for a position which I feel that he\ncannot fill with credit.\n\nE.\n\nTHE\n\nF. F. AVERY,\n\nNECESSITY\nALLOTMENT\nSUPERINTENDENT\n\nOF TEACHING THE\nTHE GOVERNMENT\nOF\n\nFORT\n\nSPOKANE\n\nBOY TO IMPROVE\nHAS GIVEN HIM\nBOARDING\n\nSCHOOL,\n\nMILES,\n\nTHE\nWASH.\n\nThe arguments in favor of this proposition are plain and simple. Permanent location and ownership of a home are helpful to most of us, and especially helpful to the\nindividual who is constitutionally inclined to roam, and yet particularly unfitted to roam\namong the conditions created by modern civilization.\nLand is capital, endowment, opportunity. His allotment is the largest amount of\ncapital, the best endowment, the most available opportunity, that the average Indian boy\nhas. It is located where he is familiar with general conditions. Fortunately it is also,\nfor a time, inalienable.\nI thoroly believe that the average Indian boy should be educated and encouraged\nto cultivate his allotment. But this merely follows from a belief that it was a wise and\nbeneficent thing to give him an allotment and to make it, for a term of years, inalienable.\nIt seems appropriate to defend the two convictions together.\nBy way of concrete illustration, allow me to mention brief papers which a number of\nIndian boys with whom I am personally acquainted recently prepared as a class-room\nexercise on the subject: \"What shall I do when I leave school.\" All of them were\nwritten without assistance or suggestion — except as to the subject. Some were quite\ncrude in a literary way. But they, nevertheless, encouraged me as to the mental result of\nthe education the boys are receiving. Each boy stated definite plans for using and improving his allotment. Each, of course, proposed to build a house, and none forgot shelter for\nstock. I am more hopeful of them than I should be if they were yearning to get away\nfrom their allotments into towns, and were expecting to be merchants or clerks, to\nwork in the mines, or follow trades, or to be lawyers, doctors, or preachers. I have no\nprejudice against any of those callings. I simply believe that these particular boys are\nmore apt to succeed on their land than elsewhere. If, for a few years, they hear no\ngospel of discontent, do not learn that the reservation is a disgraceful pen from which\n\n"}
{"page": 932, "printed_page": null, "text": "920\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nthey ought to escape, and are simply given by a good agent some part of the business\nadvice and protection which the fortunately born white boy gets from his father and his\nneighbors, I think they will become useful, independent, and self-supporting citizens, so\nthat there will presently be no \" Indian problem \" of any kind. For the solution of the\nproblem in question is near at hand.\nLeasing lands to the white neighbors is, in the majority of cases, wholly demoralizing. It is not any better for the able-bodied Indian than it is for the able bodied white\nman to receive an income without doing, or having ever done, anything to earn the\nincome.\nPopulation is congesting in cities. Mechanical industries are being minutely\nspecialized and passing into the joint control of enormous corporations and labor unions.\nThe professions are overcrowded. In the meantime the farm-owner and the farmer\nremain fairly prosperous and comparatively independent citizens. Looking at the matter\nbroadly, does it not seem wholly desirable to attach to the land, and to country life, all\nwho can be so attached, especially the Indians, to whom citizenship and civilization are\nnew facts not yet fully assimilated ?\nRUSSELL\n\nRATLIFF,\n\nSUPERINTENDENT\n\nOF\n\nOMAHA\n\nBOARDING\n\nSCHOOL,\n\nNEBRASKA\n\nEvery Indian boy who has land should combine all his resources — native capacity,\nacquired growth, undeveloped possibilities, and material assets — into one organic whole\nfor the purpose of making himself a citizen who is to be a credit to his country's flag.\nNo person is truly educated, no person is a safe and satisfactory citizen, who does\nnot have the habit of industry imbedded in his character. The Indian boy's allotment\nprovides him a location for himself, a focal point for his habit of industry. His mind,\nhis body, his land, are all potential energy. By working his allotment he can improve\nhis land, develop his body, train his mind, educate himself as a whole.\nThe farming and stocking up of an allotment help decidedly toward forming settled\nhabits of life. Cows, pigs, and chickens, if properly cared for, require that someone\nstay at home and attend to them. In proportion as the Indian or anyone else roves over\nthe country, his real advance movement will be correspondingly slow. Progress comes\nrather by uniting settled life with intelligent and purposeful communicative relations.\nLeasing an allotment to white men may furnish a young Indian with money enough to\nlive as well as his father lived. Farming it intelligently for himself will give him a great\ndeal more. It will not only provide him with money enough to live better than his father\nlived, but will also keep him from being idle and doing worse. In making some more\nmoney he will make a very great deal more of himself.\nLearning to cultivate the land intelligently, that is, with mind and thought as well as\nhand, should also help him to avoid that false idea, too often gotten, that the few years spent\nat school have so highly cultivated and refined the student that any such work as tending\na farm will soil his intellect. Farming is all the time gradually becoming more and more\na matter of head-work and management as well as a matter of manual labor. There is\nno lack of room and no lack of compensation for all the thought and study the farmer\ncan bestow upon his work. If the Indian boy wishes his mind to keep on growing after\nhe leaves school, he can find as much room for expansion of ideas on his farm and in his\nfield as at the clerk's or teacher's desk.\n\nF.\nS. M.\n\nPRACTICAL\n\nMCCOWAN,\n\nMETHODS\n\nSUPERINTENDENT\n\nOF\n\nIN INDIAN\nPHC3NIX\n\nINDIAN\n\nEDUCATION\nSCHOOL,\n\nNEW\n\nMEXICO\n\nIt is my opinion that practical methods in Indian education, when cleared of all\neducational millinery, means nothing more or less than practical faculties of sensible men\nand women.\nExperience has proven to my satisfaction that there is no royal road to\n\n"}
{"page": 933, "printed_page": null, "text": "Department]\n\nGENERAL\n\nDISCUSSION\n\n021\n\nmanhood and womanhood ; that from the heart flow the real issues of life ; that the best\ntext-book from which to study the purest ethics is the open heart of a great teacher, whose\nillumined faith and love are the powers that attract and bind, and whose example and\ninfluence are the forces that redeem and elevate.\nEvery human being should be an important factor in the body politic. By that is\nmeant that each and all should be bread-winners; that none should be paupers or parasites. Methods will not bring about this result, but example will. Methods will not give\ncharacter, but example will. Character strengthens the will and enables it to achieve —\nto do something; and not only to do something, but to want to do something.\nIt is the teacher's duty to discover the child's ideal and lead him up to it. It is not\nenough to develop the brain. It is not sufficient to perfect the brawn. The child should\nbe formed to stand alone and stand proudly, grandly. This result cannot be obtained by\nany other method than that which appeals to the good and true in the human heart. Brainculture may make an intellectual giant or an intellectual fool. Heart- or soul-culture will\ndevelop a man or woman whose desires and instincts are for the good, and whose ambition is to kn»w and comfort mankind.\n\nG.\nMISS\n\nMARY\n\nDISSETTE,\n\nTHE\n\nFUTURE\n\nSUPERVISING\n\nOF THE\nTEACHER,\n\nPUEBLO\nSANTA\n\nFE\n\nINDIAN\nDAY\n\nSCHOOLS,\n\nNEW\n\nMEXICO\n\nThe future of the Pueblo Indian will brighten when we begin to treat him as a\nresponsible human being to whom we show the same respect that we demand from him ;\nwhen we judge him, as we do other people, by the character and not by the complexion.\nWe must then provide in the future 'such practical education as will enable these\nchildren to make the most of the resources and opportunities of their home life. We\nmust study the conditions of their homes, and prepare them to meet and improve them,\nnot by destroying and abolishing the native arts and employments of their parents, but\nby bringing to them the benefits of the trained hand and eye, improving their quality,\nand extending their market.\nSelf-support means self-respect, which is the basis of all morality. I believe, therefore, that with the introduction into these villages of the spinning wheels and handlooms of our grandmothers there would also follow some of the shining virtues for which\nthey were so conspicuous.\nThe future of the Pueblo Indian will take care of itself when every Indian child\nunder fourteen years of age is compelled to attend a well-equipped day school, and\nevery child between fourteen and twenty is placed in a manual-training school. The\nPueblo Indian governors should learn that they and their people are amenable to all the\nlaws of the territory, and that the office of the governor will be continued only as long\nas these governors respect the laws and support the schools in the matter of compelling\nattendance and sustaining the authority of the teacher.\n\nH.\n\nTHE\nC.\n\nW.\n\nNECESSITY\nGOODMAN,\n\nFOR\n\nA LARGE AGRICULTURAL\nINDIAN SERVICE\n\nSUPERINTENDENT\n\nOF\n\nCHILOCCO\n\nINDIAN\n\nSCHOOL\n\nSCHOOL,\n\nIN THE\n\nOKLAHOMA\n\nA large agricultural school for Indians is a necessity: (i) because the large majority\nof Indian boys need a practical knowledge of agriculture ; (2) because a large, wellequipped school of this kind, in an agricultural region, can teach farming and the kindred industries more thoroly and economically than other schools.\nTilling the soil and caring for stock are the primary methods of earning a livelihood,\n\n"}
{"page": 934, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n922\n\n[Indian\n\nand it is upon the industries that supply mankind with food that all the other industries,\ntrades, and professions are finally dependent. The Indians especially should learn\nfarming and stock-raising, rather than trades, because they own land. Nearly all are\nreceiving individual tracts of land which they should learn to care for and make the\nmost of. Much of the Indian land is rich and fertile, as they had first choice when the\nallotments were assigned. Some have holdings in the arid region where irrigation is\npracticed exclusively, and most of the land still held in common lies in the semi-arid\nbelt where stock-raising is the principal industry. Most Indian boys should work at\nfarming in some form, as it is the natural employment for them, and insures the most\nindependent as well as the most healthful life. Boys who would not live a year in a shoe\nshop or a tailor shop may have many years of usefulness and happiness in the open-air\nlife of their western farms. The Indians live near to nature, but not so near as to have\ndiscovered all her secrets, so that a thoro agricultural training is essential to success.\nIt is well for these boys to know something of carpentering, blacksmithing, painting,\nand plastering, and some may be called to teach or preach, or practice law or medicine ;\nbut of those who own land many more can make a comfortable living on farm or ranch\nthan will succeed at a trade or in a profession.\nA large, well-equipped school of this kind, in an agricultural region, can teach\nfarming and the kindred industries more thoroly and economically than other schools.\nWhile nearly all the large schools have farms, they do not make farming the important\nfeature. Some are not in an agricultural region ; some have unproductive soil ; and few,\nif any, have a sufficient quantity of tillable land. Chilocco, with its 8,600 acres of choice\nland, should be the great agricultural school. It is centrally located in the rich farming\nregion of Oklahoma, where the conditions are similar to those that surround the Indians\nof a large area. There are about 80,000 Indians, exclusive of the Five Tribes, within a\nradius of 600 miles. Being on the border between the North and South, and near to the\nuncertain boundary line of the semi- arid regions, the crops and the methods of caring\nfor them partake of the nature of all of these areas. Wheat is harvested with both binder\nand header ; corn is planted with check rower and lister. We can raise the southern\ncrops of cotton and castor bean ; the northern products of flax, broom corn, and oats ;\ncorn and clover for the East ; and alfalfa, barley, millet, and sorghum for the West ;\npeaches, apples, grapes, and cherries for everybody ; and cattle and wheat for the world.\nThis school would differ from the agricultural college in increasing the practical and\nlimiting the theoretical teaching. The boys would learn to do by doing, under the direction of a sufficient number of competent, educated farmers to insure thoro work.\n\n/.\n\nCOMPULSOR\n\nH. B. PEAIRS,\n\nHASKELL\n\nY ED UCA TION\n\nINSTITUTE,\n\nLAWRENCE,\n\nKAN.\n\nThe report of the honorable commissioner of Indian affairs for the fiscal year ending\nJune 30, 1900, shows that there are in the United States, under government control,\nbetween 45,000 and 47,000 Indian children of school age. Of this number there are\nprobably 30 per cent, who, on account of health and various other reasons, should not be\nenrolled as students. This leaves about 35,000 children of school age who should be in school.\nThe capacity of all schools where Indian children are admitted was, according to\nthe report herein referred to, 27,460. The enrollment was 26,451. The average attendance was 21,568. The great difference between the enrollment and the average attendance was partially due, no doubt, to the fact that in many schools pupils who are not\nphysically qualified for enrollment are received because it is difficult to keep up the\nattendance. Of course, there are other causes for the discrepancy between the enrollment\nand the average attendance, but it is fair to assume that of the 30 per cent, who are\nclassed as disqualified because of health, etc., 2,000 are, for various reasons, received and\n\n"}
{"page": 935, "printed_page": null, "text": "Department]\n\nGENERAL\n\nDISCUSSION\n\n923\n\nenrolled. If this be true, it would be safe to estimate, say, that there are 10,000 children\nof school age who are in every way eligible who are not in school.\nAn analysis of these statistics shows that, if the attendance were kept up to the capacity of the schools, about 6,000 more children could be accommodated than are now in\nschool. With the increased accommodations that have been provided during the past\nyear it is probable that more than that number, in addition to those in school, could be\naccommodated. To provide these schools the government has expended thousands, yes\nmillions, of dollars. The cost of maintaining these schools during the year 1900 was, to\nthe government alone, $2,489,529.49.\nWith all the foregoing statistics in mind, it is scarcely necessary to argue the question as to the need of compulsory education for Indians. It is a clear \"case. There are\nthousands of uneducated Indian parents who are standing in the way of the education of\ntheir children, for whom the government has provided educational opportunities by large\nand liberal expenditures of money raised by taxation. If one body of citizens must be\ntaxed to suppprt schools for other citizens, or wards, these other citizens, or wards, in the\ninterest of the state or nation, should, I believe, be compelled to attend those schools.\nThe people are willing to be taxed for the purpose of aiding general education, but\nI do not believe that they would approve of expending millions of dollars year after year,\nand then going meekly to ignorant, superstitious Indians and asking them whether or no\nthey will send their children to partake of the advantages provided and paid for. There\nis a feeling that Indian educational work should be only a temporary work, and that is\ncertainly true. As rapidly as possible it should be merged into the great educational\nwork for Americans. To this end, we believe, all Indian children of suitable age should\nbe kept in school.\nWhen I was asked to discuss this question, it seemed to me that any one person's\nopinion upon the subject would be of comparatively little weight, but that, if the consensus of opinion of agents, superintendents, and other field workers could be secured,\ndefinite action might result therefrom. With this in view, I took the liberty of sending\nout circular letters to about 325 officials in all sections of the United States.\nThe questions were as follows :\n1. Do you or do you not favor compulsory education ?\n2. If so, why ; if not, why ?\n3. Please state briefly the essential points which, in your opinion, should be included\nin the law.\n4. When did you enter the service ?\nOne hundred and eighty replies were received, there being from :\nAgents\nBonded-school superintendents\nReservation-school superintendents\nDay-school teachers\nSupervisors\nSpecial agents\nMembers of board of Indian commissioners\n\n26\n33\n49\n68\n2\n1\n1\n\nOne hundred and seventy-six of these persons are in favor of compulsory education ;\nfour are opposed.\nGEORGE\n\nW.\n\nNELLIS,\n\nSUPERINTENDENT\n\nOF\n\nSAC\n\nAND\n\nFOX\n\nINDIAN\n\nSCHOOL,\n\nIOWA\n\nThe purpose of the government in its plan of education is to prepare the Indian\nyouth for the privileges and responsibilities of citizenship, and for complete absorption\ninto the body politic of the nation.\nMany difficulties are experienced in getting Indian children into school, most of\nthem due to the ignorance and prejudices of the older people. Few of these people have\nany appreciation of the benefits accruing to their children from attendance at school.\nMany of them have never been beyond the confines of the Indian country, have never\n\n"}
{"page": 936, "printed_page": null, "text": "924\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nmingled with white people, and know nothing of the civilization it is sought to impart to\ntheir children. Entirely content with their present mode of living, and knowing nothing\nbetter, it is difficult indeed to create in them a desire for something better for their\nchildren, especially when it will involve a separation from, and transfer of, control over\nthem.\nIndians in their native state consider labor as degrading. Many of them, by reason\nof the regular issue of rations, the payment of annuities, and the leasing of their lands,\nfeel no necessity for labor. To these the placing of their children in school, where\nthey are required to work, seems like giving them into slavery.\nIt is often the case that well-disposed Indians would be glad to have their children\nin school, but have not the moral courage to withstand the ridicule and taunting of their\nnon-progressive neighbors. Young people and children are many times anxious to\nattend, but are prevented from doing so by ignorant parents or other relatives. Children\nhave run away from their homes and come to the school only to be called for and taken\naway. I have seen such children carried away by force, they struggling and begging\npiteously to be allowed to remain.\nThese difficulties would be obviated in a great measure by the enactment by Congress of a law giving to the commissioner of Indian affairs authority to place every\nIndian child of proper age and suitable condition of health in the school best suited to\nhis needs, regardless of the consent of either child, parent, or other person.\nSuch a law would bring the child into school at an early age, at a time of life when\nhis mind is plastic and open to impressions, and- when the effects of inheritance and\nformer environment can be most easily counteracted. It would also keep the child in\nregular and continuous attendance.\nDo not the interests of the child demand compulsory education ? Is it not somewhat\nincongruous to make the education of the child dependent upon the consent of the ignorant and uneducated parent, who has no appreciation whatever of its value ? In permitting such parent to prevent the education of his child, do we not infringe upon the rights\nof the child and grant to the parent a right that is not morally his ? The parent, of\ncourse, is the natural guardian of his child, but there is certainly a limit to his authority as\nsuch guardian. If he controls the child and his affairs with due regard to the best\ninterests of the child, he should remain undisturbed in such control. If, however, he uses\nhis authority in a manner antagonistic to the interests of the child, he violates his trust,\nand should be relieved of it. A compulsory school law, administered with judgment and\ndiscretion, would do no violence to the rights of parents, but would protect those of innocent and dependent children.\nIn the language of a recent report of a reformatory institution, \" it is far cheaper as\na money investment .... to save a child from becoming a criminal than to deal with\nhim after he has become one.\" If the states are justified in using compulsory measures\nin securing the attendance of white children at school, surely the general government, in\nits effort to prepare the Indian youth for citizenship, is justified in employing similar\nmeasures. Let me quote the following words from General Morgan, former commissioner of Indian affairs, than whom no man can speak with more intelligence, or has a\nright to speak with more confidence : \"Ample provision should be made for the accommodation ofthe entire mass of Indian school children and youth. To resist successfully\nand overcome the tremendous downward pressure of inherited prejudice and the stubborn\nconservatism of centuries, nothing less than universal education should be attempted.\nWhatever steps are necessary should be taken to place these children under proper educational influences. If, under any circumstances, compulsory education is justifiable, it\ncertainly is in this case. Education is the Indian's only salvation. With it they will\nbecome honorable, useful, happy citizens of a great republic, sharing on equal terms in all its\nblessings.\n\nWithout it they are doomed either to destruction or to hopeless degradation.\"\n\n"}
{"page": 937, "printed_page": null, "text": "IReport of tbe Committee on 1Recroloa£\nTo the Members of the National Educational Association:\nYour Committee on Necrology submits, herewith, the following list, with accompanying brief sketches, of active members of whose death information has been received\nsince the last report, published in the volume of proceedings for 1900 (Charleston\nmeeting):\nSamuel DeWitt Beals\nGeorge Thompson Fairchild\nBenjamin Rea Gass\n.._...\nCaleb G. Hall\nBurke Aaron Hinsdale S. H. Kellogg\nJohn Arnold Kleinsorge\nJoseph Le Conte\nE. B. McElroy\nJohn M. Mehan\nF. A. Mood\n-------John A. Moore\n-----Jacob Theodore Merrill\n...\nLewis Miller\nR. V. K. Montfort -----Henry Raab\nJohn Cyrus Ridge\nWilliam J. Williams\n\n-\n\n-\n\nOmaha, Neb.\nBerea, Ky.\nDenver, Colo.\nNew Berlin, N. Y.\nAnn Arbor, Mich.\nLos Angeles, Cal.\nGreeley, Colo.\n-Berkeley, Cal.\nEugene, Ore.\nDes Moines, la.\nKilgore, Tex.\nWailuku Maui, II. I.\nCedar Rapids, la.\nAkron, O.\nNewburgh, N. Y.\nBelleville, 111.\nCincinnati, O.\nColumbus, Neb.\n\nIt is a matter of regret that it has been impossible to secure data for sketches of\nS. H. Kellogg, F. A. Mood, and John A. Moore in time for insertion in this report.\nRespectfully submitted,\n(Signed)\nW. E. Crosby, Chairman.\nNew York City, November 16, 1901.\n\nSamuel 2>eWltt JBeale\nThis distinguished educator was born in the village of Greene, Chenango county,\nN. Y., January 10, 1826. He died at Omaha, Neb., April 27, 1900. Altho subject to\ndelicate health during his entire life, he lived and labored intellectually to the ripe age of\nseventy-four years.\nHis education began in the schools of his native village and was carried forward\nin a private school at Coventry, and in Oxford and Norwich Academies, New York.\nHe began active life as a farmer in 1848, but bodily health failed, and ten years\nlater he turned to teaching, the work which occupied the remainder of this long life,\nforty-two years.\nMr. Beals moved with his family to Omaha in 1861. He at once opened a private\nschool in the old state house, and for six years this was known as the Omaha High School.\nThis school was well patronized, and pupils came from long distances, but, owing to\nlocal circumstances, the institution proved an unprofitable financial enterprise.\n925\n\n"}
{"page": 938, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n926\nIn 1869 he was appointed state superintendent of public instruction by the governc\nof Nebraska. His work in this office was largely that of a pioneer, and his duties wer\ndifficult and arduous. He secured the first equitable distribution of the school funds of the\nstate. He made a thoro visitation of the schools thruout the state, held teachers' institutes, counseled with county superintendents and boards of education on district organization, made addresses, and promoted the building of schoolhouses wherever needed.\nHe designated the text-books to be used thruout the state, despite opposition and\nregardless of private interests. He regarded a public office as a public trust, and no man\ncould make him swerve from faithfully performing every duty, without regard to partisan\nor private interests. To his supervision and wise administration of the schools Nebraska\nowes much of her educational prosperity.\nAt the close of his term in 1871-72 he classified the schools of Omaha in accordance\nwith a course of study previously prepared by himself, assisted by Lyman Hutchinson.\nDuring 1872-73 he was principal of one of the Omaha schools. He was elected county\nsuperintendent of Douglas county in the fall of 1873, but resigned this office in July, 1874,\nto take the superintendency of the Omaha city schools, which position he held for six\nyears, successfully conducting these schools to a condition entitling them to rank among\nthe best in the country.\nHe ended his educational career as a teacher in the Omaha High School. Toward\nthe end of his life, his health failing, he was largely relieved from teaching and served as\nlibrarian until his death.\nMr. Beals became a life member of the National Educational Association at the meeting in Baltimore in 1876.\n\n(Scoxqc Gbompson 3fa(rcbtU>\nDr. Fairchild was born at Brownholm, O., October 6, 1838; he graduated from\nOberlin College in 1862, and from the Oberlin Theological Seminary in 1865, receiving\nfrom his alma mater the degree of A.M. in 1865 and of LL.D. in 1893. He was the\nyoungest of three brothers, all of whom became presidents of colleges — all distinguished,\nrising to the first rank in the calling — men of commanding ability and beneficent influence.\nThe family was of the great race of pioneers of Ohio. The parents, but a few years\nmarried, moved to the northern part of the state while it was yet a wilderness. A clearing was made and a log-cabin built, and thus the typical American home began, with its\npeculiarly rugged but soundly informing life.\nGeorge T. Fairchild was tenth in a family of eleven children, and was a pupil and\nstudent at Oberlin from childhood until he graduated from the Theological Seminary in\n1865. Farm life and school life together during the same years of growth combined to\neducate the man, producing a sound mind in a sound body.\nDuring his college course he taught school at intervals in Michigan, and near its\nclose was tutor in the preparatory departments of Oberlin College.\nOn November 25, 1863, the day of his parents' golden wedding, he was married to\nhis classmate, Charlotte Halstead. Two years later he was chosen to the professorship\nof English literature in the State Agricultural College of Michigan, where he remained\nfifteen years, and for a portion of the time was acting president. His talent and success\ncommanded wide recognition, and in 1879 he was invited to the presidency of Kansas\nState Agricultural College. Under his administration of this institution the number of its\nstudents increased from three hundred to eight hundred, and its organization was carried\nto a high degree of efficiency.\nHis great ability and usefulness, long continued in unsparing and unselfish devotion,\ndid not protect him from the worst enemy of public educational service — political\n\n"}
{"page": 939, "printed_page": null, "text": "REPORT\n\nOF COMMITTEE\n\nON NECROLOGY\n\n927\n\nintrigue. But the scandalous attacks upon him by unscrupulous partisans were not able\nto cause any measure of resentment on his part. He left Kansas disappointed, but with\nno loss of character or prestige. A revolution soon came in Kansas political affairs. He\nwas invited to return, but declined. In 1898 he went to Berea, Ky., and was made vicepresident of Berea College, with which institution, its history, its character, and its aims,\nhe was in full sympathy. He possessed in an eminent degree the rare qualities of an\nexecutive manager, and was also a fine disciplinarian as well as a great teacher. He was\neverywhere popular and influential, and his relations with students and associates were\nthose of a loved master and a genial gentleman.\nHe was made a life director of the association at the meeting at Topeka, Kan., in\n1886.\n\nJficnjamin IRea <3ass\nBenjamin Rea Gass was born on a farm near Mansfield, Richland county, O., January\n27, 1837.\nHis father was a Disciple minister.\nHe served for a short time in the Civil War, in the One Hundred and Fifty-fourth\nOhio Volunteers.\nHe was a student at Antioch College while Horace Mann was president, but did\nnot graduate until 1866.\nHe received the degree of A.M. from Antioch College in 1869.\nHe taught school in Ohio, Michigan, Iowa, and Colorado — most of the time as\nsuperintendent of city schools. From the fall of 1888 until the time of his death, March\n25, 1 90 1, he was engaged in school work in Denver — first as principal of Ebert School\nand afterward of Hyde Park School.\nMr. Gass belonged to a well-known Ohio family, members of which were prominent\nin public affairs.\nHe became an active member of the National Educational Association at the Los\nAngeles meeting, 1899.\n\nCaleb (5. Dall\nMr. Hall was born in the town of Pittsfield, N. Y., July 22, 1824. Here, in his birthplace, he lived and worked during his entire life. He died March 4, 1901, on the same\nfarm where he was born. His vocation was farming, in which he was very successful.\nHe received a good schooling at the New Berlin and Gilbertville Academies.\nHe was an influential free mason and a member of the Patriotic Order of the Sons\nof America.\nAn enthusiastic admirer of Washington, he erected two fine monuments in the\ncemetery at New Berlin commemorative of George and Mary Washington. He was a\nliberal giver to public enterprises, and generously aided many young people to obtain an\neducation.\nThe life and deeds of Caleb G. Hall are sufficient testimony that he was eminently\nqualified to be made a life director of the National Educational Association, which was\ndone at its meeting at Saratoga in 1885.\n\nJBurfte aaron \"Dfns&ale\nA full sketch of the life and character of Dr. Hinsdale, by President Angell of the\nUniversity of Michigan, may be found on p. 387 of this volume.\n\n"}
{"page": 940, "printed_page": null, "text": "NATIONAL\n928\n\nEDUCATIONAL\n\nASSOCIATION\n\n5obn Brnolfc f?leinsorse\n\nJohn Arnold Kleinsorge was born at Maquoketa, la, in 1867. He graduatec\nfrom the State Normal School at Cedar Falls, la., in 1890 ; after which he taught in the\npublic schools of Iowa for five years, filling the principalship of Crocker School, Des\nMoines, for three years. He then went to Europe, spending four years in the German\nuniversities, and in traveling. He obtained the degree of doctor of philosophy from\nJena in 1899. While in London, in 1897, he was married to Miss Eliza George, a\nformer teacher in the West Des Moines High School.\nUpon returning to America, he held the chair of pedagogy in the State Normal\nSchool, Oswego, N. Y., for a term. The following year he became the principal of the\ntraining school in the State Normal School, Greeley, Colo., which position he held till\nthe time of his death, which occurred in Denver, in March, 1901.\nHe became an active member of the National Educational Association in January,\n1901.\n\nSosepb %e Conte\nProfessor Joseph Le Conte was born in Liberty county, Georgia, February 26,\n1823.\nHis career began with the study of law, which soon became distasteful to him. Medicine next attracted him, and he took a course in the New York College of Physicians and\nSurgeons. Finally he went to Cambridge, Mass., where he became a student of zoology\nand geology, under the great master Agassiz, and this determined his life-work. He\nalso gave some attention to chemistry and held professorships of this science in Georgia\nand South Carolina. During the Civil War he had charge of the Confederacy's laboratory\nfor the preparation of niter to be made into gunpowder.\nIn 1869 he was chosen professor of geology and natural history in the University\nof California, where he remained thirty-two years, until the end of his life, closing his eyes\nin death while pursuing his favorite vacation pastime — the study of mountain formations and sculpture amid the familiar scenes of the Yosemite valley. A student of nature\nalways, he was also a great teacher in the class-room and by his publications. His\nworks embraced a wide range of observation and thought. The chief ones were :\nReligion and Science (1874), Elements of Geology (1878), Sight, An Exposition of the Principles ofMonocular and Binocular Vision (1881), Compend of Geology (1884), Evolution in\nits Relation to Religious Thought (1888), and fugitive papers for magazines. While yet\na college student his insight into biology fitted him to appreciate the force of Darwin's\ntheories. Doubtless the teachings of Agassiz exerted a powerful influence upon his\nmind. He had strong religious convictions. His thought was distinguished by its\noriginality and versatility ; his manners were genial and courteous ; these qualities made\nhis personality very attractive, especially to his pupils and associates. He was widely\nknown at home and abroad. Some of his works were used as text-books in Oxford\nUniversity.\nPresident Benjamin Ide Wheeler of the State University of California voiced the\nfeelings of Professor Le Conte's associates in the faculty of that institution in saying :\n\" His soul was as clear and as pure as crystal. Even thru the pages of his books shone\nout the warmth of his personality. For thirty-two years he has been a great, vital\npower in the University of California. No man can estimate the value of the influence\nhe has exerted.\"\nProfessor Le Conte became an active member of the National Educational Association in 1895, at the meeting in Denver.\n\n"}
{"page": 941, "printed_page": null, "text": "REPOR T OF COMMITTEE\n\nON NECROLOGY\n\n929\n\nB. 3B. flbcBlroB\nProfessor McElroy was born in Washington county, Pennsylvania, September 17, 1842.\nHe died at Eugene, Ore., May 4, 1901. He attended the common schools of his native\ncounty and afterward the State Normal School of Pennsylvania. He became a teacher\nin 1861, but in the fall of that year enlisted in the Union army, Company B, First Regiment, West Virginia Volunteers. In 1863 he re-enlisted in the One Hundredth Pennsylvania Volunteers, continuing in the service until the close of the Civil War, in 1865.\nHe fought in the battles of Cheat Mountain, Romney, and Winchester; also in the\nbattles of the Wilderness, Spottsylvania, and others, under General Grant, and was at the\nassault on Petersburg and the surrender of Lee.\nHe then spent two years more in college, when he began his life-work as a teacher,\neight years of which were given to the public schools of West Virginia and Pennsylvania.\nIn 1873, with his family (having been married to Miss Agnes McFadden in 1869),\nhe moved to Oregon, and settled at Corvallis, where he taught two years. In 1875 he\nwas elected professor in the State Agricultural College. While serving in this institution he was chosen superintendent of the schools of Benton county, and was twice\nre-elected.\nHe received the degree of Ph.D. from Willamette University in 1884.\nIn 1882 he was chosen superintendent of public instruction for Oregon, and was\ntwice re-elected, his last term ending January 14, 1895.\nSoon after, he was appointed to a professorship in the Oregon State University, at\nEugene, where he resided until his death. May 4, 1901.\nProfessor McElroy became an active member of the National Educational Association in 1895. He was already a leader in educational affairs in his adopted state, having\nattained a paramount influence in giving shape and character to its system of public\nschools.\nProfessor McElroy added to his fame as a schoolmaster renown as a citizen. He\nserved his country well as soldier, teacher, and citizen, and his life at the end was\ncrowned with the honors that belong to such services.\n\n3obn lt>. rtfceban\nJohn M. Mehan was born in Bath, Va., October 6, 1845. He\" was left an orphan at\nan early age, and made his home with a merchant at Vandalia, 111., where he got some\nschooling and learned the wheelright trade. At the age of twenty he took the trail to\nMontana, driving a yoke of oxen, and spent ten years prospecting and mining. Returning to Iowa in 1872, he taught school in Story county. While thus engaged, he was compelled to study hard to keep ahead of his pupils, but succeeded finally in gaining time to\ntake private lessons in penmanship, and soon attained the skill of an expert in the art.\nHe taught at Nevada and Ames, serving as principal of the high school of the latter\nplace. Afterward he accepted a situation as special teacher of penmanship, drawing, and\nbookkeeping at Creston. For a time he was engaged with the New York Life Insurance\nCo., in which position he acquired great versatility in every form of practical knowledge\nbearing upon his work.\nIn 1884, together with others, he established, at Des Moines, the Capital City Commercial College. Mr. Mehan was president of the institution and chief owner.\nProfessor Mehan was known as a hard and intelligent worker, especially on the\neducational lines for which he had a special gift. This spirit made him an active and\nwell-known figure at educational conventions.\nHe became a member of the National Educational Association in 1892, with which\nhe continued in active relations until his death, March 9, 1901.\n\n"}
{"page": 942, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n93°\n\nMr. Mehan was also a teacher in Sunday schools for years, and was a member of\nthe Presbyterian church. To his many useful intellectual activities he added that of\nediting and publishing The Accountant, a journal for bookkeepers, and later The Iowa\nSchools, a journal for teachers. He was also a writer for a syndicate of western newspapers.\nHad this lifelong busy worker in intellectual fields been less energetic, less conscientious, less sensitive to his own fancied shortcomings, he might have lived longer in\nthe body. But he was withal so earnest, so lovable, so genial, so modest and unpretentious, that in the daily losing of this life he found another and a better.\n\nJacob Z. dfcerrtll\nThe subject of this sketch, born April It, 1839, at Granville, O., was left motherless\nat two years of age. At seven he left home and began to make his own way in the world.\nHe soon found a good home on a farm among strangers. His book education began in\na country school, and he was happy in the necessity for working his way thru Otterbein\nUniversity, Ohio, for a self-secured education is a reliable dependence for such a career\nas lay before him. In 1 861 he was teaching a boys' school in Illinois, when the call to\narms came. Leaving his school, he enlisted for the war, but was not called into active\nservice.\nAfter the close of the war he taught a country school for a while, and then went to\nthe village of Lafayette, Ind., where he served as principal of the high school for two\nyears, and was then chosen superintendent. In this office he remained for twenty-seven\nyears.\nIn 1898 he was chosen superintendent of the city schools of Cedar Rapids, la., where\nhis educational career ended in the midst of his devotion to the highest interests of the\ncity of his adoption.\nIn Iowa he was twice offered the state superintendency, but declined to be a candidate.\nProfessor Merrill was active in the wider educational movements of his time ; was a\nregular attendant upon, and an enthusiastic worker in, teachers' meetings and conventions;was president of the Indiana State Association in 1878 ; became an active member of the National Educational Association in 1893, and was vice-president of the\nassociation at Asbury Park in 1894.\nHe died June 22, 1901, at the home of his sister in Ligonier, Ind., where he was then\nvisiting.\n\nXewts /iTMller\nLewis Miller was born at Greentown, O., of Holland ancestry. After obtaining\nthe rudiments of an English education in country schools, he graduated from an Illinois\nacademy and taught country schools for a time.\nBy the age of twenty-five he was an inventor of mowing and reaping machinery,\nand soon established himself in a machine shop at Canton, O.\nA few years later he removed to Akron, O., where he established a large agricultural implement factory, and where he lived until the time of his death. He also\nbecame the president of two other large manufacturing companies, one at Canton, O.,\nthe other at Mansfield, O.\nHis life was given mainly to the invention and manufacture of harvesters and threshing machines, in which he amassed considerable wealth.\nHe was also largely interested and very active in church and Sunday-school work, as\n\n"}
{"page": 943, "printed_page": null, "text": "REPORT\n\nOF COMMITTEE\n\nON NECROLOGY\n\n931\n\nwell as in general education. He is perhaps most widely known as the joint founder,\nwith Bishop John H. Vincent, and president of the Chautauqua Assembly. He was a\nstanch friend and supporter of the public schools, as well as the benefactor of several colleges. He became a life member of the National Educational Association in\n1880.\nMr. Miller was the father of eleven children. His wife and eight children survive\nhim. One of his daughters is the wife of Thomas A. Edison. His youngest son was\none of Roosevelt's Rough Riders, and was killed in the battle of San Juan Hill.\nMr. Miller died in New York city, February 17, 1899.\n\n2>r. 1R. \\D. 1?. dftontfort\nDr. Montfort became a member of the National Educational Association in 1892.\nAltho a physician by profession and many years' practice, he was, in some capacity,\nconnected with the schools of Newburgh the greater part of his life.\nHis education was obtained by a series of severe struggles, but his untiring and ambitious efforts gained for him a position as teacher in a district school at fifteen years of\nage. He taught for several years in the counties of Dutchess and Putnam, New York,\nand improved his scholarship by private study in leisure hours. For a few months he\ntaught in a private academy at Newburgh. He then gave up teaching for the study of\nmedicine, and prepared himself for entrance to Albany Medical College, where he graduated in 1856.\nHe at once began the practice of medicine in Newburgh.\nIn 1859 he was elected clerk of the board of education and superintendent of the\npublic schools of that city.\nIn 1862, resigning his office in the schools, he accepted a commission as assistant surgeon in the One Hundred and Twenty-fourth New York Volunteer Infantry, and was\nwith the army of the Potomac in every battle from Chancellorsville to the end of the war.\nHe was promoted for worthy service and qualifications in 1865, and mustered out of\nservice in June of the same year.\nDr. Montfort was a member of the Episcopal church and one of the founders and\nprominent officials of the Y. M. C. A.\nDoubtless the most important and influential service given to the public by this\nable and typical American citizen was that of supervision in the common schools of\nNewburgh for nearly thirty years.\nHe died December 29, 1900, in his sixty-sixth year.\n\nfjenrvj IRaab\nHenry Raab was born at Wetzlar, Rhenish Prussia, June 20, 1837. He died at his\nhome in Belleville, 111., March 13, 1901.\nHe was a currier by trade, but had received a liberal education in Prussia. He\ncame to America in 1853, locating at Cincinnati, where he pursued his trade for a short\ntime. Later he went to St. Louis, near which city he managed a farm; but soon settled\nnear Belleville, St. Clair county, 111., and in 1857 became an assistant teacher in the\npublic schools of that city. His success led to his appointment as city superintendent in\n1873In 1882 he was elected state superintendent of public instruction. At the end of his\nterm he declined renomination, but accepted a second nomination in 1890. In 1894 he\nwas again a candidate, but was defeated.\nHe was connected with the public schools of Illinois for nearly half a century.\nHe\n\n"}
{"page": 944, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n932\nwas large-minded as an educator, and especially distinguished for liberality and impartiality in his administration of the office of state superintendent of public instruction.\nProfessor Raab became a life member of the National Educational Association in\n1884, at the meeting in Madison.\n\n3obn Cgrus IRi&ge\nJohn Cyrus Ridge was born April 6, 1841, on his father's farm near Waynesville, O.,\nwhere his boyhood was spent. He obtained his early education in the same country\nschool in which he began teaching at the age of nineteen. For a time he attended the\nOhio Wesleyan University, and later accepted a position with the publishing firm of Van\nAntwerp, Bragg & Co., of Cincinnati, with whom and their successors, the American\nBook Co., he remained for more than a quarter of a century. He died at his home at\nMount Auburn, Cincinnati, O., on January 31, 1901.\nMr. Ridge was one of a famous company of Ohio teachers who had their birth in\nClermont county, Ohio, where General Grant was born. He too possessed the marked\ncharacteristic that distinguished them all — Rickoff, Hancock, Parker, Page — great\nexecutive ability. Several of these men, at the breaking out of the Civil War, enlisted\nand served in the Union army with the same eminent ability and devotion which they\nall showed in the great army of peace in which they also mustered and trained.\nMr. Ridge's labors as the agent of a great schoolbook 'publishing house were characterized byforceful ability and high-minded integrity, and were always beneficent for\nthe cause of education, whose highest interests he never failed to serve. He became an\nactive member of the National Educational Association in 1897, at the meeting in Milwaukee.\n\nlUilliam 3. Williams\nWilliam J. Williams was born June 4, 1845, in Licking county, Ohio, of Welsh\nparents. At the age of twelve he began to contribute to his own support, and in 1862\ncommenced a regular classical course at Denison University, Granville, O. Working\nbetween times in the harvest field or teaching school, he finished a seven-years' course\nand graduated in 187 1.\nHe at once took up the profession of teaching and secured the principalship of the\nschools at Winamac, Ind., remaining there two years, and then going to Rochester, Ind.,\nwhere he was county superintendent for two terms and city superintendent for nine\nyears. From Rochester he went to Franklin, Ind., in 1886, to take the chair of pedagogy\nin Franklin College. He held this position for one year and then became superintendent of the Franklin schools. On account of the failing health of his wife, he\nresigned at Franklin in 1893 and traveled.\nAfter the death of Mrs. Williams in November of that year he accepted the\nprincipalship of the Marion, Ind., High School for the remainder of the term, and in\n1894 became superintendent at Columbus, Neb. This position he held at the time of\nhis death, December 6, 1900.\nHe took a prominent part in the educational work of Nebraska, being a member of\nthe state reading circle board and also president of the Northern Nebraska Teachers'\nAssociation one year.\nMr. Williams became a member of the National Educational Association at the\nDenver meeting, in 1895.\n\n"}
{"page": 945, "printed_page": null, "text": "LIST OF LIFE, ACTIVE, AND CORRESPONDING\nMEMBERS\nARRANGED\n\nBY\n\nSTATES,\n\nCLASSES,\nREVISED\n\nAND\nTO\n\nYEARS\n\nNOVEMBER\n\nOF\n\nCONTINUOUS\n\nMEMBERSHIP\n\nI, igoi\n\nThe marginal figures indicate the year of the commencement of continuous annual\nmembership for those whose names immediately follow. The 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\ncontribute to this end by furnishing corrections of errors, however slight, and by supplying omitted data.\nExtra copies of this list may be obtained by remitting twenty-five cents to the Secretary, Winona, Minn.\n\nCORRESPONDING\n\nMEMBERS1\n\nENGLAND\n1898\n\nMiss Dorothea Beale, Associate of Queen's Coll., London.\nFirst Lady Mathematical Tutor, 1850-57; also Latin Tutor; Principal of the Cheltenham\nLadies' College since 1858 ; Officier d'Academie of Paris, 1889 ; President of the\nAssociation of Head Mistresses, 1895 ; Tutor in Letters of the University of Durham,\n1896; Author of various Reports, Essays, and Text- Books. Address: Ladies' College, Cheltenham, London.\nSir Joshua Fitch, A.M., '52; Fellow, '75, of the Univ. of London ; LL.D., St. Andrew's Univ.\nFormerly Principal of the Training College of the British and Foreign School Society; Her\nMajesty's Inspector of Schools and Chief Inspector of Training Colleges, 1863 ;\nKnighted for Public Services on his Retirement from Office, 1896 ; some time Examiner\nin Cambridge and London Universities and for the Civil Service ; Author of Lectures\non Teaching delivered before the University of Cambridge, 1880, and other Books and\nEssays. Address: 13 Leinster Sq., Bayswater, W., London.\nMichael Ernest Sadler, A.M., Trinity Coll. and Christ Church, Oxford.\nSecretary of the Oxford University Extension Delegacy, 1885-95 > Student and Steward\nof Christ Church, Oxford, 1890-95 ; Member of the Royal Commission on Secondary Education, 1893-95; Director of Special Inquiries and Reports to the Board of\nEducation (England and Wales) since 1895. Address: Whitehall, S. W., London.\nHon. E. Lyulph Stanley.\nMember of Board of Education of London.\nAddress: London.\n\n1901\n\nCloudesley S. Henry Brereton, A.B., '96, A.M., '90, St. John's Coll., Cambridge; B. es L.,\nL. es L., Univ. of Paris.\nExaminer in Modem Languages to the Joint Scholarship Board, i89g-r9or ; Examiner in\nFrench to the Cambridge University Local Syndicate, 1898-1901 ; Examiner in\nModern Languages to the Oxford and Cambridge Joint Board, 1899-1901 ; VicePresident of the International Jury for Primary Education at the Paris Exposition,\n1900 ; Appointed to Inquire into the Teaching of Modern Languages in Ireland, 1901 ;\nWriter on Education in \" Fortnightly Review,\" \" The Times, \" Saturday Review,\"\netc.; Author of various Reports; Addressed the National Educational Association of\nthe United States at Detroit, Mich., 1901, on \"The Educational Crisis in England.\"\nAddress: Briningham House, Melton Constable, England.\nFabian Ware.\nInspector of Secondary Schools for the Board of Education of London ; Assistant Director\nof Education for the Transvaal. Address: 54 Goldhurst Terrace, Hampstead, N. W.,\nLondon ; colonial address: Pretoria, S. A.\n\n1 Several names appear in this list without full description because the data. had not been received at the\ntime of going to press,\n\n933\n\n"}
{"page": 946, "printed_page": null, "text": "NATIONAL\n\n934\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Corresponding\n\nSCOTLAND\n1898\n\n1898\n\n1901\n\nSimon Somerville Laurie, A.M., LL.D., Univ. of Edinburgh, F.R.S.E. ; Hon. Fellow of the Educational Institute of Scotland, and of the Comenius Society, Germany.\nProfessor of the Institutes und History of Education, Edinburgh University, since 1876;\nVisitor and Examiner to Dick Bequest (educational) Trust since 1,856; Secretary to\nthe Endowed Schools (Scotland) Commission, 1872; Secretary to Association for\nPromoting Secondary Education in Scotland, founded 1876 ; at one time President of\nTeachers' Guild of Great Britain and Ireland; Member of Edinburgh University\nCourt; Author oi various Philosophical and Educational Books and Articles.\nAddress: 22 George Sq., Edinburgh.\nFRANCE\nBuisson.\nProfessor of Education at the Sorbonne.\nAddress: Paris.\nJ. J. Gabriel Compayr£, Ph.D., 1873.\nProfessor of Philosophy, Lycees de Pau, 1865 — de Poitiers, 1868 — de Toulouse, 1871 ;\nProfessor of Philosophy, Faculty of Letters of Toulouse, 1874 ; Professor of History\nof Education, Normal School of Fontenay aux Roses, 1880 — Normal School of St.\nCloud, 1881 ; Member of Chambre des Deputes, 1881-89; Rector of the Academy\nof Poitiers, 1890-05; Rector of the Academy and University of Lyons, 1895; Corresponding Member of the Institut de France, 1901 ; Rector at the University of\nLyons. Address: Lyons, France.\nPierre Emile Levasseur, Doctor (ad Honories),Univ. of Columbia and Univ. of Budapest; Litt.\nD., '56.\nProfessor of Letters and Rhetoric, and of History, at several Lyceums, 1868 ; Professor at\nthe College of France since 1868 ; Professor at the Institute of Arts and Trades, 187196; President of the Association for the Secondary Instruction of Young Girls at\nthe Sorbonne since 1881 ; President of the Statistical Commission of Primary\nInstructors since 1876; Corresponding Member of the Academies of Prussia,\nSweden, Hungary, and of the American Academy of Political and Social Science.\nAddress: 26, rue Monsieur-le-Prince, Paris.\nCharles Bavet.\nDirector of Primary Instruction in the Ministry of Public Instruction of France.\nAddress:\n27, rue Gay-Lussac, Paris.\nL£on Bourgeois.\nFormerly Minister of Public Instruction; Member of the Chamber of Deputies.\nAddress:\nrue Palatine, Paris.\nElie Rabier.\nDirector of Secondary Education in the Ministry of Public Instruction.\nAddress: 24, rue\nde Fleury, Paris.\nCamille See.\nCounsellor of State.\nAddress:\n65, avenue des Champs- Ely sees, Paris.\nFerdinand\n\nGERMANY\n1898\n\nFriedrich Paulsen, Ph.D., '71. Berlin.\nProfessor of Philosophy and Pedagogics, University of Berlin, since 1877. Address:\nSteglitz Fichtestrasse 31, Berlin.\n\n1898\n\nLuigi Bodio\n\nigOI\n\n. RUSSIA\nE. P. KOVALEVSKI.\nOfficer of the Imperial Ministry of Public Instruction,\n\nITALY\nMember of the Council of State and President of the Superior Council of Statistics.\nAddress: Roma, Italia.\n\nAddress:\n\nSt. Petersburg.\n\nAddress:\n\nBudapest.\n\nHUNGARY\n1901\n\nB£la de Tormav.\nChief of Bureau in the Royal Ministry of Agriculture.\nARGENTINE\n\n1901\n\n1 90 1\n\nREPUBLIC\n\nJoseph Benjamin Zubiaur, LL.D., '84, Univ. of Buenos Ayres.\nProfessor and Assistant Supervisor of Normal Schools and National Colleges, 1881-84 ;\nInspector of the Normal Schools and National Colleges, 1885-91 ; Delegate sent by\nthe Minister of Public Instruction to the World's Exposition at Paris in 1889;\nPrincipal of the National College of Concepcion del Uruguay, 1892-98 ; Director of\nthe Section of Education, 1899; Member of the National Board of Education, 1899;\nDelegate to the Pan-American Exposition from the Province of Entre Rios and\nGeneral Board of Education of the Province of Corrientes, also Commissioner to\nStudy the Elementary Schools and Adult Evening Schools of the United States,\n1901. Address: Buenos Ayres, Argentine Republic; address until January,\n1902, 512 Delavan Ave., Buffalo, N. Y.\nUNITED STATES OF BRAZIL\nAlcides Medrado.\nAddress: Care of Legation of the United States of Brazil, Washington, D. C.\nA. FONTOURA XAVIER.\nIn Consular Service (various appointments), 1885-97; Consul General from Brazil to the\nUnited States, 1897; Plenipotentiary to Universal Postal Congress at Washington,\n1901 ; Delegate to Second Pan-American Congress, Mexico, 1901. Address: Rio\nJaneiro, Brazil ; consular address: 17 State St., New York, N. Y.\n\n"}
{"page": 947, "printed_page": null, "text": "LIFE, ACTIVE, AND\n\nAlabama]\n\nCORRESPONDING\n\nREPUBLIC\n1901\n\n1901\n\nMEMBERS\n\n935\n\nOF CHILE\n\nJulio Pkres Canto, LL.B., 'go.\nSecretary of the Society for the Industrial Development of Chile, Santiago, 1891-96 ; Commissioner ofChile at the Central American Exposition, 1896 ; Consul General of Chile\nto the Central American Republics, Guatemala, 1898; Delegate Secretary to the\nPan-American Exposition of Buffalo (special commission), 1901. Consular\naddress: Guatemala City, Guatemala, C. A.\nCarlos Silva Cruz.\nAddress: Care of Legation of the Republic of Chile, Washington, D. C,\nGiullbrmo Freudenburg Cristi, Ph.B., '97, B.L., '00, Univ. of Santiago, Chile.\nDirector and Chief of the School Department, Patronato Santa Filomena, 1896; Commissioner Assistant of Chile to the Pan-American Exposition (educational department) ;\nSpecial Commissioner to Study the Educational Systems in the United States and\nEurope, 1901. Address: Casilla 841, Santiago, Chile; United States address:\nCastle Inn, Niagara Sq., Buffalo, N, Y.\nREPUBLIC OF GUATEMALA\nDr. Joaquin Yela.\nPhysician and Surgeon of the Faculties of Guatemala and San Francisco, Cal. ; Founder\nand ex-Dean af the Guatemalan College of Pharmacy and Medicine; Guatemalan\nCommissioner to the Paris (1878) and Buffalo Expositions; Delegate to the Second\nand Third Pan-American Medical Congresses; Member of the Caballeros Hospitalarios Espanoles of Madrid, Spain ; Member of the Academie Nationale of Paris,\nFrance. Address: Guatemala City, Guatemala, C. A.; consular address: 4\nStone St., New York, N. Y.\nREPUBLIC\n\nOF NICARAGUA\n\n1901\n\nDon Alejandro Bermudez, M.T., T.E., A.M., '92, Inst, of Granada, Nicaragua.\nProfessor of Literature, National Institute, Guatemala, 1893; Member Pedagogical Congress of Guatemala; Inspector General of Finance of Nicaragua, 1898 ; Assistant\nSecretary of Promotion and Public Works of Nicaragua, 1899 ; Secretary of Legation\nof Nicaragua in Washington and Special Commissioner to Pan-American Exposition, 1901. Address: Care of Legation of Nicaragua, Washington, D, C.\nDon Ramiro Gamez.\nAddress: Care of Legation of Nicaragua, Washington, D. C.\n\n1901\n\nDon Joaquin Bernando Calve.\nAddress: Care of Legation of Costa Rica, Washington, D. C.\n\nREPUBLIC\n\nLIFE DIRECTORS,\n\nOF COSTA\n\nLIFE AND\n\nRICA\n\nACTIVE\n\nMEMBERS\n\nALABAMA\nACTIVE\n\nMEMBERS\n\n1883\n\nJulia S. Tutwiler.\nPrincipal of Alabama Normal College for Girls, Livingston.\n1888 John Herbert Phillips, A.M., Marietta Coll., O. ; Ph.D., Southern Univ., Ala.\n1883, Superintendent of Schools, 2231, 7th Ave., Birmingham.\n189a Francis Morton Roof.\n1897, President of Howard College, East Lake.\n1894 Lucien V. La Taste.\nGeneral Agent, University Publishing Co. of New York; Box 564, Montgomery.\nJohn Massev,1876,\nA.M.,\n'75, LL.D.,\n'79, Univ.\nof Ala. Female College, Tuskegee,\nPresident\nof Alabama\nConference\n1895 Mary\n\nA. Cahalan.\n1884, Principal of the Powell School, 2311, 4th Ave., Birmingham.\nJ.B.Cunningham.\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, 101 Georgia Ave., Mobile.\n\n1897\n1898\n\n1899\n1900\n\nJames K. Powers, A.M., '73, LL.D., '97, Univ. of Ala.\n1901, Representative, B. F. Johnson Publishing Co., Florence.\nJohn D. Yerbv, A.B., '79, Southern Univ. ; A.M., '96, Univ. of Ala.\n1894, Superintendent of Schools, 996 Government St., Mobile.\nAlabama Polytechnic Institute.\nPresident, William Le Roy Broun; Librarian, Charles C. Thach, Auburn.\nRobert Venable Allgood, B.Sc, '90, So. Univ., Greensboro; A.M., '93, Univ. of Nashville.\n1894, Superintendent of Public Schools, 3d Ave. E., Avondale, Birmingham.\nCharles A. Brown, C.E., A. & M. Coll. of Ala.\n1897, Principal of Henley School, 2130, 6th Ave., Birmingham.\nJ. F. Elliott.\n1900, Superintendent of Schools at Brookwood and Searles, Brookwood, Tuscaloosa Co.\nJ. D. Matlock.\nRepresentative of American Book Co., 2112 N. 7th Ave., Birmingham.\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.\nGreensboro.\n\n"}
{"page": 948, "printed_page": null, "text": "NATIONAL\n\n936\n\nEDUCATIONAL\n\nASSOCLATION\n[Arkansas\n\nALABAMA—\n\nContinued\n\n1900 Charles\n\nB. Glenn, M.Sc, '92, Ala. Polytechnic Inst. ; A.B., '96, Harvard.\n1899, Principal, Paul Hayne School, 709 S. 20th St., Birmingham.\nJ. Wheeler.\n1896, President, Birmingham Business College, 1909^-1917}^, 1st Aye., Birmingham.\nM. C. Wilson, C.E., '76, Univ. of Va.\nPresident, State Normal College, Florence.\n1901 J. Alex. Moore.\nSecretary, Alabama Girls' Industrial School, Montevallo.\nH. O. Murfek, B.Sc, '92, Marion Mil. Inst. ; A.B., A.M., '97, Univ. of Va.\nAssistant\nMarion.Superintendent and Professor of Physics, Marion Military Institute,\nWillard\n\nJohn Lake Parker.\n1900, Member, Board of Education, 1913, 1st Ave., Birmingham.\nMrs. J. H. Phillips.\nPresident, Free Kindergarten Association, Birmingham.\nARIZONA\nACTIVE\n\nMEMBERS\n\n1898 R. L. Long.\n\n1899, Superintendent of Public Instruction, Capitol Building, Phoenix.\nBlanche Torrence Thomas.\n1901, Kindergarten Teacher, San Carlos.\n1899 Frank Yale Adams, A.B., '88, A.M., '94, St. Lawrence Univ.\n1897, Professor of History and Pedagogy, University of Arizona, Tucson.\nWilliam J. Anderson, B.Sc, '97, National Univ., Chicago.\n1899, Territorial Normal School, Tempe; res., S. 12th Ave., Phoenix.\nEdward J. Berringer.\n1901, Principal Teacher, Indian School, Fort Mojave.\nMrs. Sidney C. Botkin.\nMatron of Indian School, Mohave City.\nWilliam B. Creager, A.B., '95, Ind. State Univ.\n1895, Superintendent of City Schools, California Ave., Phoenix.\nA. J. Matthews.\n1900, President, Territorial Normal School, Tempe.\nJames R. Meskimons.\n1900, Director of Manual Training, Phoenix Indian Schools, Phoenix.\nM. M. Parker, A.M., '78, Wesleyan Univ.\n1897, President of University of Arizona, Tucson.\n1900 Milton J. Needham.\nPrincipal, Blue Canon School, Algert.\n1901 W. W. Ewing.\nPrincipal Teacher, Moqui Indian Training School, Keams Canon.\nS. M. McCowan.\n1889, Superintendent of Indian School, Phoenix.\nUniversity of Arizona.\nActing President, F. Yale Adams; Librarian, Howard J. Hall, Tucson.\nHorace G. Wilson.\n1901, Superintendent of Havasupai Indian School, Supai.\nARKANSAS\nACTIVE\n\nMEMBERS\n\n1887\n\nThomas A. Futrall, A.M., West Tenn. Coll.; LL.D., 'oo, Univ. of Ark.\n1895, Examiner Public-School Teachers for Lee Co., Marianna.\nB. Cook, A.M.\nSuperintendent of City Schools, 200 Garden St., Hot Springs.\nJ. L. Holloway, A.M., Mo. St. Nor. Sch.\n1889, Superintendent of Schools, 1203 N. 12th St., Fort Smith.\nW. W. Rivers, A.B., '86, A.M., '89, Univ. of Miss.\n1901, President of Central College, Conway.\n1896 Howard Gates.\n1891, Principal of Kramer School, Little Rock.\nJ. H. Hinemon, A.M.\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.\n1897 Hendrix College.\nPresident, A. C. Millar, Conway.\nJ. W. Parker.\nPrincipal of Schools, 8th and B Sts., Fort Smith.\nJohn Hugh Reynolds,\nA.B.,\n'93, Hendrixand Coll.;\nA.M.,\n'97, Univ.\nof Chicago.\nProfessor\nof Education\nHistory,\nHendrix\nCollege,\nConway.\n1895 George\n\n1898 Joseph Carter Corbin, A.M., '60, Ph.D., '99, Ohio Univ.\n1873, President of Branch Normal College, Pine Bluff.\nFrances Owen Hogg.\nTeacher in Public Schools, 630 Chestnut St., Pine Bluff.\nEmma Mann, M.E.L., '91, Memphis Con. Female Inst., Jackson, Tenn.\n1898, Vice- Principal of 6th Ave. School, 627 Pine St., Pine Bluff.\nT. P. Murrey.\nJ. R. Rightsell.\n1899 J. J. Doyne.\n\nRepresentative of American Book Co., Little Rock.\nSuperintendent of City Schools, Little Rock.\nState Superintendent of Public Instruction, Little Rock.\n\n"}
{"page": 949, "printed_page": null, "text": "California]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n937\n\nARKANSAS— Continued\n1899 James H. Witherspoon, A.B., '92, Univ. of Tenn.\n1895, Principal of High School, 302 \\V. 17th Ave., Pine Bluff.\n1900 T.L. Cox.\nManager, Educational Dept., Woodward and Tiernan, 1600 Arch St., Little Rock.\nJ. D. Van Winkle.\nDistrict Manager, B. F. Johnson Publishing Co., 1023 N. 14th St., Fort Smith.\n1901 Christopher Columbus Black.\n1901, Principal of Schools, Mulberry.\nB. H. Caldwell.\n1901, President, Normal College, Pea Ridge.\nJ. H. Caldwell.\nSuperintendent of City Schools, Harrison.\nA. H. Carter, B.Sc, '77, McKendree Coll., Lebanon, 111.\n1889, Principa' of Du Val School, 213 N. 15th St., Fort Smith.\nI. T. Gillam, A.B., '98, Howard Univ., Washington, D. C\nPrincipal of 21st St. School, 1023 Arch St., Little Rock.\nJ. Wilson Pettus,Assistant\nA.B., '97,\nFisk Univ.\nPrincipal\nof Howard High School, 606 N. 10th St., Fort Smith.\nE. O. Trent.\nPrincipal of Howard High School, 901 N. 9th St., Fort Smith.\nCALIFORNIA\nlife members\n1877\n\nMrs. Anna\n\nKalfus\nSpero.\nBerkeley.\n\n1879\n\nJames Harmon Hoose, A.M., '64, Ph.D., '73, Syracuse Univ.\n1896, Department of Philosophy and History, University of Southern Cal., 255 S. Euclid\nAve., Pasadena.\n1882\nHarriet N. Morris, A.M., '86, Nat. Nor. Univ.\n2346, 2d St., San Diego.\n1886 C. Y. Roop, A.B., V7, Univ. of 111.\nEditor \" Co-operative Journal,\" 634, 18th St., Oakland.\n1888 Rebecca F. English.\n1891, Critic Teacher, State Normal School, 141 S. 10th St., San Jos6.\n\nJoseph O'Connor.\n1898. Principal of Mission High School, 105 Ellis St., San Francisco.\n1889 Mrs. Augusta W. Classen.\n1633 Hyde St., San Francisco.\nactive members\n1888 J. P. Greeley.\n1889, County Superintendent of Schools, Courthouse, Santa Ana.\n1889 Sanford 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.\n1891 Elmer Ellsworth Brown, A.B., '89, Univ. of Mich. ; Ph.D., '90, Halle.\n1898, Professor\nof Theory and Practice of Education, Univ. of Cal., 2341 Channing Way,\nBerkeley.\n1892 Frederic\n\nL. Burk, 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.\n1893 James A. Foshay, A.M., Univ. of So. Cal. ; Pd.D., '98, N. Y. Nor. Coll.\n1895, Superintendent of Schools, 2341 Scarff St., Los Angeles.\n1894 Ellwood P. Cubberley, A.B., '91, Ind. Univ.\n1899, Associate Professor of Education, Leland Stanford Jr. Univ., Stanford University.\nJoseph C Templeton, A.B., Leland Stanford Jr. Univ.\n1899, Superintendent of City Schools, 611 Hickey St., Santa Ana.\nCharles C. Van Liew, Ph.D., '93, Jena.\n1899, President of State Normal School, Chico.\n1895 D. R. Augsburg, B.P., '84, Syracuse Univ.\n1898, Director of Drawing, Public Schools, 1261, 6th Ave., East Oakland.\nLewis B. Avery, B.Sc, '83, Tabor Coll., la.\n1895, Principal of Union High School, Redlands.\nWalter J. Bailey, A.M., '00, Bates Coll.\n1901, Principal, Los Angeles Military Academy, Commonwealth Ave., 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.\nDirector of School of Mines, 534 Stimson Block, Los Angeles.\nMelville Dozier, Ph.B., '67, B.Pd., Furman Univ., S. C.\n1895, Vice-President of State Normal School. 825 W. nth St., Los Angeles.\nCharles Edward Hutton, A.B., '53, A.M., '61, St. John's Coll., Md.\n1890, Instructor in State Normal School, 1007 W. 21st St., Los Angeles.\nThomas J. Kirk.\n1899, State Superintendent of Public Instruction, Sacramento.\nJ. fi. Monlux, A.M., '81, Iowa State Univ.\n1896, Principal of 28th St. School, 250 E. 30th St., Los Angeles.\nUniversity of California.\nPresident, Benjamin Ide Wheeler; Librarian, J. C Rowell, Berkeley.\n1896 E. Morris Cox, A.B., Haverford Coll., Pa.\n1897, Principal of Public Schools, Ross St., Santa Rosa.\nHarriet M. Scott.\n22 W. California St., Pasadena.\n1897 Frank H. Ball.\n1900, Director of Manual Training, Throop Polytechnic Institute, Pasadena.\n\n"}
{"page": 950, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n938\n\n[California\n\n1897 'Christine Benson.\n1898, Teacher of Primary Grade, Hotel Gray Gables, Los Angeles.\nArthur H. Chamberlain,\n1896, Professor of Pedagogy and Principal of Normal Department, Throop Polytechnic\nInstitute, 377 N. Los Robles Ave., Pasadena.\nFree Public Library of San Francisco.\nSecretary, George A. Mullin, San Francisco.\nFlorence Lawson.\nDirector of Kindergarten Department, State Normal School, Los Angeles.\nFernando Sanford.\n1891, Professor of Physics, Leland Stanford Jr. University, Stanford University.\nLeland Stanford Junior University.\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; Librarian, Elizabeth H. Fargo.\n1898 James A. Barr.\n1891, Superintendent of City Schools, 1407 E. Channel St., Stockton.\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.\n1891, President of Leland Stanford Jr. University, Stanford University.\nAnna E. Lemon.\n1894, Teacher in First Primary, Lincoln Building, 50 S. Euclid Ave., Pasadena.\nAlbert Lyser.\nPrincipal of John Swett Grammar School, 417 Larkin St., San Francisco.\nCecil Wirt Mark, B.Sc, '88, Univ. of Pacific, Cal.\n1900, President of Board of Education, 1007 Dolores St., San Francisco.\nCarl H. Nielsen.\n1899, Principal, Union High School, Vacaville.\nJulius Irving\nA.B.,of '94,\n1901,Read,\nPrincipal\nHighDartmouth\nSchool, P.Coll.\nO. Box 60, Madera.\nState Normal School Library, San Jose.\nPresident, Morris Elmer Dailey; Librarian, Ruth Royce, San Jose'.\nAbbott, A.B., '90, Oberlin Coll. ; Ph.D., '98, Jena.\n1899, Principal of Washington Union High School, Rural Route 2, Fresno.\nJames E. Addicott.\n1891, Teacher of Manual Training and Mathematics, 55 George St., San Jos6.\nLulu Claire Bahr.\n1901, Superintendent of City Schools, 223, 7th St., San Bernardino.\nWilliam Howard Baker, A.M., P.T., St. Nor. Sch., Kirksville, Mo.\n1900, Instructor of Mathematics, State Normal School, 322 S. 7th St., San Jose.\nHugh J. Baldwin.\n1899, County Superintendent of Schools, Courthouse, San Diego.\nKatherine M. Ball.\n1894, Supervisor of Drawing, Public Schools, 1260 California St., San Francisco.\nMiss Lew A. Ball.\n1898, Teacher in Garfield School, 558, 13th St., Oakland.\nLouis A. Buchanan, M.E., '93, Stanford Univ.\nDirector of Manual Training, 221 W. Magnolia St., Stockton.\nMinnie L. Catey.\n1895, Teacher in Grammar Department, Compton.\nFrederick H. Clark, A.M., '86, Univ. of Cal.\n1889, History Department, Lowell High School, San Francisco; res., 1418 Myrtle St\nOakland.\n\n1899 Osmer\n\nF. A. Cooley, A.B., '92, Stanford Univ.\n1901, Principal of Union High School, Clovis.\nMinnie Coulter, A.B., '98, Stanford Univ.\n1898, Superintendent of Schools of Sonoma County, Santa Rosa.\nHenry G. Crocker, M.L., '92, Yale.\n1900, Instructor in High School, 316 N. Hill St., Los Angeles.\nJesse George Cross, A.M., '68, McKendree Coll.\n1900, Professor in Throop Polytechnic Institute, Pasadena; res., Monrovia.\nFrank P. Davidson, A.B., '78, A.M., '80, Wittenberg.\n1898, Superintendent of Schools, Sefton Block, 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.\nJ. H. Francis.\nHead of Commercial Dept., High School, 1701 New England St., Los Angeles.\nE. F. Goodyear, A.B., '92, Univ. of Cal.\n1896, Pacific Coast Agent of The Macmillan Co., 325 Sansome St., San Francisco.\nHattie F. Gower,\n1896, Assistant Teacher of Sloyd, 1027 Manitou St., Los Angeles.\nJames D. Graham, A.B., '88, A.M., '92, Toronto Univ.\nSuperintendent of Schools, 51° Ellis St., Pasadena.\nLyman Gregory, M.D., '87, Chicago Horn. Med. Coll.\n1899, Teacher of Physiology in High School, 400 W. 30th St., Los Angeles.\nA. F. Gunn.\nRepresentative of American Book Co., 204 Pine St., San Francisco.\nJulius C. Hammel, A.B., '94, Stanford Univ.\nPrincipal of George Dewey School, Fruitvale.\n\n"}
{"page": 951, "printed_page": null, "text": "California]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n939\n\n1899 Lillian D. Hazen.\n1899, Principal of Vernon School, 544 Ruth Ave., Los Angeles.\nT. L. Heaton.\n1897, Teacher of Pedagogy, University of California, Berkeley.\nW. H. Housh.\n1895, Principal of High School, 1534 Ingraham St., Los Angeles.\nAgnes E. Howe, A.B., '97, Stanford Univ.\n1897, Instructor in History, State Normal School, San Jose.\nA. D. Hunter.\n1873, Director of Music, Public Schools, 582 N. Ellen St., Pomona.\nFrank H. Hyatt.\n1898, Superintendent of Schools, Pomona.\n/\nO. P. Jenkins, A.B., A.M., Moore^ Hill Coll.; M.Sc, Ph.D., Ind. Univ.\n1891, Professor of Physiology, Leland Stanford Jr. University, Stanford University.\nBurt Ornon Kinney, A.B., '97, Stanford Univ.\n1901, Head of Department of History and Economics, High School, 2802 Menlo Ave.,\nLos Angeles.\nT. H. Kirk, B.L., '82, M.L., '87, Univ. 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- 447, 34th St., Oakland.\nF. H. Meyer.\nInstructor in Drawing and Manual Training, 530 N. Commerce St., Stockton.\nErnest Carroll Moore, A.B., '92, LL.B., '94, Ohio Nor. Univ.; A.M., '96, Columbia Univ.;\nPh.D., '98, Univ. of Chicago.\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.\nErnest 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.\nPomona College, The.\nDean, E. C. Norton; Acting Librarian, F. A. Bissell, Claremont.\nMinnie E. Rees.\nTeacher in City Schools, 632 Britannia St., Los Angeles.\n\nMrs. Julia Cole Sherwood.\n\n1898, Teacher, Spruce Grove District, Lower Lake.\nMrs. Hattie Burdick Shorkley.\nTeacher in First Grade, Public Schools, 578, 17th St., Oakland.\nDavid S. Snedden, A.B., '97, Stanford Univ. ; A.M., '01, Columbia Univ.\n1901, Instructor in Education, Leland Stanford Jr. University, Stanford University.\nState Library of California.\nLibrarian, J. L. Gillis, Sacramento.\nF. W. Stein, Jr.\n1899, Principal of Harper School, 1350 Newton St., Los Angeles.\nAnna M. Stovall.\n1891, Principal of Free Normal Training School of Golden Gate Kindergarten Association,\n221, 9th St., San Francisco.\nJohn Harvey Strine.\n1898, County Superintendent of Schools, Room 47, Courthouse, Los Angeles; permanent\naddress, Monrovia.\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.\nG. S. Trowbridge, B.Sc, '8o, A.M., '82, Iowa State Univ.\nPrincipal of San Fernando Union High School, Fernando.\nHarr Wagner, A.B., '81, A.M., '8s, Wittenberg Coll.\nEditor \" Western Journal of Education,\" 723 Market St., San Francisco.\nLouis K. Webb, B.Sc, '78, Univ. of Mich. ; A.M., '98, Stanford Univ.\n1899, Principal of John Swett Union High School, Crockett.\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.\nDaniel H. White.\nSuperintendent of Schools, Solano County, Fairfield.\nWarring Wilkinson, A.B., '58, Union Coll.; L.H.D., Gallaudet Coll., D. C.\n1865, Principal of Institute for Deaf and Blind, Berkeley.\nAnna L. Williams.\n1898, Superintendent of Schools of Modoc County, Alturas.\nM. Ida Williams, A.B., '99, Stanford Univ.\n1899, Teacher in Public Schools, 172 N. Orange Grove Ave., Pasadena.\n1900 Arthur 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 Arthur Merrill, B.Sc, *88, Univ. of Cal.\n1894, Principal of California School of Mechanical Arts, and (1901) Director Wilmerding\nSchool of Industrial Arts, 16th and Utah Sts., San Francisco.\nPublic Library, Los Angeles.\n• Librarian, Mary L. Jones, Los Angeles.\nigoi\nEstelle Carpenter.\nSupervisor of Music, City Schools, r626 O'Farrell St., San Francisco.\nW. F, CONOVER\nSupervising Principal, B St. School, 1434, 2d St., San Diego.\n\n"}
{"page": 952, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n94Q\n\n[Colorado\nCALIFORNIA— Continued\n\nigoi\n\nB. M. Davis, B.Sc, M.Sc, Butler Univ.\n1897, Department of Biology and Nature Study, State Normal School, Los Angeles.\nGeorge F. James, A.B., '86, A.M., '87, Univ. of Mich. ; Ph.D., '94. Halle.\n.\nProfessor of Pedagogy, State Normal School, Los Angeles.\nMary A. Lang.\n\" The Aldine,\" Los Angeles.\nIrving E. Outcalt, A.B., '96, A.M., '97, Stanford Univ.\n1901, Principal of Merced County High School, Merced.\nP. S. Woolsey, B.L., Univ. of Cal.\nRepresentative of American Book Co., 204 Pine St., San Francisco.\nGeorge Harold Burwell Wright, A.B., Leland Stanford Jr. Univ.\nTeacher of English and Latin, Los Banos.\nCOLORADO\nLIFE\n\n1888\n\nAaron\n\nDIRECTOR\n\nGove, A.M., '78, Dartmouth Coll. ; LL.D., '88, Univ. of Colo.\n1874, Superintendei.. of Schools, District No. i, High School, Denver.\nlife member\n\n1886 Frank Howard Clark, B.Didac, '83, Univ of Kan. ; A.M., 1901, Univ. of Colo.\n1899, Superintendent of City Schools, Spruce St., Central City.\nACTIVE\n\n1884\n\nMEMBERS\n\nJames H. Baker,\nA.B., '73,of A.M.,\n'76, LL.D.,\n'92, Bates\nColl.\n1892, President\nUniversity\nof Colorado,\nBoulder.\nRobert H. Beggs, B.Sc, '68, 111. Coll. ; M.Sc, '00, Fort Worth Univ. ; A.M., '00, Denver Univ.\n1880, Principal of Grammar School, 2427 Odgen St., Denver.\n\n1887 Charles\n\nV. 1899,\nParker,\nB.Sc, '97, ofDenver\nUniv. 601 Baca St., Trinidad.\nSuperintendent\nCity Schools,\nZ. X. Snyder, B.Sc, '76, A.B., '78, Ph.D., '85, Waynesburg Coll., Pa.\n1891, President of State Normal School of Colorado, Greeley.\n\n1891\n\nLewis C. Greenlee,\nGrad., State\nSch.,Dist.\n'78, No.\nEdinboro,\n; A.M., St.,\n'95,Denver.\nWaynesburg\n1890, Superintendent\nof Nor.\nSchools,\n2, 549 S.Pa.Tremont\nWilliam Henry Smiley, A.B., '77, Harvard Univ.\n1892, Principal of High School, Dist. No. 1, 2112 Lincoln Ave., Denver.\n\nColl., Pa.\n\n1893 Charles\n\nA. 1894,\nBradley,\nGrad.,\n'77, U. Training\nS. MilitaryHigh\nAcad.\nPrincipal\nof Manual\nSchool, 1341 Corona St., Denver.\nJames W. Scott, A.B., Duquesne Coll.\n1899, Principal of Garfield School, 219 E. Columbia St., Colorado Springs.\n\n1894 Edgar\n\nRollin\nA. B., '76,ofA.M.,\n'81, Williams\n1900,Downs,\nSuperintendent\nCity Schools,\n822, 3dColl.\nAve., Durango.\nJohnson, B.Sc, '91, M.Sc, '95, Rutgers Coll.\n1896, Instructor in Science, High School, Dist. No. 2, 55 S. Washington Ave., Denver.\n\nS. Arthur\n\n1895 H. M. Barrett, A.B., '90, A.M., '93, Allegheny Coll.\nTeacher of Latin and English, High School; Editor \" Colorado School Journal;\"\n526 Charles Building, Denver.\nA. E. Beardsley, B.Sc, '78, Cornell Univ. ; M.Sc, '98, Univ. of Colo.\n1892, Professor of Biology, State Normal School, 1412, 10th St., Greeley.\nGeorge Lyman Cannon, A.M., '00, Denver Univ.\n1887, Instructor in Geology and Astronomy, High School No. 1, Denver.\nWilliam V. Casey.\nr893, Superintendent of Schools, 820 Pine St., Boulder.\nCharles Ernest Chadsey, A.B., 'g2, A.M., '93, Stanford; A.M., '94, Ph.D., '97, Columbia.\n1897, Superintendent of City Schools, N. S., Denver.\nFred Dick, A.M., Hamilton Coll., N. Y.\nPrincipal of Normal and Preparatory School, 1543-45 Glenarm St., Denver.\nJohn Dietrich.\n1893, Superintendent of City Schools, 922 N. Weber St., Colorado Springs.\nE. Waite Elder, A.B., '91, A.M., '94, Princeton.\n1900, Instructor in Physics, High School, Dist. No. 1, Denver.\nJohn B. Garvin, B.Sc, '86, Univ. of Illinois.\n1892, Instructor in Chemistry, High School, Dist. No. 1, 2536 W. 34th Ave., Denver.\nEdward F. Hermanns.\n1891, Principal of High School, Dist. No. 2, Denver.\nJohn Francis Keating, A.B., '92, Ohio Wes. Univ.\n1896, Superintendent of Schools, South Side, 1102 Lake Ave., Pueblo.\nCharles Joseph Ling, B.Sc, '90, Cornell Univ. ; A.M., 'oo, Univ. of Denver.\n1894, Instructor in Physics, Manual Training High School, Denver.\nClara Louise Little.\n1891, Teacher in Public Schools, Delgany School, Denver.\nJ. S. McClung.\n1879, Superintendent of Schools, Dist. No. i, 423, nth St., Pueblo.\nDora M. Moore.\n1893, Principal of Corona School, 1031 Emerson St., Denver.\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.\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•\nRohling Block, Fort Collins.\n1896 O. J. Blakesley, B.Sc, Pd.D.\n1896, Superintendent of City Schools, La Junta.\nMrs. Z. X. Snyder.\nGreeley.\n\n"}
{"page": 953, "printed_page": null, "text": "Connecticut]\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nCOLORADO—\n\nMEMBERS\n\n941\n\nContinued\n\n1897 Izora Scott, A.B., '87, Kan. Nor. Coll.\n1899, Principal of High School, 1119 S. Unoin Ave., Pueblo.\nState Normal School at Greeley.\nPresident, Z. X. Snyder; Secretary, Vernon McKelvey, Greeley.\n1898 Cecelia Adams, '88, Chicago Froebel Assoc.\nSupervisor of Kindergartens, Dist. No. 1, High School, Denver.\nEmily H. Miles.\n1893, Supervisor of Drawing, Dist. No. 1, 2432 Lincoln Ave., Denver.\nH. W. Zirkle, A.B., '83, Polytechnic Inst., Va. ; A.M., 'oo, Univ. of Colo.\n1892, Principal of Elmwood School, 357 Lincoln Ave., Denver.\n1899 A. B. Copeland.\n1882, Superintendent of City Schools, 1228 Main St., Greeley.\nEdward C. Elliott, B.Sc, '95, A.M., '97, Univ. of Neb.\n1898, Superintendent of City Schools, 309 Harrison Ave., Leadville.\nMrs. Helen L. Grenfell.\n1898, State Superintendent of Public Instruction, 1452 Elizabeth St., Denver.\nHerbert Griggs.\n1S84, Director of Music, Box 765, Denver.\nEllsworth Gage Lancaster, A.B., '85, A.M., '88, Amherst; Ph.D., '97, Clark Univ.\n1897, Assistant Professor of Philosophy and Pedagogy, Colorado College, 1511 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.\nElizabeth Skinner.\n1900, Deputy State Superintendent of Public Instruction, 2500 Boulevard, Denver.\nHenry B. Smith, A.B., '94, Harvard; A.M., '96, Moore's Hill Coll.\n1897, Instructor in Latin, High School, District No. 2, 521, 18th Ave., Denver.\n1900 Robert Armstrong, M.D., Jefferson Coll., Philadelphia, Pa.\nAuthor and Publisher of \" Glossography,\"etc, 1032 Pine St., Boulder.\nEdwin F. Dyer, A.B., '91, LL.B., '92, Ind. Univ.\n1899, Superintendent of Schools, Gunnison,\nDaniel E. Phillips, A.B., '03, A.M., '94, Univ. of Nashville; Ph.D., '98, Clark Univ.\n1898, Professor of Philosophy and Education, University of Denver, University Park.\n1901 Emma M. Herey.\n1900, Superintendent of Schools of Arapahoe County, 1305 S. 13th St., Denver.\nMartha Hyde.\n1901, Teacher of First Grade, Public Schools, 223 E. 8th St., Leadville.\nCarena M. Lee, Ph.B., '96, Ph.M., '99, Univ. of Wooster.\n1900, Teacher of Literature, High School, 1310, 9th St., Greeley.\nFlora McCrimmon.\n1893, Teacher in Sherman School, 144 W. 3d Ave., Denver.\nWalter H. Nichols, B.Sc, '91, Univ. of Mich. ; A.M., '01, Columbia Univ.\nDepartment of History, University of Colorado, Boulder.\nMrs. Mary S. Smiley.\nPrivate Teacher, 2112 Lincoln Ave., Denver.\nWilliam Triplet.\n1887, Superintendent\nCity Schools, Golden.\nCONNECTICUT\nACTIVE\n\n889\n\nMEMBERS.\n\nCh arles W. Deane, A.M., '84, Ph.D., '92, Allegheny Coll.\n1893, Superintendent of Schools, 355 Noble Ave., Bridgeport,\n1892\nDavid N. Camp, A.M., '53, Yale.\n1855, Manager of New Britain Library, 9 Camp St., New Britain.\n1894 Frederick A. Curtiss.\n1892, Principal of Old Saybrook High School, Saybrook.\n1895 Nathan L. Bishop.\n1877, Superintendent of Schools, Central District, 7 Huntington PI., Norwich.\nCharles H. Keyes, A.B., '78, St. Johns Coll.\n1899, Superintendent of Schools, South District, 21 Annawan St., Hartford.\n1896 E. Hermann Arnold, M.D., '94, Yale.\n1895, Director of New Haven Normal School of Gymnastics, 46 York Sq., New Haven.\nFrancis E. Howard.\n1890, Supervisor of Music, 322 John St., Bridgeport.\n1897 Berlin Wright Tinker, A.B., '88, A.M., '89, Bates ColT.\n1897, Superintendent of Schools, 30 Fairview St., Waterbury.\n1898 Wilbur Fisk Gordy.\n1884, Supervising Principal of North School District, 104 Gillett St., Hartford.\nStuart H. Rowe, A.B., '90, Yale ; Ph.D., '95, Jena Univ., Germany.\n1898, Supervising Principal, City Schools, and (1901) Lecturer in Pedagogy, Yale University, 285 Willow St., New Haven.\nSarah J. Walter.\n1895, Principal of Training Department, State Normal School, Willimantic.\n1899 Isaac 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.\nWaterman Rufus Burnham.\na 362 Main St.. Norwich.\nConnecticut Agricultural College.\nPresident, George W. Flint, Storrs.\nWatson Nicholson, A.B., '92, Stanford Univ. ; A.M., '95, Harvard.\n1901, Graduate Student of English, Yale University, 341 Crown St., New Haven.\n\n"}
{"page": 954, "printed_page": null, "text": "NATIONAL\n\n94*\n1899\n\n1901\n\nEDUCATIONAL\nCONNECTICUT—\n\nASSOCIATION\n\n[Dist. of Coi.\n\nContinued\n\nWilliam North Rice, A.B., '65, A.M., '68, Wesleyan; Pfc.D., '67, Yale; LL.D., '86, Syracuse.\n1867, Professor of Geology, Wesleyan University, 31 College PI., Middletown.\nGiles Alfred Stuart, A.B., '77, A.M., '80, Bates Coll.\n1896, Superintendent of Schools, 31 Emmons PI., New Britain.\nHans Ballin.\n94 Park St., Hartford.\nFree Public Library, New Haven.\nLibrarian, W. K. Stetson, New Haven.\nFrederick S. Hitchcock.\n1900, Supervisor of Manual Training, Connecticut School for Boys, Meriden.\nHarry Houston.\n1896, Supervisor of Penmanship, Public Schools, 403 Edgewood Ave., New Haven.\nMrs. Helen Brown Keyes.\n21 Annawan St., Hartford.\nErnest L. Meritt, A.B., '91, Wesleyan Univ.\n1897, Principal of Lewis High School, Southington.\nWillis I. Twitchell, A.B., Middlebury Coll., Vt.\nPrincipal of West Middle School, 31 Atwood St., Hartford.\nDELAWARE\nactive members\n\n1890 George W.field, Pa.Twitmyer, A.M., '83, Franklin and Marshall Coll. ; M.Sc, '90, St. Nor. Sch., Mans1901, Superintendent of Schools, 1023 Adams St., Wilmington.\n1891 Edwina B. Kruse.\n1876, Principal of Howard High School, 206 E. 10th St., Wilmington.\n1892 Albert N. Raub, A.M., '67, Princeton; Ph.D., '79, Lafayette; LL.D., '95, Ursinus Coll.\nAuthor and Publisher, Newark.\n1896 A. H. Berlin, A.M., '88, Hamilton Coll.\n1888, Principal of High School, 906 Adams St., Wilmington.\n1901 Principals' Round Table, Wilmington.\nLibrarian, Mary I. C. Williams, Wilmington.\nWilmington Institute Free Library.\nLibrarian, George F. Bowerman, Wilmington.\nDISTRICT\n\nOF COLUMBIA\n\nlife directors\n1876\n1880\n\nWilliam Torrey Harris, A.M., '69, Vale; LL.D., '70, Univ. of Mo. ; '94, Univ. of Pa. ; '95, Yale;\n'96, Princeton; A.M., Ph.D., '93, Brown Univ.; Ph.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.\n1892, Secretary of American Colonization Society ; Custodian of National Educational\nAssociation, 450 Pennsylvania Ave., N. W., Washington.\nlife members\n\n1870\n1880\n1884\n\nJohn Wesley Hoyt, A.M., Ohio Wes. Univ.; M.D., Eclectic Med. Coll., Cincinnati, O.; LL.D.,\nUniv. of Mo.\nChairman, National University Committee of 400, The Victoria, Wash.\nJohn Hitz.\n1887, Superintendent of Volta Bureau, 1601, 35th St., Washington.\nAlex. Graham Bell.\n1331 Connecticut Ave., Washington.\nACTIVE\n\n1889\n\nMEMBERS\n\nW. F. Powell.\n\nMinister to Haiti, American Legation; address, State Dept., Washington.\n1892 Mrs. Sara A. Spencer.\n1891, President of Spencerian Business College, Academy of Music Building, 403, 9th St.,\nN. W., Wash.\n1893 John Eaton, Ph.D., Rutgers Coll. ; LL.D., Dartmouth Coll.\nEx-U. S. Commissioner of Education, The Concord, Washington.\n1894 Susan Plessner Pollock, Grad. of Kg. Nor. Inst., Berlin.\nPrincipal, Normal Kindergarten Institute, 1426 Q St., N. W., Washington.\n1895 Allan Davis, B.Sc, '90, M.Sc, '96, Columbian Univ. ; LL.M, '93, Nat. Law School, Washington.\n1890, Principal of Business High School, 1st St., between B and C Sts., N. W., Washington.\nAnna Tolman Smith.\nBureau of Education, Washington.\nSidney Fuller Smith, Grad., '84, U. S. Naval Acad. ; M.Sc, '01, Columbian Univ.\n1724 Oregon Ave., Washington.\n1896 Powhatan W. Robertson, M.Accts., '82, Eastman Nat. Bus. Coll.\n1894, Columbian University, 2232 Q St., N. W., Washington.\nRebecca Stoneroad, Grad., Oswego Nor. Sch.\n1889, Director of Physical Training, Public Schools, Webster School, 10th and H Sts.,\nWashington.\n1897 Court Foster Wood, LL.B., '84, LL.M., '85, Columbian Univ.\n1885, Principal of Wood's Commercial College, 311 E. Capitol St., Washington.\n1898 Zue Hunter Brockett.\nTeacher of Physical Training is Public Schools, 3425 Holmead Ave., N.\nWashington.\nElias Brown.\n1895, Teacher, Deanewood.\n\nW..\n\n"}
{"page": 955, "printed_page": null, "text": "Florida]\n\nLIFE, ACTIVE,\n\nAND\n\nDISTRICT\n\nCORRESPONDING\n\nOF COLUMBIA—\n\nMEMBERS\n\n943\n\nContinued\n\n1898 Elizabeth V. Brown.\nMethod and Training Teacher, Normal School, 1357 Roanoke St., Washington.\nEllis W. Brown.\n1896, Supervisor of Public Schools, 924, 24th St., N. W., Washington.\nJohn T. Freeman, B.Sc, '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, Dartmouth Coll.\n1874, Supervising Principal of Schools, 1126, 5th St., N. W., Washington.\nAmanda Leaman Grant.\n1887, Principal of Brent School, 507 E. Capitol St., Washington.\nWilliam\nUniv. Hamilton, A. B., '84, Moravian Coll., Bethlehem, Pa.; A.M., '94, Ph.D., '01, Columbian\n1890, Agent, Bureau of Education for Alaska, Bureau of Education, Washington.\nDavid H. Hazen, M.D.\nTrustee of Public Schools, 407, 6th St., S. W., Washington.\nMrs. Nora Lindenberg Hoegelsberger.\n1887, Teacher of German, Central High School, 924 Mass. Ave., N. W., Washington.\nHosmer M. Johnson.\n1900, Supervising Principal, Public Schools, Chestnut St., Anacostia.\nArtemas Martin, A.M., '87, Ph.D., '82, Rutgers; LL.D., '85, Hillsdale; 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.\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., Med. Dept.\n1900, Assistant Superintendent of Public Schools, 1912, nth St., N. W., Washington.\nSophie S. E. Nussbaum, Grad., Teacher's Sem., Rostock, Meckl. Schwerin, and Conservatory of\nMusic, Dresden, Germany, and Library Science Class, Columbia Univ.\nrgoo, Cataloguer in Library, Bureau of Education, Washington.\nAlice N. Parker.\n1899, Director of Kindergarten, Toner School, The Cdncord, New Hampshire Ave. and S\nSt., Washington.\nWarren W. Phelan, A.B., '94, A.M., '96, Columbia Univ. ; Ph.D., 'oo, Columbian Univ.\n1896, Principal of National Capitol University School for Boys, Washington; temporary\naddress, 3237 Chestnut St., New Orleans.\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.M., '00, Howard Univ.\n1899, Principal of High School, 326 T St., N. W„ Washington.\nJ. H. N. Waring, A.M., Howard Univ., M.D.\n1900, Supervising Principal, Tenth Division Public Schools, Cook School, Washington.\nEdith C. Westcott.\n1890, Principal of Western High School, 1718 Corcoran St., Washington.\n1899 Victor S. Clark, A.B., '90, Univ. of Minn.\n1804, 17th St.. N. W., Washington.\nArthur U. Craig, B.Sc, '95, Univ. of Kan.\n1901, Teacher of Mechanical Drawing and Manual Training, High School No 2, 2302, 6th\nSt , N. W„ Washington.\n\nRev. James P. Fagan, S.J.\n\n1899, Vice-President and Secretary of Georgetown University, W., Washington.\nAllen 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, Ph.D., LL.D., L.H.D., Princet9n, Univ. of Rochester, Columbia Coll.,\nWillamsColl.\n1899, Secretary of U. S. Board of Indian Commissioners, 1429 New York Ave., Washington.\nCharles D. Rakestraw, A.M., Univ. of Va.\nSupervisor of U. S. Indian Schools, Indian Office, Washington.\n1900 Louis L. Hooper, A. B., '89, A.M., '98, Harvard Univ.\n1900, Head Master, Washington School for Boys, 4401 Wisconsin Ave., Washington.\nAlexander T. Stuart, Ph.B.. '69, Columbian Univ., D. C.\n1900, Superintendent of Schools, 16, 4th St., S. E., Washington.\n1901 Miss M. E. Given.\n1898, Principal of Chevy Chase School, 1429 Q St., Washington.\nIda Gilbert Myers.\n1900, Assistant Superintendent, Public Schools, 1001 New Hampshire Ave., N. W., Washington.\nEdward\n\nFLORIDA\nACTIVE\n\nMEMBERS\n\n1893 William N. Sheats, A.B., '73, A.M., '76, Emory Coll., Ga.\n1892, State Superintendent of Public Instruction, Tallahassee.\n1894 Mrs. W. Schleppegrell-Keppler.\n1893, Principal of Froebel Academy, Main and Monroe Sts., Jacksonville.\n1895 J. L. Hollingsworth, A.B., '88, Emory Coll., Oxford, Ga.\n1893, County Superintendent of Public Instruction, Bartow.\n1896 Nathan Benjamin Young, A.B., '88, A.M., '91, Oberlin Coll.\ni9or, President, State Normal and Industrial College, Tallahassee.\n1897 David Williams.\nPrincipal of School, Brandon.\n\n"}
{"page": 956, "printed_page": null, "text": "NATIONAL\n\n944\n\nEDUCATIONAL\nFLORIDA—\n\nASSOCIATION\n\n[Georgia\n\nContinued\n\n1898 Ludwig Wilhelm\n1899 H. Elmer\n\nBuchholz, Nor. Sch., Pr. Friedland. Germany.\nSuperintendent of Public Instruction, Hillsboro Co., 106 Park Ave., Tampa.\nBierly, A.B., '92, Princeton Univ.\n1898, Professor of Experimental Psychology and Child Study, Florida State College,\nTallahassee.\n\nJohn B. Stetson University.\nPresident John F. Forbes, DeLand.\n1900 Benella Davenport.\n1900, Department of Latin and Literature, State Normal School, De Funiak Springs.\nW. L. Floyd, Major, U. S. A., B.Sc, '86, S. Car. Mil. Inst.\nCommandant and Professor of Science, East Florida Seminary, Gainesville.\nWilliam Wilson Fry.\n1897, Director of the Business College, John B. Stetson University, DeLand.\nB. C. Graham, A.B., '68, Hampden -Sidney Coll.. Va.\nSuperintendent of Education, Hillsborough County, 1706 Highland Ave., Tampa.\nMiss Clem Hampton.\n1901, Principal of High School, Gainesville.\nJeptha V. Harris, A.B., '59, Univ. of Wis. ; M.D., '61. Tulane Univ., La.\n1900, Superintendent of Public Instruction, Monroe Co., 217 Duval St., Key West.\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.\n1901 William B. Hare.\n1900, Superintendent of Florida School for the Deaf and Blind, St. Augustine.\nNathan McCullough, A.B., Presbyterian Coll., Belfast, Ireland.\nAbbott School, Pasco Co., Dade City.\nGEORGIA\nLIFE\n\nr8go\n\nMEMBER\n\nW. H. Baker.\n1868, Superintendent of Schools, Chatham Academy, Savannah.\nACTIVE\n\nMEMBERS\n\n1887\n\nEuler B. Smith, A.M., '82, Emory Coll., Oxford, Ga.\n1895, Department of English, State Normal School, 1232 Prince Ave., Athens.\n1894 Otis 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.. '91. Univ. of Ga.\n1892, Principal of Boys' High School, 142 Jackson St., Atlanta.\n1895 Atlanta University.\nPresident, Rev. Horace Bumstead ; Librarian, Miss E. J. Stenabaugh, Atlanta,\nGustavus R. Glenn, LL.D., '98, Univ. of Nashville, and '98, Peabody Nor. Coll.\n1894, State School Commissioner, Capitol, Atlanta.\n\n1896\n\n1897\n\n1898\n\n1899\n\nJoseph S. Stewart, A.B., '83, Emory Coll. ; A.M., '97, Univ. of Ga.\n1897, President of North Georgia Agricultural College, Dahlonega.\nUniversity of Georgia.\nChancellor, Walter B. .Hill: Secretary, J. D. Campbell, Athens.\nNicholas E. Ware.\n1890, Superintendent of Public Schools, Hawkinsville.\nH. C. White, B.Sc, C. & M.F., '70, Ph.D., '87, Univ. of Va., F. C. S.\n1898, President of National Agricultural College and Experiment Station ; 207 Milledge\nAve., Athens.\nJ. M. Guilliams, A.B., Central Nor. Coll. ; A.M., '98.\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, 105\nSmith St., Atlanta.\nJohn N. Rogers.\nCounty School Commissioner, Sandersville.\nWilliam F. Slaton, A.M., '51, Emory Coll., and '94, Univ. of Ga.\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, N. Ga. Agri. Coll. ; A.M., '99, Univ. of Ga.\n1901, President, Georgia Military Academy, College Park (near Atlanta).\nAlice Dugged Cary.\n1901, English Department, Morris Brown College, 47 Bradley St., Atlanta.\nCarleton B. Gibson, A.M., '85, Univ. of Ala.\n1896, Superintendent of Schools, 318, 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.\nJames 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., 'oo, Emory Coll. and S. W,\nPresbyterian Univ., Clarksville, Tenn.\n1899, Chancellor of University of Georgia, University Campus, Athens.\nMercer University Library.\nPresident, P. D. Pollock, Macon.\n\n"}
{"page": 957, "printed_page": null, "text": "Illinois]\nigoo\n\n1901\n\nLIFE, ACTIVE,\n\nB. K. Benson.\n\nAND\n\nCORRESPONDING\n\nGEORGIA—\n\nMEMBERS\n\n945\n\nContinued\n\nAgent for D. C. Heath & Co., 115 Crew St., Atlanta.\nM. L. Brittain, A.B., '86, Emory Coll.\nSuperintendent of Fulton County Schools, 133 Capitol Ave., Atlanta.\nO. F. McRae.\n1895, Vice-President, South Georgia College, McRae.\nHiram Harold Thweatt.\n1896, Principal\nof Clay Street Normal\naud Industrial\nInstitute, 422 W.\nThomasville.\nMrs Walton H. Wiggs.\n160 W. North Ave., Atlanta.\nRichard R. Wright, A.B., A.M., Atlanta Univ. ; LL.D., Wilberforce Univ.\n1891, President, State Industrial College, College.\n*\nE. A. Pound, A.B., Emory Coll., Oxford, Ga.\n1895, Superintendent of Public Schools, Waycross.\nJere M. Pound.\nSuperintendent of Schools, Office of Board of Education, Macon.\nTheodore Toepel, M.D., '99, Coll. of Physicians and Surgeons, Atlanta.\n1899, Physical Director, Public Schools, English- American Bldg., Atlanta.\n\nClay St.,\n\nIDAHO\nactive- members\n1888\n\nJames C. Black, Pd.M., '94, Pd.D., '95, School of Pedagogy, Univ. of City of New York.\n1897, President of State Normal School, Albion.\n1898 John W. Daniels, A.B., '76, A.M., '80, Bates College, Lewiston, Me,\n1897, Superintendent of City Schools, 238 Jefferson St., Boise.\nGeorge E. Knepper, A.M.\n1895, President of State Normal School, Lewiston.\n1899 Permeal French.\n1898, State Superintendent of Public Instruction, Boise.\n1901\n\nH. Moreland1901,\nCook,\nPh.B.,of '01,\nTaylor School,\nUniv., 420\nUpland,\nPrincipal\nWhittier\nS. 5thInd.\nSt., Boise.\nArthur\n\nE. Farmer,\nPd.B., '9s, Mich.\nSt. Coll.\n; B.Sc,\n'97,City.\nMt. Hope Coll., O. t\n1900, Superintendent\nof Public\nSchools,\nSilver\n\nJ. Walter\n\nJohnson.\nSuperintendent of Public Schools, Caldwell.\nJames A. MacLean, A.B., '92, Univ. of Toronto; A.M., '93, Ph.D., '94, Columbia Univ.\n1900, President of the University of Idaho, Moscow.\nWalter R. Siders, B.Sc, '91, Fremont Nor. Sch.\n1899, Superintendent of City Schools, Pocatello.\nILLINOIS\nLIFE\n\nDIRECTORS\n\n1884\n\nAlbert G. Lane, A.M., '96, Dartmouth Coll.\n1898, Assistant Superintendent of Schools, 430 W. Adams St., Chicago.\n1886 A. R. Taylor, Ph.D., '83, Lincoln Univ., III.\n1882, President of The James Millikin University, Millikin Bank Building, Decatur.\n1887 Newton Charles Dougherty, A.M., Ph.D.\nSuperintendent of Schools, Peoria.\nCharles I. Parker.\nPrincipal of South Chicago High School, 893, 71st PL, Chicago.\n1890 State Teachers' Association of Illinois.\nPresident, A. V. Greenman, West Aurora; Sec'y, Joel M. Bowlby, Carbondale.\n1891 Joshua Pike, A.B., '65, A.M., '68, Univ. of Chicago.\n1874, Superintendent of City Schools, Jerseyville.\nlife members\n1870\n1876\n1880\n1884\n\nIra Wilder Allen, A.B., '50, Hamilton Coll., N. Y. ; A.M., '52, Antioch Coll., O. ; LL.B., '63.\nAlbany Law Sch. ; LL.D., '74, Union Christian Coll., Ind.\n612 W. 60th PL, Station O, Chicago.\nAlexander Forbes, A.M., Ph.D.\nManager for Butler, Sheldon & Co., 315-321 Wabash Ave., Chicago.\nGeorge P. Brown.\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. Hayward, A.M., Antioch Coll.\nTeacher, 1233 W. Irving Park BouL, Irving Park, Chicago.\nEdwin C. Hewett, LL.D., *77. Shurtleff Coll.\nAssociate Editor \" Public School Journal,\" Box 42, Normal.\nNathan Crook Twining, A.B., '61, A.M., '65, Milton Coll., Wis.\n1901, President, Mendota College, Mendota.\nactive members\n\n1880\n1884\n1886\n\nFrancis W. Parker, A.M., Dartmouth Coll. ; LL.D., Lawrence Univ.\n1901, Director of School of Education, University of Chicago, 5801 Washington Ave.,\nChicago.\nAlbert R. Sabin.\n1887, District Superintendent of Schools, 2509 N. 44th Court, Chicago.\nLouis Milton Dillman.\nEducational Publisher, 521 Wabash Ave., Chicago.\n. ,\n\n"}
{"page": 958, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n946\n\n[Illinois\n\n1886 David 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. ;\nLL.D., '01, Simpson Coll.. la.\n1892, Superintendent of High Schools, 1997 Sheridan Road, Station X, Chicago.\n1887 John C. Ellis.\nEducational Publisher, 521 Wabash Ave., Chicago.\n1888 Andrew S. Draper, LL.B., '71, Union Univ. ; LL.D., '89, Colgate Univ.\n1894, President of University of Illinois, President's House, Champaign.\n1889 O. F. Barbour.\n1866, Principal of Kent School, 512 N. Court St., Rockford.\n1890 John Williston\nA.M.,\nKnox Illinois\nColl. ; LL.D.,\n'92, Blackburn\nUniv.\n1899, Cook,\nPresident\nof '86,\nNorthern\nState Normal\nSchool, De\nKalb.\nHenry R. Corbett, B.Sc, '89, Hastings Coll. ; Ph.M., '00, Univ. of Chicago,\nEx-State Superintendent of Schools of Nebraska; 108 La Salle St., Chicago.\nCharles Alexander McMurrv, Ph.D., '88, Halle.\n1899, Director of Practice School, State Normal School, De Kalb.\nWilliam Lucas Steele, A.M., '80, Monmouth Coll., 111. ; Ph.D., '00, Knox Coll.\n1885, Superintendent of Schools, 462 N. Cherry St., Galesburg.\nPeleg R. Walker.\n1884, Superintendent of Schools, 716 N. Church St., Rockford.\n1891 F. J. Albrecht, F.R.G.S.\nEducational Publisher, 35 Randolph St., Chicago.\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.\n1896, Superintendent of Schools, 118 Hinsdale PI., Elgin.\n1892 C. 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., 4300 Ellis Ave., Chicago.\nMrs. M. E. Ferris Gettemy, M.L., '97, Knox Coll.\n246 N. Academy St., Galesburg.\nHenry Talbot.\nr899, Supervisor of Drawing, Public Schools, 804 Summit Ave., East St. Louis.\n1893 John J. Allison.\n1899, Superintendent of City Schools, 329 Jefferson St., Joliet.\nO. T. Bright.\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.\n\nMrs. J. N. Crouse.\n\n1890, Principal of Kindergarten College, 10 Van Buren St., Chicago.\nLincoln P. Goodhue.\n1900, District Superintendent of Schools, 7029 Yale Ave, Chicago.\nWilliam O. Krohn, A.B., Western Coll.; A.M., Ph.D., '89, Yale.\nLecturer and Publisher, 540 Fine Arts Building, Chicago.\nFred R. Nichols.\n1891, Instructor in Physics, English High and Manual Training School, 128 S. Jefferson\nSt., Chicago.\nMrs. Alice H. Putnam.\n1881, Superintendent, Chicago Froebel Asso., 4815 Kenwood Ave., Chicago.\nLucy S. Silke.\n1890, Assistant Special Teacher in Drawing, Public Schools, 3307 Rhodes Ave., Chicago.\nAlice E. Sollitt.\n1890, Principal of Kenwood School, 4020 Prairie Ave., Chicago.\nVolney Underhill, Ph.B., '71, LL.B., '75, Univ. of Wis.\n1875, Principal of Carpenter School, 296 S. Paulina St., Chicago.\n1894 C. H. Congdon.\n1901, Music Department, Silver, Burdett & Co., 378 Wabash Ave., Chicago.\nIra T. Eaton.\nPublisher, Eaton & Co., 203 Michigan Ave., Chicago.\nRichard Hardy, B.Sc, Univ. of Mich.\n1899, Representative of Prang Educational Co., 5326 Calumet Ave., Chicago.\nJoseph C. Hisey.\n1898, Representative of Ginn & Co., 644 School St., Chicago.\nMrs. Frances Smallwood Lane, B.Sc, '65, Genesee Coll. ; M.Sc, '80, Syracuse Univ\n430 W. Adams St., Chicago.\nLivingston C. Lord, Pd.D., '00, Univ. of 111.\n1898, President of Eastern Illinois State Normal School, Charleston.\n1895 John Nichols Adee, Ph.B., '91, Northwestern Univ.\n1898, Superintendent of Schools, Sycamore.\nB. D. Berry.\nEducational Publisher, 378-388 Wabash Ave., Chicago.\nJulia E. Bulkley, Ph.D., Zurich.\n1892, Associate Professor of Pedagogy, University of Chicago, Chicago.\nFremont Luman Calkins, B.Sc, '81, N. Ind. Nor.'Sch.\n1894, Superintendent of Schools, Delavan.\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.\n\nHenry\n\n715 S. 7th St., Springfield.\nC. Cox, A.M., '73, Abingdon Coll.\n1884, Principal of Garfield School, 14th PI. and Johnson St., Chicago.\n\n"}
{"page": 959, "printed_page": null, "text": "Illinois]\n1895\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING\n\nMEMBERS\n\n947\n\nMay\n\nM. Crockett,\n1891, Principal of Irving School, 403 S. 12th St., Quincy.\nC. Delano.\n1877, Assistant Superintendent of Schools, 172 Ashland Boul., Chicago.\nW. H. Ducker.\nEducational Publisher (Sibley & Ducker), 378 Wabash Ave., Chicago.\nJoseph Hewett Freeman, A.M., '88, Bates Coll.\n1900, Assistant State Superintendent of Public Instruction, 629 S. 2d St., Springfield.\nEnoch A. Gastman.\n1862, Superintendent of City Schools, 464 W. North St., Decatur.\nEdward\n\nWilliam\n\nM. 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.\nD. Gilbert, A.B., '79. A.M., '82, 111. Wes. Univ.\n1899, Superintendent of Public Schools and Department of School Organization and\nManagement, Northern Illinois State Normal School, De Kalb.\nJ. L. Goodknight, A.B., '71, Cumberland Univ.; B.D., '79, Union Theol. Sem., N. Y. ; D.D., '90,\nWaynesburg Coll.\n1900, President of Lincoln University, 112 Hudson St., Lincoln, 111.\nRobert A. Haight, A.B., '75, A.M., '78, Shurtleff Coll., 111.\n1881, Superintendent of Schools, 1129 Warren St., Alton.\nWilliam\nAB., '70, Muskingum Coll.; Ph.D., '75, Yale; D.D., '91. Colby Univ.; LL.D.,\nUniv. R.Harper,\nof Neb.\nNewell\n\n1890, President of University of Chicago, 59th St. and Lexington Ave., Chicago.\nElizabeth Harrison.\nPrincipal of Kindergarten College, 10 Van Buren St., Chicago.\nMary S. L. Hartigan.\n1893, Principal of Hoerner School, 7409 Morgan St., Chicago.\nMary Hartmann, A.M., '88, Lombard Univ.\n1882, Instructor in Mathematics, Illinois State Normal School, 109 Normal Ave., Normal.\nWilliam H. Hatch.\n1892, Superintendent of Schools, Oak Park.\nHarry Helmer.\nAgent for Publishing House, 315 Wabash Ave., Chicago.\nCharles Hertel, M.Sc, Cent. Wes. Coll., Warrenton, Mo.\n1894, Superintendent of Schools of St. Clair County, Courthouse, Belleville.\nAmalie Hofer.\n1893, Editor of \"Kindergarten Magazine;\" 1894, Director of Chicago Kindergarten Institute, Fine Arts Building, Chicago.\nJ. A. Hornberger, A.B., '84, A.M., '87, Bucknell Univ., Pa. ; Ph.D., '89, Bellevue Coll.\n1899, Educational Department, Rand, McNally & Co., 166 Adams St., Chicago; res.,\nNaperville.\nWilbur Samuel Jackman, A.B., '84, Harvard.\n1899, Professor of the Teaching of Natural Science and Dean of the School of Education,\nUniversity of Chicago, 4916 Washington Ave., Station O, Chicago.\nFrancis Austin Kendall.\n1888, Superintendent of Schools (East Side) ; 1894, Secy, and Mgr., 111. Pupils' Reading\nCircle, 25 Jefferson Ave., Naperville.\nEFFIE J. KlLBOURNE.\n1891, Head Assistant in Kenwood School, 5313 Washington Ave., Chicago.\nVashti A. Lambert.\n1886, Teacher in Jefferson Park School, 4280 Milwaukee Ave., Chicago; res., Palatine.\nLeslie Lewis, A.B., '66, A.M., '69, Yale.\n1890, District Superintendent of Schools, 5605 Madison Ave., Chicago.\nWilliam S. Mack.\nWestern Manager, The Prang Ed. Co., Room 813, Fine Arts Building, Chicago.\n\nJ. J. McGlynn.\n\n1888, Teacher of Science, High School, Hotel Diehl, East St. Louis.\nA. L. McLaughlin.\nAgent for Butler, Sheldon & Co., 315-321 Wabash Ave., Chicago.\nKate S. O'Leary.\nt882, Teacher in Public Schools, 208 S. Hickory St., Joliet.\nC. M. Parker.\n\n%\n\nC. F. Philbrook. Editor and Publisher of \" The School News,\" Taylorville.\n1893, Superintendent of Public Schools, 205 Stiles St., Rochelle.\nAlbert R. Robinson, A.M., Northwestern Univ.\n1891, Principal of English High and Manual Training School, 126 S, Jefferson St.\nChicago; res., Hinsdale.\nErastus H. Scott.\nPublisher, 378 Wabash Ave., Chicago.\nOrion C. Scott, Ph.B., '78, B.D., '80, A.M., '8r, State Univ. of Iowa.\n1898, Superintendent of Schools, 34th St. and Home Ave., Berwyn, Cook Co.\nWinfield S. Smyth, A.M., '66, Wesleyan Univ., Conn. ; Ph.D., '76, Syracuse Univ.\nEd. Publisher (Vice-President D. C. Heath & Co.), 378 Wabash Ave., Chicago.\nLillie S. Stephenson.\n1898, Teacher in 6th Grade, Park Ridge School, 1028 Dempster St., Evanston.\nFrank D. Thomson, A.B., '92, A.M., '95, Knox Coll.\n1895, Principal 01 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 PL, Alton.\nEdwin O. Vaile.\nJ. W. Warr.\n\nEditor of \" Intelligence,\" Oak Park.\n\nEditor of \"The Practical Age,'' 1723, 3d Ave., Moline.\nEdward Watt, Ph.D., '00, Taylor Univ., Ind.\n1885, Principal of Graham School, 4453 Emerald Ave., Chicago.\n•\nOliver S. Westcott, A.M., '56, D.S., '92, Brown Univ.\n1883, Principal of North Division High School, Center and Orchard Sts., Chicago.\n\nWilliam\n\n"}
{"page": 960, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Illinois\n\n948\n\n1895 Daniel 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, Representative of The American Book Co., 521 Wabash Ave., Chicago.\nJeremiah Simeon Young, A.M., '98, Univ. of Mich.\n1901, Professor of Political Science, Lake Forest University, Lake Forest.\n1896 Mary Eileen Ahern.\nEditor of \" Public Libraries,\" Library Bureau, 215 Madison St., Chicago.\nC. J. Albert, B.Sc and A.M., '78, Baldwin Univ.\nManager\nof the Albert Teachers' Agency, Fine Arts Building, 203 Michigan Ave.,\nChicago.\nBenjamin\n\nF. Armitage, A.B., '80, A.M., '84, Dartmouth Coll.\n1901, Superintendent of Schools, 224 S. 8th St., Monmouth.\nBayliss, M.Sc, '73, Hillsdale Coll., Mich.\n1899, Superintendent of Public Instruction, Springfield.\nCharles A. Bennett, B.Sc, '86, Worcester Polytechnic Inst.\nHead of Department of Manual Arts, Bradley Polytechnic Institute, 211 S. Garfield\nAve., Peoria.\nR. W. Burton, A.M., '85, Beloit Coll.\n1894, Superintendent of Schools of Stephenson Co., 209 Pleasant St., Freeport.\nWilliam J. Button.\nPresident of the Werner Schoolbook Co., 378-388 Wabash Ave., Chicago.\nAnnice E. Bradford Butts. A.M.\nPrincipal of Kenwood Institute, 40 E. 47th St., Chicago.\nMrs. Elizabeth Blanchard Cook, B.L., '65, A.M., '72. Wheaton Coll.\n1890,\nPresident of Woman's Educational Union, 316 Washington Boul., Chicago.\nGeorge W. Davis.\n1892, Principal of Hawthorne School, 1430 Montrose Ave., Chicago.\nWilliam T. Dix.\nSecretary, Thomas Charles Co., 195 Wabash Ave., Chicago.\nWilliam C. Dodge.\n1887, District Superintendent of Schools, 2268 Kenmore Ave., Station X, Chicago.\nMabel Edwards Dougherty.\n906 E. Bluff St., Peoria.\nH. A. Foresman, A.M., '90, Lafayette Coll.\nEducational Publisher (Scott, Foresman & Co.), 378 Wabash Ave., Chicago.\nRobert Foresman.\nEducational Publisher (Silver, Burdett & Co.), 378-388 Wabash Ave., Chicago.\nG. Charles Griffiths.\n1893, Principal of Robert Emmet School, 5737 Ontario St., Austin Station, Chicago.\nCharles W. Groves, '80, Univ. of 111.\n1897, Superintendent of Schools. 815 Peoria Ave., Dixon.\nJohn W. Henninger, B.Sc, '81, M.Sc, '84, LL.B., '91, McKendree Coll.\n1896, Superintendent of City Schools, 1127 W. Lafayette Ave., Jacksonville.\nMargaret MacDonald.\n1886, Teacher in Public Schools, 6440 Ellis Ave., Chicago.\nJ. F. McCullough.\nAgent for Silver, Burdett & Co., 378-388 Wabash Ave., Chicago.\nMrs. Lida B. McMurry.\n1900, Training Teacher, Primary Department, N. Illinois State Normal School, De Kalb.\nO. L. Miller, A.B., '90, Univ. of Mich.\n1898, Principal of Township High School, Sterling.\nMrs. Sarah J. O'Keefe.\n1885, Principal of Jefferson Park School, Chicago; res., Arlington Heights.\nF. B. Ormsby.\n1895, Principal of Perkins Bass School, 6550 Lafayette Ave., Englewood Station, Chicago.\nW. B. Owen.\nAgent, Publishing House, Ginn & Co., Chicago; res., 851 Grove St., Jacksonville.\nR. S. Page, A.M.\n1895, Superintendent of Schools, Brewster House, Freeport.\nWilliam C. Payne.\n1890, Principal of District School No. to, 4953 Prairie Ave., Chicago.\nMary I. Purer.\n1893, Principal of La Fayette School, 1902 Barry Ave., Chicago.\nW. F. Rocheleau.\n1899, Editor, Educational Publications, 2838 N. Hermitage Ave., Ravenswood, Chicago.\nMabel E. Smallwood.\n1892, Teacher of Biology, Medill High School, 430 W. Adams St., Chicago.\nE. E. Smith, A.B., B.Sc.\n1900, Editor for Literary and Text-Book Publications, 6010 Jefferson Ave., Chicago.\nW. W. Speer.\n1895, Assistant Superintendent of Schools, The Yale, Station O, Chicago.\nArnold Tompkins, A.M., '91, Univ. of Ind. ; Ph.D., '96, Univ. of Ohio, Athens.\n1900, Principal of Chicago Normal School, 6640 Parnell Ave., Chicago.\nFranklin N. Tracy.\n1881, Superintendent of City Schools, 316 Harrison Ave., Kankakee.\nRichard Waterman, B.Sc, '92, Mass. Inst, of Tech.\n1000, 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, 1616 Prairie Ave., Mattoon.\nJames Douglas Williams, A.M., '72, Hillsdale Coll., Mich.\nManager, Maynard, Merrill & Co., 203 Michigan Ave., Chicago.\nFrancis Marion Woods, A.B. and A.M., Northwestern Univ.\nManager and Treasurer, Educational Aid Asso., 1278 Washington Boul., Chicago.\n1897 L. H. Allen, A.B.. '87, E. Ind. Nor. Sch.\n1896, Traveling Agent, National Educational Co., 523 Wabash Ave., Chicago.\nRichard H. Allin, B.D., '62, Univ. of Iowa.\nManager, Educational Map and Globe Department, Rand, McNally & Co., 6037\nJefferson Ave., Chicago.\nAlfred\n\n"}
{"page": 961, "printed_page": null, "text": "Illinois]\n1897\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n949\n\nCarl E. Bacon, A.B., Harvard.\nAllyn & Bacon, Publishers, 378 Wabash Ave., Chicago.\nPaul V. Bacon, A.B., '98, Harvard\nAgent for Allyn & Bacon, Publishers, 378 Wabash Ave., Chicago.\nEmma V. Bailey.\n1895, Teacher in City Schools, 1232 Monroe St., Chicago.\nWilliam J. Bartholf, A.B. , Univ. of III.; B.Sc, Ind. Nor. Sch.\n1888, Principal of Von Humboldt School, n Roslyn PI., Chicago.\nHomer Bevans.\n1884, La Salle School, 353 W. 60th PI., Station O, Chicago.\nJ. Stanley Brown, A.B., '89, Denison Univ.; A.M., '91, Arlington Coll.\n1893, Superintendent and Principal of Township High School, 115 Dewey Ave., Joliet.\nDelos Buzzell, M.Sc, '77> Univ. of Mich.\n1890, Principal of Irving Park Schools, 2406 N. 42d Court, Chicago.\nTaylor C. Clendenen.\n1886, Superintendent of City Schools, 722 Center St., Cairo.\nEdwin Gilbert Cooley, Ph.B., '95, Univ. of Chicago.\n1900, Superintendent of Schools, Schiller Building, Chicago.\nEmma Coy.\nPrincipal of Hall School, 615 Oak St., Rockford.\nMrs. Charles R. Crane.\nPresident of Chicago Asso., Parents of Deaf Children, 2559 Michigan Ave., Chicago\nJohn Dewey, A.B., '79. Univ. of Vt. ; Ph.D., '84, Johns Hopkins Univ.\n1894, Head of Departments of Philosophy and Education, University of Chicago, 6036\nJefferson Ave., Chicago.)\nLetitia L. Doane.\n1898, Teacher in Public Day Schools for the Deaf, 701 W. Monroe St., Chicago.\nM. Luella Dodge.\n1898, Teacher, Jefferson Park School, 3463 Forest Glen Ave., Chicago.\nj\nM. Elizabrth Farson.\n1889, District Superintendent of Schools, 134 Warren Ave., Chicago.\nMary C. Foote.\n1891, Principal of School, 124 Auburn PI., Rockford.\nJ. M. Frost, A.M., Hobart Coll.\n1896, Superintendent of Schools, Hinsdale.\nMary Gillespie.\n1893, Superintendent of Schools, Winnetka.\nJoseph Claybaugh Gordon, A.B., '66, A.M., '69, Ph.D., '92, Monmouth Coll.\n1897, Superintendent of State School for the Deaf, Jacksonville.\nA. V. Greenman.\nSuperintendent of Schools, 248 Galena St., Aurora.\nFrank H. Hall.\n1897, Superintendent of Institution for the Blind, Jacksonville.\nN. A. Harvey, Ph.D.\n1900, Head Critic and Vice-Principal, Chicago Normal School, 631 W. 65th PI., Englewood Station, Chicago.\nHerbert B. Hayden, A.M., '99, Mt. Hope Coll.\n1900, Superintendent of City Schools, 923, 20th St., Rock Island.\nDudley Grant Hays, Grad., State Normal Univ.\n1900, Principal of Arnold School, 550 W. 60th PI., Chicago.\nSamuel H. Heidler.\nSpringfield.\nMrs. Kate Alpine Henderson.\nLibrarian, Joliet Public Library, 307 Webster St., Joliet.\nMrs. E. A. Hubbard.\n1898, Supervisor of Primary Schools, 104 Second Ave., Joliet.\nArthur Worley Hussey, B.Sc, '78, Nat. Nor. Univ.\n1896, Superintendent of Schools, Geneseo.\n\nThe John Crerar Library, Chicago.\n\nLibrarian, Clement W. Andrews, Chicago.\nFrances Jones.\n1878, Assistant in High School, 1131 S. 6th St., Springfield.\nC. H. Kammann, B.L., Univ. of 111.\n1894, Head of German Department, High School, 810, 6th Ave., Peoria.\nCarlJ.Kroh.\n1899, Head of Physical Training Department, School of Education, University of Chicago,\n5453 Drexel Ave., Chicago.\nCephas H. Leach.\n1889, Principal of A. H. Burley School, 523 Greenleaf Ave., [Rogers Park Station, Chicago.\nLincoln College of The James Millikin University.\nPresident, J. L. Goodknight; Librarian, Kate L. Brown, Lincoln.\nCharles D. Lowry.\n1900, District Superintendent of Schools, 807 Touhy Ave., Chicago.\nMary McCowen.\nPrincipal of Day Schools for the Deaf, 6550 Yale Ave., Chicago.\nAnna McKillop.\n.\n1886, Head Assistant in Graham School, 740 W. 47th PI., Chicago.\nEudora Montgomery.\n1894, Head Teacher, Oral Class for the Deaf, Public Schools, 4319 Drexel Boul. , Chicago.\nMontgomery Moore, A.M., Ph.D.\nSuperintendent of Schools of South Belvidere, 501 Logan Ave., Belvidere.\nRoyal T. Morgan, A.B., '74. A.M., '77, Wheaton Coll.\n1886, County Superintendent of Schools, 710 College Ave., Wheaton.\nFrank L. Morse, A.B., '86, A.M., '89, Brown Univ.\nPrincipal of Burr School, 536 Greenleaf Ave., Chicago.\nDaniel Baldwin Parkinson, A.M., '74, Ph.D., '98, McKendree Coll.\n1898 President of Southern Illinois Normal University, 335 W. Walnut St., Carbondale.\nEmma\n\n"}
{"page": 962, "printed_page": null, "text": "95°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Illinois\n\n1897\n\nMary Reid Piercb.\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. 42c! Ave., Irving Park Station, Chicago.\nMrs. Andrea Hofer Proudfoot.\nEditor \" Child Garden,\" 9333 Prospect Ave., Chicago.\nLouise D. Rennick.\n1886, Teacher in Pullman School, 7142 Evans Ave., Station R, Chicago.\nRobert H. Rennie.\nr88g, Principal of Gresham School, 817 W. 87th St., Chicago.\nJohn Richeson, M.Sc, '80, A.M. (honorary), '84, Ewing Coll.\n1897, Superintendent of City Schools, District No. 1, 819 Ohio Ave., East St. Louis.\nGeorge A. Robbins.\n,\n1901, Supervisor of Manual Training, Public Schools, 2444 Broadway, Quincy.\nH. L. Roberts.\n1896, Superintendent of Public Schools, Farmington.\nJoseph L. Robertson.\n1894, County Superintendent of Schools, Courthouse, Peoria.\nEdward 0. Sisson, B.Sc, '86, State Agr. Coll., A.B., '93, Univ. of Chicago.\n1897, Director of Bradley Polytechnic Institute, Peoria.\nEva A. Smedlev.\n1898, Principal of Noyes St. School, Evanston; res., 138 Wells St., Chicago.\nE. R. Smith.\nGeneral Agent for D. C. Heath & Co., 378 Wabash Ave. ; Victoria Hotel, Chicago.\nArthur John Snyder.\n1897, Superintendent of North Belvidere Schools, 903 Van Buren St., Belvidere.\nJohn H. Stehman.\n1881, Principal of Avondale School, 1571 Kimbell Ave., Logan Sq., Chicago.\nAlbert LeRoy Stevenson, B.Sc, '82, N. Ind. Nor. Sch.\n1885, Principal of Oakland Grammar School, Luzerne Hotel, Lincoln Park, Chicago.\nHenry L. Tolman, A.M., '69, Rochester Univ.\nProfessor of Medical Jurisprudence, School of Medicine, Univ. of 111., 929 Chicago\nOpera House Building, Chicago; res., 919 Hinman Ave., Evanston,\nFrank H. Wescott, A.B., Univ. of Chicago.\n1900, Student, University of Chicago; res., Lacon.\nJohn F. Wicks.\n1890, Principal of School, Blue Mound; res., Decatur. ,\n1898 The Chicago Public Library.\nLibrarian, Frederick H. Hild, Chicago.\nEdwin G. Dexter, B.Pd., '91, A.M., '92, Brown Univ. ; Ph.D., '99, Columbia Univ.\n1900, Professor of Education, University of Illinois, 903 W. Green St., Urbana.\nJohn A. Forbes.\nWith Butler, Sheldon & Co., Publishers, 315 Wabash Ave., Chicago.\nCatharine Goggin.\nTeacher in City Schools, 437 Unity Building, 79 Dearborn St., Chicago.\nJohn Calvin Hanna, A.B., '81, A.M., '84, Univ. of Wooster.\n1898, Principal of Oak Park-River Forest Tp. High School, 220 Clinton Ave., Oak Park.\nGeorge Henry Howe, Ph.B., '86, A.M., '89, 111. Wes. Univ.\n1901, Professor of Mathematics, State Normal University, Normal.\n\nJ. L. Hughes, M.Sc.\n\n1899, Superintendent of City Schools, 308 S. Poplar St., Centralia.\nIllinois State Normal University.\nPresident, David Felmley ; Librarian, Ange V. Milner, Normal.\nL. E. Loveridge.\nWestern Manager of the Morse Company, 195 Wabash Ave., Chicago.\nAnna Murray.\nDirector, Chicago Sloyd -School, 147-153, 5th Ave., Chicago.\nNewberry Library.\nLibrarian, J. V. Cheney, Chicago.\nChauncey F. Newkirk.\nManager, Educational Dept., Rand, McNally & Co., 166-168 Adams St. ; res., 237\nMontrose Ave., Chicago.\nJ. H. Pugh.\nAgent, Werner Schoolbook Co., 378 Wabash Ave., Chicago.\nClyde Sloane, A.B., '88, Univ. of Mich.\nPrincipal of Schools, Carroll ton.\nMrs. Constance Barlow Smith.\n1895, Supervisor of Music in Public Schools, 1039 W. College Ave., Jacksonville.\n1899 J. W. Asbury, A.B., '97, and B.Pd., '98, Nor. Sch., Valparaiso, Ind.\n1898, Superintendent of Schools, Marion.\nThomas Pearce Bailey, Jr., A.B., '87, A.M., '89, Ph.D., '91, Univ. of So. Cal.\n1900, Assistant Professor of Education, University of Chicago, Chicago.\nJ. Edward Bangs.\n1894, Principal of Township High School, 1097 N. Main St., Pontiac.\nFrancis G. Blair, B.Scv '97, Swarthmore Coll.\n1899, Supervisor of Training Department, Eastern Illinois Normal School, Charleston.\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.\nJoseph Carter.\nSuperintendent of City Schools, 291 S. Elm St., Champaign.\nFrancis B. Cassilly.\n1898, Vice-President of St. Ignatius College, Chicago.\nHenry L. Chaplin.\n. 1894, Superintendent of the Union Schools, Sterling.\n•\n\n"}
{"page": 963, "printed_page": null, "text": "Illinois]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING\n\nMEMBERS\n\n951\n\n1899 Wayland\n\nJ. Chase, A.B., '87, A.M., '89, Brown Univ.\n1898, Assistant Professor of History and, 1899, Dean of the Academy of the University of\nChicago, Morgan Park.\nGeorge Victor Clum, A.B., '93, Ohio State Univ.\n1898, Superintendent of Schools, Earlville.\nIda M. Cook.\n1886, Principal of Nathaniel Greene School, 3207 Prairie Ave., Chicago.\nWilliam J. M. Cox, A.M., '93, Univ. of Wooster.\n1898, Superintendent of City Schools, 1614, 8th Ave., Moline.\nDepartment of Public Instruction, State of Illinois.\nSuperintendent, Alfred Bayliss, Springfield.\nEastern Illinois State Normal School.\nPresident, Livingston C. Lord; Librarian, Florence M. Beck, Charleston.\nMrs. Mary E. Gilbert.\nPrincipal of Brighton School, 3207 Prairie Ave., Chicago.\nM. H. Haertel, B.Sc, '95, St. Charles Coll., Mo. ; Ph.B., '01, Univ. of Chicago.\n1901, Instructor\nville. in German and French, Illinois College, 1127 Mound Ave., JacksonWilliam\n\nGardner Hale, A.B.,'70, Harvard; LL.D., '95, Union and, '96, Princeton.\n1892, Professor of Latin, University of Chicago, 5757 Lexington Ave., Chicago.\nWinfield Scott Hall, Ph.D., M.D., Leipzig, Germany.\n1895, Professor of Physiology in Northwestern University Medical School, 2431-2437\nDearborn St., Chicago.\nIra 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.\n1899, Department of History, Eastern Illinois State Normal School, Charleston.\nAlfred Kirk.\n1892, District Superintendent of Schools, 1209 Schiller Building, Chicago.\nC. P. Lamar, B.Sc, '93, A.B., '97, Nor. Ind. Nor. Sch.\n1901, Instructor in Manual Training, 900 Seminary 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 Mjnn. ; B.D., Univ. of Chicago.\n1897, Dean, the Frances Shimer Academy of the University of Chicago, Mt. Carroll.\nEdward McLoughlin,_M.D„\n'90, Rush\nColl. 6916 Perry Ave., Chicago.\n1899, Principal, George\nDeweyMed.\nSchool,\nMrs. Edward McLoughlin.\n6916 Perry Ave., Chicago.\nAnthony Middleton.\n1901, Superintendent of Schools, Atlanta.\nIsaac Mitchell, B.Sc, '80, A.B., '81, Nat. Nor. Sch. ; A.M., '97, Hanover Coll.\n1899, Superintendent of City Schools, Pontiac.\nBurton E. Nelson, M.Sc, Western Nor. Coll.\n1900, Superintendent of City Schools, 455, 8th St., Lincoln.\nNorthern Illinois State Normal School.\nPresident, John W. Cook, De Kalb.\nPercy Pickrell.\nAgent for Ginn & Co., 610 S. 7th St., Springfield.\nPublic Library, Rockford.\nLibrarian, Jennie P. Hubbell, Rockford.\nR. Keable Row, A.B., '97, Queen's Univ., Kingston, Can.\nWith D. C. Heath & Co., 378 Wabash Ave., Chicago.\nW. P. Russell, A.B., '85. Cumberland Univ.\n1889, Professor of Mathematics, Lincoln University, 627 N. Union St., Lincoln.\nJohn J. Schobinger.\n1876, Principal of Harvard Preparatory School, 4670 Lake Ave., Chicago.\nSchool of Education, University of Chicago.\nPresident, Francis W. Parker; Librarian, Irene Warren, Chicago.\nJames B. Scott, A.M., 'gr, Harvard; J.U.D., '94, Heidelberg.\n1899, Professor of Law and Dean of College of Law, University of Illinois, Champaign.\nD. H. Smalley.\nRepresentative of Ginn & Co., 378-388 Wabash Ave., Chicago.\nAlexander Smith, B.Sc, '86, Edinburgh; Ph.D., '89, Munich.\n1894, Associate Professor of General Chemistry, University of Chicago, Quadrangle Club,\nChicago.\nGeorge\n\nW. Smith, A.M., '93, Blackburn Univ.\n1897, Department of History and Geography, State Normal School, 351 Walnut St.,\nCarbondale,\nSouthern Illinois Normal University.\nPresident, Daniel B. Parkinson; Librarian, Bessie M. Thompson, Carbondale.^\nElla C. Sullivan.\nDistrict Superintendent of Schools, 1726 Diversey Boul., Chicago.\nUniversity of Chicago.\nPresident, William R. Harper; Librarian, Zella Allen Dixson, Chicago.\nUniversity of Illinois, Library.\nPresident, Andrew S. Draper; Head Librarian, Katharine L. Sharp, Champaign.\nRansom E. Walker, L.L.B., Chicago Law School.\nTeacher in Richard Yates School, 589 W. Congress St., Chicago.\nGeorge W. Webster, M.D., '82, N. W. Univ. Med. Sch.\nProfessor of Physical Diagnosis, Northwestern University Medical School, 70 State\n•\nSt., Chicago.\nWheaton College.\nPresident, Charles A. Blanchard, Wheaton.\n\n1900 L. R. Abbott,1899,\nB.Sc,\nEl. Eng„\n'94, B.Sc,\nMech.City\nEng.,\n'95, Worcester\nDirector\nof Manual\nTraining,\nSchools,\n828, 16th Polytechnic\nSt., Moline. Inst., Mass.\nCharles S. Aldrich, A.B., '93, Northwestern Univ., Evanston, 111.\n1897, Superintendent of City Schools, 602 N. 2d Ave., Canton.\n\n"}
{"page": 964, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n952\n\n1 901\n\n[Illinois\nWilliam Edward Andrews, A.B., '84, A.M., '88, Blackburn Univ. ; Ph.D., '00, 111. Wesleyan Univ.\n1894, Principal of Township High School, Taylorville.\nArmour Institute of Technology.\nPresident, F. W. Gunsaulus; Librarian, E. G. Severn, Chicago.\nCornelia D. Bingham.\n1897, Head Teacher, McCowen Oral School for the Deaf, 6550 Yale Ave., Chicago.\nW. S. Bixler, Litt.B., Lincoln Univ.\n1901, Graduate Student, University of Chicago, 5737 Drexel Ave., Chicago.\nClaude Brown.\n1898, County Superintendent of Schools, South Church St., Princeton.\nGeorge N. Carman, A.B.\n1885, Director of Lewis Institute, 610 Jackson Boul., Chicago.\nJehiel K. Davis.\n1898, Principal of Audubon School, 1033 Sherwin Ave., Rogers Park, Chicago.\nJoseph W. Errant.\nEx- Member of Board of Education, Educational Author, 346 E. 54th St., Chicago.\nDavid Felmley, A.B., '81, Univ. of Mich.\nPresident of Illinois State Normal University, Normal.\nEdwin Osgood Grover, B.L., '94, Dartmouth Coll.\n1900, General Editor, Educational Department, Rand, McNally & Co., 160-174 Adams\nSt., Chicago.\nSamuel E. Harwood, A.M., '92, Ind. Univ.\n1893, Professor of Mathematics, Southern Illinois Normal University, Carbondale.\nManfred J. Holmes, B.L., '91, Cornell Univ.\n1897, Department of General Method and Psychology, State Normal University, 603 S.\nBroadway, Normal.\nSamuel B. Hursh.\nPrincipal of Township High School, 201 W. Wilson St., Streator.\nEarl J. Kelsey, A.B., '89, Cornell Univ.\n1899, Principal of High School, 366 North St., Elgin.\nO. J. Kern.\nCounty Superintendent of Schools, 216 Paris Ave., Rockford.\nGertrude Longenecker.\n1899, Instructor in Kindergarten Training\nDepartment, Chicago Normal School, 7334\nStewart Ave., Chicago.\nCharles E. Mann, M.Sc, '70, Albion Coll.\n1897, Superintendent of Schools, St. Charles.\nEdward Carlton Page, A.B., '88, Northwestern Univ.\n1899, Professor of History and Geography, Northern Illinois State Normal School, 322\nAugusta Ave., De Kalb.\nGeorge H. Rockwood, A.B., '79, A.M., '82, Dartmouth Coll.\n1900, Principal of Austin High School, Q29 Jackson Boul., Chicago.\nE. C. Rosseter, A.M., '75, Marietta Coll.\nPrincipal, Medill High School, 939 S. Spaulding Ave., Chicago.\nScoville Institute.\nVice-President, C. S. Pellet; Librarian, Miss 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.\nJohn D. Shoop.\n1901, Principal of McAllister School, 6427 Stewart Ave., Chicago.\nJesse Lowe Smith.\n1899, Superintendent of Schools, Park Ridge.\nJ. K. Stableton, B.Sc, '82, A.M., '87, Ohio Wes. Univ.\n1897, Superintendent of City Schools, Bloomington.\nBenjamin A. Sweet, M.Sc, '93, Westfield Coll. ; Ph.B., '94, 111. Wes. Univ.\n1900, Principal of High School, 824 Hazel St., Danville.\nHenry S. Tibbits, A.B., Univ. of Mich.\n,\nPrincipal of John Spry School, 915 S. Sawyer Ave., Chicago.\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.\nMary E. Vaughan.\n1900, District Superintendent of Schools, 425 Warren Ave., Chicago.\nMarion Foster Washburne.\n1900, Teacher in Chicago Institute, 553 Jackson Boul., Chicago.\nElla Flagg Young, Ph.D., '00, Univ. of Chicago.\nProfessor of Education, University of Chicago, 5342 Cornell Ave., Chicago.\nMilem J. Alkire.\n1901, Superintendent of City Schools, Virginia.\nJames E. Armstrong, A.B., Univ. of 111.\nPrincipal of Englewood High School, 529 W. 62d St., Chicago.\nWillard Streeter Bass, A.B., '96, Bowdoin Coll. ; A.M., '99, Harvard Univ.\n1900, Teacher in Chicago Institute, 690 Wells St., Chicago.\nStratton D. Brooks, A.B., '96, Univ. of Mich. ; Pd.B., '90, Pd.M., '99, Mich. St. Nor. Coll.\n1899, High School Visitor, and Assistant Professor of Education, University of Illinois,\nUrbana.\nHenry E. Brown, Ph.B., \"99, Iowa Coll.\n1900, Teacher of Commercial Branches, High School, 719, 22d St., Rock Island.\nEllen W. Carpenter,\n1890, Principal of Andrew Jackson School, 544 Washington Boul., Chicago.\nMrs. Diana H. Clock.\n1882, Teacher in City Schools, 2250 Milwaukee Ave., Chicago.\nMary T. Collins.\n_\n,\nTeacher in City Schools, 163 S. Center St., Chicago.\nAmbrose C. Dearborn, A.B., '93, Harvard Univ.\nRepresenting Henry Holt & Co., 378 Wabash Ave., Chicago.\nFrances Dickinson, M.D., '83, Woman's Med. Coll.\nPresident of Harvey Medical College, 169 S. Clark St., Chicago.\n\n"}
{"page": 965, "printed_page": null, "text": "Indiana]\n\n1901\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n953\n\nILLINOIS— Continued\nR. Eberlein.\n1898, Teacher in Public Schools, Carrollton.\nJ. M. Eppstein.\nEducational Agent, American Book Co., 743 Hinman Ave., Evanston.\nCaroline Grote.\n1898, Superintendent of Schools, Pike County, Pittsfield.\nEliza A. Haley.\n1888, Teacher in City Schools, 6524 Carpenter St., Chicago.\nMargaret A. Haley.\nTeacher of Sixth Grade, Elementary Schools, 3402 Wabash Ave., Chicago.\nThomas C. Ham, B.L., '96. Dartmouth Coll.\nWestern Manager, Educational Department, Charles Scribner's Sons, 240 Wabash\nAve., Chicago.\nHermann Hanstein.\n1877, Supervisor of Drawing, High Schools, 361 Mohawk St., Chicago.\nCelia Hefter.\n1886, Teacher in City Schools, 4347 Champlain Ave., Chicago.\nFlorence Holbrook, A.B., Univ. of Chicago.\n1889, Principal of Forestville School, 4441 Champlain Ave., Chicago.\nM. Edwin Johnson.\nSupervisor of Music, City Schools, 815 Ohio Ave., East St. Louis.\nRobert M. King.\nRepresenting Henry Holt & Co., 378 Wabash Ave., Chicago.\nRosa A. Lang.\n1883, Teacher in City Schools, 21 Lincoln PL, Chicago.\nGeorge Herbert Locke, A.B., '93, A.M., '96, Univ. of Toronto.\nAssistant Professor of Education, and Editor \" The School Review,\" University of\nChicago, Chicago.\nCharles L. Manners, LL.B., '88, McKendree Coll.\nPrincipal of High School, 615 N. 8th St., East St. Louis.\nI. Adelia Marsh.\n107 E. Lake St., Chicago.\nAnna L. Mayer.\nTeacher in City Schools, 759 W. 13th St., Chicago.\nJames R. Meek, A.B., '97, Ind. Univ.\nGraduate Student, University of Chicago, Hyde Park Station, Chicago.\nAnna Mary Murphy.\n1892, Teacher in City Schools, 1020 W. Adams St., Chicago.\nKathryn A. O'Brien.\nTeacher in City Schools, 1140 Washington Boul., Chicago.\nTheresa O'Brien.\nTeacher in Public Schools, 1140 Washington Boul., Chicago.\nJulia O'Grady.\n1898, Teacher in City Schools, 1102 W. Polk St., Chicago.\nHarvey N. Ott, Ph.B., '89, Albion Coll. ; Ph.M., '91, Univ. of Mich.\n1896, Representative of Bausch & Lomb Optical Co., 1612 Garfield Boul., Chicago.\nGrace T. Potter, A.B., '98, Univ. of Mich.\n1899, Teacher of Latin and Greek, 804, 3d Ave., Rockford.\nS. E. Raines, A.B., '97, Ind. Univ.\n1897, Principal of High School, 242 Walnut St., Freeport.\nAnna T. Rochford.\n1889, Teacher in City Schools, 3556 Marshfield Ave., Chicago.\nElla A. Rowe.\n1894, Teacher in City Schools, 636 E. 42d St., Chicago.\nFred W. Rust, A.B., '98, Williams Coll.\nAgent in Illinois for Ginn & Co., 378 Wabash Ave., Chicago.\nEdward S. Smith.\nManager of Educational Publishing Co., 378 Wabash Ave., Chicago.\nMargaret Stuart.\n1882, Teacher in City Schools, 920 W. Adams St., Chicago.\nE. A. Thornhill, A.B., '99, Harvard Univ.\nPrincipal of High School, Carrollton.\nJohn A. Wadhams.\nPrincipal of Tilton School, 2453 Lowell Ave., Chicago.\nAdda P. Wbrtz, A.M.\nCritic Teacher, Southern Illinois Normal University, Carbondale.\nFlora Wilbur.\n1895, Principal of City Training School, 1722, 6th Ave., Moline.\nAmanda\n\nINDIANA\nlife members\n1876\n\nMoses\n\nCobb Stevens, A.M., '83, Earlham Coll.\n1883, Professor\nof Higher Mathematics,\nPurdue University,\n103 Waldron St., W.\nLafayette.\n1880 *John S. Irwin, A.B., '42, Western Univ. of Pa. ; M.D., '47, Univ. of Pa. ; LL.D., '75, Univ. of Ind.\n1203 E. Main St., Lafayette.\nactive members\n1885 Mary E. Nicholson.\nPrincipal of Normal School, 1222 Broadway, Indianapolis.\n1890 Anna Suter.\n5903 E. Washington St., Irvington.\n1891 Miss N. Cropsey.\n1894, Assistant Superintendent of Schools, 1219 College Ave., Indianapolis.\n♦Died August 19, 1901.\n\n"}
{"page": 966, "printed_page": null, "text": "NATIONAL\n\n954\n\nEDUCATIONAL\n\nASSOCIATION\n[Indiana\n\n1893\n\nEdward\n\nAvers, A.B., '78, A.M., '85, Amherst Coll.\n1890, Superintendent of Schools, 625 Ferry St., Lafayette.\n1893 William Lowe Bryan, Ph.D., '92. Clark Univ.\n1887, Professor of Philosophy, Indiana University, 812 N. College Ave., Bloomington .\nAlbert E. Humke.\n1891, Superintendent of Public Schools, Vincennes.\nJoseph Swain, B.L., '83, M.Sc, '85, Ind. Univ. ; LL.D., 93, Wabash Coll.\n1893, President of Indiana University, Beechwood Ave., Bloomington.\nH. G. Woody, B.Sc., Nat. Nor. Univ.\nSuperintendent of Schools, Greencastle.\n1894 George W. Benton, A.B., '84, A.M., '87, Wabash Coll.\n1888, Instructor in Chemistry, High School, 318 E. 19th St., Indianapolis.\nArthur C. Fleshman, B.Sc, '84, M.Sc, '92, Nat. Nor. Univ., O.\n1901, Psychology and Pedagogy, Central Normal College, Danville.\nGeorge W. Hufford, A.M., '67, Antioch Coll.\n1892, Principal of High School, 1209 Park Ave., Indianapolis.\n1895 W. C. Bblman.\n1883, Superintendent of Schools, 130 Ogden St., Hammond.\nH. B. Brown, A.M.\nPresident of Northern Indiana Normal School, 53 Jefferson St., Valparaiso.\nJohn A. Carnagey, A.B., '81, A.M., '84, Hanover Coll., Ind.\n1890, Superintendent of City Schools, 1039 Franklin St., Columbus.\nThomas F. Fitzgibbons, Grad., '00, Ind. St. Nor. Sch. ; A.B., '97, Ind. Univ.\n1890, Superintendent of Public Schools, 1113 Franklin St., Columbus.\nD. M. Geeting.\n1895, Editor of \" Inland Educator \" and \" Indiana School Journal,\" Indianapolis.\nWilliam A. Hester, A.M., '83, De Pauw Univ.\n1894, Superintendent of City Public Schools, 7th and Vine Sts., Evansville.\nCyrus W. Hodgin, A.M., '88, Earlham Coll.\n1887, Professorof History and Political Science, Earlham College, 30 Central Ave., Richmond.\nFrank L. Jones, B.Sc, '90, N. Ind. Nor. Sch. ; A.B., '98, Ind. Univ.\n1898, State Superintendent of Public Instruction, Room 27, State House, Indianapolis.\nGeorge Franklin Kenaston, A.B., '78, Dartmouth; A.M., '81, Univ. of Mich.\n1897, Superintendent of Schools, 511 S. Washington St., Crawfordsville.\nCalvin N. Kendall, A.B., '82, Hamilton Coll. ; A.M., '00, Yale.\n1900, Superintendent of Public Schools, 1709 N. Pennsylvania St., Indianapolis.\nMary E. Rowe.\n1900, Teacherjin Knickerbocker Hall, 2307 Talbot Ave., Indianapolis.\nWilliam S. Rowe, A.B.,J'o.2, De Pauw Univ.\n1899, Superintendent of Schools, 803 Grand Ave., Connersville.\nJames F. Scull.\n1892, Superintendent of Schools, Room u, Central Building, Rochester.\nW. R. Snyder,\n'98, Pennsylvania\nColl.\n1887,A.M.,\nSuperintendent\nof City Schools,\n319 W. Adams St., Muncie.\nWabash Collegf.\nPresident, William P. Kane; Librarian, H. S. Wedding, Crawfordsville.\n1896 George F. Bass.\nManager \" Indiana Young People's Reading Circle,\" Commercial Club Building,\nIndianapolis.\nMrs. Eliza A. Blaker.\n1882, Superintendent, Indianapolis Free Kindergartens, Normal and Domestic Training\nSchool, 2320 N. Meridian St, Indianapolis.\nHenry Willard Bowers, A.B., '77, A.M., '81, De Pauw Univ.\n1901, Principal of High School, Portland.\nIsaac Vinton Busby, A.B., '91, Indiana Univ.\n1894, Superintendenrof City Schools, 202 E. Garfield St., Alexandria.\nRobert I. Hamilton.\n1887, Superintendent of City Schools, 53 Poplar St., Huntington.\nMiles W. Harrison, A. B., '79, Oberlin.\n1886, Superintendent of City Schools, 127 W. Maple St., Wabash.\nWilliam Handford Hershman, A.B., '98, Ind. Univ.\niqoi, Superintendent of City Schools, Central Building, Hammond.\nJ. R. Houston, M.Sc, '93, Moore's Hill Coll.\n1896, Superintendent of Public Schools/Aurora.\nJohn O. Lbwellen, 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, 407 E. Wabash Ave., Crawfordsville.\nBenjamin F. Moore.\n1899, Superintendent of!City Schools, 618 W. 5th St., Marion.\nThomas Abbott Mott, A.M., '98, Earlham Coll.\n1896, Superintendent of Schools, Garfield School, Richmond.\nCharles N. Peak, A.B., '84, Moore's Hill Coll.; Ph.B., '86, Ind. Univ.\n1891, Superintendent of City Schools, 301 S. Prince St., Princeton.\nFlora Roberts,\n'98, Purdue\n1894, B.Sc,\nTeacher '87,\nin M.Sc,\nWest Lafayette\nHighUniv.\nSchool, 331 Northwestern Ave., Lafayette.\nHoward\n\nSandison, 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 Lexington Ave., Elkhart.\nWilliam H. Wiley, A.B., '64, A.M., '67, Butler Univ.\n1869, Superintendent of Schools, 451 N. 7th St., Terre Haute.\n1897 Adelaide Steele Baylor, Ph.B., '97, Univ. of Chicago.\n1888, Principal of High School, 108 E. Hill St., Wabash.\nJohn W. Carr, A.B., '85, A.M., '90, Ind. Univ.\n1890, Superintendent of City Schools, 439 W. nth St., Anderson.\n\n"}
{"page": 967, "printed_page": null, "text": "Indiana]\n\nLIFE,\n\nA CTlVE,\n\nAND\n\n■ CORRESPONDING\n\nMEMBERS\n\n955\n\n1897 Indiana State Library.\nState Librarian, W. E. Henry, State House, Indianapolis.\nIndiana State Normal School.\nPresident, William W. Parsons, Terre Haute.\nW. D. Kerlin, Grad., '81, Ind. Nor. Sch.\n1895, Superintendent of City Schools, 289 E. Washington St., Martinsville.\nIrwin F. Mather, A.B., A.M., Iowa Coll.\n1898, Superintendent of City Schools, East Chicago.\nEdwin S. Monroe, Ph.B., '96, 111. Wesleyan Univ. ; A.M., '97, Hanover Coll.\n1895, Superintendent of City Schools, 603 Mulberry St., Mt. Vernon.\nH. C. Montgomery, A.B., '8o, Hanover Coll.; A.M., '91, Univ. of Mich.\n1892, Superintendent of Schools, Seymour.\nWill A. Myers, A.B., '96, A.M., '99, Indiana Univ.\n1900, Superintendent of Schools, Fortville.\nRobert Alexander Ogg, B.Sc. , '72, A.M., '92, Ind. Univ.\nSuperintendent of City Schools, 216 W. Sycamore St., Kokomo.\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.\n1898 Edward G. Bauman, Grad., '90. Ind. State Nor. Sch. ; Ph.B., '96, 111. Wes. Univ. ; A.M., '98, Cent.\nWes., '99, 111. Wes. Univ.\n1899, Principal of High School, 829 Main St., Mount Vernon.\nFassett A. Cotton.\n1895, Deputy State Supt. of Public Instruction, 1413 N. New Jersey St., Indianapolis.\nPaul A. Cowgill, B.Sc, Univ. of Mich. ; B.Pd., Mich. State Nor. Coll.\nSuperintendent of City Schools, Michigan City.\nMrs. Laura Dale Floyd.\n1900, Principal of McKinley Building, Magoun Ave. and 145th St., East Chicago.\nWinfield Scott Hiser.\nDirector of Manual Training Laboratory and Supervisor of Manual Training, Public\nSchools, 33 S. 13th St., Richmond.\nAlfred E. Malsbary, Grad., '89, Ind. State Nor.; A.B., '96, Ind. State Univ.\nSuperintendent of Schools, Peru.\nJohn F. Rieman, B.Sc, '97, Univ. of Mich. ; B.Pd., '99, Mich. Nor. Coll.\nSuperintendent of Public Schools, Goshen.\nJohn Anderson Wood, A.B., Ind. Univ.\n1898, Superintendent of City Schools, 1210 Clay St., La Porte.\n1899 Anna M. Baker, B.L., '98, M.L., '99, Univ. of Mich.\n1899, Instructor in English and History, Box 406, Mount Vernon.\nC. Bunnell.\nPrincipal of High School, Wanatah.\nCharles H. Copeland,\nA.B., '96,of A.M.,\nIndiana Fairmount.\nUniv.\nSuperintendent\nPublic '97,\nSchools,\nClara Funk, B.Sc, '84, Nat. Nor. Univ., Lebanon, O.\n1891, Teacher\nof English in High School, Jeffersonville ; res., 208\nAlbany.\n\nCherry St., New\n\nJoseph P. Funk, A.M., Nat. Nor. Univ., Lebanon, O.\n1887, Principal of High School, 208 Cherry 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.\nAlexander Campbell Goodwin, A.M., Ph.D., Hanover Coll.\n1899, Superintendent of City Schools, Jeffersonville.\nJames R. Hart, A.B., Ind. Univ.\n1894, Superintendent of Public Schools, 223 E. Pearl St., Lebanon.\nFrank F. Heighway, B.S.C., '88, No. Ind. Nor. Sch.\n1896, Superintendent of Schools, Crown Point.\nJohn A. Hill, B.Sc, '96, Franklin Coll.\n1901, Superintendent of Schools, Portland.\nIndiana University Library.\nPresident, Joseph Swain ; Librarian, George F. Danforth, Bloomington.\nEzra Elliott Lollar, A.B., '93, Otterbein Univ., O. ; '96, St. Nor. Sch., Terre Haute, Ind.\n1899, Superintendent of City Schools, Garrett.\n1900 Butler College.\nPresident, Scott Butler, Irvington.\nW. S. Ellis.\n1898, President, Board of Education, 335 W. 5th St., Anderson.\nFrank D. Gray, A.B., Tri-State Nor. Coll., Angola, Ind.\n1897, Superintendent of Schools, Dunkirk.\nJ. W. Hamilton.\n1890, Superintendent of Schools, Monticello.\nR. C. Hillis.\n1899, County Superintendent of Schools, Courthouse, Logansport.\nRobert W. Himelick.\nSuperintendent of Schools, Jonesboro.\nRobert Lee Hughes, A.B., '95, A.M., '99, Univ.of Chicago.\n1900, Superintendent of Schools, Whiting.\nLucien B. O'Dell.\nSuperintendent of Schools, Thorntown.\nJ. F. Spaunhurst, D.O., '00, American School of Osteopathy, Kirksville, Mo.\n9th Floor, Stevenson Building, Indianapolis.\nH. B. Wilson.\n1897, Superintendent of Public Schools, Salem.\nWilliam A. Wirt, Ph.B., '98, De Pauw Univ.\n1899, Superintendent of Public Schools, 524 W. Washington St., Bluffton.\n1901 Elbert Bradner, B.Sc, '93, Tri-State Nor. Coll., Angola, Ind.\n1901, Special Teacher, Public Schools, near cor. Webster St. and Union Ave., Ashley.\n\n"}
{"page": 968, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n956\nCora Stanton Brown.\n\nINDIANA—\n\nContinued\n\n[Iowa\n\nAssociate Editor, \"School and Home Education,\" Bloomington, 111. ; res., 1504 N.\nPennsylvania St., Indianapolis.\nA. A. Campbell, A.B.,'97, Univ. of Mich.\n1901, Superintendent of City Schools, 372 E. 5th St., Peru.\nMrs. Esse Bissell Dakin, B.Sc, '80, Cornell Univ.\n1892, Head Bend.\nof Department of Mathematics, High School. 410 W. Washington St., South\nM. W. Deputy, B.Sc.\n1897, County Superintendent of Schools, Vernon.\nHal L. Hall,\nA.B.,\n'99, Ind.\nUniv. School, Peru.\n1900,\nPrincipal\nof High\nO. V. Huntley.\n1901, Principal of School, 50 Garfield Ave., Hammond.\nJ. H. Jeffrey,\n'98, Ind. Univ.\n1901,A.B.,\nSuperintendent\nof City Schools. Gas City.\nA. E. Martin, B.Sc, Nor. Ind. Nor. Sch. ; A.B., Ind. Univ.\n1901, Superintendent of Public Schools, Columbia Hotel, Greenfield.\nS. B. McCracken, A.B., '92, Ind. Univ.\nPrincipal of High School, 508 Pigeon St., Elkhart.\nA. G. McGregor, A.B., '00, Harvard Univ.\n1900, Superintendent of Schools, 942 N. Harrison St., Rushville.\nL. A. McKnight.\"\n1899, Superintendent of Benton County Schools, Fowler.\nMary S. Mulligan.\nSupervisor of Instruction, 306 W. 12th St., Anderson.\nJames B. Pearcy, Ph.B., '88, Butler Univ.\nPrincipal of High School, 208 W. 13th St., Anderson.\nOscar Morton Pittenger, A.B., '96, Ind. Univ.\n1898, Teacher of History, High School, 225 E. 13th St., Anderson.\nGeorge F. Quick.\nTreasurer of School Board, 233 W. nth St., Anderson.\nEmily Ricketts.\nSupervisor of Primary Schools, 117 N. 5th St., Goshen.\nGeorge L. Roberts, A.B., '94, Ind. St. Univ.\n1901, Superintendent of City Schools, 259 W. Washington St., Frankfort.\nRhoda E. Selleck.\nInstructor in Art Department, High School, 727 N. New Jersey St., Indianapolis.\nFrancis M. Stalker, A.B., '84, A.M., '87, Princeton Univ.\n1892, Associate Professor of Psychology, Indiana State Normal School, 666 Swan St.,\nTerre Haute.\nOtis G. Stanton, A.B., '96, Ind. Univ.\n1897, Superintendent of Schools, 356 S. Central Ave., Irvington.\nAlexander B. Thompson.\n1897, County Superintendent of Schools, 822 W. 5th St., Marion.\nCharles H. Wood, B.Sc, '83, Nat. Nor. Univ.\n1894, Superintendent of City Schools, 65 E. Jefferson St., Valparaiso.\nG. W. Worley.\nCounty Superintendent of Schools, 316 S. High St., Warsaw.\nINDIAN\n\nTERRITORY\n\nLIFE MEMBER\n\n1884\nGeorge\n\nBeck, M.Sc, '63, Univ. of Mich.\n1901, School Supervisor, Chipkasaw Nation, Tishomingo.\nactive members\n\n1900 Elihu B. Hinshaw, A.B., '86, A.M., '90, Hiwassee Coll.\n1897, Superintendent of Bloomfield Seminary, Kemp.\n1901 E. A. Allen, B.Sc, '87, Kan. Agri. Coll.\nSuperintendent of Indian School, Acting Indian Agent, Wyandotte.\nIOWA\nLIFE\n\n1884\n\n1889\n\nMEMBERS\n\nHenry J. Taylor, A.B., '78, LL.B., '80, A.M., '84, Univ. of Wis.\nLawyer, 1639 Douglas St., Sioux City.\nWilliam A. Willis, A.B., '62, A.M., '65, Beloit Coll.\nProprietor and Principal of Iowa City Academy, 308 Church St., Iowa City.\nRt. Rev. John J. Keane, D.D., Laval; LL.D., Harvard.\n1900, Archbishop of Dubuque, Dubuque.\nactive members\n\n1884\n\n1889\n\nHamline\n\nH. Freer, B.Sc, '69, M.Sc, '78, A.B.. '80, A.M., '83, Cornell Coll., Iowa.\n1872, Professor of Science and Art of Teaching and Pol. Econ., Cornell Coll., Mt. Vernon.\nWilliam Fletcher\nKing, A.B., '57, A.M., '60, Ohio Wesleyan Univ.; D.D., '70, 111. Wesleyan\nUniv. ; LL.D., '87, State Univ. of Iowa, Ohio Wesleyan Univ.\n1863, President of Cornell College, Mt. Vernon.\nWilliam Miller Bbardshear, A.B., '76, A.M., '79, LL.D., '85.\n1891, President of Iowa State College of Agriculture and Mechanical Arts, Ames.\nHenry\nSabin, A.M., Amherst Coll.; LL.D., '93, Drake Univ.; '94, Cornell Coll.; '95, State Univ.\nof Iowa.\nHomer\n\nEx- State Superintendent of Public Instruction, 210 Manhattan Block, Des Moines.\nH. Seerley, Ph.B., '73, B.D., '75, A.M., '76, State Univ. of Iowa; LL.D., '98, Penn Coll.\n1886, President, State Normal School, 2403 Normal St., Cedar Falls.\n\n"}
{"page": 969, "printed_page": null, "text": "Iowal\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n957\n\n1890\n\nOzro Patterson Bostwick, A.B., '78, Lombard Coll., 111.\n1889, Superintendent of Schools, 313, 8th Ave., Clinton.\nHenry Elton Kratz, A.M., '77, Ph.D., '90, Univ. of Wooster, Ohio.\n1891, Superintendent of Schools, 805 Douglas St., Sioux City.\n1894 Ashley Van Storm, Ph.B., '98, 111. Wesleyan Univ.\n1898, Superintendent of City Schools, Cherokee.\nA. B. Warner.\n1896, Superintendent of Schools, Missouri Valley,\n1895 James Johnson Billingsly, B.Sc, '92, N. Ind. Nor. Univ.\n1898, Superintendent of Public Schools, Sanborn.\nM. E. Crosier,\n1892, Superintendent of Schools, Walnut.\nE. D. Y. Culbertson, B.D., '89, State Normal School, Cedar Falls, la.\n512 Crocker Building, Des Moines.r ,,er !*»»*»*\nO. E. French.\n189s, Superintendent of City Schools, 602 N. Maple St., Creston.\nP. C. Hayden.\n1900, Teacher of Music, Public Schools, 729 Franklin St., Keokuk.\nJoseph Jasper McConnell, A.B., '76; B.Didac.,'78, A.M., '80, State Univ. of Iowa.\n1901, Superintendent of Public Schools, 1724 B Ave., Cedat Rapids.\nW. A. McCord.\n1898, General Agent, Rand, McNally & Co., Educational Department, Des Moines.\nJ. J. Nagel, Ph.B., '98, Wesleyan Univ., Bloomington, 111.\n1870, Principal Grammar School No. 4, 906 W. Locust St., Davenport.\nA. A. Reed, A.B.. Univ. of Neb.\n1900, Principal of High School, Keokuk.\nEtta Suplee.\nSupervisor of Primary Training, State Normal School, Cedar Falls.\nFannie Suplee.\n1894, Principal of Public School, 1045, 9th St., Des Moines. ,\nJames E. Williamson, A.M., '82, Wabash Coll.\n1892, Superintendent of City Schools, Fairfield.\n1896 A. H. Avery.\n1894, Principal of High School, Spencer.\nRichard C. Barrett, A.M., '94, Cornell Coll.\n1898, State Superintendent of Public Instruction, 913, 8th St.. Des Moines.\nJohn Franklin Brown, Ph.B., '89, A.M., '95, EarlhamColl. ; Ph.D., '96, Cornell.\n1901, Assistant Professor of Pedagogy and Inspector of High Schools, University of Iowa,\nIowa City.\nGeorge\n\nI. Miller, B.Sc, '77, M.Sc, '97, Iowa State Coll.\n1886, Superintendent of Public Schools, 427 Story St., Boone.\nFranklin T. Oldt. A.M.\n1895, Superintendent of City Schools, 1240 Locust St., Dubuque.\nAustin Norman Palmer.\nPresident of Cedar Rapids Business College and Editor of \" Western Penman,\"\nCedar Rapids.\nHattie Adelia Phillips.\n1894, Supervisor of Kindergartens, 1159, 26th St., Des Moines.\n\nJames L. Thatcher, B.L., '93, Univ. of Wis.\n1900, Principal of School, 514 Brady St., Davenport.\nF. E. Willard, B.Sc, '89, A.M., '92, Iowa Coll.\n■ 1896. Superintendent of Schools, 206 W. Grant St., Marshalltown.\nJ.B. Young, 1878,\nA.B.,Superintendent\n'61, A.M., '64,ofMiddlebury\nSchools, 422Coll.\nE. 14th St., Davenport.\n1897 Eugene\n\nBrown, B.Sc, '92, Iowa State Coll.\n1900, President of Midland Normal School, 505-507 W. State St., Mason City.\nJacob Leonard Buechele, Ph.B., '86, Cornell Coll., Iowa.\n1896, Superintendent of City Schools, Independence.\nHorace T. Bushnell._\n1873, Principal of Grammar School No. 8, Farnam St. and South Ave., Davenport.\nC. P. Colgrove, A.M., '96, Univ. of Chicago.\n1896, Professor of Psychology and Didactics, State Normal School, 2422 Normal\nCedar Falls.\n\nSt.,\n\nMrs. E. Dudley,\nA.B., '84,Principal\nA.M., '87,\nCornellSchool,\nColl. Paullina.\n1890, Assistant\nin High\nLyman H. Ford, A.B., '92, A.M., '93, Univ. of Wooster.\n1899, Superintendent of Schools, 821 Boone St., Webster City.\nIrene Garrette.\nPrincipal of Jefferson School, 708, 3d Ave., Cedar Rapids.\nB. J. Horchem.\n1898, Principal of Audubon School, 315 Bluff St., Dubuque.\nF. E. Lark.\n1896, Superintendent of Schools, Monona County, Onawa.\nGeorge Edwin MacLean, Ph.D., '83, Leipzig; LL.D., '95, Williams.\n1899, President of the State University of Iowa, Iowa City.\nA. R. Sale.\n1893, Superintendent of City Schools, 326 S. Superior Ave., Mason City.\nWilliam S. Shearer.\n_ .\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, ^\nCity. George Edwin MacLean; Librarian, Mrs. Bertha G. Ridgeway, Iowa\nPresident,\nV. L. Wilson.\nAgent for American Book Co., Ottumwa.\nFinley M. Witter, B.Sc, A.M., '76, University of Iowa.\n1901, Superintendent of Schools, Muscatine County, 1314 Mulberry St., Muscatine.\n\n"}
{"page": 970, "printed_page": null, "text": "NA 7 ZONAL ■ ED UCA TIONAL ASSOCIA 7 ION\n\n958\n\nIOWA—\n1898\n\nContinued\n\n[Kansas\n\nEdson N. Coleman, A.M., '89, Bellevue Coll.\n1900, Superintendent of City Schools, 15th St. and 4th Ave. S., Fort Dodge.\n\nJ. D. Stout, 1899,\nB.Sc,President\n'83, Valparaiso\nColl. College, 600 N. College Ave., Iowa Falls.\nof Ellsworth\nMary Zikk.\n1899, Principal of Madison School, 417, 1st St. W., Cedar Rapids.\n1900 Henry L. Adams, B.Sc, '97, Upper Iowa Univ.\n1900, County Superintendent of Schools, West Union.\nFrederick E. Bolton, B.Sc, '93, M.Sc, '96. Univ. of Wis. ; Ph.D., '98, Clark Univ.\n1900, Professor of Science and Art of Education, State University of Iowa, 1019 College\nSt., Iowa City- '—■■'\nWilliam\nUniv. Bayard Craig, A.M., '85, Sv. Jmv'. of Iowa; D.D., '93, Univ. of Colo. ; LL.D., '97, Drake\n1897, Chancellor of Drake University, 2702 University Ave., Des Moines.\nI. C. Hise.\n1898, County Superintendent of Schools, Le Mars.\nThomas B. Hutton, B.Sc, '91, Iowa St. Coll.\n1900, Superintendent of Public Schools, Odebolt.\nIowa College.\nActing President, J. H. T. Main; Librarian, M. H. Douglass, Grinnell.\nL. E. A. Ling.\n1891, Superintendent of City Schools, Cresco.\nSamuel H. Sheakley, A.B., '83, A.M., '86, Thiel Coll., Pa.\n1899, Superintendent of City Schools, 1418 Pleasant St., Des Moines.\nArthur V. Sunderlin, B.E., '75, M.E., '78, St. Nor. Sch., Edinboro, Pa.\n1900, Principal of Lyons High School; res., 103 Miami Ave., Clinton.\n1901 Hill M. Bell, A.B., '90, A.M., '91, Drake Univ.\nVice-Chancellor and Professor of Pedagogy, Drake University, 1091, 26th St., Des\nMoines.\nAnson H. Bigelow, B.Sc, '87, Univ. of Neb.\nSuperintendent of City Schools, Le Mars.\nE. Crosby, B.Sc, Iowa St. Coll.\n1900, Superintendent of City Schools, 431 E. 5th St., Spencer.\nNellie L. Elliott.\nTeacher in 7th Grade, City Schools, 2106 Cottage Grove Ave., Des Moines.\nFrancis M. Fultz, Ph.B., '86, A.M., '89, St. Univ. of Iowa.\n1899, Superintendent of City Schools, 313 S. Gunnison St., Burlington.\nAmos Hiatt, A.B., '70, A.M., '76, Univ. of Iowa.\n1885, Superintendent of East Side Schools, 1003 E. 12th St., Des Moines.\nJ. M. Hussey, M.Sc, Chillicothe Nor. Sch. ; Ped.B., Western Nor. Coll.\n1893, President of the Western Normal College, Shenandoah.\nIowa State College, Library.\nPresident, W. M. Beardshear; Librarian, VinaE. Clark, Ames.\nGeorge A. Moore, A.B., '95, Denison Univ., O.\nInstructor in Mathematics, Cedar Valley Seminary, Osage.\nGeorge W. Nellis.\n1891, Superintendent of Indian Training School, Toledo.\nA. C. Newell, B.Sc in E.E., '92, Univ. of Mich.\n1894, Superintendent of Manual Training, High School, West Des Moines.\nW. H. Norton.\nProfessor of Geology, Cornell College, Mt. Vernon.\nMalcolm W. O'dell.\n1901, Superintendent of Indian School, Toledo.\nEugene C. Peirce, A.B., '90, Albion Coll.\n1899, Principal of High School, 303 W. 4th St., Ottumwa.\nW. A. Pratt, A.M., O. Wes. Univ.\n1900, Superintendent of Public Schools, Washington.\nH. J. Schwietert.\n1899, County Superintendent of Schools, Franklin Courthouse, Manchester.\nHerbert\n\nKANSAS\nlife director\n1886\n1886\n\nA. V. Jewett, A.B.,\n'57, Middlebury Coll., Vt.\nAbilene.\nlife members\nBoard of Education, Abilene.\nPresident, Mrs. Mary Hamilton ; Secretary, W. P. Gulick.\nBoard of Education, Dodge City.\nPresident, W. J. Fitzgerald; Clerk, W. T. Coolidge.\nBoard of Education, City of Ottawa.\nPresident, A. W. Benson ; Clerk, Miss Hattie Muzzy.\nBoard of Education, Sedgwick.\nSuperintendent, R. A. Hampshire; Clerk, G. P. Schouten.\nAnderson Griffeth Campbell.\nCouncil Grove.\nNathaniel Coover.\n1900, Superintendent of City Schools, Wilson.\nEdward T. Fairchild.\n1897, Superintendent of City Schools, Ellsworth.\nHenry G. Larimer, LL.B., '81, Univ. of Mich.\nLawyer, 535 Kansas Ave., Topeka.\nA. N. Limerick.\nPrincipal of Public Schools, South Haven.\n\n"}
{"page": 971, "printed_page": null, "text": "Kansas]\n1886\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n959\n\nJohn MacDonald.\nEditor \" Western School Journal,\" Topeka.\nPeter Mc Vicar, A.B.,'56, A.M., '71, D.D., '71, Beloit Coll., Wis.\n1895, President Emeritus of Washburn College, College Ave., Topeka.\nRiley County Educational Association.\nVice-President, C. M. Coirell; Secretary, Miss Reppie Carey, Manhattan.\nThomas Watson Roach, A.B., '70. M.Sc, '90, Mt. Union Coll., Alliance, O.\n1892, Superintendent of Kansas Wesleyan Business College, Salina.\nGeorge E. Rose, B.D., '83, Univ. of Kan.; M.Sc, '98, Kan. St. Agri. Coll.\n1893, Principal of High School, 846 Burnett St., Kansas City.\nThomas A. Sawhill, A.B., '741 Amherst Coll.\nPublisher of \" Concordia Empire,\" Concordia.\nAaron Schuyler, A.M., '60, Ohio Wes. Univ. ; LL.D., '73, Otterbein ; Ph.D., '98, Kan. Wes. Univ.\nProfessor of Philosophy and Higher Mathematics, Kansas Wesleyan University,\n1316 S. Santa Fe St., Salina.\nEdmund Stanley, A.M., '91, Penn Coll., Oskaloosa, la.\n1898, President of Friends' University, 1203 University Ave., Wichita.\nTeachers' Association of Cowley County.\nPresident, Julia B, King ; Secretary, Edna M. Glass, Winfield.\nD. C. Tillotson.\n621 Filmore St., Topeka.\n\nPhilo Jesse Williams,\nBaldwin.A.M., '57, Madison Univ. ; D.D., '76, Univ. of Kan.\nactive members\n1884 J. N. Wilkinson.\n1901, President, State Normal School, 832 Merchant St., Emporia.\n1890 William M. Davidson.\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.\n1891 Frank 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.\n\n*J. D. Orr.\n\n1901, Principal of Seventh St. School, 91s Orville Ave., Kansas City.\n1893 Francis Huntington Snow, Ph.D., '81, Williams Coll. ; LL.D., '90, Princeton.\n1890, Chancellor of University of Kansas, Lawrence.\n1894 Elva Enola Clarke.\n1893, Librarian of State Normal School, 1025 Constitution St., Emporia.\nO. P. M. McClintock.\n1897, Principal of Clay School, 1259 Buchanan St., Topeka.\n1895 O. P. Barnes.\nWestern Agent, Ginn & Co., Leavenworth.\nJessie L. Clark.\n1892, Supervisor of Music, Public Schools, 1203 N. Market St., Wichita.\nFbnella Dana.\n1889, Principal of Ward School, 1017 Tyler St., Topeka.\nMiss M. E. Dolphin.\n1896, Superintendent of City Schools, Leavenworth.\nLeida H. Mills.\n1895, Assistant in High School, 1203 N. Market St., Wichita.\nMaggie S. Mitchell, B.Sc, Geneva Coll., Pa.\n1879, Teacher in Public Schools, 509 W. 6th St., Topeka.\nL. H. Murlin, A.B., '91, S.T.B., '92, De PauwUniv.; D.D., '97, Cornell Coll.; S.T.D, '97, Denver\nUniv. ; B.D., '99, Garrett Biblical Inst.\n1894, President of Baker University, Baldwin.\nMiss C. S. Newell.\n1890, Teacher in Public Schools, 917 W. 14th St., Topeka.\nDavid F. Shirk.\n1893, Superintendent of City Schools, Cottonwood Falls.\nEdward A. Simerwkll.\n1892, Principal of Grant School, 1209 N. Western Ave., Topeka.\nNathan T. Veatch.\ni9or, Superintendent of City Schools, 523 Mound St., Atchison.\n1897 Mrs. Gaston Boyd.\nTeacher of Voice and Physical Culture, Main St., Newton.\nCharles A. Boyle.\n1893, Director of Departmentof Music, State Normal School, 831 Constitution St., Emporia.\nKansas State Agricultural College.\nPresident, Ernest R. Nichols ; Librarian, Mrs. Henrietta Calvin, Manhattan.\n\n1899\n\nL. A. Lowther, A.B., '94, State Univ.\n1896, Superintendent of City Schools, 617 Exchange St., Emporia.\nH. B. Peairs.\nSuperintendent of Haskell Institute, Indian Industrial Training School, Lawrence.\nWalter G. Riste.\n1896, Principal of Thomas County High School, Colby.\nFrank P. Smith, A.B., '78, Ind. Univ.; A.M., '90, Baker Univ.\n1894, Superintendent of City Schools, 900 Tennessee St., Lawrence.\nFrederick B. Abbott, Ph.D., '98, Martyn Coll.\nTeacher of Manual Training, State Normal School, 1101 Mechanic St., Emporia.\nJohn H. Glotfelter.\n1901, Principal of Training Department, State Normal School, 832 Merchant St., Emporia.\nT. S. Johnson.\n1898, Superintendent of City Schools, McPherson.\n* Died November 2, 1901.\n\n"}
{"page": 972, "printed_page": null, "text": "NATIONAL. EDUCATIONAL\n\nASSOCIATION\n\ng6o\n\n[Kentucky\n\nKANSAS— Continued\nCollege.\nPresident, Rev. Jacob A. Clutz; Librarian, Granville H. Meixell, Atchison.\nFrank Nelson, Ph.B.. '92, Iowa St. Univ.\n1809, State Superintendent of Public Instruction, 213 Topeka Ave., Topeka.\nJohn W. Spindler, A.B., '76, A.M., '95, Ohio Wes. Univ. ; B.L., '82, Cincinnati Law School.\n1891, Superintendent of City Schools, Winfield.\n1900 Free Public Library, Topeka.\nPresident, Edward Wilder; Librarian, Mrs. E. S. Lewis, Topeka.\nThomas B. Henry, A.B., '98, Univ. of Kan.\n1899, Instructor in Mathematics, Montgomery County High School, Independence^\nJohn W. Wilson, A.B.\nPrincipal of Atchison County High School, Effingham.\nLizzie E. Wooster.\nEducational Author, care of Crane & Co., Topeka.\n1901 Carrie Goddard.\nPrincipal of Garfield School, 1009 Topeka Ave., Topeka,\nNora B. Haight.\n1899, Teacher in North Windy School, R. F. D. No. 3, Paola.\nE. H. Heacock, B.Sc, '94, M.Sc, '95.\nVice-Principal, Department of Chemistry and Physics, High School, 720 Harrison\nSt., Topeka.\nWilliam Redmond, A.B., '96, Ind. Univ.\n1898, Superintendent of Schools, Hiawatha.\n\n1899 Midland\n\nKENTUCKY\nlife members\n1877\n\nWilliam Henry Bartholomew.\nPrincipal of Girls' High School, 426 E. Gray St., Louisville.\nMrs. Laura 1881,\nL. Monsarrat.\nPrincipal of Seventh Ward Public School, 208 W. Walnut St., Louisville.\nACTIVE\n\nMEMBERS\n\n1891\nMcHenry Rhoads,\nA.M., West of\nKy.City\nColl.\n; Ph.M.,\nColl.Owensboro.\n'\n1900, Superintendent\nSchools,\n420 Hartford\nWhite Ave.,\n1893 Edgar H. Mark.\n1894, Superintendent of Schools, Center and Walnut Sts., Louisville.\n1894 Susie M. Bartholomew.\n426 E. Gray St., Louisville.\n1895 Livingstone McCartney.\n1895, Superintendent of Schools, Hopkinsville.\n1896 Frank S. Alley, A.M., Moore's Hill Coll., Ind.\n1896, Superintendent of City Schools, 132 Taylor Ave., Bellevue.\n\nW. J. McConathy.\n\n1895, Principal of Normal School, 1454, 2d St., Louisville.\nJohn Morris.\n1895, Superintendent of Public Schools, 829 Scott St., Covington.\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.\nLouise A. Wiard.\nTeacher in Eighth Grade, Public Schools, Frankfort.\n1897 J. G. Crabbe, A.B., A.M., Ohio Wes. Univ. ; M.Pd., Ohio Univ.\n1890, Superintendent of City Schools, 721 E. Winchester Ave., Ashland.\nReuben Post Halleck, A.M., Yale.\nAnna C. Roth. Principal of Boys' High School, 1240, 3d Ave., Louisville.\n1887, Teacher in Sixth Grade, Duncan Street School, 2441 W. Chestnut St., Louisville.\nBerry.\nPrincipal of Third District School, 221 Wood St., Maysville.\nJohn Wirt Dinsmore.\n1900, Dean of Normal Department, Berea College, Berea.\nA. C. Kuykendall, A.B., '91, Burrett Coll.\n1898, Teacher of Mathematics, South Kentucky College, Hopkinsville.\nMiles Eugene Marsh, A.B., '93, Oberlin Coll.\nPrincipal of Academy of Berea College, Berea.\nWilliam H. Perry, A.M., '92, Ky. St. Univ.\nPrincipal, Public Schools, 2909 W. Walnut St., Louisville.\n1900 Harry G. Brownell, B.Sc, '86, Rose Polytechnic Inst., Ind.\n1895, Principal of Manual Training High School, 106 W. Oak St., Louisville.\nS. L. Frogge, A.M., '80, Bethel Coll.\nSuperintendent of City Schools, 317, 3d St., Frankfort.\nCharles B. Hatfield.\n1900, Superintendent of City Public Schools, 232 N. 7th St., Paducah.\nElizabeth B. Walsh.\n1900, Supervisor of Primary Schools, 1036, 5th St., Louisville.\n1901 J. W. Bradner, B.Sc, '94, A.B., 96, Tri-State Nor. Coll.\nPrincipal of High School, Caster St., Ashland.\nA. H. Hill.\n1897, County Superintendent of Schools, 10 Cedar St., Franklin.\nJohn D. Kelly, LL.B.,'93, Univ. of Louisville.\n1899, Principal of City School, 716 Mildred St., Owensboro.\nH. V. McChesney.\nState Superintendent of Public Instruction, Frankfort.\n1898 W. Thomas\n\n"}
{"page": 973, "printed_page": null, "text": "Maine]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING\n\nKENTUCKY—\n1901\n\nMEMBERS\n\n96 1\n\nContinued\n\nJ. H. Patterson, A.M., '87, Liberty Coll., Miss. ; Ph.D., '96, Blount Coll.\n1897, Superintendent of City Schools, Lancaster.\nW. T. St. Clair, A.B., '80, A.M., '94, Centre Coll.. Ky.\n1886, Professor of Latin, Male High School, 418 W. Oak St., Louisville.\nF. F. Thwing, A.B., '89, Oberlin Coll.\n1892, Instructor in Mathematics, Manual Tr. High School, 2219 Brook St., Louisville.\nCallie King Walls.\n1893, Teacher of Mathematics, English, and History, The Lawrence, 18th , St., west of\nMadison Ave., Covington.\nLOUISIANA\nACTIVE\n\n1889\n1892\n\nMEMBERS\n\nMiss Marion Brown. _\n1895, Principal of New Orleans Normal School, 1303, 3d St., New Orleans.\nGeorge Soule.\nPresident of Soule Commercial College and Literary Institute, 603 St. Charles St.,\nNew Orleans.\n\n1894 Edwin A. Alderman, Ph.B., Univ. of N. C. ; D.C.L., '96, Univ. of the South; LL.D., '99, Tulane\nUniv., La.\n1900, President of Tulane University of Louisiana, New Orleans.\nMiss H. A. Suter.\n1878, Principal of McDonogh High School No. 2, 1426 St. Andrew St., New Orleans.\n1895 Warren Easton, A.B., '71, St. Univ. of La.\n1888, Superintendent of Schools, 610 Camp St., New Orleans.\n1896 B. C. Caldwell.\n1896, President of State Normal School, Natchitoches.\n\nJ. G. Haott.\n\nLake Charles.\n\n1897 Clara G. Baer, Grad., '91, Posse Gymnasium, Boston.\n1891, Professor of Physical Education, Newcomb Coll., Tulane University, 1532 Washington Ave., New Orleans.\nBrandt V. B. Dixon, A.M., LL.D.\nPresident of H. Sophie Newcomb Memorial College, 1220 Washington Ave., New\nOrleans.\nEveline A. Waldo.\n1899 Augustine\n\n1901, Principal,\nSt. Mary's Parish Kindergarten Training School, 6106 St. Charles Ave.,\nNew Orleans.\nAurianne, L.I., Peabody Nor. Sch., Univ. of Nashville.\n1898, Professor in Academic Department, New Orleans Normal School, 615 Conti St., New\nOrleans.\n\n1900 C. H. Carson, Jr., A.B., '83, Emory Coll., Oxford, Ga.\n1898, Professor of Chemistry and Physics, Louisiana Industrial Institute, Ruston.\n1901 Nicholas L. 1001,\nA. Bauer,\nB.Sc,\n'97, A.M., '99,\nTulaneSchools,\nUniv. 331 Chartres St., New Orleans.\nAssistant\nSuperintendent\nof Public\nJohn R. Conniff, A.B., '94, Tulane Univ.\n1901, Assistant Superintendent of Public Schools, 1416 Marengo St., New Orleans.\nMAINE\nLIFE\n\n1886\n\nDIRECTOR\n\nJosiah Little Pickard, LL.D., '70, Chicago Univ. and Beloit Coll. ; '94, Bowdoin Coll.\nEx-President, State University of Iowa; res. with Dr. George T. Little, Bowdoin\nCollege, Brunswick.\nlife member\n\n1889 Edmund\n\nWentworth Wright, A.B., '66, A.M., '69, Harvard Coll.\n190T, Principal of High School, Old Orchard.\nactive members\n\n1890 M. C. Fbrnald, A.B., '61, A.M., '64, Ph.D., '81, Bowdoin Coll.\nProfessor of Philosophy, Emeritus, University of Maine, 12 Bennock St., Orono.\n1892 W. J. Corthell, A.B., '57, A.M., '60, Waterville Coll. ; LL.D., '88, Colby Univ.\n1879, Principal of State Normal School, Gorham.\n1895 John S. Locke.\n1893, Superintendent of Schools; President of York Institute, 42 Middle St., Saco.\nWilliam Wallace Stetson.\n1895, State Superintendent of Public Schools, Augusta.\n1898 Charles F. Cook, A.B., '91, St. Lawrence Univ.\n1896, Principal of Cony High School, 52 State St., Augusta.\nAbram\nW. Brunswick.\nHarris, A.B., '80, A.M., '83, Wesleyan Univ.; ScD., '94, Bowdoin; LL.D., '00, Univ.\nof N.\n\n1901\n\n1893, President of the University of Maine, Orono.\nFranklin W. Johnson, A.B., '91, A.M., '94, Colby Univ.\n1894, Principal of Coburn Classical Institute, 6 Dalton St., Waterville.\nMyron E. Bennett.\n1899, Superintendent of Schools, Sanford.\nBertram C. Richardson, A.B., '98, Colby Coll.\n1900, Superintendent of Schools, 142 Hampshire St., Auburn.\nCharles L. White, A.B., '87, A.M., '90, Brown Univ.\n1900, President of Colby College, 33 College Ave., Waterville.\n\n"}
{"page": 974, "printed_page": null, "text": "NATIONAL\n\n962\n\nEDUCATIONAL\n\n[Massachusetts\n\nMARYLAND\nLIFE\n\n1876\n\nASSOCIATIOA\n\nMEMBER\n\nSarah E. Richmond.\n1875, Vice-Principal of State Normal School, 2508 Madison Ave., Baltimore.\nACTIVE\n\nMEMBERS\n\n1885\n\nHenrv A. Wise, Grad. of Virginia Military Inst.\n1883, Ex- Superintendent of Schools, 409 St. Paul St., Baltimore.\n1890 William C. Stevenson.\n1900, Head of Commercial Department, Jacob Tome Institute, Port Deposit.\n1891 John E. McCahan, A.M., '69, Dickinson Coll., Pa.\n1884, Assistant Superintendent of Public Schools, 1719 Hollins St., Baltimore.\n189a\nElijah Barrett Prettvman, 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.\n1894\n\nJames H. Van Sickle, A.B., '96, A.M., '98, Univ. of Colo.\n1891, Superintendent of Instruction, School Administration Building, Baltimore.\nEli M. Lamb.\n1864, Associate\nPrincipal of Friends' Elementary and High School, 1432 McCulIoh St.,\nBaltimore.\nRachel E. Lamb.\nEnglish\nInstructor in Friends' Elementary and High School, 1516 Linden Ave.,\nBaltimore.\n\n1896 Daniel C. Gilman, A.B., A.M., LL.D., Yale and Harvard.\nEx -President of Johns Hopkins University, 614 Park Ave., Baltimore.\nHarry Marc Rowe, Ph.D.\nSecretary and Treasurer, Sadler, Rowe & Co., 9 W. German St., Baltimore.\n1897 Zachariah C. Ebaugh.\n1900, Principal of Franklin High School, Reisterstown.\n1898 E. E. Cates, A.B., '83, A.M., '88, Colby Univ.\n1897, President of Frederick College, Frederick.\nJohn E. Edwards, A.M.\n1898, County Examiner, 157 Washington St., Cumberland.\nThomas Fell, Ph.D., LL.D.\n1886, President of St. John's College, Annapolis.\nElmer Gates.\nDirector of Laboratory of Psychology and Psychurgy, Chevy Chase\nChase.\n\nCircle, Chevy\n\nA. J. Gminder.\n1896, Principal in English-German Public School No. 7, iin Barclay St., Baltimore.\nInstitute.\nDirector, A. W. Harris; Librarian, Mary R. Caldwell, Port Deposit.\nM.Bates Stephens, A.M., '89, Dickinson Coll.; Ph.D., 'ot, Washington Coll., Chestertown, Md.\nState Superintendent of Public Education, 1200 Lafayette Ave., Baltimore.\nJohn Thomas White, Grad., '78, Mercersburg Coll.; A.B., '78, A.M., '84, Franklin and Marshall\nColl., Lancaster, Pa.\n1900, Secretary, Treasurer, and Examiner, Board of School Commissioners, 24 S. George\nSt., Cumberland.\n1899 A. Marshall Elliott, A.B., '66, A.M., '78, Haverford Coll.; A.B., '68, Harvard;\nPh.D., '77,\nPrinceton;\n'91. in\n_ Johns Hopkins University, 935 Calvert St., N. Baltimore.\n1876,LL.D.,\nProfessor\nJacob Tome\n\nThomas\n\nCrawford Galbreath, A.M., '97, W. Md. Coll., Westminster.\n1899, Superintendent of Public Schools of Harford County, Bel Air.\nH. Griffin, D.D., Amherst; LL.D., Princeton.\n1889, Professor of the History of Philosophy and Dean of the College Faculty, Johns\nHopkins University, Baltimore.\nJohns Hopkins University.\nPresident, Ira Remsen ; Librarian, N. Murray, Baltimore.\nThe Woman's College of Frederick, Md.\nPresident, J. H.Apple; Librarian, Susan Garrott, Frederick.\n1900 William C. A. Hammel.\n1888, Department of Physics and Zoology, State Normal School, and (rcjoi) Director of\nManual Training, Bryn Mawr School, 2529 McCulIoh St., Baltimore.\nEdwin Hebden.\nEdward\n\nPrincipal,\nMrs. Elizabeth E.\nPippin. Group\" A\" Public Schools; res.. Tuxedo Park, Baltimore.\nVice -Principal, High School, Denton.\n1901 Alexander Chaplain.\n1868, County Examiner of Public Schools, Easton.\nVirgil Mores Hillyer, A.B., '97, Harvard Univ.\nHead Master, Calvert Primary School, W. Chase St., Baltimore.\nMASSACHUSETTS\n1887\n\nMrs. Mary\n\nlife director\nHanchett Hunt.\n1880, National and, 1888. International Superintendent of Scientific Temperance Instruction, Woman's Christian Temperance Union, 23 Trull St., Boston.\nlife members\n\n1884\n1886\n\nJohn Bascom, LL.D.,'73, Amherst Coll. ; D.D., '75, Iowa Coll. ; LL.D., '97, Williams Coll.\n1891, Professor of Political Science, Williams College, Park St., Williamstown.\nWilliam Augustus Mowry, A.M., Brown Univ. ; Ph.D., Bates Coll.\nWriter and Lecturer, 17 Riverside Sq., Hyde Park.\n\n"}
{"page": 975, "printed_page": null, "text": "Massachusetts]\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\nACTIVE\n\n1884\n\nMEMBERS\n\n963\n\nMEMBERS\n\nFrank\n\nA. Fitzpatrick.\n93 Summer St., Boston.\n1888 George B. Hurd.\n1901, Master of Payson Hall, Williston Seminary, Main St., Easthampton.\nWill S. Monroe, A.B., '94, Stanford Univ.\n1896, Department of Pedagogy and Psychology, State Normal School, Westfield.\n1890 Albert Gardner Bovden, A.M., '61, Amherst Coll.\ni860, Principal of State Normal School, Bridgewater.\nJohn E. Bradley, Ph.D., '79, Univ. of N. Y. ; LL.D., '93, Williams Coll.\n1901, District Superintendent of Schools, Randolph.\nArthur P. Smith.\n11 High St., Waltham.\n1891 G. Stanley Hall.\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.\nAmy Morris Homans.\n1889, Director of Boston Normal School of Gymnastics, 97 Huntington Ave., Boston.\nRay Greene Huling, A.B., '69, A.M., '72, D.Sc, '94, Brown Univ.\n1893, Head Master of English High School, 101 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.\nAlvin F. Pease, A.B., '75, A.M., '78, Brown Univ.\nwith N. E. Publishing Co. and Winship's Teachers' Agency, 20 Pemberton Sq., Boston.\nElizabeth H.1898,\nPerry.\n1891, Teacher of Drawing, State Normal School, Bridgewater.\nJohn Tilden Prince, Ph.D., '89, Leipzig.\n1881, Agent for Massachusetts Board of Education, 15 Temple St., West Newton.\n189a Orlando Merriam Baker.\nPublisher, 499 Main St., Springfield.\nMilton Bradley.\nTreasurer and Manager, Milton Bradley Co., Springfield.\nJohn S. Clark.\nTreasurer, Prang Educational Co., no Boylston St., Boston.\nCharles W. Eliot, A.B.,'53. Harvard; LL.D., '69, Williams, Princeton, '70, Yale.\n1869, President of Harvard University, 17 Quincy St., Cambridge.\nGilman C. Fisher, A.B., '69, A.M., '86, Colby Univ.\n1898, Superintendent of Schools, Castle St., Great Barrington.\nRobert C. Metcalf.\n1882, Supervisor of Schools, School Committee Rooms, Mason St., Boston; 17 Kenwood\nSt., Dorchester.\nWilliam Wells Tapley.\nManager, Educational Department, Milton Bradley Co., Springfield.\nGeorge Augustus Walton, A.M., Williams Coll.\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, Mifflin & Co., 4 Park St., Boston.\nArthur K. Whitcomb, A.B., '73, Dartmouth.\n1891, Superintendent of Schools, City Hall, Lowell.\nAlbert Edward Winship, Lit.D., '98.\nEditor of \"Journal of Education,\" 211 Pendleton Building, Boston.\n1893 Francis Cogswell, A.M., '81, Harvard.\n1874, Superintendent of Schools, 257 Prospect St., Cambridge.\nFrank Irving Cooper.\nWayland.\nErnest Henry Johnson, A.B., '91, A.M., '92, Brown Univ.\ni8g6, Master of Williams School, Chelsea; home address, 234 Mauran Ave., East Providence R. I.\nGeorge\n\nH. Martin, A.M., '81, Amherst Coll.\n1892, Supervisor of Schools, Boston; res., 388 Summer St., Lynn.\nCornell Ramsay, A.B., A.M., '92, Harvard.\n1892, Principal of B. M. C. Durfee High School, 335 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., '00, Clark Univ.\n1900, with Ginn & Co., Publishers, 29 Beacon St., Boston.\n1894 Frederick Elmer Chapman.\n1890, Director of Music, Cambridge Public Schools, 126 Oxford St., North Cambridge.\n1895 Sarah Louise Arnold.\n1895, Supervisor of Schools, Boston; res., 21 Institution Ave., Newton Centre.\nThomas M. Balliet.\n1887, Superintendent of Schools, 47 Vernon St., Springfield,\nClarence C. Birchard.\n1901, Educational Publisher, 221 Columbus Ave., Boston.\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.\n1894, Superintendent of Schools, Lawrence.\nClarence F. Carroll, A.B., '81, Yale.\n1894, Superintendent of Schools, 765 Main St., Worcester.\nRoland W. Guss, Grad., '8r, 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.\nIsaac Freeman Hall.\n1895, Superintendent of Public Schools, City Hall, North Adams.\nPaul Henry Hanus, B.Sc, '78, Univ. of Mich.\n1901, Professor of the Theory and Practice of Education, Harvard University, 15 Phillips\nPI., Cambridge.\nCharles\n\n"}
{"page": 976, "printed_page": null, "text": "964\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Massachusetts\n\n1895 Albert Bushnell Hart, A.B., '80, Harvard; Ph.D., Freiburg, Baden.\n1897, Professor of History, Harvard University, 15 Appian Way, Cambridge.\nHarvard College Library.\nPresident, Charles W. Eliot; Librarian, William C. Lane, Cambridge.\nFrank A. Hill, A.B., '62, A.M., '65, Lit.D., '94, Bowdoin.\n1894, Secretary of State Board of Education, 1654 Massachusetts Ave., Cambridge.\nAustin H. Kenerson, A.B., '76, Dartmouth Coll.\nOf Ginn & Co., Schoolbooks, 13 Tremont PI., Boston.\nAlonzo Meserve.\n1886, Master of Bowdoin School, 87 Linden St., Allston Station, Boston.\nCharles H. Morss, A.B., '80, A.M., '82, Harvard.\n1895, Superintendent of Schools, Medford.\nJames Phinney Munroe,\n'82, Mass. St.,\nInst,\nof Technology.\nAuthor, B.Sc,\n179 Devonshire\nBoston.\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.\nBaroness Rose Posse.\n1892, Editor, and, 1896, Director of Posse Gymnasium, 206 Massachusetts Ave., Boston.\nCharles A. Sibley, A.B., '87, Amherst.\nMember of Firm of Sibley & Ducker, no Boylston St., Boston.\nJohn Gilbert1895,\nThompson,\n'86,Normal\nA.M., School,\n'94, Dartmouth\nColl. St., Fitchburg.\nPrincipal A.B.,\nof State\nn Weymouth\nAlfred Turner, B.Sc, '93, Amherst Coll.\n1898, Superintendent of Schools, Prospect St., Turner's Falls.\nHattie Twichell.\n1896, Kindergarten Training Teacher, Longmeadow,\nHenry Whittemore, A.B., '66, Dartmouth Coll.\n1898, Principal of State Normal School, State St., Framingham.\n1896 Charles H. Ames, A.B., '70, A.M., '73, Amherst Coll.\nEducational Publisher, with D. C. Heath & Co., no Boylston St., Boston; res., 300\nHighland St., West Newton.\nGeorge Peters Armstrong.\n1896, Superintendent of Schools of Belmont and Manchester, 7 Oak St., Belmont.\nWilliam C. Bates, A.B., '77, Harvard.\n1894, Superintendent of Schools, 182 June St., Fall River.\nWallace C. Boyden, A. B., '83, A.M., '86. Amherst.\n1900, Head Master of Boston Normal School; res., 221 Walnut St., Newtonville.\nGeorge W. Brown.\n1886, Principal of Jackman School, 38 High St., Newburyport.\nElmer Hewitt Capen, D.D., '79, St. Lawrence Univ.; LL.D., '99, Buchtel Coll.\n1875, President of Tufts College, 8 Professors' Row, Tufts College.\nJoseph G. Edgerly.\n1875, Superintendent of City Schools, 37 Atlantic Ave., Fitchburg.\nHerbert J. Jones, Ph.B., '94, Cornell Univ.\n1900, Superintendent of Schools, Central Worcester District, Holden.\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., '78, S.D., '94, 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.\nfield.\nOne of\nthe Publishers of Webster's International Dictionary, 499 Main St., Spring-\n\n1897\n\nCharles Branch Wilson, A.B., '81, A.M., '84, Colby Univ., Me.\n1896, Dept. of Natural Science, State Normal School, 16 Washington St., Westfield.\nIda Mortimer Windate, A.B., A.M., Ohio Wesleyan Univ.\n1901, Graduate Student, Harvard University, 33 Trowbridge St., Cambridge.\nAmherst College.\nPresident, George Harris ; Librarian, W. I. Fletcher, Amherst.\nBoston College.\nPresident, W. G. Read Mullan ; Librarian, Thomas I. Gasson, Boston.\nArthur C. Boyden, A.B., '76, A.M., '81, Amherst Coll.\n1879, Vice-Principal of State Normal School, 5 Park Ave., Bridgewater.\nJ. H. Carfrey, Ph.B., '92, Ph.M., '95, Syracuse Univ.\n1898, Superintendent of Public Schools, Dryads Green, Northampton.\nGeorge H. Conley, A.B., Holy Cross.\nSupervisor of Schools and, 1893, Member Mass. State Board of Education, Mason\nSt., Boston.\nGertrude Edmund, Pd.D., '93, New York Univ.\nPrincipal of Normal Training School, 74 Huntington St., Lowell.\nWilliam E. Hatch, A.B., '75, A.M., '78, Bowdoin.\n1888, Superintendent of Schools, 166 William St., New Bedford.\nE. A. Kirkpatrick, B.Sc, '87, Ph.M., '89, Iowa St. Coll., Ames.\n1897, Psychology 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.\nThomas E. Thompson,\n1895, Superintendent of Schools, Leominster.\nWestfield State Normal School.\nPrincipal, Clarence A. Brodeur, Westfield.\nWilliams College Library.\nActing President, John Haskell Hewitt; Librarian, Charles H. Burr, Williamstown,.\n\n"}
{"page": 977, "printed_page": null, "text": "Massachusetts]\n\nLIFE, AC'IIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n965\n\n1898 Arthur\n\nDeerin Call, Ph.B., '96, Brown Univ.\n1899, Superintendent of Schools, Medway, Holliston and Sherborn Districts, Holliston.\nThe City Library Association, Springfield.\nLibrarian, J. C. Dana, Springfield.\nGeorge Wells Fitz, M.D., '91.\n483 Beacon St., Boston.\n•\nFree Public Library of the City of Worcester.\nLibrarian, Samuel Swett Green, Worcester.\nFrank Fuller Murdock, A.M., '00, Williams Coll.\n1896, Principal of State Normal School, 375 Church St., North Adams.\nHerbert Myrick, B.Sc., '82, Mass. Agri. Coll.\nPresident of Orange Judd Company and Treasurer Good Housekeeping Institute,\nNew York; 27 W. Worthington St., Springfield.\nMrs. Ellen H. Richards, A.B., '70, A.M., '73, Vassar Coll. ; B.Sc, '73, Mass. Inst, of Tech.\n1884, Instructor in Sanitary Chemistry, Massachusetts Institute of Technology, Boston.\nSmith College.\nPresident, L. Clark Seelye; Librarian, Miss L. W. Lyon, Northampton.\nState Library of Massachusetts.\nState Librarian, C. B. Tillinghast, State House, Boston.\n1899 Lyman Richards Allen, B.Sc, '98, Harvard.\n1898, Instructor of History, Geography, and Latin, State Normal School, 362 Church St.,\nNorth Adams.\nWilliam A. Baldwin, B.Sc, '97, Harvard.\n1897, Principal of State Normal School, Hyannis.\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, HarvardUniversity, 17 Francis Ave., Cambridge.\nEdwin H. Hall, Ph.D., '80, Johns Hopkins Univ.\n1895, Professor of Physics, Harvard University, 37 Gorham St., Cambridge.\nMay E. Murray.\n\" Kindergarten Review,\" 51 Acushnet Ave., Springfield.\nLouis Philip Nash, A.M., Amherst Coll.\n1899, Superintendent of Schools, Morgan St., Holyoke.\nJ. Asbury Pitman.\n1897, Superintendent of Schools, 62 Greenwood St., Marlborough.\nWilliam T. Sedgwick, Ph.D., '81, Johns Hopkins Univ.\n1883, Professor of Biology, Massachusetts Institute of Technology, Boston.\nElmer E. Silver, A.M., '88, Brown Univ.\nEducational Publisher, 219 Columbus Ave., Boston.\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.\nAssociate Principal of Private School, 319 Marlborough St., Boston.\n1900 Ellor E. Carlisle.\n1898, Associate Professor of Pedagogy, Wellesley College, Wellesley.\nCharles F. A. Currier, A.B., '87, A.M., '88, Harvard Univ.\n1891, Professor of History, Massachusetts Institute of Technology, Boston.\nSarah Fuller.\n1869, Principal of the Horace Mann School for the Deaf, 178 Newbury St., Boston.\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. W. Tyler, 491 Boylston St., Boston.\nPublic Library op the City of Boston.\nLibrarian, James L. Whitney, Copley Sq., Boston.\nPublic Library, Malden.\nLibrarian, Miss L. A. Williams, Maiden.\nSalem Public Library.\nLibrarian, Gardner M. Jones, Salem.\nSOMERVILLE\n\nPUBLIC\n\nLIBRARY.\n\nLibrarian, S. W. Foss, Somerville.\nState Normal School, Salem.\nPrincipal, W. P. Beckwith, Salem.\nSterrie A. Weaver.\n1888, Supervisor of Music, Public Schools, 61 Western Ave., Westfield.\nWellesley College, Library.\nPresident, Miss Caroline Hazard; Librarian, Lydia B. Godfrey, Wellesley.\n1901 J. W. Armington.\n1893, Principal of Centre School, 15 Hampshire St., Everett.\nF. A- Bagnall, A.B., '90, Wesleyan Univ.\n1901, Superintendent of Schools, Adams.\nRalph L. Baldwin.\n1899, Supervisor of Music, Public Schools, 5 Pomeroy Terrace, Northampton.\nD. Ballou.\n1901, Teacher in Public Schools, Quincy ; res., 204 Metropolitan Ave., Hyde Park.\nArthur D. Dean, B.Sc, Mass. Inst, of Tech.\nFirst Assistant, Mechanic Arts High School, 837 State St., Springfield.\nEdw. R. Goodwin, A.B., A.M., D.C.L., Bates Coll.\n1894, Principal, Classical High School, 22 Boynton St., Worcester.\nEdwin Arthur Jones, A.B., '76, Dartmouth Coll.\n1890, Supervisor of Schools, 9 Pearl St., Stoughton.\nHenry Lefavour, A.B., '83, Ph.D., '86, Williams Coll., Mass.\n1888, Professor of Physics, and, 1897, Dean of Williams College, Williamstown.\n\nMadge\n\n"}
{"page": 978, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n966\n\n[Michigan\nMASSACHUSETTS— Continued\n\n1901\n\nPublic Library, Lynn.\nLibrarian, J. C. Houghton, Lynn.\nAlfred L. Saben, A.B., '93, A.M., '96, Dartmouth Coll.\n1899, Principal of High School, Manchester.\nWilliam H. Snyder, A.M., '88, Harvard Univ.\n1890, Master in Science, Worcester Academy, 125 Penn Ave., Worcester,\nMICHIGAN\nLIFE\n\n1895\n\nACTIVE\n\n1884\n1887\n\nDIRECTORS\n\nHugh A. Graham, A.B., '87, A.M., '92, Albion Coll., A.B., 'qo, Univ. of Mich.\n1901, Commissioner of Schools, Isabella Co., Mt. Pleasant.\nCharles G. White, A.B., '73, A.M., '80, Ph.D., '90.\n1884, Superintendent of Schools, Lake Linden.\nMEMBERS\n\nJohn A. Stewart,\nA.B., '75, Univ.\nof Mich. 908 Van Buren St., Bay City.\n1894, Superintendent\nof Schools,\nWilliam Austin Ellis, LL.B., '95, Detroit Coll. of Law; Grad., '97, Mich. State Nor. Coll.\n1885, Principal of Dufneld Grammar School, 307 Merrick Ave., Detroit.\n\n1889 J. L. Snyder,1896,\nA. B.,\n'86, Ph.D.,\n'91, Westminster\nColl.\nPresident,\nMichigan\nState Agricultural\nCollege, Agricultural College.\nEmory M. Wood, A.M., '82, Ph.D., '93, Allegheny Coll.\n1901, Professor of Mathematics and Astronomy, Albion College, 1115 E. Cass St., Albion.\n1890 Ferris S. Fitch, A.B., '77, Univ. of Mich.\nEx-State Superintendent of Public Instruction, 49 Williams St., Pontiac.\n1891 Albert Leonard, A.B., '88, A.M., '91, Ohio Univ. ; Ph.D., '94, Hamilton Coll.\n1900, President of Normal Schools of Michigan, 217 Washington St., Ypsilanti.\n189a Myra Jones.\n1883, Supervisor of Drawing, 117 Sheldon Ave., Detroit.\nJohn B. Nykirk, A.B., '85, A.M., '88, Hope Coll., Mich.\n1895, Professor of English Language and Literature, Hope College, 236 Columbia Ave.,\nHolland.\nHenry R. Pattengill, B.Sc, '74, Univ. of Mich.\n1896, Editor and Publisher, 42oTownsend St., Lansing.\nWilliam H. Payne, LL.D., Univ. of Mich. ; Ph.D., Univ. of Nashville.\n1901, Professor of Science and Art of Teaching, University of Michigan, Ann Arbor.\nEdwin A. Strong, A.B., '58, A.M., '65, Union Coll.\n1885, Professor of Physical Sciences, State Normal College, 127 Normal St., Ypsilanti.\nWilliam R. Wright.\n1901, Student, University of Michigan, 332 S. 5th Ave., Ann Arbor.\n1893 S. Emory Whitney.\n1885, Principal of Cass School, 209 Hancock Ave., E., Detroit.\n1894 D. D. Mayne.\n1892, Superintendent of City Schools, Ishpeming.\nE. D. Palmer, A.B., '89, A.M., '92, Hillsdale Coll. ; A.M., '97, Univ. of Mich.\n1898, Superintendent of Schools, Mason.\nHerbert M. Slauson, Ph.B., '77, Univ. of Mich.\n1898, Superintendent of Schools, 433 S. 5th Ave., Ann Arbor.\nDurand William Springer, B.Sc, '86, Albion Coll.\n1893, Director of Business Department, High School, 702 E. University Ave., Ann Arbor.\nEdwin C. Thompson, A.M., Pd.M.\n1900, Superintendent of Schools, 435 E. Arch St., Marquette.\nAllen S. Whitney, A.B., '85, Univ. of Mich.\n1809, Junior Professor of Pedagogy, University of Michigan, 620 S. State St., Ann Arbor.\n1895 Frederick W. Arbury,\nA.B., of\n'83,Silver,\nUniv. Burdett\nof Mich.& Co., 515 Brush St., W., Detroit.\nRepresentative\nFrederick\n\nLeroy Bliss, A.B., '77, A.M., '01 (honorary), Univ. of Mich.\n1899, Principal of Detroit University School, 69 Frederick Ave., Detroit.\nGibson Coburn, A.B., '90. Univ. of Mich.\n1895, Superintendent of Schools, 92 McCamly St., Battle Creek.\nFrank W. Cooley, B.Sc, '81, M.Sc, '86, Lawrence Univ.\n1893, Superintendent of Schools, 27 Mine St., Calumet.\nWilliam Harris Elson, A.B., Univ. of Ind.\n1900, Superintendent of City Schools, City Hall, Grand Rapids.\nHenry H. Frost, A. B., '85, Univ of Mich.\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, in Normal St., Ypsilanti.\nWilliam C. Skinner.\n1899, Director of Detroit University School, 185 Joseph Campau St., Detroit.\n1896 Lee Earll Amidon, A.B., '92, Mich. Univ. ; A.M., '98, Harvard Univ.\n1898, Superintendent of Schools, 406 W. Flesheim St., Iron Mountain.\nS. Sterrett Beggs, A.B., '88, AM., '95, N. E. Ohio Nor. Coll. ; LL.B., '99, Indianapolis Coll. of Law,\n1900, Agent, Werner Schoolbook Co., 207 Lenawee St., Lansing.\nW. E. Conkling, Grad., Mich. St. Nor. Coll.\n1896, Superintendent of Schools, 304 Cortland St., Dowagiac\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.\nSuperintendent of Schools, 526 Bingham Ave., Sauk Ste. Marie.\nS. B. Laird, M.Sc, '96, McKendree Coll., 111.\n1899, Associate Professorof Psychology, Michigan State Normal College, 318 Forrest Ave.,\nYpsilanti.\nWilliam Lightbody, B.Sc, Mich. Agri. Coll.; B.Pd., Mich. Nor. Sch.\nPrincipal of Higgins School, Woodmere; 496 Dragoon Ave., Detroit.\nWilliam\n\n"}
{"page": 979, "printed_page": null, "text": "Michigan]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING\n\nMEMBERS\n\n967\n\n1896 David 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., '00, Detroit Coll. of Law.\n1891, Principal of Amos School, 278, 24th St., Detroit.\nLew. D. Remington.\n1890, Principal of High School, 1020 Adelaide St., Fenton.\nW. V. Sage, B.Sc, '84. Mich. Agri. Coll.\n1899, Superintendent of Schools, Mt. Pleasant.\nJ. D. Schiller, A.M.,\n'87, Hillsdale\nColl.\nSuperintendent\nof Schools,\nNiles.\nMrs. Emma A. Thomas.\n1886, Supervisor of Music, 91 Watson St., Detroit.\nOmar D. Thompson.\n1876, Superintendent of Village Schools, Romeo.\nL. L. Wright.\nSuperintendent of Schools, Ironwood.\n1897 James H. Beazell.\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.; Sc.D.,'98, Albion Coll.\n1901, State Superintendent of Public Instruction; res., 1101 Michigan Ave., Albion.\nWilliam H. Fort.\nColdwater.\nC. O. Hovt, A.M., Albion Coll.\n1899, Professor of Science and History of Education, State Normal School, 502 Cross St.\nYpsilanti.\nWarren C. Hull, Ph.M., '94, Albion; M.Pd., '96. Mich. Nor. Coll.\n1901, Superintendent of Michigan School for the Blind, Lansing.\nHenrv C. Lott.\n1895, Superintendent of Schools, Elk Rapids.\nWilliam Franklin Lyon.\n1886, Supervisor of Penmanship, City Schools, 879 Brooklyn Ave., Detroit.\nWales C. Martindale, LL.B., Detroit Coll. of Law.\n1897, Superintendent of Schools, 50 Miami Ave., Detroit.\nFred Newton Scott, Ph.D., '89, Univ. of Mich.\nProfessor of Rhetoric, University of Michigan, 1351 Washtenaw Ave., Ann Arbor.\nThe Public Library of Detroit.\nLibrarian, H. M. Utley, Detroit.\nBelle M. Tower.\n1899, Principal of Baxter Street School, 531 Jefferson Ave., Grand Rapids.\nAlbert J. Volland, A. B., Univ. of Mich.\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.\n1898 Hugh Brown, A.B., '84, Univ. of Mich.\ni960, Editor of \" School Record,\" Ann Arbor.\nGeneral Library, University of Michigan.\nPresident, James B. Angell ; Librarian, Raymond C. Davis, Ann Arbor.\nJames H.Harris, A.B., '91, Univ. of Mich.\n1901, Principal of Michigan Military Academy, Orchard Lake.\nElmer A. Lyman, A.B., '86, Univ. of Mich.\n1899, Principal of State Normal College, 126 N.Washington St., Ypsilanti.\nVernon G. Mays, Ph.B., '94, Albion Coll.\nSuperintendent of Public Schools, Newaygo.\nDimon H. Roberts, A.B., '92, A.M., '95, Amherst Coll.\n1900, Superintendent of Training School, Michigan State Normal College, 318 Forest\nAve., Ypsilanti\n1899 Anna M. Chandler, Ph.M., '79, Univ. of Mich.\n1901, Principal of High School, Escanaba.\nRichard D. Ewing, B.Sc, '96, Univ. of Mich.\n1899, Superintendent of Schools, 408 Wolcott St., Escanaba.\nJoseph B. Estabrook, A.B., '85, A.M., '88, B.Sc, '90, Olivet Coll.\n1900, Superintendent of Schools, Mt. Clemens.\nW. N. Ferris.\nPresident, Ferris Institute, Big Rapids.\nElbridge L. Heath.\n1898. Principal of Ward School, Calumet.\n\nW. J. McKone.\n\n1898, Superintendent of Public Schools, 1100 E. Porter St., Albion.\nState Normal School.\nPrincipal, Dwight Bryant Waldo, Marquette.\nFrederick Edward Searle, A.B., '93, Williams Coll.\n1901, Director Home Department, Detroit University School, Detroit.\nEugene C. Warriner, A.B., '91, Univ. of Mich.\nSuperintendent of Schools, Saginaw.\nEstees Eugene Webster.\n1901, Student, University of Michigan, 445 S. Division St., Ann Arbor.\nEugene A. Wilson, A.M., '99, Mt. Hope Coll., O. ; M.Pd., '99, Mich. Nor. Coll.\nSuperintendent of Schools, 141 Washington St., Benton Harbor.\n1900 Lewis F. Anderson. A.B., Univ. of Toronto.\nProfessor of Psychology and Education, Northern State Normal School, 724 Pine St.\nMarquette.\nMrs. Ida Hood Clark.\n1900, Supervisor of Manual Training, City Schools, 717 S. Warren Ave., Saginaw.\nOliver G. Frederick.\n1900, Assistant Superintendent of Schools, 359 West Boul., Detroit.\nNorthern\n\n"}
{"page": 980, "printed_page": null, "text": "968\n1900\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Michigan\n\nWalter\n\nH. French.\n1901, Deputy Superintendent of Public Instruction, 416 Townsend St., Lansing.\nCollege.\nPresident, Charles H. Gurney; Librarian, Miss Jean Martin, Hillsdale.\nClara W. Mingins.\nSupervisor of Kindergartens, and Director of Training Department, City Schools,\n530 Woodward Ave., Detroit.\nLucy Adella Sloan, M.Sc, '85, Hillsdale Coll., Mich.\nPreceptress and Professor of English Literature, Central State Normal School, Mt.\nPleasant.\nState Normal College Library, Ypsilanti.\nPrincipal, E. A. Lyman; Librarian, Miss G. M. Walton, Ypsilanti.\nJennie Louise Thomas.\nAssistant Director of Thomas Normal Training School, 91 Watson St., Detroit.\nHillsdale\n\nxgoi\n\nJ. H. Trybom, A.B.,\n'96, Harvard\nUniv.\nDirector\nof Manual\nTraining, City Schools, 50 Miami Ave., Detroit.\nGeorge Stockton Waite,\n1900, Superintendent of Manual Training School, Grand Rapids,\nMargarethe Marie Ascher, A.B., '99, Univ. of Mich.\n1899, Special Teacher of German, Whiting, Ind. ; res., 1001 N. Fayette St., Saginaw, W. S.\nE. T. Austin, B.Sc, Univ. of Mich.\n1898, Superintendent of Public Schools, Owosso.\nF. A Barbour, A.B., '78, Univ. of Mich.\nProfessor of English Language and Literature. Michigan State Normal College, 704\nPearl St., Ypsilanti.\nWilliam Bellis, Pd.B.,196, Mich. Nor. Coll.\nProfessor of Mathematics, Central State Normal School, Normal Ave., Mt. Pleasant.\nHenry Benner, M.Sc, '89, Univ. of Mich. ; Ph.D., '97, Univ. of Erlangen.\n1897, Professor of Mathematics, Albion College, Albion.\nGeorge R. Berkaw, Ph.B., '91, Albion Coll.\nPrincipal of Harris School, 421 Military Ave., Detroit.\nGertrude Bracelin.\nSupervisor of Music and Drawing, 1003, Main St., St. Joseph.\nJames Irven Bricker, A.B., '94, Pd.B.,'95, A.M., '97, Hillsdale Coll., Mich.\n1900, Superintendent of Schools, Burr Oak.\nR. D. Briggs, Ph.B., '88, Colgate Univ.\nSuperintendent of Public Schools, 109 Washington St., Monroe.\nEdwin N. Brown, A.B., '83, A.M., '84, LL.B., '87, Univ. of Mich.\n426 Thompson St., Ann Arbor.\nErnest Burnham, Ph.B., '96, Albion Coll., Mich.\nCommissioner of Schools of Calhoun County, 118 Mansion St., Marshall.\nE. A. Carpenter.\nPrincipal of Central Grammar School, 3 Portsmouth Terrace, Grand Rapids.\nCallie M. Cecil.\nTeacher of Fifth Grade Public Schools, Houghton.\nE. P. Chapin, M.E., '93, Cornell Univ.\n1900, Principal of Hackley Manual Training School, 95 Jefferson St., Muskegon.\nErnest P. Clarke, B.Sc.\n1899, Superintendent of City Schools, 1108 State St., St. Joseph.\nP. R. Cleary.\nPresident of Cleary College, Ypsilanti.\nE. H. Comstock, B.Sc, '97, Univ. of Wis.\n1901, Principal of High School, Houghton.\nAlbert P. Cook, A.M., '99.\nSuperintendent of Public Schools, Ithaca.\nNewell Cook, B.Sc, '94, Albion Coll.\n1901, Assistant in Department .of Chemistry, Albion College, Albion.\nWebster Cook, A.M., '86, Ph.D., '87, Univ. of Mich.\n1899, Principal of High School, 409 Sheridan Ave., East Saginaw.\nErma Ethel Cooper, A.B., '99, Albion Coll.\n1900, Teacher in Public Schools, Little Falls, Minn. ; res., Grass Lake.\nElizabeth Courville.\n1895, Principal of Van Dyke School, 1883 Jefferson Ave., Detroit.\nL. O. Davis, B.L.,Macomb.\n'99, Univ. of Mich.\nR. B. Dean, B.Sc, '98, Univ. of Mich.\n1899, Superintendent of Schools, 88 Norton Ave., Pontiac\nJohn P. Everett, A.B., '01, Univ. of Mich.\n1901, Principal of High School, 42 Florence Ave., Pontiac.\nDorothy Finch.\n1897, Teacher in Public Schools, 2174 River St., Delray.\nAugusta L. Franck.\n1890, Teacher of German, French, and History, Union High School, 232 Turner St.,\nGrand Rapids.\nE. E. Gallup.\nPrincipal of High School, Hanover.\nHelen R. Gardner.\nTeacher of Mathematics, Central High School, 11 N. Union St., Grand Rapids.\nRalph S. Garwood, A.B., '92, Univ. of Mich.\n1901, Superintendent of Public Schools, 601 E. Mansion St., Marshall.\nOlga J. Girzi.\nSupervisor of Music, Public Schools, 108 W. Ridge St., Ishpeming.\nJ. F. Goodrich.\n1900, Principal of Schools, Tuscola.\nMrs. Josephine Ahnefeldt-Goss.\nMember of Board of Education, 21 N. Union St., Grand Rapids.\nCharles T. Grawn, Pd.M., '97, Mich. St. Nor. Coll.\nPrincipal of Central State Normal School, Mt. Pleasant.\n\n"}
{"page": 981, "printed_page": null, "text": "Michigan]\n1901\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n969\n\nWilliam H. C. Hale.\nCounty Commissioner of Schools, Cassopolis.\nB. Hall.\n1897, Principal of Western High School, 612, 14th Ave., Detroit.\nAlice Louise Harris.\n1897, Kindergarten and Primary Supervisor, Calumet.\nWillis E. Hanson, Ph.B., '97, Albion Coll.\n1899, Superintendent of Schools, Alma.\nSchattuck O. Hartwell, A.B., '88, Amherst Coll.\n1901, Superintendent of Schools, 428 S. Burdick St., Kalamazoo.\nRegenia R. Heller.\nHead of Normal Training Department, Washington Normal School, 415 Woodward\nAve., Detroit.\nLena V. Henderson.\nTeacher in Public Schools, Mt. Clemens; res., Memphis.\nB. Smith Hopkins, A.B., '96, A.M., '97, Albion Coll., Mich.\n1901, Superintendent of Schools, Menominee.\nKate A. Hopper, B. es L., '94, Univ. of Mich.\n1898, Director of a Public School Kindergarten, 657 Cass Ave., Detroit.\nOlive Howard.\n1897, Teacher in Eighth Grade, Public Schools, Houghton.\nArthur Scott Hudson, A.B., '99, Univ. of Mich.\n1901, Superintendent of Schools, Middleville.\nFred A. Jeffers.\nSuperintendent of Schools, Atlantic Mine.\nG. L. Jenner.\n1900, Superintendent of Schools, Midland.\nC. D. Jennings.\n1899, Commissioner of Schools, 811 State St., St. Joseph.\nFred. L. Keeler, B.Sc, '93, Univ. of Mich.\nDepartment of Science, Central Normal School, Mount Pleasant.\nPublic Library, Kalamazoo.\nLibrarian, Miss S. C. Roberts, Kalamazoo.\nClark\n\nA. J. Ladd, 1898,\nA.M.,Professor\n'00, Univ.of Pedagogy,\nof Mich.\nHope College, Holland.\nW. Frank Laughlin.\nCommissioner of Schools, Lapeer.\nEugene La Rowe, A.B., '96, A.M., '98, Univ. of Mich.\nPrincipal of High School, Hancock.\nHeman Burr Leonard, B.Sc, '95, Univ. of Mich.\n1900, Teacher in South Side Academy, Chicago, 111. ; res., no W. Canfield Ave., Detroit.\nW. F. Lewis, B.Sc, '95, Univ. of Mich.\nSuperintendent of Schools, 905 Prospect St., Port Huron.\nEdward C. McCarthy.\n1900, Director of Commercial Department, Western High School, 94 Spruce St., Detroit.\nHelen W. McKerrow.\n1889, Principal of Tappan School, 140 Leverett St., Detroit.\nGeorge J. Miller.\n1901, Superintendent of Schools, Colon.\nMrs. Florence Milner.\n1900, In Charge of Secondary Dept., Detroit University School, 661, 2d Ave., Detroit.\nW. A. Morse.\nHead of Science Department, Western High School, 235, 24th St., Detroit.\nJ. A. O'Leary.\n1897, Superintendent of Schools, Paw Paw.\nC. E. Palmerlee.\nEx- Commissioner of Schools, Lapeer.\nLinus S. Parmelee, B.Sc, 'oo, Univ. of Mich.\n1901, Instructor in Chemistry and Biology, 212 W. Court St., Flint.\nRichard R. Putnam, B.Sc, '95, Univ. of Mich.\n1898, Department of Physical Science and Mathematics, Eastern High School, 672 Hudson\nAve., Detroit.\nCharles G. Putney.\nCommissioner of Schools of Sanilac County, Sanilac Center.\nMartha A. Sherwood, Grad., Mich. St. Nor. Coll., Cook Co. Nor. Sch.\n1895, Principal of Training School, 303 Jefferson Ave., Saginaw.\nAmbrose M. Shotwell.\nBook Embosser at School for the Blind, Lansing.\nCharles Lyle Spain, A.B., '93, Univ. of Mich.\nPrincipal of Washington Normal School, 153 Smith Ave., Detroit.\nElmore B. Sutherland.\nMemphis.\nGeorge Robert Swain, A.B., '97, Univ. of Mich.\n1900, Principal of High School, 1833, 6th St., Bay City.\nJames H. Thompson.\nMember of State Board of Education, Evart.\nTempleton P. Twiggs, LL.B., '96, Detroit Coll. of Law.\nHead of Commercial Department, Central High School, 517 Lincoln Ave., Detroit.\nElizabeth Van Adestine.\nSupervising Principal, Day School for the Deaf, 114 Winder St., Detroit.\nMrs. M. L. Vienfliet.\nManager of Business College, Alpena.\nRoyal B. Way,\n\"94, ofAlbion\n; Ph.M.,\nof Mich. Ave., Saginaw.\n1899,Ph.B.,\nPrincipal\nHigh Coll.\nSchool,\nW. S., '96,\n623 Univ.\nN. Michigan\nP. J. Wilson.\n1900, Superintendent of Schools, 80 Chestnut St., Wyandotte.\nE. A. Wreidt.\nSuperintendent of Schools, Clinton.\n\n"}
{"page": 982, "printed_page": null, "text": "97°\n\nigoi\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Minnesota\n\nMICHIGAN— Continued\nS. Wright.\nPrincipal of High School, Luther.\nE. W. Yost.\n1899, County Commissioner of Schools, Trenton.\nGeorge\n\nMINNESOTA\nLIFE\n\n1870\n\n1864\n1890\n\nWilliam\n\nDIRECTOR\n\nF. Phelps, A.M , '52, Union Coll., N. Y.\nResident Director, State Normal School,\nDuluth.\nLIFE members\n\n318\n\nChamber\n\nof\n\nCommerce\n\nBuilding,\n\nCalvin Smith Pennell, A.B., '41, A.M., '50, Colby Univ.\nEx -Professor of Moral and Mental Philosophy, Washington University, St. Louis,\nMo., 2245 Knapp St., St. Anthony Park.\nof Education, Independent School District No. 3, Northfield.\nPresident, A. W. Norton; Clerk, S. Finkelson, Northfield.\n\nBoard\n\nactive members\n1880\n\nD. L. Kiehle, A.B., '61, A.M., '64, LL.D., '87, Hamilton Coll., N. Y.\n1893, Professor of Pedagogy, University of Minnesota, 2801 Portland Ave., Minneapolis.\n1883 Irwin Shepard, A.B., '71, A.M., '74, Ph.D., '93, Olivet Coll., Mich.\n1893, Secretary of National Educational Association, 118 W. Wabasha St., Winona.\n1886\nFrederick E. Stratton, A.B., '71, A.M., '74, Williams Coll. ; Ph.D., '91, 111. Wesleyan Univ.\n1892, Principal of Academy, Carleton College, Northfield.\n1890 Robert Eduard Denfeld, A.B., '76, A.M., '78, Amherst Coll.\n1885, Superintendent of Schools, Central High School, Duluth.\n1893 Charles M. Jordan, Ph.D., '92, Tufts Coll.\n1892, Superintendent of Schools, 615 E. 18th St., Minneapolis.\nA. W. Rankin, A.B., '80, Univ. of Minn.\n1895, State Inspector of Graded Schools, 916, 5th St., S. E., Minneapolis.\n1894 Georgr B. Aiton, A.B., '81, A.M., '87, Univ. of Minn.\n1893, State Inspector of High Schools, 1601 University Ave., S. E., Minneapolis.\nSarah C. Brooks.\n1899, Principal of Teachers' Training School, 631 Westminster St., St. Paul.\nS. A. Farnsworth.\n1886, Principal of Cleveland High School, 529 Case St., St. Paul.\nL. Grace Hopkins.\nStenographer, State Normal School, 318 W. King St., Winona.\nIsabel Lawrence.\n1879, Training Teacher in Normal School, 417, 2d Ave., S., St. Cloud.\nLucia M. Miller.\nPrincipal of Webster School, 631 Westminster St., St. Paul.\nMary L. Olds.\n1889, Principal of Washington School, Central High School, Duluth.\nMrs. Louise Preece.\nAuthor of the Preece System of Physical Training and Supervisor of Physical\nTraining, Public Schools, Hotel Clinton, Minneapolis.\n1895 John A. Hancock, M.L., '90, Univ. of Wis. ; A.M., '93, Stanford Univ.\n1901, Director of Training Department, State Normal School, 125 Cherry St., Mankato.\n*F. V. Hubbard.\n1896, Superintendent of Schools, Red Wing.\nGeorge R. Kleeberger.\n1895, President of State Normal School, St. Cloud.\nIrwen Leviston, A.B., '82, A.M., '88, Dartmouth Coll.\n1900, Superintendent of City Schools, New York Life Building; res., 481 Dayton Ave.,\nSt. Paul.\nJesse F. Millspaugh, A.B., '89, Univ. of Mich. ; M.D., '83, Univ. of Pa.\n1898, President of State Normal School, 77 E. Fifth St., Winona.\nSamuel J. Race, B.L., Univ. of Pa.\n1886, Superintendent of Redwood Co. Schools, Redwood Falls.\nWaite A. Shoemaker, Pd.D., '98, N. Y. Univ.\n1899, Superintendent of City Schools, 713, 1st Ave, S., St. Cloud.\nJames W. Strong, A.B., '58, A.M., '61, D.D., '72, Beloit Coll. ; LL.D., '96, 111. Coll.\n1870, President of Carleton College, 108 College Ave., Northfield.\nAdolph C. Tibbetts.\n1900, Superintendent of Schools, Blue Earth City.\nEdmund J. Vert, Pd.D., '94, Ph.B., '96, Ph.D., '98.\n1901, Instructor in Senior English, Central High School, 2306, 10th Ave., S., Minneapolis.\nCharles W. Weeks.\n307 Masonic Temple, Duluth.\nFrank A. Weld.\n1899, President of State Normal School, Moorhead.\n1896 C. A. Ballard, B.Sc, '94, Univ. of Minn.\n1899, Department of Biological Science, State Normal School, Moorehead.\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. Boutelle, LL.D., '96, St. Stephen's Coll., Annandale, N. Y.\n1895, Superintendent of Schools, Marshall.\nRalph H. Burns, A.B., '95, Yale.\n1901, Superintendent of Public Schools, St. James.\n*Died August 27, 1901.\n\n"}
{"page": 983, "printed_page": null, "text": "Minnesota]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n971\n\n1896 R. 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.\nPrincipal, High School, 307, 6th St., Marshall.\nMrs. C. L. Place.\n508-509 New York Life Building, 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., V, 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 High School, 1025, 5th St., S. E., Minneapolis.\n1897 Isaac I. Bargen.\n1886, Superintendent of Schools, Mountain Lake.\nWilliam A. Bartletx B.Sc, '87, A.M., '90, Iowa Coll.\n1896, Principal of High School. 227 W. Sanborn St., Winona.\nHerbert R. Edwards, Ph.B., '91, Alfred Univ.\nSuperintendent of Public Schools, Brown's Valley.\nFrances A. 1899,\nElmer.\n1886, Teacher of Latin, State Normal School, 264 W. Wabasha St., Winona.\nGeorge A. Franklin, Grad., '77, Nor. Sch., Normal, 111.\n1894, Superintendent of Schools, 401 W. 6th St., Faribault.\nP. P. Kennedy, B.Sc, '90, Univ. of Minn.\n1895, Superintendent of Schools, Fairmont.\nCharles L. Sawyer, A.B., '88, A.M., '91, Dartmouth; LL.B., '97, Univ. of Minn.\nEx-Principal S. High School, 1916 Columbus Ave., Minneapolis.\nHiram Worcester Slack.\n1876, Principal of School, 735 Olive St., St. Paul.\nState Normal School at Moorhead.\nPresident, Frank A. Weld, Moorhead.\nState Normal School at St. Cloud.\nPresident, George R. Kleeberger; Librarian, Gertrude Campbell, St. Cloud.\nState Normal School at Winona.\nPresident, J. F. Millspaugh; Librarian, Frances A. Elmer, Winona.\nJames Albert Tormey, B.L., '95, Univ. of Wis.\n1896, Superintendent of Schools, 409 E. 4th St., Winona.\n1898 E. 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.\nDiedrich A. Grussendorf, B.Sc, '97, Univ. of Minn.\n1899, Principal of High School, New Ulm.\nJohn C. Miller, Ph.B., Hamline Univ., Minn.\n1899, Superintendent of Schools, Lanesboro.\nMinneapolis Athenaeum.\nLibrarian, Jessie McMillan, Minneapolis.\nWillard F. F. Selleck, Ph.B., '98, III. Wes. Univ.\n1901, Superintendent of Schools, 133 Lincoln Ave., Crookston.\nI. A. Thorson.\n1900, Superintendent of Public Schools, Aitkin.\nG. O. Virtue, A.M., '93, Ph.D.. '97, Harvard.\n1897, Instructor in History and Civics, State Normal School, 150 W. Wabasha St., Winona.\n1899 D. Lange.\n1887, Supervisor of Nature Study, Teacher of Physical Geography and German, Central\nHigh School, St. Paul.\nEdward M. Lehnerts.\n1901, Student, University of Pennsylvania, 218 De Kalb Sq., Philadelphia; Director of\nAmerican Bureau of Geography; home address, 456 E. Sanborn St., Winona.\nJohn H. Lewis, A.B. ,'78.\n1899, Ex-State Superintendent of Public Instruction, Hasting.\nArthur C. Rogers, B.Sc, '77, Earlham Coll. ; M.D., '83, Univ. of Iowa.\n1885, Superintendent of School for Feeble-Minded, Faribault.\nPete Wikofp Ross, B.Sc, A.B., '92, Univ. of Mich.\n1897, Superintendent of Public Schools, Morris.\nEdith A. Scott.\n1899, Principal of Model School, Box 182, Moorhead.\nState Normal School at Mankato.\nPresident, C. H. Cooper, Mankato.\n1900 P. P. Colgrove, Pd.D., '00, N. Y. Univ.\n1900. Department of Psychology and Mathematics, State Normal School, sor, 3d Ave., S.,\nSt. Cloud.\nHenry Clinton Emm, A.B., '98, A.M., '99, Syracuse Univ.\n1900, Principal of High School, Faribault.\nJoseph S. Gaylokd, A.M., '96. Harvard Univ.\n1898, Professor of Psychology and Pedagogy, State Normal School, 352 Main St., Winona.\nGuy E. Maxwell, A.M., '99, Columbia Univ.\n1900, Superintendent of Training Department, State Normal School, 4to Winona St., Winona.\nCharles W. Mickens, B.L., '99, Univ. of Mich.\n1899, Superintendent of Public Schools, Moorhead.\nJohn W. Olsen, B.Sc, '97, Valparaiso Coll.\n1901, State Superintendent of Public Instruction, St. Paul.\nElmer I. Shepard, A.B., '00, Williams Coll.\n1901, Teacher of Mathematics and Physics, University School, Chicago; res., 118 W.\nWabasha St., Winona.\n\n"}
{"page": 984, "printed_page": null, "text": "97 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Missouri\n\nMINNESOTA— Continued\n1900 Darius Steward,\n\nA.B., '75. Dartmouth Coll.\nSuperintendent of Schools, High School, Stillwater.\nUniversity of Minnesota, General Library.\nPresident, Cyrus Northrop; Librarian, William W. Folwell, Minneapolis.\n1901 Louis Anderson, A.M., '96, Univ. of Minn.\nSuperintendent of Public Schools, Lakefield.\nIsabella Austin, B.L., Univ. of Minn.\n1900, Critic Teacher, State Normal School, Winona.\nB. J. Buckland, A.B., '97, Carleton Coll.\n1901, Superintendent of Public Schools, Morris.\nMrs. Nellie M. Budd.\nr887, Teacher of Piano and Voice, Windom Institute, Montevideo.\nWill Grant Chambers, M.Sc, '96, St. Nor. Sch., Indiana, Pa. ; A.M., '97, Lafayette Coll.\nProfessor of Psychology, and Philosophy and History of Education, State Normal\nSchool, Moorhead.\nNellie Louise Drew.\n1899, Teacher in Public Schools, Northfield.\nFanny G. Gies.\nigoo, Superintendent of Schools of Mower Co., 207 S. Chatham St., Austin.\nKatharine Irwin Hutchison, A.B., '81, A.M., '84, Monmouth Coll.\n1900, Departments of Philosophy and Education, Albert Lea College, Albert Lea.\nLetha L. McClure.\n1901, Teacher of Public School Music Methods, Columbia School of Oratory, 703 Steinway\nHall, Chicago; res., 211 W. Broadway, Winona.\nDavid H. Painter.\n1895, Principal of Adams School, 2401 Aldrich Ave., S., Minneapolis.\nEdward C. Scovel.\nSuperintendent of Indian Boarding School, Cass Lake.\nMISSISSIPPI\nACTIVE\n\n1890\n1894\n1895\n1896\n1897\n\nmembers\n\nJames Rhea Preston, A.M.\n1899, President of Stanton College, Natchez.\n•»\nRobert B. Fulton, A.B., '69, A.M., '72, Univ. of Miss. : LL.D., '53, Univ. of Nashville.\n1892, Chancellor of University of Mississippi, University.\nE. E. Bass, B.L., '83, Univ. of Missouri.\n1884, Superintendent of City Schools, 509 N. Broadway, Greenville.\nRichard M. Leavell, A.B., '59, Uniy. 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 Clayton1896,\nFant,\nA.M., '92, Emory\nHenry 9th\nColl.St.; Pd.M.,\nY. Univ.\nSuperintendent\nof PublicandSchools,\nand 22d '95,\nAve.,N. Meridian.\nW. I. Thames, Grad., N. Nor. Univ. ; A.B.\nPrincipal of High School and Editor of \" Mississippi School Journal,\" Poplarville.\n1899 Cyrus Hamlin, D.D., '93, Beloit Coll., Wis.\n1896, Dean of Tougaloo University for Colored People, Tougaloo.\nB. M. Walker, B.Sc, '83, M.Sc, '86, Miss. Agri. and Mech. Coll.\n1888, Professor of Mathematics, Mississippi Agricultural and Mechanical College, Agricultural College.\n1900 H. L. Whitfield, B.L.\nState Superintendent of Education, Jackson.\n1901 G. F. Boyd, B.Sc.\n1893, Superintendent of City Schools, Kosciusko.\nMISSOURI\nLIFE\n\n1877\n1886\n\nDIRECTORS\n\nF. Louis Soldan, LL.D., '83, South Carolina Univ.\n1895, 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.\nLIFE\n\nMEMBERS\n\n1871\n\nJames B. Merwin.\nEditor \" American School and College Journal,\" 3609 Palm St., St. Louis.\n1886 Charles Henry Evans, A.M., '78, William Jewell Coll., Liberty, Mo.\n1877, EditorLouis.\nof \"American College and Public School Directory,\" 915 Locust St., St.\nactive members\n1887 James U. White, M.S.D., Missouri State Ner. Sch.\n1899, Superintendent of City Schools, Brookfield Ave., Brookfield\nCalvin Milton Woodward, A.B., '6o, Harvard Univ. ; Ph.D., '84, Washington Univ.\n1870, Professor of Mathematics and Applied Mechanics ; 1879, Director of Manual Training\nSchool, Washington University, 3013 Hawthorne Boul., St. Louis.\n1890 Mrs. Matilda Evans Riley.\n1887, Director of Drawing, Public Schools, Board of Education Building, St. Louis.\n1891 John R. Kirk.\n1899, President of State Normal School, Kirksville.\nGeorge Thomas Murphy.\n1890, Assistant Superintendent of City Schools, 4946 Berlin Ave., St. Louis.\nF. D. Tharpe.\n1899, Assistant Superintendent of Schools, 9th and Locust Sts., Kansas City,\n\n"}
{"page": 985, "printed_page": null, "text": "Missouri]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n$73\n\n1892 Richard Henry Jesse, LL.D., '91, Tulane Univ.\n1891, President of University of State of Missouri, Columbia.\nMary Clifton McCulloch.\n1880, Supervisor of Public Kindergartens, 3831 Washington Boul., St. Louis.\nFlorence McNeal.\n1896, Teacher in Humboldt School, 1009 McGee St., Kansas City.\nC. W. Robbins.\nPrincipal and Proprietor, Central Business College, Sedalia.\n1893 James Underwood Barnard.\n1897, City School Principal, 3211 E. 12th St., Kansas City.\n1894 George Victor Buchanan, A.M., '94, McKendree Coll., III.\n1893, Superintendent of Schools, 614 W. 7th St., Sedalia.\nEdwin D. Luckby, B.S.D., '87, State Normal School, Kirksville, Mo.\n1892, Principal of John Marshall School, 1332 Union Boul., St. Louis.\n1895 William H. Black, A.M., '76, Waynesburg Coll. ; D.D., '88, Cumberland Univ.\n1889, President of Missouri Valley College, 312 College Ave., Marshall.\nIra I. Cammack, B.S., '84, EarlhamColl., Ind.\n1897, Principal of Central High School, 528 Chestnut Ave., Kansas City.\nSarah Elizabeth Crouch.\n1890, Teacher in Longfellow School, 2915 Charlotte St., Kansas City.\nArthur A. Dodd, M.S.D., '86, State Nor. Sch., Warrensburg, Mo.; B.Sc., '95, Harvard.\n1896, Director of Mathematical Course, Manual Training High School, 29i8jTracy Ave.\nKansas City.\nWilliam\n\nHenry Lynch, A.B., '68, A.M., '72, Univ. of Missouri.\n1887, Principal of Public Schools, Mountain Grove.\nRichard C. Norton, A.M., LL.D.\nTrenton.\nJosephine Norville.\nChair of English, High School, 336 E. Webster St., Chillicothe.\nCharles B. Reynolds.\n1897, Principal of Garfield School, 304 Wabash Ave., Kansas City.\nLouis Theilmann, B.Sc, '85, M.Sc, '90, Univ. of Missouri.\n1900, Superintendent of Public Schools, Breckenridge.\nMarie L. Turner.\n1891, Principal of Public School, Clayton.\nUniversity of the State of Missouri.\nPresident, R. H. Jesse; Secretary, J. G. Babb, Columbia.\nJohn A. Whiteford, M.S.D., '93, State Nor. Sch., Kirksville.\n1895, Superintendent of City Schools, 835 W. Rollins St., Moberly.\n1896 Amelia C. Fruchte.\nFirst Assistant, Normal and High School, 4296 Washington Ave., St. Louis.\nJosephine Heermans.\n1891, Principal of Whittier School, 1702 E. 8th St.. Kansas City.\nAnna Isabel Mulford, A.B., A.M., '8b, Vassar Coll.; Ph.D., '95, Washington Univ., St. Louis.\n1898, Teacher of Botany, High School, 3225 Morgan St., St. Louis.\n1897 S. 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 Eugene Field School, St. Louis; res., Kirkwood.\nJames M. Cottingham, LL.B., '00, Kans. City Sch. of Law.\n1895, Principal of Benton School, 284s Brooklyn Ave., Kansas City.\nPeter Herzog.\n1882, Principal of Blair School, 3219 Bailey Ave., St. Louis.\nBenjamin F. Hoffman, A.M., '88, Univ. of Mo.\n1895, Professor of German, University of Missouri, Columbia.\nG. B. Longan.\n1899, Assistant Superintendent of Schools, 1517 Michigan Ave., Kansas City.\nSarah J. Milligan.\n1887, Principal of Public School, Webster Groves.\nAlex H. Noel.\n1881, Principal of Grant School, 1518 S. Broadway, St. Louis.\nHenning W. Prentis.\n1878, Principal of Hodgen School, 5723 Delmar Boul., St. Louis.\nCatherine Spencer.\nPrimary Teacher in Jefferson School, 1700 E. 8th St., Kansas City.\n1898 G. W. Armstrong, B.Sc, '71, Eureka Coll., 111.\n1895, City School Principal, 2304 Lydia Ave., Kansas City.\nJoseph Doliver Elliff.\n1896, Superintendent of City Schools, 124 N. Joplin St., Joplin.\nWilliam Prentice Evans, A.B., '84, Washington Univ.\n1893, Principal of Chouteau School, 66r8 S. 6th St., St. Louis.\nIsaac H. Hughes, LL.B., '89, Cumberland Univ.; B.Sc, '95, A.B., '96, A.M., '97, Nat. Nor. Univ.;\nPd.M., '97, Nor. Sch., New Mex.\n1901, Principal of High School, De Soto.\n\nThomas P. Jandon, Jr.\n\nPrincipal of Webster School, 710 W. 14th St., Kansas City.\nWarren Krall, B.Sc, Millersville Nor. Sch., Pa.\n1901, Principal, Manual Training School, St. Louis.\nWilliam Campbell Ridgeway.\n1898, Principal of Scarritt School, 3035 E. 7th St., Kansas City.\nOliver Stigall, B.S.D., '91, State Nor. Sch., Kirksville, Mo.\n1897, Superintendent of City Schools, Chillicothe.\nC. C. Thudium, A.M., M.Sc, O. Nor. Univ.\n1894, Superintendent of Schools, Hermann.\n\nGeorge\n\n"}
{"page": 986, "printed_page": null, "text": "974\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Montana\n\nM I SSOURI—\n\nContinued\n\n1899 William J. S. Bryan, A.B., '731 Washington Univ., St. Louis, Mo.\ni8gs, Principal of St. Louis Normal and High School, 3746 Windsor PI., St. Louis.\nCaroline L. Bryant.\nPrincipal of Charless School, 3039 Locust Ave., St. Louis.\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.\nDaniel A. McMillan, A.B.. '68, A.M., '99, Miami Univ.\n1882, Superintendent of Public Schools, Mexico.\nGilbert B. Morrison.\n1896, Principal of Manual Training High School, 2510 Peery Ave., Kansas City.\nEdward H. Stroeter, A.B., '98. William Jewell Coll., Liberty, Mo.\n1898, Superintendent of Public Schools, Carrollton.\n1900 J. J. Bowles.\n221, 4th St., S. S., Hannibal.\nElizabeth Buchanan.\n1890, Principal of Primary and Grammar School, 1815 E. 7th St., Kansas City.\nFree Public Library, St. Joseph.\nPresident, J. W. Atwill ; Librarian, Purd B. Wright, St. Joseph.\nIrene Gilbert.\nPrincipal, Jefferson School, Kansas City,\nG. N. Grisham, A.B., '78, Brown Univ. ; A.M., '86, Roger Williams Univ.\n1889, Principal of Lincoln High School, 2426 Flora Ave., Kansas City.\nPritchett College.\nPresident, Charles C. Hemenway, Glasgow.\nR. B. D. Simonson, A.B., '75, A.M., '78.\n1892, Superintendent of City Schools, 838 Center St., Hannibal.\nThomas E. Spencer.\n1882, Superintendent of City Schools, 369 Odell Ave., Marshall.\nSt. Louis Public Library.\nLibrarian and Secretary, F. M. Crunden, lothand Locust Sts., St. Louis.\n1901 William Chandler Bagley, M.Sc, '98, Univ. of Wis. ; Ph.D., '00, Cornell Univ.\nPrincipal of Mount Pleasant Public School, 1766 Mississippi Ave., St. Louis.\nMrs-. Grace Dent Davis.\nTeacher of History and German, High School, and Supervisor of History, Public\nSchools, 204 E. Calhoun St., Chill icothe.\nElla Eberlein.\n1901, Substitute Teacher, City Schools, 3655 Cleveland Ave., St. Louis.\nCharles M. Gill.\nPrincipal of Ames Public School, 1721 Longfellow Boul., St. Louis.\nMary Edwards Griffin.\n1891, Principal of Lowell School, 427 Aldine PL, Kansas City.\nCarl I. Ingersun, B.Sc, '75, Valparaiso Nor. Sch., Ind. ; LL.B., '80, Cent. Law Sch. of Ind.\n1893, Instructor in Physics, Normal and High School, 4906 Fountain Ave., St. Louis.\nEdward F. Jackson, A.B., M.E., '81, A.M., '00, Washington Univ., St. Louis, Mo.\n1895, Latin Master, Smith Academy, 4400 Morgan St., St. Louis.\nT. A. Johnston. A.M., '75. Univ. of Missouri.\n1881, Superintendent of Kemper Military School, Boonville.\nIsaac N. Judson, A.B., '73, Yale Univ.\n1880, High School, 3124 Locust St., St. Louis.\nAlma E. Loomis.\n1901, Principal of Public School, Meadville.\nE. G. Lyle.\nRepresentative of D. C. Heath & Co., 3818 Cleveland Ave., St. Louis.\nJohn Henry MacCracken, A.M., '97, New York Univ. ; Ph.D., '99, Halle-Wittenberg.\n1899, President of Westminster College, Fulton.\nGeorge McA. Miller, A.B., '81, A.M., '84, Western Coll. ; LL.B., '89, Univ. of Oregon; Ph.D.,\n1900, Avalon Coll.\n1900, President of Ruskin College, Trenton.\nJohn Wilson Million, A.B., '89, A.M., '91, William Jewell Coll., Liberty, Mo.\n1897, President of Hardin College, Mexico.\nC. G. Rathman.\nPrincipal of Garfield School, Wyoming and Jefferson Ave., St. Louis.\nWilliam Schuyler, A.B., '74, A.M., '77, Washington Univ., St. Louis, Mo.\n1895, Assistant Principal in High School, 2820 Locust St., St. Louis.\nW. B. Shield, A.B., '98, Ohio St. Univ.\nInstructor in History and Civics, Manual Training High School, 1221 Woodland\nAve., Kansas City.\nWilliam Wade Walters.\n1899, Principal of Shepard School, 3308 Shenandoah Ave., St. Louis.\nMONTANA\nactive members\n1889\n1892\n1895\n\nRobert G. Young, M.Sc, '77, U. I. Univ. ; Ph.M., '00, Cornell Coll.\n1900, Superintendent of City Schools, Butte.\nOscar J. Craig, A.M., De Pauw Univ. ; Ph.D., Wooster Univ.\nPresident of University of Montana, 301 S. 3d St., Missoula.\nJames M. Hamilton, M.Sc, '90, Union Christian Coll.\n1889, Superintendent of City Schools, Missoula.\nW. H. Johnson, A.M., '90, Univ. of Kansas.\n1896, Principal of High School, 731 Stewart St., Helena.\nJ. A. Koontz, A.B., '01, Leland Stanford, Jr., Univ.\n1901^ Superintendent of City Schools, 420 Hickory St., Anaconda.\n\n"}
{"page": 987, "printed_page": null, "text": "Nebraska]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nM ONTAN\n\nMEMBERS\n\n975\n\nA— Co ntin u ed\n\n1895 James Reid, A.B., '81, McGill Univ.\n1894, President of Montana College of A. and M. Arts, Bozeman.\nCynthia Elizabeth Reiley, B.Sc.\nProfessor of Mathematics, University of Montana, Box 774, Missoula.\n1896 E. A. Steere, B.Sc, '81, M.Sc, '95, Univ. of Wis.\n1900. Principal of Free County High School, Kalispell.\n1897 E. A. Carleton.\nEx- State Superintendent of Public Instruction, Helena.\nFrank C. Patten.\n1892, Librarian, Public Library, Helena.\n1898 J. P. Hendricks, B.Sc, '86, A.M., '90, Ph.B., Western Univ., Toledo, la.\n1899, Member of State Board of Education, 610 W. Mercury St., Butte.\n1899 Miss B. P. Downey.\nPrincipal of Lincoln School, 617 N. Alaska St., Butte.\nS. D. Largent.\n1898, Superintendent of Schools, Great Falls.\nMontana State College.\nPresident, James Reid, Bozeman.\nMary Elizabeth Ryan.\n1901, Principal of Webster School, 408 W. Quartz St., Butte.\nM. A. Carroll Stapleton, A.B., '85, Middlehury Coll., Vt.\n1900, Teacher, High School, P. O. Box 1001, Helena.\n1900 Free Public Library, Butte.\nLibrarian, J. R. Russcl, Butte.\n1901 Frank Kyselka, LL.B., LL.M., Columbian Univ., D. C.\n1900, Superintendent of Fort Belknap Indian School, Harlem.\nJ. M. Lewis.\nDeputy Superintendent of Public Instruction, ro35, 12th Ave., Helena.\nKate Shelley.\nCounty Superintendent of Schools, Missoula.\nW. W. Welch, A.B., '82, St. Nor. Sch., Tex.\nState Superintendent of Public Instruction, Helena.\nAdeline R. White, B.L., Univ. of Wis.\n1899, Assistant Principal of High School, Hamilton.\nNEBRASKA\n1880\n\nMrs. Grace\n\nlife member\n\nB. Sudborough.\n1898, Teacher in High School, 549 S. 26th Ave., Omaha.\nACTIVE\n\nMEMBERS\n\n1890 Lizzie L. Banker.\n1900, Principal of Leavenworth School, 1707 Center St., Omaha.\n1891 C. G. Pearse.\n1895, Superintendent of Schools, 508 City Hall, Omaha.\n1892 W. K. Fowler.\n1901, State Superintendent of Public Instruction, 1707 A St., Lincoln.\n1894 D. C. O'Connor. A.B., '89, A.M., '93, Allegheny Coll., Meadville, Pa.\n1898, Superintendent of Schools, 1307 Norfolk Ave., Norfolk.\nAnna M. Tibbets.\n1892, Principal of Grammar School, 658 S. 17th St., Lincoln.\n1895 Charles Edwin Bessey, B.Sc, '69, M.Sc, '72, Mich. Agri. Coll.; Ph.D., '79, Univ. of Iowa;\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 County, Courthouse ; res., 4101 Farnam St.,\nOmaha.\nW. A.\nClark,\nA.B., '72, A.M., '85, Pd.D., '94, Nat. Nor. Univ.; A.M., '99, Harvard; Ph.D., 'oo,\nUniv.\nof Chicago.\n1900, President of State Normal School, Peru.\nJames W. Crabtree, B.Sc, '00, Bloomfield Sci. Inst.\n1897, Inspector of Nebraska High Schools, Lincoln.\nG. W. A. Luckey, Ph.D., '00, Columbia Univ.\n1895, Professor of Education, University of Nebraska, 1433 R St., Lincoln.\n1896 Howard Walter Caldwell, Ph.B., '80. A.M., '94, Univ. of Neb.\n1892, Professor of American History and Jurisprudence, University of Nebraska, 511 N.\n16th St., Lincoln.\nWilliam R. Jackson.\n1901, Scholar in Department of Education, University of Nebraska, 1909 G St., Lincoln.\nA. H. Waterhouse.\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.\n1901, Superintendent of Public Schools, Lincoln.\n1897 Kate L. Brown.\n1896, Principal of Clifton Hill School, 1322 S. 27th St., Omaha.\nGeorge L. Farley.\nCounty Superintendent of Schools, Plattsmouth.\nAnna Foos.\nPrincipal of Schools, The Madison, Omaha\nA. L. Shaw, B.Sc, '94, Olivet Coll., Mich.\n1644 P St., Lincoln.\nUniversity of Omaha.\nPresident, David R. Kerr; Secretary. Mary Wylie Nicholl, Bellevue.\nHenry Baldwin Ward, A.B., '85, Williams; A.M., Ph.D., '92. Harvard,\n1893, Professor of Zoology, University of Nebraska, Lincoln.\n\n"}
{"page": 988, "printed_page": null, "text": "NATIONAL\n\n976\n\nEDUCATIONAL\nNEBRASKA—\n\nASSOCIATION\n\n[New Jersey\n\nContinued\n\n1898 Allen C. Fling, A.B., '94, A.M., '98, Univ. of Neb.\n1898, Superintendent of City Schools, 1102, 1st Ave., Nebraska City.\nOmaha Public Library.\nPresident, Lewis S. Reed; Librarian, Edith Tobitt, Omaha.\nUniversity of Nebraska.\nChancellor, E. Benjamin Andrews; Librarian, J. I. Wyer, Jr., Lincoln.\n1899 E. Benjamin Andrews, LL.D., '84, Univ. of Neb. ; D.D., '84, Colby Univ.\n1900, Chancellor, University of Nebraska, Lincoln.\nRobert J. Barr.\n1882, Superintendent of City Schools, 1015 W. Division St., Grand Island.\nEllery 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., '00, Univ. of Neb.\n1893, Professor of Biology, Nebraska Wesleyan University, Lincoln.\nJohn D. French.\n1899. Superintendent of Schools, Hastings.\nAlbert Ross Hill, A.B., '92, Dalhousie Coll., Halifax, Nova Scotia; Ph.D., '95, Cornell Univ.\n1897, Professor of Philosophy, University of Nebraska, 505 N. 25th St., Lincoln.\nC. W. Turner.\nWith Silver, Burdett & Co., Lincoln.\nW. H. Wagner, B.L., '88, Univ. of Neb.\n1894, Superintendent of City Schools, Hebron.\n1900 Nathan Bernstein, B.L., '92, M.L., '96, Dartmouth Coll.\n1895, Department of Physics, High School, 2622 Capitol Ave., Omaha\nC. H. Gordon, B.Sc, '86, M.Sc, '90, Albion Coll. ; Ph.D., '95, Univ. of Chicago.\n1899, Superintendent of Schools, 910 S. 13th St., Lincoln.\nGeorge A. Gregory, B.Sc, '82.\n1900, Superintendent of City Schools, Crete.\nMrs. Agnes M. Harrison.\nPrincipal of Farnam School, Omaha.\nGeorge L. Towne, A.B., '95, Univ. of Neb.\nEditor \" Nebraska Teacher,\" 134 N. nth St., Lincoln.\n1901 A. L. Caviness, Ph.B., 111. Wes. Univ.\nSuperintendent of City Schools, Fairbury.\nEsther A. Clark, A.B., '85, A.M., '90, Nat. Nor. Univ. ; A.B., '97, Univ. of Neb.\n1898, Professor of Latin, Nebraska State Normal School, Peru.\nW. H. Gardner, B.Sc.\nSuperintendent of City Schools, Auburn.\nDavid Bennett Gilbert, B.Sc, '90, A.B., '91, Central Nor. Coll., Danville, Ind.\nPresident Nebraska Central College, Central City.\nI. H. Hatfield, B.Sc, '92, S. D. Agri. Coll. ; LL.B., '94, Univ. of Neb.\n1898, Instructor in Law School, University of Nebraska, 1327 E St., Lincoln.\nCharles C. Root.\n1900, Principal of High School, Fairbury.\nNEVADA\nactive members\n1895\n\n1899\n\nWalter\n\nC. Gayhart, C.E.\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.\nPrincipal of Schools, Tuscarora.\nNEW\n\nHAMPSHIRE\n\nlife member\n1886\n\nJames E. Klock.\n1900, Principal of State Normal School, Plymouth.\nactive members\n\n1898 New\n\nState Library.\nLibrarian, Arthur H. Chase, Concord.\n1899 John Augustus Brown, A.B., '79, Harvard.\n1886, Member of School Board, and, 1889, Trustee, Robinson Female Seminary, 33 Pine\nSt., Exeter.\n1900 Henry C. Morrison, A.B., '95, Dartmouth Coll.\n1899, Superintendent of Schools, 52 State St.; Portsmouth.\nPublic Library, Dover, N. H.\nLibrarian, C. H. Garland, Dover.\n\n189a\n\nHampshire\n\nNEW\n\nJERSEY\n\nLIFE\n\nDIRECTOR\n\nJames M. Green, A.M., '84, Dickinson Coll. ; Ph.D., '90, III. Wesleyan Univ.\n1889, Principal of State Normal and Model Schools, Trenton.\nlife member\n\n1876\n\nLangdon Shook Thompson, A.M., '84, Marietta Coll., O. ; Pd.D., '91, Univ. of the City of New Nork.\n1889, Supervisor of Drawing, Public Schools; 1893, Principal of Metropolitan Normal Art\nSchool, 12 Park St., Jersey City.\n\n'\n\n"}
{"page": 989, "printed_page": null, "text": "New Jersey J\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\nACTIVE\n\nMEMBERS\n\n-\n\n977\n\nMEMBERS\n\n1889 A. W. Moon, A.B., '95, Indiana Univ.\n1899, Supervising Principal of Schools, Pleasantville.\n1890 Levi Seeley, A.M., '83, Williams Coll. ; Ph.D., '86, Leipzig.\n1895, Professor of Pedagogy, State Normal School, 482 W. State St., Trenton.\n1891 Augustus Scarlett.\n1863, Principal of South 8th St. School, 56 S. nth St., Newark.\n1892 Sarah Y. Ely.\n1887, Supervisor in High and Grammar Departments of State Model School, 52 Carroll\nSt., Trenton.\nM. H. Kinsley, B.Sc, '88, St. Lawrence Univ.\n1901, Superintendent of Schools, Hudson County, 117 Magnolia Ave., Arlington.\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.\nByron C. Mathews,\nA.B., '77,\nA.M., and\n92, Economics,\nPh.D., '93, High\nSyracuse\nUniv.\n1885, Instructor\nin Greek\nSchool,\n36 Kearney St., Newark.\nHenry\n\nM. Maxson, A.M., '80, Amherst Coll.\n1892, Superintendent of Schools, 439 W. 6th St., Plainfield.\nAddison B. Poland, A.M., '76, Wes. Univ., Conn. ; Ph.D., '90, Univ. of City of N. Y.\n1901, Superintendent of Schools, 60 Abington Ave., Newark.\nEmily A. Rice, Pd.D., '92, Albany Nor. Coll.\nTeacher of Private Classes, 77 Clark Ave., Ocean Grove.\nRandall Spaulding, A.B., '70, Yale.\n1874, Superintendent of Schools, 14 Clinton Ave., Montclair.\nJotham Walker Wakeman.\n1865, Principal of School No. 6, 550 Summit Ave., Jersey City.\nH. Brewster Willis.\n1886, Superintendent of Schools, Middlesex Co., 185 Livingston Ave., New Brunswick.\n1893 Martin Luther Cox, Pd.M., '97, New York Univ.\n1900, Principal of Ann St. School, Newark.\nHenry E. Harris.\n1879, Principal of School No. 1, 64 Trask Ave., Bayonne.\nMiss S. M. Searle.\n1893, Principal of Primary Department, Public School No. 23, cor. Romaine and Pavonia\nAves., Jersey City.\nGeorge H. Voorhis.\n1881, Principal of Centennial Grammar School, 311 S. Clinton Ave., Trenton.\nL. C. Wooley.Principal of James Wood School, 136 E. Front St., Trenton.\n1894 William N. Barringer, A.M., Princeton; Pd.D., Univ. of City of N. Y.\n1897, Supervisor of Evening and Summer Schools, 1142a Broad St., Newark.\nRichard Case, A.M., '81, Brown Univ.\n1898, Superintendent of Schools, Trenton Ave., Point Pleasant.\nMary J. Donohoe.\n1895, Principal of School No. 4, 33 Dodge St., Bayonne\nBenjamin C. Gregory, A.B.,CoIl. of City of N. Y.\n1888, Supervising Principal of Schools, 54 Chestnut Ave., Trenton.\nAnna J. Guden.\n1892, Assistant, School No. 4, 202 Ave. D, Bayonne.\nJ. F. D. Heineken.\n1899, Supervising Principal, Public Schools, East Brunswick Township; res., Milltown.\nGaius Hoffman.\n1881, Principal of Schools, Bound Brook.\nWill C. Ingalls, A.B., '84, A.M., '87, Brown Univ.\n1900, Principal of South Jersey Institute, Bridgeton.\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.\nJ.Albert\nA.M., '77, Ph.D., '81, Syracuse Univ.; Ph.B., '76, A.M., '77, Ph.D., '81,\nDelawareReinhart,\nColl.\n1882, Principal of City High School, 534 E. 27th St., Paterson.\nErwin H. Schuyler, A.M., '92, Princeton Coll.\n1884, Professor of Mathematics, Dr. Julius Sachs' Collegiate Institute, 38 W. 59th St.,\nNew York City ; res., Haworth.\nHenry Snyder, A.B., '78, A.M., '88, Lafayette Coll.\n1892, Superintendent of Public Schools, City Hall, Jersey City.\nMargaret I. Wade.\nTeacher of Mathematics, High School, 507, 3d Ave., Asbury Park.\n1895 Wilson Farrand, A.B., '86, A.M., '89, Princeton.\n1901, Head Master of Newark Academy, 544 High St., Newark.\nW. J. Shearer, A.B., '87, A.M., '90, Dickinson Coll.\n1895, Superintendent of Schools of City of Elizabeth and County of Union, Anna St. and\nMadison Ave., Elizabeth.\n1896 Charles J. Baxter.\n1896, State Superintendent of Public Instruction, 24 Sandford Ave., Plainfield.\nMrs. Lydia A, Bennett.\n1895, Principal of Leonia Heights Public Schools, Box 103, Leonia, Bergen County.\nH. B. Boice, M.D., '88, Univ. Med. Sch., N. Y. City.\n1891, State Normal School, Box 638, Trenton.\nMrs. Millie Ryan Eakins.\n609 Belgrove Drive, Arlington.\nMrs. Orrell F. Elwell.\n1876, Teacher of Grammar School, 152 S. Stockton St., Trenton.\n\n"}
{"page": 990, "printed_page": null, "text": "NATIONAL\n\n978\n1896\n\nEDUCATIONAL\n\nASSOCIATION\n[New Mexico\n\nD. H. Farley.\n\nNEW\n\nJERSEY—\n\nContinued\n\nTeacher in State Normal and Model School, 515 E. State St., Trenton.\n\nE. R. Johnstone.\n1900, Principal of New Jersey Training School for Feeble -Minded, Vineland.\nEdwin C. Merrill.\nPublisher, Maynard, Merrill & Co., 29-33 E. 19th St., New York; res., 33 Washington 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 Margaret Bancroft.\nPrincipal of Haddonfield Training School, The Lindens, Haddonfield.\n\nMiss Jean N. Cox^\n\n1889, Principal of Haddonfield Training School, The Lindens, Haddonfield.\nAnna M. Fell, M.E.L., Pennington Sem.\n1894, Principal of Cadwalader School No. 21, 304 W. State St., Trenton.\nFree Public Library of Jersey City.\nPresident, L. J. Gordon; Librarian, Esther E. Burdick, Jersey City.\nE. K. Sexton, Pd.M., '92, New York Univ.\n1894, Principal of Central Ave. Grammar School, 99 S. nth St., Newark.\nState Normal School, Trenton.\nPrincipal, J. M. Green, Trenton.\nIra Winthrop Travell, A.B., '90, Williams Coll.\n1893, Principal of High School, Plainfield.\nThyrza C. Williams.\n1896, Associate Principal of Haddonfield Training School, The Lindens, Haddonfield.\n1898 S. V. Arrowsmith.\n1897, Superintendent of Schools, 103 Maple Ave., Red Bank.\nArthur Grant Balcom.\nPrincipal of Franklin Grammar School, 167 Mt. Prospect Ave., Newark.\nAnna Bodler, M.Sc, '95, State Nor. Sch., Mansfield, Pa. ; Ph.B., '01, Univ. of Chicago.\n1901, Vice- Principal and Teacher of Pedagogy, Newark Normal School, Newark.\nMrs. Louise E. Hogan.\n1900, Editor of Juvenile Literature, Box 37, Fanwood.\nPhoebus W. Lyon, A.M., Princeton.\nPrincipal of West Jersey Academy, Bridgeton.\nWilliam M. Swingle, Ph.D.\n1898, Superintendent of Schools, 114 Cleveland St., Orange.\n1899 Mrs. Rachel L. Rogers Dresser, Grad., '91, Kraus Sem. for Kgrs.\n1899, Principal of Training School\nfor Kindergartners, Kindergarten and Connecting\nClasses, 226 High St., Burlington.\nJ. Howard Hulsart, A.M., '98, Ph.D., '01, 111. Wes. Univ.\n1891, Supervising Principal, 105 Sussex St., Dover.\nJerohn\nYorkJoseph\nUniv. Savitz, Ph.B., '93, 111. Wes. Univ.; A.M., '94, Ursinus Univ.; Pd.M., '99, New\n1896, Superintendent of Public Schools, Myrtle Ave., Boonton.\nWilson, B.Sc, '97, Rutgers Coll.\n1901, Principal of Highland Park Public School, 18 Remsen Ave., New Brunswick.\n1900 Woodford D. Anderson. A.B., A.M., Ph.D.\n1001, Rider-Moore Business College, Trenton.\nWilliam E. Chancellor, A.B., '89, A.M., '95, Amherst Coll.\n1897, Superintendent of Schools, 80 Beach St., Bloomfield.\nVernon L. Davey, A.B., Cornell Univ.\n1890, Superintendent of Schools, 32 Munn Ave., East Orange.\nBertha Elterich.\nv 1895, Instructor of Physical Culture, Haddonfield Training School, Haddonfield.\nJames L. Hays.\nPresident, State Board of Education, Newark.\n1901 Nelson Haas, A.M., Ph.D., Rutgers Coll., N. J.\nPrincipal of High School and Supervising Principal of Schools, Central\nHackensack.\nJ. Alfred\n\nAve.,\n\nJohn Coulter Hockenberry, A.B., '99, Ind. Univ.\n1900, Superintendent of Schools, Lecturer in Pedagogy, University of Pennsylvania, 114\nWalnut St., Haddonfield.\nH. C. Krebs.\n1897, Supervising Principal of Schools, 73 Doughty Ave., Somerville.\nJohn C. McLaury, Pd.B., '95, Pd.M., '97, St. Nor. Coll., Albany, N. Y, ; Ph.B., '99, Ph.D., 'oi, 111.\nWes. Univ1900, Principal of Sussex Avenue School, 78%, 9th Ave., Newark.\nCharles E. Osborne, Ph.B.. '98, Brown Univ.\n1898, Superintendent of Schools, Clifton Ave., Lakewood.\nW. Seymour Twichell.\nPrincipal of School No. 6, 479 Ellison St., Paterson.\nGeorge A. West.\n1885, Principal of Public School, Raritan.\nW. S. Willis.\n1898, Principal of Normal and Training School, 56 Park PI., Newark.\n\n1891\n1895\n\nHiram\n\nNEW\n\nMEXICO\n\nACTIVE\n\nmembers\n\nHadley, A.M., '85, Earlham Coll.\n1898, Professor of History and Philosophy, Coll. of Agri. and Mech. Arts, Las Cruces.\nClarence T. Hagerty, B.Sc, '90, M.Sc, '95, Notre Dame Univ., Ind.\n1891. Professor of Mathematics, Coll. of Agriculture and Mechanic Arts, Las Cruces.\nCharles E. Hodgin, Grad., '81, Ind. St. Nor. Sch. ; B.Pd., '93. Univ. of N. Mex.\n1897, Principal of Normal Department, University of New Mexico, Albuquerque.\n\n"}
{"page": 991, "printed_page": null, "text": "New York]\n\n1895\n\n1897\n\n1899\n\n1901\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n979\n\nNEW MEXICO— Continued\nMrs. Elizabeth R. Jackson.\n1900, Primary Teacher in Public Schools, Silver City.\nCharles 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.\nGeorge Benjamin Haggett, B.Sc, '75, Grand River Institute.\n1899, Principal Teacher, Indian Service, Thornton.\nHugh A. Owen, B.Sc.\n1900, Instructor of Biology, Physiography, and Manual Training, Nor. School of New\nMexico, Silver City.\nJames Alpheus Wood, A.B., '77, A.M., '80.\n1899, Superintendent of Public Schools, Santa Fe.\nWilliam H. Decker, B.E., Nor. Sch., Silver City, N. Mex.\nPrincipal of Schools, Pinos Altos.\nEdgar L. Hewett, M.Pd.\n1897, President of New Mexico Normal University, Las Vegas.\nMiss M. R. Koehler.\n1899, Superintendent of Public Schools, Silver City.\nMiss O. P. Whitehill.\nTeacher in Public Schools, Silver City.\nJerdina Faber.\nTeacher in Government Indian School, Albuquerque.\nD. M. Richards, A.B., '76, Oberlin Coll.\nPrincipal of Preparatory Department, College of Agri. and Mech. Arts, Las Cruces.\nMrs. L. A. Richards.\n1893, Teacher in Indian School, Albuquerque.\nNEW\n\nYORK\n\nlife directors\n1880\n\nAlbert Prescott Marble, A.M., '63, Ph.D., '83, Colby Univ., Me.\n1896, Associate Superintendent of Schools, Park Ave. and 59th St., New York.\n1884 James H. Canfield, A.B., '68, A.M., '77. LL.D., '94, Williams Coll.\n1899, Librarian of Columbia University, New York.\n1885 Nicholas Murray Butler, A.B., '82, Ph.D., '84, Columbia Coll.\n1889, Acting President and Professor of Philosophy and Education, Columbia University,\n119 E. 30th St., New York.\nEzekiel Hanson Cook, A.B., '66, A.M., '69, Bowdoin Coll. ; Ph.D., '89, Colgate Univ.\n1901, Address, 2429, 12th St., Boulder, Colo.\n1890 Charles Rufus Skinner, A.M., '90, Hamilton Coll.; LL.D., '95, Colgate Univ.\n1895, State Superintendent of Public Instruction, 453 State St., Albany.\nlife members\n1857\n\nJames Cruikshank,\nLL.D.,of '62.\n1875, Principal\nGrammar School No. 12, and Evening High School;\nSecretary of\nCouncil of Brooklyn Institute of Arts and Sciences, 206 S. Oxford St., Brooklyn.\n1870 Oliver Cromwell Arey, A.M., '65, Union Coll.\n1148 Pacific St., Brooklyn.\nWilliam Edward Crosby.\nLiterary and Educational Writer, 1603 Amsterdam Ave., New York.\n1871 John Jacob Anderson, A.M., '67, Rutgers Coll. ; Ph.D., '76. New York Univ.\nAuthor of School Histories and Historical Readers, 343 Adelphi St., Brooklyn.\n1876 *Charles C. Rounds, B.Sc, '57, M.Sc, '60, Dartmouth Coll.; A.M., Bowdoin Coll. and Waterville\nColl.; Ph.D., Bates Coll.\n1896, Institute Instructor and Lecturer, 96 Broadway, New York.\n1883 Josephine E. Hodgdon, Pd.M., '91, Univ. of City of New York.\n1898, Principal of Primary School No. no, 20 Sidney PI., Brooklyn.\nMenco Stern.\n1879, Professor of German Language and Literature, Stern's School of Languages, 27 E.\n44th St., New York.\nA. Stewart.\n28 W. 94th St., New York.\nMrs. Georgiana Van Aken.\n\n1884 Sarah\n\n1858, Principal of Day School, Ladies' Home Mission, 63 Park St., New York.\nHunter, A.M., '66, Columbia Coll. ; Ph.D., '77, Williams Coll. ; LL.D., N. Y. Univ.\n1869, President of Normal College, 2079, 5th Ave., New York.\n1891 Mrs. Mary J. B. Wylie.\n46 Essex St., Buffalo.\n1893 University of State of New York.\n1885 Thomas\n\nSecretary, James Russell Parsons, Jr., Regents' Office, Albany.\n1882\n\n1884\n\nWalter\n\nS. Goodnough.\n1890, Director of Drawing,\nBrooklyn.\n\nEdward\n\nACTIVE\n\nMEMBERS\n\nPublic\n\nSchools,\n\nBorough of Brooklyn, 267a\n\nLewis Ave.,\n\nN. Jones, A.B., '83, A.M., '86, Ph.D., '93, Hamilton Coll.\n1898, First Assistant, The New York Training School for Teachers; res., 50 Church St.,\nWhite Plains.\nL. Patton.\nUniversity Publishing Co., 43-47 E. 10th St., New York.\n1887 Gussie Power.\n1880, Teacher, 535 Warren St., Hudson.\n1889 Charles De Garmo, Ph.D., '86, Halle, Germany.\n1898, Professor of Science and Art of Education, Cornell University, 809 E. State St., Ithaca.\n1886 Charles\n\n*Died November 8, 1901.\n\n"}
{"page": 992, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[New York\n\n980\n1889 Thomas\n\nFrancis Kane, A.B., '92, Cornell Univ.\n1899, Teacher of Mathematics, Stapleton High School, Richmond Borough, 5 Wall St.,\nNew Brighton, S. I.\nGratia L. Rice.\n1892, State Director of Drawing, Box 392, Buffalo.\n1890 C. W. Bardeen, A.B., '69, Yale.\nEditor of \" School Bulletin,\" 406 S. Franklin St., Syracuse.\nAndrew B. 1874,\nBlodgett.\n1889, Superintendent of Schools, 127 Burnet Ave., Syracuse.\nJohn T. Buchanan, A.B., '72, A.M., '74, Central Coll.\n1897, Principal of De Witt Clinton High School, 37 Hamilton Terrace, New York.\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.\nAmos M. Kellogg, A.M., '57, Hamilton Coll.\nEditor of \" The School Journal,\" \" Educational Foundations,\" and \" Teacher's Institute,\" 61 E. 9th St., New York.\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.; LL.D., '01, Alfred Univ.\n1887, Supervisor\nof Teachers'\nInstitutes, State Department of Public Instruction, 21 S.\nHawk St.,\nAlbany.\n1891 Vincent Aldridge. A.M., '8t, Syracuse Univ.\n1889, Teacher of Mathematics, Boys' High School, 32 Clarkson St., Brooklyn.\nEarl Barnes, A.M., '89, Ind. Univ.; M.Sc, '90, Cornell Univ.\nEducational Lecturer, 232 Greene Ave., Brooklyn.\nFrancis John Cheney, A.B., '72, A.M., '75, Ph.D., '89, Syracuse Univ.\ni8gr, Principal of State Normal School, 45 Church St., Cortland.\nAugustus S. Downing, A.M., Pennsylvania Coll.\n1898, Principal of New York Training School for Teachers. 119th St., near 2d Ave., New\nYork.\nMatthew\n\nJ. Elgas, A.B., '62, A.M., '63, Montreal Coll. ; Ph.D., '69, St. John's Coll.\n1896, Associate Superintendent of Public Schools, 121 W. 87th St., New York.\nP. French, A.B., '68, A.M., '71, Amherst Coll.\n1895, Member of Board of Education, Proprietor of Albany Teachers' Agency, 81 Chapel\nSt., Albany.\nGeorge D. Hale, A.B., '70, A.M., '73, Univ. of Rochester.\n1059 Lake Ave., Rochester.\nOssian H. Lang.\n\nHarlan\n\n1895, Editor of \"Educational Foundations\" and \"The School Journal,\" New York and\nChicago; 61 E. 9th St., New York.\nM. Leipziger, A.M., Coll. of City of N. Y. ; Ph.D., '88, Columbia Coll.\n1891, Supervisor of Lectures, Board of Education, New York city, 229 E. 57th St., New York.\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.B., '65, Genesee Coll. ; A.M., '68; Ph.D., '81, Syracuse Univ.\n1889, Principal of State Normal and Training School, 6 Le Roy St., Potsdam.\n1892 Mrs. Ella N. Allen.\n43% Eagle St., Utica.\nThomas 0. Baker, A.M., '92, Ph.D., Univ. of City of New York.\n1901, Principal of School No. 128, Brooklyn.\nEmmet Belknap, A.B., '80, A.M., '83, Marietta Coll.\n1899, Superintendent of Schools, 206 East Ave., Lockport.\nW. H. Benedict, A.B.. '75, A.M., '78, Hamilton Coll.\n1889, Principal of School No. 8, 508 W. 3d St., Elmira.\nA. Hall Burdick.\n1890, Principal of Public School No. 14, and High School, 4 Harrison St., Stapleton.\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, Home Education Department and Library\nSchool, 315 Madison Ave., Albany.\nGeorge Fenton.\nAgent for American Book Co., Broadalbin, Fulton Co.\nWilliam B. Friedberg, B.Sc, '73, 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.\nHenry\n\nEducational Publisher, 5 W. 18th St., New York.\n'\nH. E. Hayes.\n1890, Manager of Educational Department, D. Appleton & Co., Publishers, 72, 5th Ave.\nNew York.\nMary F. Hyde.\nAuthor of \" Practical Lessons in Use of English,\" \"Practical English Grammar,\"\nand \" Two- Book Course in English,\" 208 Main St., Binghamton.\nJames Lee, M.D., '86, Bellevue Hospital Medical Coll.\n1892, Associate Superintendent of Schools, 23s E. 124th St., New York.\nWilliam H. Maxwell, A.B., '72, A.M., '74, Queen's Univ., Ireland; LL.D., '01, Columbia Univ.\nSuperintendent of Schools, The City of New York, Park Ave. and 59th St.; res.,\n283 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.\nWilliam Bramwell Powell, A.M., '76, Lombard Univ.\n72, 5th Ave., New York.\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.\n\n"}
{"page": 993, "printed_page": null, "text": "New York]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n98 1\n\n1893 Henry P. Emerson, A.B., '71, A.M., '74, Univ. of Rochester.\n1893, Superintendent of Education, 122 College St., Buffalo.\nC. B. Gilbert.\n1896, Superintendent of Schools, Rochester.\nJohn Arthur Greene, A.M., '00, Colby Coll., Me.\n1896, Manager of American Book Co., 100 Washington Sq., New York.\nGeorge Griffith, A.B., '77, Hamilton Coll.; Ph.D., '93, 111. Wes. Univ.\n1892, Superintendent of Schools, 40 Jewett PI., Utica.\nMary F. Hall.\nSpencer.\nCameron Hull, A.B., '77, A.M., '97, Univ. of Mich.\n1899, Principal of Academic Department, Brooklyn Polytechnic Institute, 29 Schermerhom\nSt., Brooklyn.\nJenny B. Merrill, Pd.D., '92, New York Univ.\n1896, Supervisor of Kindergartens, Boroughs of Manhattan and The Bronx, 112 E. 81st St.,\nNew York.\nJosephine E. Rogers.\nPrincipal of Public School No. 75, 160 E. 61st St., New York.\nEdward Richard Shaw, B.L., '78, Del. Coll. ; Ph.B., '81, Lafayette Coll. ; Ph.D., '90* N. Y. Univ.\n1894, School of Pedagoy, New York University, Washington Sq., New York.\nArthur Merrill Wright, A.B., '72, A.M., '80, Hamilton Coll.\nSupervisor, Bureau of Compulsory Education, Department of Public Instruction,\nAlbany; res., Waterville.\n1894 Frank D. Beattys, A.B., '85, A.M., '88, Wesleyan Univ.\nManager, Silver, Burdett & Co., 31 E. 19th St., New York.\nMrs. B. Ellen Burke.\nLawrence\n\n1899, Editor of \"The Sunday Companion,\" Akron, 0. ; res., Main St., Malone.\nFrancis R. Clair.\n1893, School Commissioner, Queens County, College Point.\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.\nMaximilian P. E. Groszmann, Pd.D., '93, New York Univ.\n1900, Director of Groszmann School for Exceptional, Nervous, and Defective Children,\n\" Pinehurst,\" cor. Fort Washington Ave. and Depot Lane, New York.\nLogan D. Howell, A.B., '89, Univ. of N. C.\n1898, Teacher of English, the Peter Cooper High School, 3080, 3d Ave., New York.\nCynthia Lagomarsino.\nTeacher in Five Points Ladies' Home Mission Day School, 63 Park-St., New York.\nWilliam A. 1884,\nMackey.\n1899, Principal of Grammar School No. S3> 59 Huntington Ave., Buffalo.\nCharles E. Merrill.\nPresident,\nYork. Maynard, Merrill & Co., Educational Publishers, 29-31 E. 19th St., New\nFrederick\n\nMonteser, Ph.D., '85, Univ. of Vienna, Austria; Pd.D., '93, N. Y. Univ.\n1893, Lecturer, School of Pedagogy, New York University;\n1897, First Assistant\nin\nBoys' High School, New York City; res., Caryl Station, Yonkers.\nMrs. Agnes O'Brien.\nPrincipal of School No. 151, 61 W. 126th St., New York.\nW. F. O'Callaghan, A.B., Harvard Univ.\n16 Albany St., New York.\nGeorge A. Plimpton.\n•\nEducational Publisher, 70, 5th Ave., New York.\nHester A. Roberts.\n1886, Principal of Primary Department No. 10, 149 W. 128th St., New York\nEdgar O. Silver, A.B., '83, A.M., '86, Brown Univ.\nPublisher, President of the Corporation Silver, Burdett & Co., 29-33 E. 19th St.,\nNew York.\nJoseph S. Taylor, Pd.D , '92, New York Univ.\n1885, Principal of Public School No. 19, 344 E. 14th St., New York.\nMartha Van Rensselaer.\n1895 Samuel\n\n1901, Editor, Woman's Reading Course, Cornell University, 809 E. State St., Ithaca.\nHouston Albro, Ph.D., Colgate Univ.\nWoodside, Central Ave., Fredonia.\n\nH. T. Ambrose.\n\nPresident of American Book Co., Publishers, 100 Washington Sq., New York.\nA. Bailey, A.M., '77, Wesleyan Univ. of Conn.\n1899, Department of Mathematics, New York Training School for Teachers, 119th St. and\n2d Ave., New York.\nIda C. Bender, M.D., '90, Univ. of Buffalo (Med. Dept.).\n1893, Supervisor of Primary Grades, 731 Ellicott St., Buffalo.\n*N. L. Benham.\n1892, Superintendent of Schools, 539, 4th St., Niagara Falls.\nWilliam Paxton BuRRis/Ph.B., '91, A.M., '94, De Pauw Univ.\n1901, Graduate Student, Columbia University and Scholar Teachers College, 82 Morningside Ave., New York.\nColumbia University.\nActing President, Nicholas Murray Butler; Librarian, James H. Canfield, New York.\nFannie S. Comings.\n1893, Principal, Primary Department, Grammar School No. 77, 22 Halsey^St., Brooklyn.\nJulia E. Crane.\nTeacher of Vocal Music, State Normal School ; ^1884, Director of Crane Normal\nInstitute of Music, 91 Main St., Potsdam.\nJohn W. Davis.\n1886, Public School No. 81, Bedford Park, New York.\nHenry Thomas Dawson, A.B., '82, 111. Wesleyan Univ.\nPublisher, 424 W. 144th St., New York.\nMiddlesex\n\n♦Died August'3, 1901.\n\n"}
{"page": 994, "printed_page": null, "text": "NA\n\n982\n\nTIONAL\n\nEDUCA\n\nTIONAL\n\nASSOCIA\n\nTION\n\n[New York\n\n1895 Samuel\n\nT. Dutton, A.B., Yale.\n1900, Professor of School Administration, Teachers College, Columbia University, 814\nWest End Ave., New York.\nGeorge W. French, LL.B., '78, Columbia Coll.\n1881, Principal of Public Schools, Jamaica Ave., opp. Enfield St., Brooklyn.\nMrs. Anna Eggleston Friedman.\n\n1898, Harris.\nInstructor in Primary Work, Teachers' Institutes, 45 Wadsworth St., Buffalo.\nAda Van Stone\n1897, Supervisor, Kindergartens and Primary Schools, Rochester.\nEdward Hay ward, A.M., Ph.D., '92, Union Coll.\n1901, Superintendent of Schools, 103 Mohawk St., Cohoes.\nWelland Hendrick, A.B., '8o, A.M., '83. Colgate Univ.\n1898, First Assistant, New York Training School for Teachers, 174 St. Nicholas Ave.,\nNew York.\nWalter L. Hervev, A.B., A.M., Ph.D. ,'93, Princeton.\n1898, Examiner of Board of Education, Park Ave. and 59th St., New York.\nSamuel Burnett Howe, A.M., '65, Ph.D., '87, Union Coll.\n1868, Superintendent of Schools, 615 Union St., Schenectady.\nWilber W. Howe.\n1891, Superintendent of Schools, Whitehall.\nSara D. Jenkins.\n1901, with The Educational Publishing Co., 103 Huestis St., Ithaca.\nThomas R. Kneil, A.B., '75. A.M., '78, Wesleyan Univ., Middletown, Conn.\n1893, Superintendent of Schools, High School Building, Saratoga Springs.\nLouise M. Lapev.\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.\nSethPrinceton.\nLow, LL.D., '89, Amherst, '90, Univ. of State of N. Y., Univ. of Pa., Harvard, Trinity; '96,\n1901, Mayor-elect, Greater New York.\nKate Palmer Macdona.\n1899, Principal, Public School No. 70, 56 W. 83d St., New York.\nJ. Milford McKee, A.M., Ph.D., '01, 111. Wesleyan Univ.\n1898, Principal of West Side School, 122 Valentine St., Mt. Vernon.\nF. M. McMurrv, 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.\nPresident of Newson & Co., Publishers; res., 160 W. 106th St., New York.\nAndrew V. V. Raymond, A.B., '75, D.D., '87, Union Coll. ; LL.D., '94, Williams Coll.\n1894, President of Union College, College Hill, Schenectady.\nJ. M. Rice, M.D., '81, Coll. of Phys. and Sur., New York.\nEducational Writer, Editor of the \" Forum,\" 1245 Madison Ave., New York.\nRovillus R. Rogers, A.B., Oberlin Coll.\n1890, Superintendent of Schools, 627 E. 6th St., Jamestown.\nJames Earl Russell, A.B., '87, Cornell ; Ph.D., '94, Leipzig.\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 Univ. ; Ph.D., '94, Union Coll.\n1885, State Institute Conductor and Chairman State Board of Examiners of New York,\nElm St., Penn Yan.\nAlfred T. Schauffler, A*., '65, A.M., '68, Williams Coll.\n1898, Associate Superintendent of Schools, Boroughs of Manhattan and The Bronx, New\nYork City; res., 23 Woodland Ave., New Rochelle.\nHenry G. Schneider, B.Sc, '87, Coll. City of New York.\n1888, Second Assistant, Grammar School No. 90, 6ro W. 47th St., New York.\n1\nMyron Tracy Scudder, A.B., '82, A.M., '86. Rutgers Coll.\n1899, Principal of State Normal School, New Paltz.\nSylvester R. Shear.\n1897, Superintendent of Schools, 3 South Broadway, White Plains.\nHerbert J. Smith, A. B., '88, A.M., '91, Colgate Univ.\n1899, Professor of Greek, Latin, and Civics, State Normal School, Oswego.\nJ. Mace Smith, B.Sc, '82, Mich. Agri. Coll.\n1900, Student, Cornell University, Ithaca.\nPlowdon Stevens, Jr., B.Sc, '88, Coll. City of New York.\n1898, Assistant, Public School No. 81, 2T26 Washington Ave., New York.\nJohn H. Walsh, A.B., '73, A.M., '89, Georgetown Coll., D. C. ; LL.B., '80, Columbia Coll.\n1901, Superintendent\nBrooklyn. of Schools, Borough of Brooklyn, 8502 Fort Hamilton Parkway,\nFrank E. Welles, A.M., '92, 111. Wesleyan Univ. ; Ph.D., '97, Nat. Nor. Univ.\n1889, Professor of Latin and Greek, State Normal School, 97 South St., Geneseo.\nF. Wheelock, B.Sc, '73, Cornell Univ.\n1891, Head Inspector, University of State of New York, Regents' Office, Albany.\n1896 Mrs. Amelia D. Alden, Grad., '68, State Nor. Sch., Albany, N. X.\n1895, Vice -Principal of Westerleigh Collegiate Institute, West New Brighton.\nJohn Elmendorf Brandegee, A.B., '74, Trinity.\n30 Genesee St., Utica.\nE. N. Bristol.\nBook Publisher, 29 W. 23d St., New York.\nKate G. Broderick.\n1881, Principal of Public School No. 76, E. 68th St. and Lexington Ave., New York.\nEugene C. Colby.\nCharles\n\n1885, Principal of Department of Industrial and Fine Arts, Mechanics'\nPlymouth Ave., Rochester.\nLe Roy C. Cooley, A.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.\n\nInstitute,\n\n'\n\n55\n\n"}
{"page": 995, "printed_page": null, "text": "New York]\n1896\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n983\n\nHenry M. Crist.\nManager of New York Office, Milton Bradley Co., n E. 16th St., New York.\nBoothe\nUniv.Colwell Davis, A.B., '90, A.M., '03, Alfred Univ.: B.D., '93, Yale: Ph.D., '06, Nat. Nor.\n1895, President of Alfred University, 8 Terrace St , Alfred.\nGeorge S. Davis.\n1888, Associate Superintendent of Schools, Park Ave. and 59th St., New York.\nWilliam Reed Eastman, A.B., '54, Yale ; B.L.S., '92, Univ. of N. Y.\n1892, Inspector of Public Libraries, University of State of New York, State Library, Albany.\nAndrew W. Edson, A.B., '78, A.M., 'Si, Dartmouth Coll.\n1897, Associate Superintendent of Schools, Park Ave. and 59th St., New York.\nElla C. Elder.\n1898, Supervisor of Kindergartens, 86 Delaware Ave., Buffalo.\nHenry W. Ellsworth, Grad., Fredonia Acad., N. Y.\nAuthor and Publisher of Schoolbooks, 127 Duane St., New York.\nJames A. Estee, A.M., Alfred Univ.\nSuperintendent of Schools, 17 Marshall Ave., Gloversville.\nJ. P. Gordy, Ph.D., Leipzig Univ., LL.D.\n1901, Professor of History of Education, New York University, Washington Sq., New York.\nCharles Eugene Gorton, Ph.B., '71, Univ. of Mich.\n1884, Superintendent of Schools, 55 Hawthorne Ave., Yonkers.\nElbert W. Griffith, Ph.B., 111. Wes. Univ.; A.M., Wes. Univ., Conn.\n1899, Superintendent of Schools, 8 Sherman Ave., Glens Falls.\nWalter B. Gunnison,\nA.B.,of '75,'\nA.M., Hall\n'78, High\nPh.D.,School,\n'93. 77 Wilson St., Brooklyn.\n1896, Principal\nErasmus\nCaroline T. Haven.\n1884, Principal, Kindergarten Dept., Ethical Culture Schools, 109 W. 54th St., New York.\nFrances C. Hayes.\n1898, Supervisor of Kindergartens, Borough of Queens, New York City; res., 319 Amity\nSt., Flushing.\nWilliam C. Hess, B.Sc, 67, M.Sc., '71, Coll. of City of N. Y.\n1885, Principal of Public School No. 30, and, 1896, Principal of East Side Evening High\nSchool, 439 E. 118th St., New York.\nW. D. Hewes.\n1893, Principal of High School, Cuba.\nAlfheus B. Kenyon, B.Sc, '74, M.Sc, '771 Alfred Univ.\n1874, Professor of Mathematics and Graphics, and, 1891, Registrar of Alfred Univ., 33 S.\nMain St., Alfred.\nMrs. Maria Kkaus-Boelt£.\n1873, Principal of Kraus Seminary for Kindergartners, Hotel San Remo, Central Park West,\nNew York.\nCharles E. Lawton.\n1889, Principal of Central Grammar School, 7 Franklin St., Auburn.\nLouise A. Lounsbery.\n1896, Teacher of Music, Drawing, and German, St. Johnsville.\nThomas Bailey Lovell, A.B., '62, A.M., '65, Univ. of Rochester; LL.D., '00, Hobart Coll.\n1892, Principal of High School, 740 Chilton Ave., Niagara Falls. 1\nMary A. Magovern.\n1876, Principal of Primary Department Public School No. 166, 134 W. 89th St., New York.\nJ. Edman Massee. A.B., '73, A.M., '76, Hamilton Coll.\n1898, Superintendent of City Schools, 981 Broadway, Watervliet.\nMark M. Maycock, M.P., Syracuse Univ., '75.\nTeacher in State Normal School, 220 Jersey St., Buffalo.\nClarence E. Meleney, A.B., '76, A.M., '79. Colby Univ.\n1896, Associate Superintendent of Schools, Park Ave. and 59th 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.\nSara A. Saunders, Grad., '73. Cortland St. Nor. Sch.\n1895, Teacher of Methods and Supervisor of Practice, State Normal School, Brockport.\nFrank A. Schmidt, Pd.D., '91, New York Univ.\n1885, First Assistant, Grammar School No. 49, 4 Van Nest PI. (Charles St.), New York.\nMae E. Schreiber.\nLibrarian, State Superintendent's Office, Department of Public Instruction, Albany.\nJacob Gould Schurman, A.B., '77* A.M., '78, Univ. of London; D.Sc, '78, Univ. of Edinburg; LL.D.,\n'92, Columbia Univ.\n1892, President of Cornell University, Ithaca.\nMary V. Squire.\nAssistant in School No 39, 19 Marigold Ave., Buffalo.\nHenry Morse Stephens, A.M., '92, Oxford.\n1894, Professor of History, Cornell University, Ithaca.\nEdward Walmsley Stitt, M.Sc.,'87, Coll. of City of New York; Pd.M.,'97, Pd.D., '00, N. Y. Univ.\n1896, Principal of Public School No. 89, 613 W. 179th St., New York.\nAda Frances Thayer.\n1893, Supervisor of Physical Training, Public Schools, Board of Ed. Rooms, Syracuse.\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.\nM. H. Walrath, A.B., '89, A.M., '92, Syracuse Univ.\n1896, Principal of High School, Pawling Ave., Box 544, Troy.\nEtta Lansing Wentz.\n1900, Physical Director, St. Agnes Academy of the Sacred Heart, 99 Eagle St., Albany.\n\n"}
{"page": 996, "printed_page": null, "text": "984\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[New York\n\n1896 O. I. Woodley, A.B., '01, Albion Coll. ; M.Pd., '01, St. Nor. Coll., Ypsilanti, Mich.\n1901, Student, Columbia University, New York.\n1897 Jessie H. Bancroft.\n1893, Director of Physical Training, Public Schools, 80 Joralemon St., Brooklyn.\nC. L. Barstow, A.B., Union Coll.\nManager of Educational Dept., Longmans, Green & Co., 93, 5th Ave., New York.\nEnoch Henry Currier, A.M., '92, Nat. Deaf-Mute Coll., Washington, D. C.\n1893, Principal of New York Institute for Deaf and Dumb, Station M, New York.\nEditors' Library, American Book Co.\nLibrarian, L. H. Peet, Washington Sq., New York.\nAnne J. Farley.\n1896, Principal of Primary Dept., Grammar Sch. No. 82, 1334 Lexington Ave., New York.\nHenry W. Jameson, A.B., Yale.\nAssociate Superintendent of Schools, 47 W. 119th St., New York.\nEdward Lord, A.M., '94, Dartmouth Coll.\nGeneral\nEducational Department, Charles Scribner's Sons, 153, 5th Ave.,\nNew Manager,\nYork.\nA. L. Peck.\n1880, Librarian of Free Library, Gloversville.\nGustave Straubenmuller, A.B.\nAssociate Superintendent of Schools, Boroughs of Manhattan and The Bronx, 403\nW. 147th St., New York.\nJohn Henry Thiry.\nIntroducer of the School Savings Bank System, 181 Academy St., Long Island City.\nHenry H. Vail, A.B., '60, LL.D, '97, Middlebury Coll.\nPublisher, 322 W. 75th St., New York.\nE. W. Weaver, B.E., St. Nor. Sch., Millersville, Pa.\n1901, Professor of Mathematics, Boys' High School, 582 H. Monroe St., New York.\nZenas Freeman Westervelt, LL.D., '75, Rochester Univ.\n1876, Superintendent\nRochester. of Western N. Y. Institution for Deaf-Mutes, 945 N.St. Paul St.,\n1898 Bryson Lirrary, Teachers College.\nLibrarian, Miss E. G. Baldwin, Morningside Heights, 120th St., W., New York.\nMary Hyde Carroll.\nPrivate Teacher, Church St., Kingsbridge.\nSusan F. Chase, A.B., Wis. Univ. ; A.M., Milton Coll. ; Ph.D., Teachers' Coll., Buffalo Univ.\nW. E. Cochrane, Teacher of Literature, State Normal School, '\"The Porter,\" Porter Ave., Buffalo.\nManager of Prang Educational Co., 5 W. 18th St., New York.\nI. O. Crissy.\n1895, Inspector\nof Business Education, University of State of New York, 140 S. Swan St.,\nAlbany.\nRichard Elwood Dodge, A.B., '90, A.M., '94, Harvard Univ.\n1896, Professor of Geography, Teachers College, Columbia University, New York.\nGeorge B. Germann, A.B., '95, Ph.D., '99, Columbia Univ.\n1900, Registrar of Columbia Univ., 90 Normal Ave., Brooklyn.\nH. W. Gray.\nPublisher, 2r E. 17th St., New York.\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.\nCharles C. Holden, Pd.M.\n1893, First Assistant M.D., Public School No. 39, Manhattan; res., Mamaroneck.\nJohn F. Hughes.\n1898, Chairman of Board of Commissioners of Common Schools, 35 Charlotte St., Utica.\nEugene W. Lyttle, A.B., '78, A.M., '8i., Ph.D., '95, Hamilton Coll.\n1897, Inspector of Schools, University of the State of New York, Regents' Office, Albany.\nMrs. Louise Maitland, B.A., '98, Stanford Univ.\nFiske Hall, Barnard College, New York.\nArthur Marvin, A.B., '91, A.M., '96, Yale.\n1897, Principal of Union Classical Institute, 6 Nott Terrace, Schenectady.\nEdward Beverly Nelson, A.B., '73, A.M. (honorary), '94, Harvard Univ.\nPrincipal, Central N. Y. Institution for Deaf-Mutes, 711 N. Madison St., Rome.\nVinton S. Paessler.\nPrincipal of Barlow School of Industrial Arts, 23 Walnut St., Binghamton.\nC. R. Richards, B.Sc.\n1898, Director, Manual Training Department, Teachers College, Columbia University,\n230 W. 105th St.. New York.\nMary S. Snow, Ph.M., '96, Univ. of Maine.\n1901, Instructor in Normal Methods, and Supervisor of Practice Teaching, Department of\nDomestic Science, Pratt Ihstitute, Brooklyn.\nSyracuse Central Library.\nPresident, John J. Cummins;\nLibrarian, Ezekiel W. Mundy, Syracuse.\nEdward\nLee Thorndike, A.B., '95, Wes. Univ., '96, Harvard; A.M., '97, Harvard;\nPh.D., '98,\nColumbia.\n1901, Adjunct Professor of Genetic Psychology, Teachers College, Columbia University,\n530 W. 123d St., New York.\nLibrary.\nPresident, James M. Taylor; Librarian, Frances A. Wood, Poughkeepsie.\nSherman Williams, Pd.D., '94, Albany Nor. Coll.\n1898, Institute Instructor, State of New York, 10 Grove Ave., Glens Falls.\nAlbertis A. Yates.\nPrincipal of Public Schools (Elementary), Borough of Richmond, 56 Cary Ave.,\nWest New Brighton.\n1899 Danforth E. Ainsworth.\n1895, Deputy State Superintendent of Public Instruction, Capitol, Albany,\nDarwin L. Bardwell, A.B., '83, A.M., '88, Amherst.\n1899, Superintendent of City Schools, 41 Riverside Drive, Binghamton.\nVassar College\n\n"}
{"page": 997, "printed_page": null, "text": "New York]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n98 5\n\n1899 Buffalo Public Library.\nSuperintendent, H. L. Elmendorf ; Assistant Superintendent, W. L. Brown, Buffalo.\nJesse D. Burks, Ph.B., '93, Univ. of Chicago; M.L., '94, Univ. of Cal.\n1901, Graduate Student, Teachers Coll., Columbia University, 557 W. 124th St., New York.\nHarry D. Frisbee, A.B., '91, Columbia Univ.\n1895, Teacher in City Schools, 1340 Fulton Ave., Borough of The Bronx, New York.\nPhilip M. Hull, A.B., '76, A.M., '79, Hamilton Coll., N. Y.\n1899, Institute Conductor, Clinton.\nA. Leroy Jones, A.B., '95, Williams Coll. ; Ph.D., '98, Columbia Univ.\n1901, Lecturer in Philosophy, Columbia University, 310 W. 113th St., New York.\nGrant Karr, Ph.D., Jena.\nSuperintendent of Practice School, Oswego Normal School, 182 W. 3d St., Oswego.\nJohn Kennedy.\n1890, Superintendent of Schools, Batavia.\nJ. E. NeCollins, B.L., '92, Univ. of Wis.\n1901, Head of Music Department, American Book Co., 100 Washington Sq., New York.\nNew York Public Library.\nDirector, John S. Billings, Astor Library Building, 40 Lafayette PL, New York.\nCharles E. Nichols.\n1894, Superintendent of City Schools, 153 Stevens Ave., Mount Vernon.\nEdward A. Page, LL.B., '73, Columbia Univ.\n1884, Principal, Public School No. 77, Borough of Manhattan, 400 E. 86th St., New York\nJuliet Pearson.\ni860, Principal of School No. 68, 319 Lenox Ave., New York.\nPort Jervis Free Library.\nLibrarian, Elizabeth G. Thome, Port Jervis.\nWilliam E. Pulsifer.\nEducational Publisher of D. C. Heath & Co., 93, 5th Ave., New York.\nFrances E. Ransom.\nDirector of Drawing, New York Training School, 702 St. Nicholas Ave., New York.\nEdward B. Rawson, B.Sc, '81, Mass. Agri. Coll.\n1897, Principal of Friends' Seminary, 226 E. 16th St., New York.\nJ. F. Reigart, A.B., Dickinson Coll.\nSuperintendent of Workingman's School, 109 W. 54th St., New York.\nM. Augusta Requa, M.D., '93, Women's Coll., N. Y. Infirmary; M.Pd., '96, N. Y. Univ.\n1896, Supervisor of Physical Education, Boroughs of Manhattan and the Bronx. 55 W. 52d\nSt., New York.\nSchool of Pedagogy, New York University.\nChancellor, Henry M. MacCracken, 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.\nState Normal School, New Paltz.\nPrincipal, Myron T. Scudder, New Paltz.\nEdward L. Stevens, A.B., '90, A.M., '93, Hamilton; Ph.D., '96, 111. Wes. Univ.\n1898, Borough\nSuperintendent of Schools, Borough of Queens, City of New York; res.,\nFlushing.\nRalph Stockman Tarr, B.Sc. '91, Harvard.\n1896, Professor of Dynamic Geology and Physical Geography, Cornell University, 1 East\nAve., Ithaca.\nTeachers College, Department of Manual Training.\nDirector, C. R. Richards, New York.\nW. Scott Thomas, A.B., '8o, Johns Hopkins Univ.\n1901, Graduate Student in Education, Columbia University, New York.\nJ. A. Townsend, A.B., '94, Dartmouth Coll.\nWith Charles Scribner's Sons, 153, 5th Ave., New York.\nHarlan Updegraff, A.M., '98, Columbia Univ.\n1900, Assistant in Philosophy and Education, Columbia Univ., New York.\n*Edward G. Ward.\n1898, Borough Superintendent of Schools, 276 Decatur St., Brooklyn.\nFred Carleton White, A.B., '95, Alfred Univ.\n1899, Principal of High School, Cornwall-on-Hudson.\nJohn F. Woodhull, A.B., '80, Yale; Ph.D., '99, Columbia.\n1888, Professor of Physical Science, Teachers College, Columbia University, New York.\n1900 S. Dwight Arms, A.B., '83, A.M., '86, Hamilton Coll.\n1898, Inspector of Secondary Schools, University of State of New York, 146 Main St.,\nPalmyra.\nCharles W. D. Coffin.\n1899, Manager, New York Office, Williams & Rogers, Educational\nPublishers, 1125\nBroadway, New York.\nJames B. T. Demarest, M.Pd., '98, New York Univ.\n1899, Principal of Public Evening School No. 16, 140 W. 20th St., New York.\nWilliam Elkanah Doggett.\n1885, Head Teacher and Assistant Principal, Commercial High School Brooklyn; res.,\n342 E. 12th St., Flatbush.\nE. A. Gruver, A.B., 02, A.M. '95, Gettysburg Coll.\nPrincipal, Institution for the Improved Instruction of Deaf-Mutes, 904 Lexington\nAve., New York.\nGeorge K. Hawkins, A.M., '94, Union Coll.\n1898, Principal of State Normal and Training School, 79 Court St., Plattsburg.\nWilfrid Lay, A.B., '93, Ph.D., '98, Columbia Univ.\n1899, Assistant Teacher of Latin, Greek, and Mental Science, De Witt Clinton High\nSchool, 752 West End Ave., New York.\nWilliam McAndrew, A.B., '86, Univ. of Mich.\n1898, Principal of School No. 44, 72 Columbia Heights, Brooklyn.\n* Died September 13, 1901.\n\n"}
{"page": 998, "printed_page": null, "text": "NATIONAL\n\n986\n\nEDUCATIONAL\n\nASSOCIATION\n\n[North Carolina\n\nNEW YORK— Continued\nA. Newman.\nTeacher\nin\nFirst\nGrade, Teachers' Training School, 80 Bryant St., Buffalo.\nOswego Normal and Training School.\n\n1900 Emma\n\nPrincipal, I. B. Poucher, Oswego.\nS. Redman, A.M., '94, Ph.D., '98, 111. Wesleyan Univ.\nSuperintendent of Schools, Hornellsville.\nJacques Wardlaw Redway, F.R.G.S.\nEducational Lecturer and Geographer, 39 E. 4th St., Mount Vernon.\nCharles A. Shaver.\n1897, Institute Conductor, State of New York, 7 Paddock St., Watertown.\nState Normal School Library, Brockport.\nPrincipal, Charles T. McFarlane; Chairman of Library Committee, Charles D.\nSeely, Brockport.\nAlbert Henry Wilcox, A.B., '90, A.M., '96, Univ. of Rochester.\n1900, Principal of High School, Rochester.\n1901 Frank Coe Barnes, A.M., '93, Williams Coll.\n1889, Principal of Troy Academy, State and Seventh St., Troy.\nFranklin W. Barrows. A.B., '85, Amherst Coll. ; M.D., '93, Univ. of Buffalo.\n1888, Instructor in Central High School, and, 1895, Instructor in Medical Department,\nUniversity of Buffalo, 45 Park St., Buffalo.\nJ. C. Benedict, Ph.B.\n1896, Superintendent and Principal of Schools, 15 E. Main St., Le Roy.\nFrank David Boynton, A.B., '91, Middlebury Coll. ; A.M., '94, Hamilton Coll.\n1900, Superintendent of Public Schools, 114 S. Geneva St., Ithaca.\nPercy I. Bugbee, A.M., D.Sc., St. Lawrence Univ.\n1898, Principal of State Normal School, 18 Walnut St., Oneonta.\nE. H. Castle, A.M., '94, Harvard Univ.\n1896, Professor of History, Teachers College, Columbia University, New York City.\nGeorge F. Cole. A.B., Syracuse Univ., N. Y.\nRepresentative, Werner Schoolbook Co., 78 Fifth Ave., New York.\n.\nCollege of St. Francis Xavier.\nPresident, Rev. David W. Hearn, 30 W. 16th St., New York.\nJames M. Edsall.\n1901, Associate Borough Superintendent of Schools, 1735, 84th St., Brooklyn.\nCharles Robert Gaston, Ph.B., '96, Cornell Univ.\n1900, Instructor\nin English, Richmond Hill High School, Borough of Queens, 429, 3d\nSt., Brooklyn.\nKathryn I. Hewitt, Grad., St. Nor. Sch., Oswego, N. Y.\nTraining Class Teacher in High School and Academy, \" The Huntington,\" Box\n1087, Kingston;\nres., New Haven.\nLaura Howe.\n1898, Teacher in Government Indian Schools, New York Mills.\nG. A. Hubbell, B.S., '90, A.M., '91, Antioch Coll.\n1899, Teacher of English, Erasmus Hall High School, 132 St. Felix St., Brooklyn.\nF. P. Keppel, A.B., '98, Columbia Univ.\n1900, Assistant Secretary, Columbia University, New York.\nTheodore F. Lake.\n1900, Teacher of Phonography, Commercial High School, 429 Classon Ave., Brooklyn.\nJohn Angus MacVannel, A.M., '94, Toronto Univ.; Ph.D., '98, Columbia Univ.\n1898, Instructor in Columbia University, and, 1900, Instructor in Pratt and Brooklyn\nInstitutes, 395 Ocean Ave., Brooklyn.\nAdeline Virginia McKean.\n1895, Teacher in Male Grammar Department, 136 E. 94th St., New York.\nC. Geraldine O'Grady.\n1900, Instructor in Kindergarten Department, Teachers College, Columbia\nUniversity\nNew York.\nElmek\n\nJames Russel Parsons, Jr., A.B., '81, A.M., '83, Trinity Univ.\nSecretary of the University of the State of New York, Capitol, Albany.\nPratt Institute Freb Library.\nLibrarian, Mary W. Plummer, Ryerson St., Brooklyn.\nQueens Borough Library.\nLibrarian, Miss J. F. Hume, 101 East Ave., Long Island City.\nJames P. Sherman.\n1900, Teacher in Morris Industrial School, Sandy Hill.\nDavid Eugene Smith, Ph.B., '81, Ph.M., '83, Ph.D., \"87, Syracuse Univ.; M.Pd., '98, Mich. Nor.\ny\nColl.\n1901, Professor of Mathematics, Teachers College, Columbia University, New York.\nThomas Whitney Surette.\nStaff Lecturer, University Extension Society, Philadelphia ; Lecturer, University of\nthe State of New York, 40 W. 9th St., New York.\nR. A. Taylor.\n1901, Superintendent of Public Schools, 710, 4th St., Niagara Falls.\nMargaret E. Tuger.\nPrincipal of South Side School, 221 S. Washington St., Herkimer.\nUniversity of Rochester.\nPresident, Rush Rhees ; Librarian, Charles Hoeing, Rochester.\nSamuel Weir, A.B., Northwestern Univ.;\nB.D., Garrett Biblical Inst.; Ph.D., Univ. of Jena.\n1895, Professor of History of Education and Ethics, New York University, 121 Waverly\nPI., New York.\nNORTH\nLIFE\n\n1880\n1884\n\nCAROLINA\nMEMBERS\n\nEmily M. Coe.\n1900, Principal of Normal Training School and Kindergarten, Asheville.\nRobert Bingham, A.M., '60, LL.D., '90, Univ. of N. C.\n1873, Superintendent of the Bingham School, Asheville.\n\n"}
{"page": 999, "printed_page": null, "text": "North Dakota j\n\nLIFE, ACTIVE,\n\nAND\n\nNORTH\n\nCORRESPONDING\nCAROLINA—\nACTIVE\n\nMEMBERS\n\n987\n\nContinued\n\nMEMBERS\n\n1895 John Jay Blair, B.Sc, A.B., '85, Haverford Coll., Pa.\n1899, Superintendent of Schools, Wilmington.\n1896 Charles D. McIver, A.B., '81, D.L., '93, Univ. of N. C.\nPresident of State Normal and Industrial College, Greensboro.\nGeorge\n\nTayloe Winston, B.L., '74, Cornell ; A.M., Davidson Coll. ; LL.D., Trinity.\n1896, President of North Carolina College of Agriculture and Mechanic Arts, West Raleigh.\nP. Claxton, A.M., '87, Univ. of Tenn.\n1893, Professor of Pedagogy, State Normal and Industrial College, Greensboro.\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 Normal and Industrial College, Greensboro.\nThe State Normal and Industrial College of North Carolina.\nPresident, Charles D. McIver, Greensboro.\nHester C. Struthers.\n1894, Teacher in Sixth Grade, Public Schools, 418 Market St., Wilmington.\nD. Matt Thompson, A.M.\n1 891, Superintendent of Schools, Box 145, Statesville.\nLydia A. Yates.\n1898, Teacher in Private School, Princess St., Wilmington.\n1899 Collier Cobb, A.B., '89, A.M., '94, Harvard: F.G.S.A., '94.\n1892, Professor of Geology, University of Nonh Carolina, Chapel Hill.\nScotia Seminary.\nPresident, Rev. D. J. Satterfield, Concord.\nUniversity of North Carolina, Library.\nPresident, F. P. Venable; Librarian, Louis R. Wilson, Chapel Hill.\n1900 Charles 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, 114 Montford Ave., Asheville.\nPaul J. Long.\n1897, County Superintendent of Schools, Jackson.\nT. Gilbert Pearson, B.Sc, '97, Guilford Coll., and '99, Univ. of N. C.\n1899, Professor of Biology, State Normal and Industrial College, Greensboro.\nRichard J. Tighe.\n1900, Superintendent of City Schools, 175 Chestnut St., Asheville.\nW. T. Whitsktt, Ph.D.\nPresident, Whitsett Institute, Whitsett.\n1901 Minnie Clayton Johnson.\nPrincipal of Bailey St. School, South French Broad St., Asheville.\n1898 Philander\n\nNORTH\n\nDAKOTA\n\nactive members\n1894 Walter L. StockwelLj\nB.Sc, '89,\nof Minn.\n1891, Superintendent\nof Univ.\nSchools,\nGrafton.\nMrs. Helen H. Stockwell, B.L., Univ. of Minn.\nGrafton.\n1895 George\n\nA. McFarland, B.Sc, '83, M.Sc, '86, Hiram Coll.\n1892, Principal of State Normal School, Valley City.\nMerrifield, A.B., '77, A.M., '92, Yale.\n1891, President of State University of North Dakota, University.\nLura L. Perrine, A.B., '80, Albion Coll., Mich.\n1892, Teacher of Natural Sciences, State Normal School, Valley City.\n1896 Mrs. Alice W. Cooley.\nrooi, Assistant in Department of Pedagogy, University of North Dakota, Grand Forks.\nEducational Association of North Dakota.\nPresident, Miss Ella Stout, Fargo; Secretary, Superintendent George Martin, St.\nThomas.\nWebster\n\n1897\n\n1898\n1899\n1900\n\n1901\n\nJoseph Kennedy, B.Sc, '86. Univ. of Minn.\n1893, Professor of Pedagogy, Logic, and Psychology, and Dean of Normal College, University of North Dakota, 1100 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.\nW. E. Hoover, M.Sc, '87, Ohio Nor. Univ.\n1898, Superintendent of Schools, Park River.\nH. W. McArdle, B.Sc, '87. Mich. Agri. Coll.\nProfessor of Mathematics, Noith Dakota Agricultural College, Fargo.\nUniversity of North Dakota.\nPresident, Webster Merrifield, Grand Forks.\nGeorge W. Hanna, B.Didac, '94, M.Didac, '99, Highland Park Coll., Iowa.\n1899, Superintendent of City Schools, Valley City.\nState Normal School, Mayville.\nPresident, Joseph Carhart, Mayville.\nW. E. Hicks.\nPresident of North Dakota Manual Training School, Ellendale.\nF. Everett Smith, A.B., '89, Dartmouth Coll. ; LL.B., '91, Union Coll.\n1899, Superintendent of City Schools, 420, 8th Ave. S., Fargo.\n\n"}
{"page": 1000, "printed_page": null, "text": "NATIONAL\n\n988\n\nEDUCATIONAL\n\nLIFE\n\n1870\n1887\n\nASSOCIATION\n\n[Ohio\n\nOHIO\nDIRECTORS\n\nEmerson\n\nElbridge White, A.M., '58,Western Reserve Coll. ; LL.D., '76, Ind. Univ. and Marietta Coll.\nAuthor and Lecturer, 387 E. Broad St., Columbus.\nOscar T. Corson, A.M., '87.\nEditor\n\"Ohio Educational Monthly\" and Institute Lecturer, 57 E. Main St.,\nColumbus.\nlife members\n\n1866\n\nUlysses Thompson Curran, A.B., '56, Miami Univ.; B.L., '72. Cin. Law Coll.\nMember Board of Examiners. City Teachers, 622 Columbus Ave., Sandusky.\nMrs. Delia Lathrop Williams, Pd.D., '94, N. Y. State Nor. Univ.\n1880, Assistant Professor of English, Ohio Wesleyan Univ., 62 S. Liberty St., Delaware.\n1876 William Allen Bell, A.B., '60, A.M., '63, Antioch Coll. ; LL.D., '00, Union Christian Coll.\n1899, President of Antioch College, Yellow Springs.\n1880 J. J. Burns, 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.\nBettie A. Dutton.\n1870, Principal of Kentucky Street School, 94 State St., Cleveland.\nMrs. Reuben McMillan.\n218 Spring St., Youngstown.\nJohn Bradley Peaslee, A.B., '63, A.M., '66, Dartmouth; LL.B., '66, Cincinnati Law Coll. ; Ph.D.\n'79, Ohio State Univ.\n809 N. Crescent Ave., Cincinnati.\nEsther A. Widner.\n1231 North Main St., Dayton.\n1881 Daniel Fowler De Wolf, A.M., Miami Univ. ; Ph.D., Wooster Univ.\nEx-State Commissioner of Public Schools, 202 W. 8th Ave., Columbus.\n1882 James A. Robert, A.M., '67, Yale; Ph.D., '83, Denison Univ.\nRushsylvania.\n1883 E. W. Coy, A.M., '58, Brown Univ. ; Ph.D., '86, Princeton.\n1873, Principal of Hughes High School, Cincinnati.\n1884 C. W. Bennett, A.B., '66, A.M., '69, Ohio Wesleyan Univ. ; Ph.D., '89, Moore's Hill Coll., Ind.\n1874, Superintendent of Schools, 218 W. Ash St., Piqua.\n1894 Jacob Albright Shaw an, A.B., '80, A.M., '83, Oberlin Coll. ; Ph.D. (honorary), '94, Muskingum Coll.\n1889, Superintendent of City Schools, 1122 Bryden Road, Columbus.\n\n1870\n\nactive members\n1879\n\nWilliam\n\n1884\n\nRichard\n\nNicholas Hailmann, A.M., '64, Univ. of Louisville; Ph.D., '85, Ohio State Univ.\n1898, Superintendent of Instruction, Steele High School, Dayton.\nG. Boone, A.M., De Pauw Univ. ; Ph.D., Ohio Univ.\n1899, Superintendent of City Schools, 2153 Grand St., Cincinnati.\nE.A. Jones, A.B., '65, A.M., '68, Amherst Coll.\n1869, Superintendent of Schools, 138 E. Tremont St., Massillon.\n1889 Edwin B. Cox, A.B., '74, Ohio Wes. Univ.\n1881, Superintendent of Schools, 205 W. Church St., Xenia.\nNathan L. Glover.\n1872, Teacher of Music, Public Schools, 627 E. Mill St., Akron.\nLewis Henry Jones.\n1894, Superintendent of Schools, 39 Hayward St., Cleveland.\n1890 Lewis D. Bonebrake, A.M., Ph.D.\n1898, Commissioner of Schools of Ohio, 1315 Forsythe Ave., Columbus.\nMrs. Ada E. Laird.\n1892, Principal of Waverly School, 840 Franklin Ave., Cleveland.\nAnna M. Osgood.\n1893, Principal of Avondale School, 1348 Oak St., Columbus.\nJ. P. Sharkey.\n1898, Superintendent of Schools; 1893, Member of State Board of Examiners, Van Wert.\nSophie Vance.\n1229 East Ridge Road, Van Wert.\nWilliam H. Vogel.\n1899, Superintendent of Drawing, Public Schools, 1028 Linn St., Cincinnati,\n1891 Arthur Owen Jones, B.Sc, '99, Univ. of Cincinnati.\n1901, Art Master, Woodward High School. 2315 Highland Ave., Walnut Hills, Cincinnati.\nEllen G. Reveley, Pd.D., '94, N. Y. State Nor. Coll.\n1892, Supervisor of Public Schools, Rose Building, Cleveland.\nCharles William Super, A.B., '66, Dickinson Coll.; A.M., '82, Syracuse Univ.; Ph.D., '74, III.\nWes. Univ. ; LL.D., '94, Dickinson Coll,\n1879, Professor of Greek, Ohio University, no Union St., Athens.\nFrederick Treudley, A.B., '78, Univ. of Ind.\n1886, Superintendent of Schools, 625 Elm St., Youngstown.\n1892 Virgil G. Curtis, A.M., Tufts Coll.\n1899, Superintendent of Polytechnic School, \"The Monticello,\" Toledo.\nC. C. Miller, A.B., '83, Ohio State Univ.\n1895, Superintendent of Schools, 701 W. North St., Lima.\nN. Coe Stewart, F.C.M.\n1867, Director of Music, Public Schools, 71 Jennings Ave., Cleveland.\nMatilda L. Walke.\nTeacher in Public Schools, 471 Riddle Road, Cincinnati.\n1893 Charles Haupert, A.B., '80, A.M., '83, Heidelberg Univ. ; Ph.D., '00, Wooster Univ.\n1893, Superintendent of Schools, and, 1894, Member of State Board of Examiners, 9 College Ave., Wooster.\nM. A. Kimmel.\n1880, Superintendent of Schools, Poland.\n\n"}
{"page": 1001, "printed_page": null, "text": "Ohio]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING\n\n1893 Mrs. Caroline Newhall Lathrop.\n1901, Teacher of English, Woodward\nH. H. Raschig.\n\nMEMBERS\n\n989\n\nHigh School, \" The Somerset,\" A vondale, Cincinnati.\n\n1874, Principal of 10th District School, 618 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.\nWilliam Henrv Scott, A.M., '65, Ohio Univ. ; LL.D., '84, Ohio Univ. and Ohio Wes. Univ.\n1883, Professor of Philosophy, Ohio State University, 131, 15th Ave., Columbus.\nLucia Stickney,\nColl.School, 840 Franklin Ave., Cleveland.\n1900, A.M.,\nTeacher'95,\nin Oberlin\nEast High\n1894 James Whitford Bashford, A.B., '73, A.M., '76, Univ. of Wis.; S.T.B., '76, Ph.D., '81, Boston\nUniv.; D.D., '90, Northwestern Univ.\n1889, President of Ohio Wesleyan University, Delaware.\nJ. Remsen Bishop, A.B., '82, Harvard.\nPrincipal of Walnut Hills High School, 117 Huntington PI., Mt. Auburn, Cincinnati.\nW. W. Boyd, A.B., '84, A.M., '86, Marietta Coll.\n1891, Superintendent of Schools, and, 1897, Member of Ohio State Board of Examiners,\nMentor Ave., Painesville.\nEmma C. Davis.\n1893, Supervisor of Public Schools, Rose Building, Cleveland.\nArnold J. Gantvoort.\n1894, Lecturer on Musical History and ^Esthetics, College of Music, Cincinnati.\nEdward L. Harris, A.B., A.M., Ph.B.\n1889, Principal of Central High School, 2211 Euclid Ave., Cleveland.\nJulia A. Harris.\n1873, Teacher in Primary Grade, n, E. Ninth St., Cincinnati.\nHarriet L. Keeler, A.B., V°> A.M., '00, 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. ; LLD., Western Univ. of Pa.\n1899, President of Ohio State University, Columbus.\nGeorge R. Twiss, B.Sc, '85, Ohio State Univ.\n1894, Head Science Teacher, Central High School, 56 Mayfield Road, Cleveland.\nAnna J. Wright, A.B., '72, Oberlin Coll.\n1879, Teacher, West High School, 94 State St., Cleveland.\n1895 Charles E. Albright.\n1899, Principal of Central High School, 449, 5th Ave., West, Columbus.\nC. G. Ballou, B.Sc, 0. Wes. Univ.\nPrincipal of High School, 2105 Warren St., Toledo.\nCharles S. Barrett, B.Sc, '85, Hopedale Coll.. O.\n1900, Principal of South High School, 78 W. 9th Ave., Columbus.\nMary Blakiston, Ph.B., '93, Ohio St. Univ.\n1893, Headof Department of Languages, East High School, \" The Normandie,\" Columbus.\nGeorge\nStockton\nMarietta\nColl. Burroughs, A.B., '73, A.M., '76, Ph.D., '84, D.D., '87, Princeton; LL.D., '95,\n1899, Professor of Old Testament Languages and Literature, Oberlin College, 257 Elm St.,\nOberlin.\nE. Carey, Ph.B., Wesleyan Univ.\n1897, Superintendent of Public Schools, 306 Park Ave., Warren.\nWilliam\nState Wallace\nNor. Coll. Chalmers, A.B., '87, Univ. of Mich. ; A.M., '89, Eureka Coll. ; B.Pd., '91, Mich.\nCharles\n\n1898, Superintendent of Instruction, 331 Floyd St., Toledo.\nStephen Trimble Dial, A.B., '80, A.M., '84. Ohio Wes. Univ. ; Ph.D., '94, Syracuse Univ., N. Y.\n1890, Superintendent of Schools, 116 Hillside Ave., Lockland.\nClayton L. Dickey.\n1893, Superintendent of Schools, Clinton, Sharon, and Perry Townships, N. Broadway,\nClintonville.\nGeorge A. Howard.\nWith American Book Co., Cincinnati.\nHerbert T. Kincaid, A.B., '83, Dartmouth Coll.\nClassical Department, Steele High School, 39 W. McPherson St., Dayton.\nAnne H. King, B.L., '92, Univ. of Cincinnati.\n1894, Teacher in Grammar Grade, Linwood School, 3675 Heekin Ave., Station C, Cincinnati.\nJulia C. Kolbe.\n1893, Primary Teacher and Teacher of German in Norwood, 337 Milton St., Cincinnati.\nAnnie Laws.\nPresident of Cincinnati Kindergarten Association, 818 Dayton St., Cincinnati.\nS. Hbrrick Layton, B.Sc, B.L., A.M., Ph.D.\n1899, Superintendent of Schools, Barnesville.\nWilliam R. Lazenby, B.Agri., Cornell ; M.Agri., Iowa Agri. Coll.\n1881, Professor of Horticulture and Forestry, Ohio State University, 348 W. 8th Ave.,\nColumbus.\nCharles L. 1900,\nLoos, Principal\nJr., A.B.,of '69,\n'71,132\nBethany\nW. Va.\nHighA.M.,\nSchool,\nSalem Coll.,\nSt., Dayton.\nS. H. Maharrv, A.M., '90, Muskingum Coll., New Concord, O.\n1896, Superintendent of Schools, E. Jackson St., Millersburg, Holmes Co.\nS. K. Mardis, Ph.B.. Pd.B., '93, Ohio Univ., Athens.\n1901, Professor of Psychology and Pedagogy in Scio College, Scio.\nGeorge C. Maurer, Ph.M., '90. Univ. of Wooster.\n1893, Superintendent of Schools, 409 W. Ray St., New Philadelphia.\nW. W. McIntire, Ph.B., Ph.M., Univ. of Wooster.\n1900, Agent for American Book Co., 151 Beall Ave., Wooster.\nHenry N. Mertz, A.B., '70, A.M., '80, Bethany Coll.\n1879, Superintendent of Public Schools, La Belle Ave., Steubenville.\nMiami University.\nPresident, David Stantqn Tappan; Librarian, Rev, Win. J. McSmely, Oxford.\n\n"}
{"page": 1002, "printed_page": null, "text": "99°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n'\n\n[Ohio\n\n1895 Carrie E. Moores.\n1896, Teacher in College, College Hill, Hamilton Co.\nHenry M. Parker, A.B., '59, A.M., '65, Marietta Coll., O.\n1874, County School Examiner, Elyria.\nEd. H. Prichard.\nPrincipal of Third Imtermediate School, Baymiller St., Cincinnati.\nRobert Edgar Rayman, M.Sc, A.M.\n1897, Superintendent of Public Instruction, 194 Avondale St., East Liverpool.\nWilliam Sherman Robinson, B.Sc, '91, M.Sc, '93, Mt. Union Coll.\n1900, Superintendent of Public Schools, 327 Perry St., Fostoria.\nHorace A. Stokes, A.B., '87, Ohio Wes. Univ. ; A.M., '96, Denison Univ.\n1897, Superintendent of Schools, 70 Lincoln Ave., Delaware.\nMargaret W. Sutherland.\n1889, Principal of Normal School, 694 Neil Ave., Columbus.\nCharles F. Thwing, D.D., '88, Chicago Theol. Sem. ; LL.D., '94, 111. Coll. and Marietta Coll.\n1890, President of Western Reserve University, 55 Bellflower Ave., Cleveland.\n1896 J. J. Bliss, A.B., '81, A.M., '86, Oberlin Coll.\n1895, Superintendent of Schools, 512 Rensselaer St., Bucyrus.\nG. B. Bolenbaugh.\n1901, Principal of Fourth District School, 56s Delta Ave., Cincinnati.\nGranville Webster Brumbaugh, M.E., '89, Juniata Coll., Pa.\n1896, Principal of Seventh District School, 1601 W. 2d St., Dayton.\nMarie L. Bruot, B. Oratory.\n1889, Teacher of Elocution and Oratory, Central High School, Cleveland.\n.Howard Champlin.\n*\n1892, Superintendent of Writing in Public Schools, Lane Seminary Grounds, Station D,\nCincinnati.\nFrank B. Dyer, A.B.\n1901, Assistant Superintendent of Schools, Station M, Cincinnati.\nAugust Frederic Foerste, A.M., Ph.D., '90, Harvard Univ.\n1893, Teacher of Physics, Steele High School, 1017 Grand Ave., Dayton.\nWarren L. Fulton, B.Sc, '95, Ohio Wes. Univ.\n1900, Superintendent of Public Schools, Alvordton.\nAlfred E. Gladding, A.M., '91, Bethany; Ph.D., '98, Mt. Hope.\n1899, Professor of Mathematics and Dean of Mt. Hope College, 5 Eells St., Rogers.\nM. A. Henson.\nSuperintendent of Schools, McArthur .\nJ. W. Jones, B.Sc, N. Nor. Univ. ; B.P., O. Univ.\nSuperintendent of the Ohio Institute for the Deaf, Columbus.\nFrederick Alwin King, A.M.\nTeacher of Latin and Greek, Hughes High School, no Huntington PI., Mt. Auburn,\nCincinnati.\nMrs. Frances W. Leiter.\n1890, Superintendent of Physical Education Department of the National W. C. T. U.,\n200 W. Park Ave., Mansfield.\nAnna E. Logan.\n1896, Teacher in Intermediate Grade, Westwood, Cincinnati.\nJ. V. McMillan.\n1899, Superintendent of Schools, 108 N. 4th St., Canal Dover.\nGeorge M. Plumer.\nPrincipal of Ward School, 623, 4th St., Marietta.\nSamuel Lee Rose.\n1895, Superintendent of Public Schools, 219 N. 2d St., Hamilton.\nJohnH. Rowland, A.M.\nGeneral Agent, American Book Co., 240 N. Main St., Delaware.\nJoseph H. Snyder, B.Sc, '74, Ohio Cent. Coll. ; A.M., Heidelberg Coll., O.\n1890, Superintendent of Schools, 324 Sandusky St., Tiffin.\nHarriet E. Terrel.\n1890, Principal of South Case School, 419 Sibley St., Cleveland.\nCharles Liggett Van Cleve, 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, \"Jefferson Co.\n1897 Ella Beistle.\n1888, Principal of School, 10th District, 31 E. McOwen St., Dayton.\nCleveland Public Library.\nLibrarian, William H. Brett, Cleveland.\nRose Morrison.\n1894, Kindergartner and Assistant in City Normal School, 550 Sibley St., Cleveland.\nOhio State University.\nPresident, William O. Thompson ; Librarian, Olive Jones, Columbus.\nMabel L. Pray.\n1893, Director of Physical Training, Public Schools, \" The Monticello,\" Toledo.\nRev. Sylvester F. Scovel, A.B., '53, A.M., '56, Hanover.\n1883, Professor of Morals and Sociology, University of Wooster, Wooster.\nEdward M. Van Cleve, A.B., '86, A.M., '89, Ohio Wes. Univ.\n1892, Superintendent of City Schools, 124 W. Main St., Greenville.\nMary-Belle Westfall.\n1882, Principal of School, nth District, 219 N. Main St., Dayton.\nT. Howard Winters, A.B., '96, Ohio Wes. Univ.\n1901, Principal of Kingsbury High School, Ironton.\n1898 James M. Carr, B.Sc., '01, Muskingum Coll.\n1893, Superintendent of Schools, Frazeysburg.\nH. D. Grindle, A.B., '91, Ohio Wes. Univ. ; A.M., '98, Defiance Coll.\n1898, Superintendent of Public Schools, Columbus Grove.\nMyra Hamilton Hanson, Mt. Holyoke Coll.\nL. J. House. \"8, Instructor of Latin in Central High School, \" The Perry,\" Toledo.\n3, Superintendent of Perkins Public Schools, Lock Box 96, Sandusky,\n\n"}
{"page": 1003, "printed_page": null, "text": "Ohio]\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n991\n\n1898 J. Ross Huffman.\n1901, Superintendent of Public Schools, Gibsonburg.\nJesse S. Johnson, Ph.B., '92, De Pauw Univ., Greencastle, Ind.\n1000, Superintendent of Schools, 57 Lincoln Ave., Salem.\nEdmund D. Lyon, A.B., Ohio Wes. Univ.\n1895, Superintendent of Schools, 181 W. 1st St., Mansfield.\nGillespie K. Lyons.\nAgent for American Book Co., 2130 Lawrence Ave., Toledo.\nHarvey V. Merrick, A.B., '8o, A.M., '83, Mt. Union Coll.\n1900, Superintendent of The Boys' Industrial School, Lancaster.\nNormal School, Dayton.\nPrincipal, Grace A. Greene, Dayton.\nJames E. Randall.\n1892, Superintendent of Schools, Camden.\nW. C. Reeder.\n1893, Teacher of English and History, Steele High School, 1253 W. 1st St., Dayton.\nWilliam E. Roberts.\nSupervisor of Manual Training in Public Schools, 371 Franklin Ave., Cleveland.\nF. J. Roller, A.M., '83, Mt. Union Coll.\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., Yale; LL.B.. LL.M., Columbian.\n1898, Principal of High School, \" Clinton Flats,\" Chillicothe.\n.\nMary Walter.\nPrimary Teacher, Public Schools, Pomeroy.\nMiss M. A. Woodmansee\n1899, Director of Drawing, City Schools, Hotel Phillips, Dayton.\nO. A. Wright.\n1901, Graduate Student, Western Reserve University, 45 Knox St., Cleveland.\n1899 Howard Ayers, 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.\nWilliam I. Crane, A.B., '00, Ohio Univ., Athens.\nHead of English Department, Steele High School, 1206 W. 5th St., Dayton.\nC. L. Cronebaugh, B.Sc, '87, Nat. Nor. Univ., Ohio.\n1898, Superintendent of Schools, 944 Wheeling Ave., Cambridge.\nHarrison L. Frank, A.M., '79, Otterbein Univ., Ohio.\n1901, Superintendent of City Schools, 328 N. State St., Marion.\nJohn A. Heizer, B.Sc.\n1893, Assistant Principal in 19th District School, Norwood, Cincinnati.\nRobert W. Himes.\n1895, Superintendent of Schools, Covington.\nW. D. Lash, A.M., '74, Ohio Univ.\n1878, Superintendent of Schools, Zanesville.\n\nJ. J. Maas.\n\nT. B. PlNKERTON.\nE. A. F. Porter.\n\nPrincipal, ad District Schools. Sycamore, near 4th St., Cincinnati.\nSuperintendent of Township High School, Monclova.\n\nRepresentative of American Book Co., 317 Walnut St., Cincinnati.\nF. Rapp.\nPrincipal of District School No. 29, 950 Elberon Ave., Cincinnati.\nFrank M. Shelton, B.Sc, '99, Mt. Union Coll.\n1900, Teacher of Mathematics, High School, 316 Perry St., Fostoria.\nF. P. Shumaker, M.Sc, '86, Mt. Union Coll.\n1888, Superintendent of Schools, Chagrin Falls.\nWilbur S. Strickland, B.Sc, '87, Nat. Nor. Univ.\n1901, Principal of 8th District School, Hudson Ave., Norwood Station, Cincinnati.\nJohn W. Swartz, A.B., '96, Ohio Wesleyan Univ.\nSuperintendent of Schools, Tippecanoe City.\nDavid Stanton Tappan, A.B., '64, Miami Univ.; A.M., '78, Wooster Univ.; D.D., '87, Lenox\nColl. ; LL.D., '99, Wooster Univ.\n1899, President of Miami University, Oxford.\nFannie E. Thomson, Ph.B., '05, Oberlin Coll.\n1887, Principal of High School, Medina.\nJohn S. Weaver, A.B., '67, A.M., '70, Wittenberg Coll.\n1900, Superintendent of Schools, t66 Stanton Ave., Springfield.\nThe Western.\nPresident, Leila S. McKee; Librarian, Miss C. D. White, Oxford.\n1900 A. D. Beechy, A.B., '80, Mt. Union Coll. ; Ph.D., Wooster Univ.\n1891, Superintendent of Schools, 60 S. Linwood St., Norwalk.\nLa Fayette Bloom.\nPrincipal of 27th District School, 949 Clinton St., Cincinnati.\nG. W. Burns, A.B., Bethany Coll., W. Va. ; A.M., Farmers' Coll.\n1879, Principal, District School No. 18, Laurel Ave., College Hill, Sta. X, Cincinnati.\nN. H. Chaney, A.B., '80, A.M., '84, Wilmington Coll. ; A.M., '92, Ph.D., '93, Ohio Wes. Univ.\n1898, Superintendent of City Schools, 210 Caldwell Ave., Chillicothe.\nJ. A. Culler, A.B., '84, Wooster Univ.\n1901, Superintendent of Schools, Bowling Green.\nJ. P. Cummins.\nPrincipal of 22d District School, Clifton, Cincinnati.\nDenison University, Library.\nLibrarian, H. H. Tuttle, Granville.\nNettie Fillmore.\n1879, Teacher in Woodward High School, 611 Richmond St., Cincinnati.\nChristian\n\n"}
{"page": 1004, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n992\n1900\n\nF. P. Gkiger, A.B., '94, Mt. Union Coll.\n1897, Principal of High School. Canal Dover.\nAlbert B. Graham.\nSuperintendent of Township Schools, 77 Rice St., Springfield.\nI. C. Guinther, B.Sc, '90. A.M. ,'00, N. W. O. U.\nSuperintendent of Public Schools, 323 W. Main St., Galion.\nJ. M. Hamilton, A.B., '93, Nat. Nor. Univ., Lebanon, Ohio.\n1899, Superintendent of Public Schools, Lebanon.\n\n[Ohio\n\nAssistant Principal of School No. 30, Westwood, Cincinnati.\nH. V. Hotchkiss, Ph.D., Allegheny Coll.\n1900, Superintendent of Schools, 562 E. Buchtel Ave., Akron.\nSuperintendent of Covedale School, Station F, Cincinnati,\nS. P. Humphrey, B.Sc, '95, Rio Grande Coll., Ohio.\n1897, Superintendent of Public Schools, 222 Park Ave., Ironton.\nNorman Edward Hutchinson.\n1900, Superintendent of Schools, Bryan.\nA. B. Johnson, A.M., '56, Oberlin Coll.\n1854, Superintendent of Avondale Schools, 524 Forest Ave., Sta. I, Avondale, Cincinnati.\nLura B. Kean, Ph.B., '89, Univ. of Wooster.\n1897, Principal of High School, 153 N. Buckeye St., Wooster.\nLee 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.\nCharles A. Krout, A.B., '87, A.M., '90, Wittenberg Coll.\n1900, Superintendent of Schools, 212 Sycamore St., Tiffin.\nClaudius T. McCoy.\nRepresentative of American Book Co., 317 E. MulberryJSt., Lancaster.\nHerbert. R. McVay, Ph.B., '90, Ohio Univ.\n1898, Superintendent of Schools, Washington C. H.\nWilliam H. Meck, A.B., '94, Ohio Wes. Univ.; A.M., '98, Miami Univ.\n1895, Teacher of History and Civics, Steele High School, 146 W. 4th St., Dayton.\nR. W. Mitchell.\nSuperintendent of Public Schools, 701 Wayne St., Defiance.\nJohn Evans Morris, B.Sc, '84, M.Sc, '87, Mount Union Coll.\n1892, Superintendent of Public Schools, 208 E. Oxford St., Alliance.\nSuperintendent of Randolph Township Schools, Englewood.\nTyler Perry, A.B., '89, A.M., '91, Williams Coll.\n1900, President of Marietta College, 210, 5th St., Marietta.\nArthur Powell, A.B., '80, A.M., '85, Oberlin Coll.\n1901, Superintendent of Schools, 421 N. 7th St., Steubenville.\nEdward D. Roberts, A.B., '99, Univ. of Cincinnati.\n1901, First English Assistant, Whittier School, 1620 Dudley St., Cincinnati.\nElla A. Rothe.\nTeacher in Third Intermediate School, 2351 W. McMicken Ave., Cincinnati.\nAlbert Hugh Sherer, A.B., '99, Ind. Univ.\n1901. Superintendent of Public Schools, Oxford.\nWilliam McKay Vance, A.B., '83, A.M., '86, Ohio Wes. Univ.\n1891, Superintendent of Public Schools, Miamisburg.\nO. Perry Voorhes, B.Sc\n1900, Principal of Riverside School, Cincinnati.\nWilliam Campbell Warfield.\nWith D. C. Heath & Co., 52 Perrin Building, Cincinnati.\nArthur H. Wicks, A.B., '95, Baldwin Univ., Berea, Ohio.\n1900, Superintendent of Schools, 708 Cherry St., Clyde.\nE. W. Wilkinson.\n1900, Principal of First Intermediate School, 3661 Russell Ave., Cincinnati.\nH. B. Williams, A.B., '91, A.M., '94, O. N. Univ.\n1898, Superintendent of Schools, 129 Central Ave., Sandusky.\nWalter H. Aiken.\nSuperintendent of Music, Public Schools, Station K, Cincinnati.\nF. E. Assenheimer, A.B., '95, Capitol Univ., Ohio.\n1898, Assistant Principal of High School, 817 S. Walnut St., Bucyrus.\nJ. K. Baxter, A.M., '93, Hiram Coll.\n1898, Superintendent of Schools, 107 W. HamtramckSt., Mt. Vernon.\nThomas H. Bell.\nDirector of Schools, 176 Cleveland St., Cleveland.\nAlice L. Betts.\n1898, Walnut Hills High School, 1762 E. McMillan St., Cincinnati.\nW. H. Block, B.Sc, Pd.B.\n1901, Superintendent of Schools, Huron.\nT. W. Bookmyer, B.Sc, '80, Nat. Nor. Univ., Lebanon, Ohio.\nPrincipal of Business College, 432 Jackson St., Sandusky.\nC. J. Brooks.\n1897, First Assistant of Sixteenth District School, 1530 Westminster Ave., Cincinnati.\nR. A. Brown, A.B., '95, Marietta Coll., Ohio.\nSuperintendent of Schools, CedarvilleForrest Baker Bryant, A.B., '99, Otterbein Univ., Ohio.\n1900, Superintendent of Schools, Shiloh.\nEdward P. Childs, B.Sc, '94, Denison Univ., Ohio.\n1901, Principal of High School, Hazelwood Ave., Newark.\nThomas C Coates.\nPrincipal of High School, Lancaster.\nHelen Hutchinson Cowing, B.C., \"92, Coll. for Women, Western Reserve Univ., Ohio.\n1885, Teacher in Public Schools, 665 Prospect St., Cleveland.\nF. E. Crane.\nPrincipal of Columbian School, Florence Building, Station E, Cincinnati,\nAlfred\n\n1901\n\n"}
{"page": 1005, "printed_page": null, "text": "Ohio]\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nOHIO—\n1901\n\nMEMBERS\n\n993\n\nContinued\n\nWarren\n\nDarst, A.B., '74. A.M., '83, Nat. Nor. Univ., Ohio.\nInstitute Instructor and Lecturer, Ada.\nE. P. Dean, A.M. ,'79.\n1900, Superintendent of Schools, Ashland.\nFrederick William Dearness.\n1901, Principal of 12th District School, 2634 Harrison Ave., Cincinnati.\nSamuel C. Derby, A.B., '66, A.M., '77, Harvard Univ.\n1881, Professor of Latin, Ohio State University, 93, 15th Ave., Columbus.\nCharles F. Dutton, Jr., A.B., '93, Oberlin Coll.\n1894, Teacher of Science, West High School, 626 Franklin Ave., Cleveland.\nFrank R. Ellis.\n\nWith American Book Co., 317 Walnut St., Cincinnati.\nC. M. Erkenberky.\nSuperintendent of Monroe Township Schools, Manchester.\nElizabeth G. Evans, A.B., '97, Wellesley Coll.\n1897, Instructor in English, Steele High School, 570 W. 2d St., Dayton.\nCharles S. Fay.\nSuperintendent of Schools, Reiley Ave., Wyoming.\nJ. R. Fortney.\n\n_\n. American\n,\nKepresenting\n\n■ , Co.,\n_,\nBook\n317 Walnut St., Cincinnati.\nJ. M. H. Frederick, A.B., '86, Amherst Coll.\n1895, Superintendent of Schools, 62 Elmwood Ave., Lake wood.\nTanetta Gilliland, A.B., '95, A.M., '98, Lake Forest Univ.\n1901, Assistant in High School, Wellsville.\nWells R. Griswold, Ph.B., '94, Oberlin Coll.\n1894, Superintendent of Schools, 310 Mars Ave,, Collinwood.\nB. B. Harlan, B.Sc, '76.\n1894, Teacher of Mathematics, Hign School, 39 Babbitt St., Dayton.\nHenry Harrison Helter, A.B., '91, O. Wes. Univ.\n1899, Superintendent of Schools, W. Anglaize St., Wapakoneta.\nAshley J. Huffman, A.B., Wooster Univ., Ohio.\n1899, Superintendent of Schools, Attica.\nAnna P. Johnson.\nTeacher in Fifth Grade, Public Schools, Toledo; res., Perrysburg.\nJ. E. Kinnison, A.M.\n1881, Superintendent of Schools, Jackson.\nW. H. Kirk, A.B., '87, A.M., '90. Baldwin Univ., Berea, Ohio.\n1891, Superintendent of Schools, 28 Grassmere St., East Cleveland.\nJoseph Krug.\n\n1872, _,eacher of German, \".Centra! High and Normal School, 51, 4th Ave., Cleveland.\nPrincipal of Normal School, Box 1311, New Philadelphia.\nS. Lehr, A.M., '74, Mt. Union Coll. ; Ph.D., Wooster Univ., Ohio.\n1871, President of Ohio Normal University, 71 Gilbert St., Ada.\nO. W. Martin, A.M., Ohio Wes. Univ.\nTeacher of Chemistry, Hughes High School, Cincinnati.\nWilliam McClain, Jr., A.B., '93, A.M., '95, Ohio Wes. Univ.\n1901, Superintendent of Schools, London.\nJ. E. McGilvrey, A.B., '95, Ind. Univ.\n1898, Principal, Cleveland Normal School, Marion and Sked Sts., Cleveland.\nJ. E. McKean, A.M.\n1900, Superintendent of Schools, 87 S. Main St., Middletown.\nH. C. Muckley.\n1901, Assistant Superintendent of Schools, 148 Hawthorne Ave., Cleveland.\nJ. C. Oldt, A.B., '90. A.M., '93.\n1890, Superintendent of Public Schools, Put in Bay.\nJohn William Perrin, A.M., '89, Wabash Coll. ; Ph.D., '95, Univ. of Chicago.\n1899, Professor of History, Western Reserve University, Cleveland.\nThomas P. Pierce.\nSuperintendent of Schools, Harrison.\nJennie Warren Prentiss.\n1896, Director of Laurel Institute, 2165 Euclid Ave., Cleveland.\nElmer E. Rayman, A.M., Baldwin Univ., Ohio.\n1895, Superintendent of Schools, Front St., Berea.\nAda Marcy Ritchie.\n1880, First Assistant in High School, 2138 Robinwood Ave., Toledo.\nHenry\n\nnstructor of Mathematics, Hughes High School, 2918 Montana Ave., Cincinnati.\nL. Senger, A.B., '98, Univ, of Cincinnati.\nFirst Assistant in 19th District School, 116 E. Macmillan St., Cincinnati.\nJohn B. Shotwell.\nEditor and Proprietor \" School Life,\" 502 Main St., Cincinnati.\nJ. D. Simkins.\n1889, Superintendent of Schools, 216 Perry St., St. Marys.\nC. E. Stevens.\n1900, Teacher in Commercial Dept., So. High School, 54 Fernwood Ave., E. Cleveland.\nJ. L. Trisler, Ph.D., Heidelberg Univ., Tiffin, Ohio.\nSuperintendent of Schools, Hartwell.\nLucy B. Tucker.\n1901, Teacher in 8th Grade, Ohio Avenue School, 181, 10th Ave., Columbus.\nF. D. Ward, M.Sc, N. W.Ohio Nor. Univ.\n1890, Superintendent of Public Schools, 83 Myrtle St., Lorain.\nG. A. Wyly.\n1901, Principal of High School, New Philadelphia.\nJohn A. Wright.\nSuperintendent of Schools and \" School Examiner,\" Henry County, Liberty Center,\nJ. W. Zeller, Ph.M., Mt. Union Coll., Ohio.\n1877, Superintendent of Public Schools, 311 E. Lincoln St., Findlay.\nHarry\n\n"}
{"page": 1006, "printed_page": null, "text": "994\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Pennsylvania\n\nOKLAHOMA\n1886\n\nlife member\nG.I.Harvey.\n1901, Superintendent of Pawnee Training School, and\nAgent, Pawnee.\nACTIVE\n\n189a\n1895\n\nSpecial United States Disbursing\n\nMEMBERS\n\nDavid R. Boyd, A.B., '78, A.M., '81, Univ. of Wooster; Ph.D., '00.\n1892, President of University of Oklahoma, Norman.\nH. Edgar Thompson,\nB.Sc, '88, So. Nor. Sch., Bowling Green, Ky.\nRalston.\n\n1898 L. W. Cole, 1900,\nB.Pd.,Principal\n'93, S. W.\nKan. Coll. J Department,\nA.B., '99, Univ.\nof Okla.of Oklahoma, Norman,\nof Preparatory\nUniversity\nS. N. Hopkins.\nTerritorial Superintendent of Public Instruction and ex-officio Auditor, 411 N. Broad\nSt., Guthrie.\nEdmund D. Murdaugh.\nPresident of Territorial Normal School of Oklahoma, Edmond.\n1899 The University of Oklahoma.\nPresident, David R. Boyd ; Librarian, Jay Ferguson, Norman.\n1900 Elmira R. Greason.\n1892, Principal Teacher, Indian School, Kaw Agency.\n1901 Mrs. Adaline Evans.\nTeacher of Sewing, Indian School, Chilocco.\nJ. H. Vosburgh.\nOklahoma City.\nOREGON\nLIFE\n\n1888\n\nDIRECTOR\n\nCharles Carroll Stratton, A.M., Willamette Univ., Ore ; D.D., '79, Northwestern Univ., 111.,\nand, '80, Ohio Wes. Univ.\nEx- President of Portland University, University Park, Portland.\nlife member\n\n1884 *Henry\n\nM. James, A.B., '61. A.M., '64, Williams Coll.\n370, 14th St., Portland.\nACTIVE\n\nMEMBERS\n\n189*\n\nEdwin DeVore Ressler, A.B., '91, Otterbein Univ. ; A.M., '97, Ohio State Univ.\n1901, Assistant Professor of Education, University of Oregon, Eugene.\nJ. H. Ackerman.\n1898, State Superintendent of Public Instruction, Salem.\n1897 Charles Friedel, Ph.D., '95, Leipzig.\nProfessor of Physics in University of Oregon, Eugene.\n1898 Frank Rigler.\n1896, Superintendent of Schools, 533 Yamhill St., Portland.\n1899 J. A. Beattie, A.M., '76, Bethany Coll.; LL.D.\n1900, President of Eastern Oregon State Normal School, Weston.\nMiss H. D. Cannon.\n1895\n\n1901\n\nPrimary Teacher, St. Helen's Hall, Portland.\nJ. S. Landers, B.Sc, '87, Nor. Ind. Nor. Sch.\n1899, Superintendent of Public Schools, The Dalles.\nTualatin Academy and Pacific University.\nDean, W. N. Ferrin; Librarian, Joseph W. Marsh, Forest Grove.\nState Normal School, Monmouth.\nPresident, P. L. Campbell; Librarian, J. B. V. Butler, Monmouth.\nPENNSYLVANIA\nlife directors\n\n1879\n1891\n\nTeachers' Institute of the City of Philadelphia.\nPresident, Andrew J. Macfarlane ; Secretary, Mary A. Wallace, 913\nPhiladelphia.\nEliphalet Oram Lyte, M.Sc, Millersville; A.M., Ph.D., Franklin and Marshall Coll.\n1887, Principal of First Pennsylvania State Normal School, Millersville.\nLIFE\n\n1876\n\nS. 16th St.,\n\nMEMBERS\n\nEdward\n\nBrooks, A.M., '58, Union Coll. ; Ph.D., '76, Lafayette Coll., and Wash, and Jeff. Coll.\n1891, Superintendent of Public Schools, 5971 Drexel Road, Philadelphia.\n1879 Rachel Foster Avery.\nSomerton, Philadelphia.\nSimon Gratz, A.M., Univ. of Pa.\nEx- President of Board of Education, 1919 Spruce St., Philadelphia.\nEdward Shippen.\nEx-President of Board of Education, 1207 Walnut St., Philadelphia.\n1880 Edgar Arthur Singer, Ph.D., '96, Univ. of Pa.\n1887, Assistant Superintendent of Schools, 4662 Penn St., Station F, Philadelphia.\n1884 Robert Curry, A.B., '48, A.M., '51, Jefferson Coll. ; Ph.D., '73, Wash, and Jeff. Coll.\n2420 Perrysville Ave., Allegheny.\nACTIVE\n\n1879\n\nGeorge\n\nMEMBERS\n\nMorris Philips, A.M., '74, Ph.D., '84. Bucknell Univ.\n1881, Principal of State Normal School, West Chester.\n\n♦Deceased.\n\n,\n\n"}
{"page": 1007, "printed_page": null, "text": "Pennsylvania]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n995\n\n1881\n\nAndrew\n\n1884\n\nGeorge\n\nJ. Morrison, A.M., Ph.D., '01.\n1898, Principal of Northeast Manual Training School, 1430 N. 7th St., Philadelphia.\nH. Stout.\n1888, Supervising\nPrincipal of Newton Boys' Combined School, 3746 Powelton Ave.,\nPhiladelphia.\n\n1887\n\nA.B., '78, Mercersburg Coll.\n1896, Superintendent of Public Schools, 1244 Perkiomen Ave., Reading.\nC. Schaeffer. LL.D., '95, Western Univ. of Pa.\n1893, State Superintendent of Public Instruction, Harrisburg; home address, 546 W.James\nSt., Lancaster.\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.\nW. Wilberforce Deatrick, A.B., '76, A.M., '79, Mercersburg Coll.\n1891, Professor\nof Psychology\nand Higher English, Keystone State Normal School,\nKutztown.\nH. W. Fisher, Grad., State Nor. Sch., Millersville, Pa.\n1875, Supervisor of 17th Ward Schools, 350 Lehigh Ave., E. E., Pittsburgh.\nJoseph K. Gotwals.A.M.\n1872, Superintendent of Schools, 19 E. Chestnut St., Norristown.\nMary J. Lambekton.\n1891, Supervising Principal of George W. Childs School, 4403 Osage Ave., West Philadelphia.\nEnoch C. Lavers, A.M., Pd.D., Ph.D.\n1894, Teacher of Mathematics and Pedagogy, Public and High Schools, 324 Cattell St.,\nEaston.\n\nE. Mackev,\n\nNathan\n\n1893\n\nHerman\n\nT. Lukens, A.M., '88, Univ. of Pa. ; Ph.D., '91, Jena.\n1898, Head Training Teacher of State Normal School, California.\n\nJohn A. M. Passmore, M.Sc, '60, State Nor. Sch., Millersville, Pa. ; Ph.D., '00, Richmond Coll., O.\n1890, Philadelphia Manager for American Book Co., 318 S. 42d St., Philadelphia.\nS. C. Schmucker, A.M., '85, M.Sc, '90, Muhlenberg Coll., Pa. ; Ph.D., '93, Univ. of Pa.\n1895, Professor of Biological\nSciences, State Normal\nSchool, 610 S. High St., West\nChester\nH. H. Spayd.\n1883, Principal of Public Schools, Box 310, Minersville.\nJ. Liberty Tadd.\n1884, Director of Industrial Art School, 319 N. 32d St., Philadelphia.\n1893 C. 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, Pa.\n1890, Superintendent of Schools, Newport Township, Wanamie.\nLoyal Freeman Hall, M.E.D., '91, State Nor. Sch., Indiana, Pa.\n1893, Principal of Centre Ave. Schools, 364 Centre 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.\nPauline W. Spencer.\n1893, Teacher of Literature, Girls' Normal School, 3421 Race St., Philadelphia.\n1894 Franklin B. Sawvel, A.M., Hopedale Coll. ; Ph.D., '86, Wittenberg Coll.\n1890, Professor of English Literature and Philosophy. Thiel Coll., 109 Shenango St.,\nGreenville.\nHenry T. Spangler, A.B., '73, A.M.. '76, Ursinus Coll.; D.D., '94, Heidelberg Univ., O.\n1893, President, Ursinus College, Collegeville.\nCharles K. Witmer, A.B., '88, A.M., '91, Franklin and Marshall Coll.\n1901, University of Pennsylvania, Philadelphia; res., Main St., Palmyra.\n1895 W. G. Gans.\n1898, Principal of Union High School, Turtle Creek.\nJames Mac Alister, A.M., LL.D., Brown Univ. ; LL.B., Univ. of N. Y. ; Officier d'Academie, Paris.\n1891. President of Drexel Institute, Philadelphia.\nRt. Rev. J. W. Shanahan, D.D.\nBishop of Harrisburg, Harrisburg.\nSydney T. Skidmore. A.M., '71, Amherst Coll. ; D.Sc, '01, Franklin and Marshall Coll.\n1893, Director of Science Laboratories, Philadelphia Normal School, 1706 N. 18th St.,\nPhiladelphia.\nH. M. Trask.\nManager for Silver, Burdett & Co., 1328 Arch St., Philadelphia.\n1896 J. George Becht, M.Sc, Lafayette Coll.\n1893, Superintendent of Schools, Lycoming County, Muncy.\nR. M. Cargo.\n1868, Principal of Mt. Washington School, 212 Virginia'Ave., Pittsburgh.\nCornell. Ph.D., '97, Univ. of Pa.\nSupervising Principal of Logan Grammar School, 1725 N. 16th St., Philadelphia.\nLemuel O. Foose. A.M., '78, Penn Coll., Gettysburg.\n1879, Superintendent of City Schools, 121 Chestnut St., Harrisburg.\nJohn Arthur Gibson, A.B., '91, Allegheny Coll.\n1896, Superintendent of Schools, 701 N. Washington St., Butler.\nGeorge Howell.\nSuperintendent of Schools, 175 Bromley Ave., Scranton.\nWilliam Leroy MacGowan, A.B., Allegheny Coll. ; Ph.B. and Ph.M.\n1890, Superintendent of Schools, 9, 5th St., Warren.\nC. B. McCabe.\nPrincipal of North Braddock Schools, Bell Ave. School, Braddock.\nTheodore B. Noss, A.M., '82, Ph.D., '83, Syracuse Univ.\n1883, Principal of State Normal School, California.\nW. Riddle.\nEducational Author, 1314 N. Line St., Lancaster.\nWatson\n\n"}
{"page": 1008, "printed_page": null, "text": "996\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Pennsylvania\n\n1896 Judson Perry\nA.M.,\n'84. Ph.D.,\nLafayette\nColl., Easton, Pa.\n1890.Welsh,\nPrincipal\nof State\nNormal '93,\nSchool,\nBloomsburg.\nMargaret Catharine Zillafro, M.E.D.,'89, St. Nor. Sch., Edinboro, Pa.\n1901, First Primary Teacher, Box 336, Ardmore.\n1897 Francis Burke Brandt, A. B., '9*, Harvard; Ph.D., '95, Columbia.\n1896, Professor of Pedagogy, Central High School, 1637 S. 15th St., Philadelphia.\nClyde Ernest Ehinger, M.D.,'8o, Chicago Horn. Med. Coll.\n1890, Physical Director and Instructor in Hygiene, State Normal School, 15 Normal Ave.,\nWest Chester.\nThe Free Library of Philadelphia.\nLibrarian, John Thomson, 1217-1221 Chestnut St., Philadelphia.\nMary S. Garrett.\n1893, Principal of Home for the Training in Speech of Deaf Children before they are of\nSchool Age, Belmont and Monument Aves., Philadelphia.\nM. A. Grove.\n1897, Principal, Department of Commerce, High School, 918 N. 6th St., Harrisburg.\nHenry Houck.\nDeputy State Superintendent, Harrisburg.\nEli M. Rapp.\n1896, Superintendent of Berks County Schools, 115 N. 4th St., Hamburg.\nFirst Pennsylvania State Normal School, Millersville.\nPrincipal, E. Oram Lyte, Millersville.\nState Normal School Library, Mansfield.\nPrincipal, Andrew Thomas Smith, Mansfield.\n1898 David Hendricks Bergey, B.Sc, '84, M.D., '84, Univ. of Pa. ; A.M., '94, 111. Wes. Univ.\n1895, First Assistant, Laboratory of Hygiene, University of Pennsylvania,34th and Locust\nSts., Philadelphia.\nA. J. Davis, M.E., Edinboro; M.Sc. Lebanon; A.M., Bucknell Univ.; LL.D., Monongahela.\n1887, Principal, State Normal School, Clarion.\nFranklin Spencer Edmonds, Ph.B., '93, Univ. of Pa. ; A.M., '95, Cent. High Sch.\n1897, Assistant\nProfessor of Political Science, Central\nHigh School, 1753 N. 33d St.\nPhiladelphia.\nMaurice Fels, A.B., '83, Johns Hopkins Univ. ; LL.B., '85, Univ. of Pa.\n4615 Springfield Ave., Philadelphia.\nJ. R. Flickinger, A.B., '77, A.M., '80 Princeton; D.Sc, '00, Bucknell Coll.\n1900, Principal of Cential State Normal School, Lock Haven.\nH. W. Golden, B.Didac, '90, M.Didac, '92, Edinboro St. Nor.\n1897, Principal of 5th Ward Public Schools, Allegheny City ; 8 Dawson Ave., Bellevue.\nSamuel Hamilton, A.M., Ph.D., '00, Grove City Coll.\n1887, Superintendent of County Schools, Braddock.\nKeystone Literary Society of the Keystone State Normal School.\nKutztown.\nJohn W. Lansinger, M.Sc, '86, St. Nor. Sch., Millersville.\nTeacher and Treasurer, State Normal School, Millersville\nWilliam A. Mason.\n1892, Director of Drawing in Schools of Philadelphia, 212 W. Chelton Ave., Germantown.\nJesse H. Michener, Ph.D., Univ. of Pa.\nPrincipal of Grammar School, 4512 Regent St., Philadelphia.\nRev. Eugene Murphy.\nDirector of St. John the Baptist Parochial School, 146 Rector St., Manayunk,\nPhiladelphia.\nWilliam Noetling, A.M., '59, Union Coll., Schenectady, N. Y.\nSelimsgrove.\nMary Craig Peacock.\n1894, Teacher in Normal School, Torresdale, Philadelphia.\nPhilomathean Literary Society, Keystone State Normal School.\nKutztown.\nRichard H. Pratt, Lt.-Col. 15th Cavalry, U. S. A. ; LL.D., '98, Dickinson Coll.\n1879, Superintendent of United States Indian Industrial School, Carlisle.\nMargaret S. Prichard.\nHead of Department of Psychology, Philadelphia Normal School, Philadelphia.\nElizabeth S. Tait.\nTeacher in Philadelphia Normal School, 4103 Girard Ave., Philadelphia.\nUniversity of Pennsylvania, Library.\nProvost, Charles C. Harrison; Librarian, Morris Jastrow, Jr., Philadelphia.\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.\n1899 Edward E. Allen, A.B., '84, Harvard.\n1890, Principal of Pennsylvania Institution for the Instruction of the Blind, Overbrook.\nAltoona Mechanics' Library and Reading Room Association.\nChairman Library Committee, Charles B. Dudley ; Librarian, Lizzie L. Snyder,\nAltoona.\nJ. P. Coll.\nArchibald, B.E., '93, M.E., '95, St. Nor. Sch., Indiana, Pa.; A.M., '99, M.Sc, 'oo, Mt. Hope\n1809, Superintendent of Schools, Walnut St., Blairsville.\nBryn Mawr College.\nPresident, Miss M. Carey Thomas; Librarian, Miss Isabel Ely Lord, Bryn Mawr.\nCarnegie Library of Pittsburgh.\nLibrarian, Edwin H. Anderson, Schenley Park, Pitsburgh.\nDickinson College.\nPresident, George Edward Reed, Carlisle.\nGeorge D. Gideon.\nPublisher, 17 N. 7th St., Philadelphia.\nIndiana Normal School of Pennsylvania.\nPrincipal, D.J. Waller, Jr.; Librarian, Jerome C. Fetzer, Indiana.\nLehigh University.\nPresident, Thomas M. Drawn; Librarian, W. H. Chandler, South Bethlehem-\n\n"}
{"page": 1009, "printed_page": null, "text": "Rhode Island]\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nPENNSYLVANIA—\n\nMEMBERS\n\n997\n\nContinued\n\n1899 Benjamin Wiestling Mitchell, A.B., '83, A.M., '86, Princeton; Ph.D., '88, Washington-Jefferson.\n1897, Professor of Latin and Head of Department of Ancient and Modern Languages,\nCentral High School; res., 4326 Pine St., Philadelphia.\nHenry Carr Pearson. A.B., '92, Harvard.\n1898, Principal of the Allegheny Preparatory School, Lincoln and Grant Aves., Allegheny.\nJames H. Penniman, A.B., '84, Yale.\n1886, De Lancey School, 4326 Sansom St., Philadelphia.\nScranton Public Library\nLibrarian, Henry J. Carr, Scranton.\nJoseph R. Smith, M.D., '53, Univ. of Buffalo; A.M., '51, LL.D., '01, Univ. of Mich.\nColonel and Assistant Surgeon-General, United States Army, 2300 De Lancey St.,\nPhiladelphia.\nGrace Edgar Spiegle, M.D., '98, Woman's Med. Coll. of Pa.\n1893, Teacher of Hygiene and Director of Physical Training, Normal School for Girls,\n2115 N. 12th St., Philadelphia.\nSouthwestern State Normal School, California.\nPrincipal, Theodore B. Noss; Librarian, Anna M. Shutterly, California.\nMrs. Lucy L. W. Wilson, Ph.D., '97, Univ. of Pa.\n1893, Head of Department of Biology, Normal School, 1301 Spring Garden St., Philadelphia.\n1900 0. H. Bakeless, M.E., '79. Bloomsburg St. Nor. Sch. ; A.M., '93, Lafayette Coll.\n1893, Principal, Indian Training School, Carlisle.\nWeston D. Bayley, M.D., '88, Hahnemann Med. Coll.\nLecturer on Nervous and Mental Diseases, 1438 Poplar St., Philadelphia.\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. Edgerton Crouter, A.M., '85, Gallaudet; LL.D., '93, Illinois.\nSuperintendent. Pennsylvania institute for the Deaf and Dumb, 7406 Germantown\nAve., Mt. Airy, Philadelphia.\nClyde Furst, A.M., '95, Dickinson Coll.\nEducational Director, Mountain Seminary, \" The Lodge,\" Birmingham.\nChessman A. Herrick, Ph.D., '99, Univ. of Pa.\nProfessor of History, Central High School, Broad and Green Sts., Philadelphia.\nMary Hunter Mayer.\n1897, Principal, Girls' High School, 141 N. 5th St., Reading.\nRev. P. R. McDevitt.\nSuperintendent of Philadelphia Parochial Schools, 21 S. 13th St., Philadelphia.\nPedagogical Library of Superintendent of Schools.\nSuperintendent, Dr. Edward Brooks, 696 City Hall, Philadelphia.\nThe Pennsylvania State College.\nt\nPresident, George W. Atherton, State College.\nJames Lane Pennypacker, A.B., '80, Harvard Coll.\nDirector of Christopher Sower Co., Educational Publishers, 614 Arch St., Philadelphia.\n1901 Mary Adair.\nTraining Teacher, Philadelphia Normal School, 1709 Race St., Philadelphia.\nJohn B. Alker.\n1892, Instructor in Woodworking, 17th and Wood Sts., Narberth.\nWilliam L. Balenttne, Ph.D., '97, Univ. of Pa.\n1894, Supervising Principal, Public Schools, 2140 N. 28th St., Philadelphia.\nSmith Burnham, Ph.B., '92, A.M., '98, Albion Coll.\n1898, Professor of History, State Normal School, 143 E. Marshall St., West Chester.\nCarnegie Free Library of Allegheny.\nLibrarian, Thomas M. Stevenson, Allegheny.\nC. B. Connelley.\n1900, Supervisor of Industrial Schools, Osgood and Maple Ave., Allegheny.\nRussell H. Conwell.\n1890, President of the Temple College, 2020 N. Broad St., Philadelphia.\nMrs. Jessie W. Cook.\nTeacher in Indian School, Carlisle.\nMilton C. Cooper.\nSupervising Principal of Asa Packer School, 1447 Venango St., Philadelphia.\nAndrew Thompson Douthett.\nPrincipal of the University Academy, Central Hotel, Uniontown.\nV. K. Irvine, A.B., '95, Coll. of N. J.\n1897, Principal of High School, Box 173, Butler.\nEdith Mansfield.\nTraining Teacher, State Normal School, Indiana.\nMary Maxwell.\nTeacher, 1928 S. 15th St., Philadelphia\nAlbert Ira Montague, A. B., '96. Amherst Coll.\n1899, Teacher of Mathematics, Allegheny Preparatory School, cor. Church and Breading\nAves., Ben Avon.\nJ. P. Stephens, M.Sc, '90, Union Christian Coll.\n1896, Supervising Principal, 19th Ward Schools, 5706 Margaretta St., Pittsburgh.\nRHODE\nLIFE\n\nISLAND\nDIRECTOR\n\n1882\n\nThomas\n\nW. Bicknell,\n'60,and\nBrown\nUniv., 49\n'78,Westminster\nAmherst Coll.;\n'84, Drury Coll.\nAuthor,A.M.,\nEditor,\nPublisher,\nAve., LL.D.,\nProvidence.\n\n1891\n\nThomas\n\nB. Stockwell, A.M., '6s, Brown Univ.\n1875, Commissioner of Public Schools, Box 1432, Providence.\n\nactive members\n\n"}
{"page": 1010, "printed_page": null, "text": "NATIONAL\n\n998\n\nEDUCATIONAL\n\nRHODE\n\nISLAND—\n\nASSOCIATION\n\n[South Carolina\n\nContinued\n\n1891 Horace S. Tarbell, A.M., '62, Wesleyan Univ. ; LL.D., '96, Brown Univ.\n1884, Superintendent of Schools, 141 Governor St., Providence.\n1892 Benjamin Baker, A.M., '78, Brown Univ.\n343 Thayer St., Providence.\nGeorge E. Church, A.B., '72, A.M., '72, Amherst Coll.\ni88q, Principal of Peace Street Grammar School, 43 Adelaide Ave., Providence.\n1894 Walter Ballou Jacobs, A.B., '82, A.M., '85, Brown Univ.\n1895, Professor of Theory and Practice of Education, Brown University, 310 Olney St.,\nProvidence.\nAbby Lillian Marlatt, B.Sc, '88, M-Sc, 'go, State Agri. Coll., Kan.\n1894, First Benefit\nAssistant\nTeacher of Domestic Science, Manual Training'.High School, 263\nSt, and\nProvidence.\n1896 Victor Frazee, A.B., '89, Dalhousie Coll., Halifax, N. S.\n1893, Teacher in Hope Street High School, 82 Larch St., Providence.\nHenry Dwight Hervey, A.B., '89, A.M., '96, Denison Univ., Granville, Ohio.\n1898, Superintendent of Schools, 80 Lyon St., Pawtucket.\nMrs. Ella M. Pierce.\n1891, Supervisor of Primary Schools, 194 Daboll St., Providence.\nBessie M. Scholfield._\nSupervisor of Kindergarten and Primary Work in Public Schools, 190 Knight St.,\nProvidence.\nW. R. Whittle, A.B., '83, A.M., '88, Colby Univ.\n1891. Principal of Schools, 56 Elm St., Westerly.\nIsland Normal School.\nPrincipal, Charles S. Chapin, Providence.\n1898 David Webster Hoyt, A.M., '72, Brown ; '61, Middlebury.\n1864, Principal of English High School, 40 Humboldt Ave., Providence.\nLeonard Worcester Williams, A. B., '95, Hanover Coll.; AM., '99, Princeton Univ.; Ph.D.,\n'01, Brown Univ.\n1901, Instructor in Comparative Anatomy, Brown University, 62 George St., Providence.\n1899 Sarah Dyer Barnes.\nSupervisor of Grammar Schools,Providence; res., Manton.\nHarris Institute Library.\nPresident, Edward Harris Rathbun; Librarian, Miss Ama Howard Ward, Woonsocket.\n1900 Ella L. Sweeney.\n1900, Supervisor of Primary Grades, 58 Barnes St., Providence.\n1901 Brown University.\nPresident, W, H. P. Faunce ; Librarian, H. L. Koopman.\nWilliam H. P. Faunce, A.B., '80, A.M., '83, D.D., '95, Brown Univ. ; D.D., 'ot, Yale Univ.\n1899, President of Brown University, Providence.\n1897 Rhode\n\nSOUTH\n\nCAROLINA\n\nlife member\n1891\n\nMartha\n\nSchofield.\n1868, Founder of Schofield Normal and Industrial School for Colored Youth, Aiken.\nactive members\n\n1895 D. B. Johnson, A.B., '77> A.M., '8o, Univ. of Tenn., Knoxville.\n1895, President of Winthrop College, Rock Hill.\n1896 E. S. Dreher, A.M., '93, Roanoke Coll., Salem, Va.\n1895, Superintendent of Schools, Columbia.\nW. H. Hand.\n1893, Superintendent of City Schools, Chester.\n1897 C. A. Graeser, A.M., '90, Charleston Coll.\n1898, Professor of Modern Languages, High School, 6 Glebe St., Charleston.\n1898 John S. Marquis, A.B., '76, A.M., '93, Lafayette Coll., Easton, Pa.\n1892, Principal of Brainerd Institute, Box 235, Chester.\n1899 Henry P. Archer, A.M., '59, Coll. of Charleston.\n1885, Superintendent of Instruction, 74 Rutledge Ave., Charleston.\nJohn J. McMahan, A.B., '86, A.M., \"88, S. Car. Coll.\n1899, State Superintendent of Education, 1118 Senate St., Columbia.\nA. P. Montague, A.M., LL.D.\nPresident of Furman University, Greenville.\nW. K. Tate, A.B., '92, A.M , '00, Univ. of Nashville.\n1898, Principal of Memminger Normal School, 131 Coming St., Charleston.\nW. B. Wilson.\nCharleston.\nFranklin Cowles Woodward, A.M., '74, Randolph Macon Coll.; Litt.D., Univ. of N. Car.\n1897, President of South Carolina College, Columbia.\n1900 James Thomas Coleman, B.Sc, '86, S. Car. Mil. Acad.\n1896, Professor of Physics, South Carolina Military Academy, The Citadel, Charleston.\nR. Ferdinand Gilliam, A.B., '96, Stanford Univ.\n1897, Superintendent of City Schools, and Member County Board of Education, Abbeville.\nEvelyn Holmes.\n1896, Director, South Carolina Kindergarten Association Training School, 141 Rutledge\nAve., Charleston.\nMorrison A. Holmes.\n1887, Principal, Avery Normal Institute, 57 Bull St., Charleston.\nGraves L. Knight.\nMember. State Board of Education, Graniteville.\nW. Zach McGhee. A.M., '00, S. C. Coll. ; Grad., S. C. Mil. Acad.\n1899, Clerk in State Department of Education, Capitol, Columbia.\n\n"}
{"page": 1011, "printed_page": null, "text": "Tennessee]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nSOUTH\n\nCORRESPONDING\nCAROLINA—\n\nMEMBERS\n\n999\n\nContinued\n\n1900 John Ogren.\n\nMember, Board of Education, 529 King St., Charleston.\nClarence J. Owens, A.M., Columbian Univ.\n1895, President, Orangeburg College, cor. Broughton and Glover Sts., Orangeburg.\nA. L. Stokes.\n1900, Principal, Richmond Business College, 399 King St., Charleston.\nH. A. C. Walker, A.B., '97, Wofford Coll., S. C.\n• 1899, Principal, Graded School, Summerton.\nPatterson Wardlaw, A.B., '80, Erskine Coll.\n1894, Professor of Pedagogy, South Carolina College, 831 Sumter St., Columbia.\n1901 Winthrop Normal and Industrial College.\nPresident, D. B. Johnson, Rock Hill.\n\n1875\n\nSOUTH\n\nDAKOTA\n\nACTIVE\n\nMEMBERS\n\nFayette\n\nL. Cook.\nPresident of South Dakota State Normal School, Spearfish.\n1890 William H. H. Beadle, A.B., '61, A.M., '64, LL.B., '67, Univ. of Mich.\n1889. President of State Normal School, Madison.\n1893 A. Wellington Norton, A.B., '73, A.M., '76, LL.D., '00, Univ. of Rochester.\n1899, President of Sioux Falls College, Sioux Falls.\n1894 Mattie Jones.\n1896, Teacher in Indian Industrial School, Flandreau.\nKate Taubman, B.Didac, Iowa St. Nor. Sch.\n1900, Principal of High School, 305 Adams Block, Deadwood.\n1895 Frank Crane, A.M.. Gale Coll.\nPierre.\nAnna B. Herrig, Grad., Oswego Nor. Sch., N. Y.\n1898, Superintendent, Training Department, State Normal School, Madison.\nGeorge M. Smith, A.B., '73* A.M., '77, Colby Univ.\n1891, Professor of Modern Languages, Literature, and Pedagogy, University of South\nDakota, Vermillion.\n897\n\nAlexander Strachan, A.B., '80, A.M., '82, Univ. of Rochester, N. Y.\n1890, Superintendent of Schools, 71 Forest Ave., Deadwood.\nE. E. Collins.\nSuperintendent of Public Instruction, Vermillion.\nWilliam W. Girton, Grad., '74, St. Nor. Sch., Platteville, Wis.\n1901, Acting President State Normal School, Washington Ave., Madison.\nIda P. Hatch.\nEx -Superintendent of City Schools, Pierre.\n.\nG. L. Pigg, A.B., '73, Berea Coll., Ky.\nSuperintendent of W. S. Indian School, Crow Creek.\nSouth Dakota Agricultural College.\nPresident, J. W. Heston, Brookings.\n1900 C. W. Martindale, A.M., '86, Drake Univ.\n1899, Superintendent of Schools, 410 Capitol St., Yankton.\n1901 Mina H. Aasved.\nPrincipal of School, Bristol.\nWilliam H. Barten.\n1893, Teacher in Day School No. 21, Pine Ridge Agency, Allen.\nJohn B. Brown, M.Sc, '93, Kan. Agri. Coll.\n1900, Superintendent of Indian School, Pine Ridge.\nJohn F. Carson.\nTeacher in Day School, Cheyenne River Agency, Leslie.\nClaude C. Covey.\nTeacher in No. 31 Day School, Pine Ridge Agency; res., Merriman, Neb.\nSivert A. Jordahl,\nB.L., in\n'98,Lutheran\nUniv. ofNormal\nMinn. School, Sioux Falls.\nTeacher\nJ. W. Lewis.\n18Q7, Teacher in Day School, Pine Ridge.\nMrs. Nellie B. McClelland, B.Sc, '90, Amity Coll., College Springs, la.\n1898, Teacher in First Primary, Public Schools, Sturgis.\nJ. A. McLouth, Ph.B., '92. Hillsdale Coll., Mich.\n1901, Superintendent of Schools, Bon Homme County, Springfield.\nHelen S. Peabody.\n1885, Principal of All Saints School, Sioux Falls.\nRilla A. Pettis.\n1900, Teacher in Indian School, Rapid City.\nW. H. Ross.\n1900, Disciplinarian, Indian Boarding School, Rosebud.\nG. J. Schellenger.\nDeputy State Superintendent of Public Instruction, Pierre.\nMiss E. O. Stilwell.\nMatron, Indian School, Rapid City.\nEmma L. Truman.\n1898, Housekeeper, No. 29 Day School, Pine Ridge Agency, Kyle.\nAgnes B. Young.\nBoys' Matron, Indian Scho»l, Crow Creek.\nTENNESSEE\nLIFE\n\n1886\n\nWilliam\n\n1889\n\nBoard\n\ndirectors\n\nRobertson Garrett, A.M., '57. William and Mary Coll. ; Ph.D., '91, Univ. of Nashville.\n1895, Professor of American History, Peabody Nor. Coll., 920 S. Summer St., Nashville.\nof Education of Nashville.\nPresident, E. R. Richardson ; Superintendent, Z. H. Brown, Nashville.\n\n"}
{"page": 1012, "printed_page": null, "text": "iooo\n\nNATIONAL\n\nEDUCATIONAL\nTENNESSEE—\nLIFE\n\n1887\n\n1894\n\n[Texas\n\nContinued\n\nMEMBER\n\nClara Conway, A.\nM.,'88,and\nPeabody\nNor. ofColl.\nFounder\nOrganizer\nClara Conway Institute, Memphis, Tenn., Nashville.\nACTIVE\n\n1889\n\nASSOCIATION\n\nMEMBERS\n\nW. T. White. A.B., '77, A.M., '93, Univ. of Tenn.\n1885, Principal of Girls' High School, 508 Broad St., Knoxville.\nAlbert\nUniv.Tennyson Barrett, A.M., Univ. of Rochester; Ph.D., Univ. of N. Y. ; LL.D., '8i, S. W.\n\n1893, Superintendent of City Schools, 1001 E. 9th St., Chattanooga.\nJones, A.M., '8i, Iowa Coll. ; Ph.D., '93, Heidelberg, Germany.\n1898, Professor of Literature, Vanderbilt University, Nashville.\n1896 James A. Henry.\nA.B., '83,\n1886, Principal\nof AtlantaiUniv.\nHoward High School, 207 prove St., Chattanooga.\nRichard\n\n1897 J. H. McCallie, B.Sc, Grant Univ.\nSuperintendent of Schools, 425 Vine St., Knoxville.\nH. C. Weber.\nAgent for American Book Co., Broad and Spruce Sts., Nashville.\n1899 Charles William Dabney, A.B., Hampden -Sidney; Ph.D., Gottingen.\n1887, President of University of Tennessee, Knoxville.\nMarcus M. Ross.\n1886, Principal of State Normal School, Fairmont Ave., Fairmont, Va. ; home address,\nNashville.\nWard Seminary for Young Ladies.\nPresident, J. D. Blanton, Nashville.\n1900 James N. Anderson, A.M., '87, Univ. of Va. ; Ph.D., ^94, Johns Hopkins Univ.\n1900, Instructor in Latin, Vanderbilt University, 1006 Lamar St., Nashville.\nZ. H. Brown.\n1900, Superintendent of City Schools, 1816 West End Ave., Nashville.\nMrs. E. G. Buford.\n1885, President of \" The Academy,\" 829 Madison St., Clarksville.\nRev. J. L. Dickens, A.B., '79, Bethel Coll. ; A.M., '85, McKendree Coll. ; Ph.D., '87, Cumberland\nUniv. ; LL.D., '91, Butler Univ. ; D.D., '99, Florence Coll. ; S.T.D., 'oi. Am. Univ. of Harriman\nDyer.\nGeorge W. Gordon, B.Sc, '59, Univ. of Nashville, Tenn.\n1892, Superintendent of City Schools, 280, 2d St., Memphis.\nFoster H. Irons, '99, Adv. Diploma Tchrs. Coll., Columbia Univ.\n1900, Supervisor of Manual Training, City Schools, Nashville.\nIsrael Hyman Peres, A.B., '89, A.M., '99, LL.B., *ac, Yale.\nMember, Board of Education, 68 Equitable Building, Memphis.\nJ. M. Steen.\nMember of School Board, 326 Rayburn Ave., Memphis.\nEugene F. Turner.\nPrincipal of Fall Grammar School, 834 Meridian St., Nashville.\n1901 Medora V. Glase.\n1897, Teacher in City High School, 1309 W. Broad St., Nashville.\nUniversity of Tennessee, Library.\nPresident, Charles W. Dabney; Librarian, Sabra W. Vought, Knoxville.\nTEXAS\nactive members\n1874\n\nAlexander Hogg, A.M., '57, Randolph-Macon Coll. ; '74, William and Mary Coll. ; '89, Univ. of Ala.\n1900, Editor of \" Texas and Pacific Quarterly,\" 303 Lamar St., Fort Worth.\nH. C. Pritchett, A.M., '76, Pritchett Institute, Glasgow, Mo.\n1891, Principal of Sam. Houston Normal Institute, Huntsville.\n1894 Oscar 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.\n1895 David Shires Bodenhamer.\n1885, Professor of Mathematics, Trinity University, Tehuacana.\nJ. M. Fendley, A.B., '82, Univ. of Nashville.\n1885, County Superintendent and Principal of Avenue L School, 3202 Ave. N, Galveston.\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 J. L. Long.\n1893, Superintendent of City Schools, High School, Dallas.\n1897 Charles T. Alexander.\n1900, Southern Manager, Maynard, Merrill & Co., 1122 Columbia St., Waco.\nN. J. Clancy, Grad., St. Nor. Sch.\n1901, Principal of High School, Alvarado, Johnson Co.\nC. E. Foster, B.Sc, E. Tex. Nor.\n1898, Principal of Public Schools, Handley,\n1898 J. K. McBride, L.I., Peabody Nor. Coll. ; A.B., '93, Univ. of Nashville.\n1900, Principal of Wieland Public School, Lone Oak.\nUniversity of Texas.\nPresident, William L. Prather; Librarian, Benjamin Wyche, Austin.\n1899 J. E. Smith.\n1885, Superintendent of Schools, City Hall, San Antonio.\n1900 Edward Levoisier Blackshear, A.B., '81, Tabor Coll., la.\n1896, Principal of State Normal and Industrial College, Prairie View.\n\n1892\n\n"}
{"page": 1013, "printed_page": null, "text": "Virginia]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\niooi\n\nTEXAS — Continued\n1901\n\nW. W. Barnett, B.Sc, '86, Nor. Nor. Univ.\nSuperintendent of Public Schools, High School, Houston.\nFulton N. Lovett.\n1901, First Assistant, Public School, Cold Springs ; express office, Shepherd.\nWilliam L. Prather, B.L., '71, LL.D., '00, Washington and Lee Univ.; LL.D., 'oi, Univ. of Pa.\n1899, President of University of Texas, 1914 Nueces St., Austin.\nUTAH\nACTIVE\n\nMEMBERS\n\n1895 William Jasper Kerr, B.Sc, D.Sc.\n1900, President of Agricultural College of Utah, Logan.\nUniversity of Utah.\nPresident, J. T. Kingsbury; Librarian, George Quincy Coray, Salt Lake City.\n1897 Rosalie Pollock.\n1901, Supervisor of Primary Schools, 25 S. 7th, East, St., Salt Lake City.\n1898 Brigham Young College.\nPresident, James H. Linford, Logan.\n1899 J. L. Brown, B.Pd., B.Sc, '97, Univ. of Mich.\n1897, Superintendent of Public Schools, Utah Co., Pleasant Grove.\nSusan G. Stokes, A.B., '96, Stanford Univ.\n1896, Instructor in Biology, High School, Salt Lake City.\n1901 George A. Eaton, A. B., A.M., '92, Harvard Univ.\nPrincipal of High School, University Club, Salt Lake City.\nMrs. Franc R. Elliott, A.B., B.Sc, Iowa Wes. Univ.\nSupervisor of Drawing, Roland Hall, Salt Lake City.\nE. A. Farrington, A.B., '86, Oberlin Coll.\nCity. of Science and Mathematics, Gordon Academy, 25 Union Ave., Salt Lake\n1900, Instructor\nMary\n\nC. May.\nDirector of Kindergarten, State Normal School, 635 E. 1st, South, St., Salt Lake City.\nVERMONT\nactive members\n\n1898 John L. Alger, A.B., '90, A.M., '95, Brown Univ.\n1900, Principal of State Normal School, Johnson.\n1899 David Young Comstock, A.B., '73, A.M., '76, Amherst Coll.\n1896, Principal of St. Johnsbury Academy, 1 Main St., St. Johnsbury.\nWalter E. Ranger, A.B., '79, A.M., '83, Bates Coll.\n1900, State Superintendent of Education, Montpelier.\nIsaac Thomas, A.B., '81, A.M., '84, Yale.\n1898, Principal of Edmunds High School, 407 College St., Burlington.\n1900 Amy M. Burt, Ph.B., '00, Univ. of Vt.\n1900, Assistant in High School, Brown Ave., St. Albans.\nWlLLARD\n\nA. FRASIER.\n\n1895, Superintendent of Schools, 138 Church St., Rutland.\n1901 Arthur C. Cole, A.B., '94, Olivet Coll., Mich.\n1898, Principal of Craftsbury Academy, North Craftsbury.\nFrank P. Davison.\nSuperintendent and Principal of Graded Schools, North Bennington.\nMarshall Ware Downing, A.B., '94, Oberlin Coll.\nPrincipal of High School, Bellows Falls.\nCharles H. Dunton, A.B., 'to, Univ. of Vt. ; D.D., '87, Syracuse Univ.\n1877, Principal of Troy Conference Academy, Poultney.\nPhilip R. Leavenworth, A.B., '92, Yale Univ.\n1897, Principal of State Normal School, Castleton.\nUniversity of Vermont, Library.\nLibrarian, Edith E. Clarke, Burlington.\nVIRGINIA\nactive members\n1889\n\nGeorge\nUniv. J. Ramsey, A.M., '80, Hampden\n\nSidney Coll., Va. ; LL.D., '98, Southwestern Presbyterian\n\n1900, Editor-in-Chief, B. F. Johnson Publishing Co., 905 Main St.. Richmond.\n1894 John H. Bader, A.B., '85, Washington and Lee Univ.\n1893, Superintendent of Public Schools, Staunton.\nWilliam F. Fox, A.M., '58, Richmond Coll.\n1889, Superintendent of Schools, City Hall, Richmond.\nEdward C. Glass.\n1893, Superintendent of Schools, 622 Madison St., Lynchburg.\n1896 Albert H. Tuttle, B.Sc, '68, State Coll. of Pa.\n1888, Professor of Biology, University of Virginia, 1 West Lawn, Charlottesville.\n1897 Celestia S. Parrish, Ph.B., '96, Cornell Univ.\n1893,\nProfessor of Philosophy in Randolph Macon Woman's College, Lynchburg.\nGeorge C. Shepard.\n1899, Principal of Fairfax Hall, 112 Market St., Winchester.\n1898 Maurice M. Lynch.\n1886, Superintendent of Schools, Frederick Co., 12 Rouss Ave., Winchester.\nJoseph W. Southall.\nState Superintendent of Public Instruction, Richmond.\n1899 Edward\n\nBell Fishburne, Jr., B.Sc, '93, S. C. Mil. Acad.; Ph.B., A.M., '98, 111. Wes. Univ.\n1899, President, Hoge Memorial Military Academy, Blackstone.\n\n"}
{"page": 1014, "printed_page": null, "text": "1002\n\nNATIONAL\n\nEDUCATIONAL\nVIRGINIA—\n\nASSOCIATION\n\n[West Virginia\n\nContinued\n\n1899 The Hampton\n\nNormal and Agricultural Institute.\nPresident, Rev. H. B. Frissell ; Librarian, Miss L. E. Herron, Hampton.\nNathaniel Cooper Starke, Grad., '89, Va. Military Inst.; Ph.B., Univ. of N. Car.\n1901, Principal of the The Virginia High School, Suffolk.\nState Female Normal School.\nPresident, Robert Frazer, Farmville.\n1900 Rev. H. B. Frissell, D.D., '00, Harvard.\n1893, Principal, Hampton Normal and Agricultural Institute, Box io, Hampton.\nW. H. Keister.\nPrincipal of High School, Harrisonburg.\nJ. A. McGilvray.\n1892, Editor of \" Virginia School Journal,\" Richmond.\nWASHINGTON\n1886\n1891\n\nlife members\nJ. H. Miller.\n1900, Principal, State Normal School, Cheney.\nJohn Hull, A.M., '76, 111. Wes. Univ.\nPresident of the Reveille Publishing Co., Whatcom\"\nactive members.\n\n1890 William Edward Wilson, A.M., '75, Monmouth Coll., 111.\n1898, Principal of Washington State Normal School, Ellensburg.\n1891 Frank J. Barnard.\n1901, Representative of American Book Co., Room 501, Pioneer Building, Seattle.\n1894 Frank B. Cooper.\n1901, Superintendent of City Schools, 7th and Marion Sts., Seattle.\n1895 John T. Forrest, Ph.B.. '83, Central Univ. of Iowa.\n1899, Department of Mathematics, State Normal School, 586 Gardner St., New Whatcom.\nD. E. Sanders, A.M., '97, Kan. Nor. Coll., Ft. Scott.\n1900, Psychology and Pedagogy, State Normal School, Cheney.\n1896 Reuben S. Bingham, A.B., A.M., Hamilton Coll.\n1896, Superintendent of City Schools, 616 Tacoma Ave., Tacoma.\nCharles Francis Reeves, B.Sc, '78, M.Sc, '81, Pa. St. Coll.\n1894, Professor of German, and, 1898, Dean of College of Liberal Arts, University of Washington, Seattle; res., Latona.\nJohn F. Saylor, B.Sc, '82, Iowa Agri. Coll.\n1899, Superintendent of City Schools, 527 S. Howard St., Spokane.\nAlbert Henry Yoder, A.B., '93, Ind. Univ.\n1900, Editor of \" Journal of Childhood and Adolescence,\" and, 1901, Professor of Pedagogy, University of Washington, Seattle.\n1897 Washington State Normal School at Ellensburg.\nPrincipal, W. E. Wilson, Ellensburg.\n1898 George Lancaster, Ph.B., Wes. Univ., 111.\n1899, Instructor in Mathematics in High School, Everett.\nUniversity of Washington.\nPresident, Frank P. Graves ; Librarian, H. C. Coffman, Seattle.\nO. C. Whitney, B.L.,'96, Puget Sound Univ.\n1895, Principal of Bryant School, 704 S. I St., Tacoma,\"\n1899 F. F. Avery.\n1890, Superintendent, Fort Spokane Indian Boarding School, Miles.\nJ. H. Morgan, A.M., '79, Furman Univ.\n1893, Vice-Principal of State Normal School, Ellensburg.\nErnest Riste.\n1901, Principa of Public and High Schools, Cheney,\nCharles S. Tilton, B.Pd., '01, Vashon Coll., Wash.\n1900, Principal of Ross School, Seattle.\nJessie B. Wilcox.\n1898, Principal of Training School, State Normal School, Ellensburg.\n1900 Whatcom State Normal School.\nPrincipal, E. T. Mathes, Whatcom.\n1901 W. E. Allen, B.L., '98, Earlham Coll., Richmond, Ind.\n1900, Teacher of Botany, High School, care of Y. M. C. A., Spokane.\nIda Agnes Baker, B.Sc, '78, A.M., '82. Central Univ., Pella, la.\n1899, Instructor in Latin and Mathematics, State Normal School, 2208 Utter St., Whatcom.\nJ. N. Bowman, A.B., '96, Heidelberg Univ., Tiffin, O. ; A.M., Ph.D., '00, Heidelberg, Germany.\n1901, Professor of History, State Normal School, Seahome Hotel, Whatcom.\nCharles M. Sherman, Ph.B., '94, A.M., Ph.D., '95.\n1901, Superintendent of Schools, Snohomish.\nWhitman College.\nPresident, Stephen B. L. Penrose, Walla Walla, Wash.\nC. N. Young.\n1891, Principal of Ward School, 8t2 N. L St., Tacoma.\nWEST\n\nVIRGINIA\n\nLIFE\n\nDIRECTOR\n\nLIFE\n\nMEMBER\n\n1877\n\nT. Marcellus\n\nMarshall.\nGlenville.\n\n1870\n\nWilliam H. Cole, A.B., A.M., Ohio Wes. Univ.\n1898, Superintendent of Public Schools, 933, 3d Ave., Huntington.\n\n"}
{"page": 1015, "printed_page": null, "text": "Wisconsin]\n\nLIFE,\n\nACTIVE,\n\nAND\nWEST\n\nCORRESPONDING\nVIRGINIA—\nACTIVE\n\nMEMBERS\n\n1003\n\nContinued\n\nMEMBERS\n\n1890 W. H. Anderson, A.M., '89, Bethany Coll.\n1885, Superintendent of Schools, 45, 14th St., Wheeling.\nBarnes, A.M., W. Va. Univ.\n1892, Principal of State Normal School, Fairmont.\nBvrd Prillerman, B.Sc, '89, Knoxville Coll. ; A.M., '94, Westminster Coll.\n1895, Professor of English Language, West Virginia Colored Institute, Institute.\n1894\nRobert A. Armstrong, A.B., '86, A.M., '89, W. Va. Univ.\n355 Main St., Clarksburg.\n1896 J. N. Deahl, A.B., '93, Harvard; A.M., '99, Columbia Univ.\n1901, Assistant Professor of Pedagogy, West Virginia University, Morgantown.\nLucy Robinson.\nSupervisor of Music, 112 S. Front St., Wheeling.\nDora B. Rogers.\nAssistant Principal of High School, 1323 Market St., Parkersburg.\n1897 J. R. Trotter, A.B., '90, A.M., '96, Harvard.\nState Superintendent of Free Schools, Charleston.\n1898 Charles H. Cole, A.B., '82, A.M., '97, Univ. of Mich.\n1897, Superintendent of Schools, 119 N. Raleigh St., Martinsburg.\n1899 West Virginia University.\nPresident, D. B. Purington; Librarian, Eliza J. Skinner, Morgantown.\n1900 W. C. Miller, B.L., '93, Univ. of Nashville.\nTeacher of Science, State Normal School, Fairmont.\nState Normal School, West Liberty.\nPrincipal, James M. Skinner. West Liberty.\nH. B. Work, A.B., '93, A.M., '96, Wooster Univ., O.\n1897, Principal of High School, 70 S. Penn St., Wheeling.\n1901 W. M. Blair, Pd.B., Salem Coll., W. Va.\nPrincipal of the Normal Department, Salem College, Salem.\nM. E. Hess, A.M., '96, Waynesburg Coll., Pa.\n1899, Superintendent of Schools, 317 Wells St., Sistersville.\nT. Francis Kemper.\nDepartment of Mathematics, Salem College, Salem.\nPublic Library, Wheeling,\nSuperintendent, W. H. Anderson, Market St., Wheeling.\nState Normal School at Fairmont.\nPrincipal, Marcus M. Ross; Librarian, W. C. Miller, Fairmont.\n1891 J. Walter\n\nWISCONSIN\nlife members\n1884\n\nAlumni\n\nAssociation, State Normal School at Milwaukee.\nPresident, Herbert E. Bolton, Normal School, Milwaukee.\nSociety of State Normal School at Platteville.\nLibrarian, Miss B. A. Gardner, Platteville.\n\nAthenaeum\n\nJohn Arthur Aylward,\nB.A.,Madison.\n'84; B.L., '90, Univ. of Wis.\nVilas Block,\nBeloit City School Board.\nPresident and Superintendent, F. E. Converse ; Clerk, A. N. Bort, Beloit.\nBoard of Education of the City of Janesville.\nPresident, W. S. Jeffries; Clerk, S. C. Burnham, Janesville.\nBoard of Education, La Crosse.\nPresident, Paul W. Mahoney ; Superintendent, John P. Bird, 904 Cass St., La Crosse.\nBoard of Education, Oshkosh.\nPresident, Dr. Harvey B. Dale ; Clerk, Dan Witzel, Oshkosh.\nBoard of Regents, State Normal Schools.\nPresident, Frank A. Ross, West Superior; Secretary, S. S. Rockwood, Madison.\nBoard of School Directors, Milwaukee.\nPresident, H. H. Schwarting, 290, 10th St.; Secretary, Henry E. Legler, 430 Bradford St., Milwaukee.\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.\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.\nAndrew J. Hutton.\n1879, Institute Conductor, State Normal School, 1105 Main St., Whitewater.\nCharles H. Nye.\n1893, Superintendent of Schools of Grant County, 212 N. Adams St., Lancaster.\nW. D. Parker, A.M., Univ. of Wis.\n1899, State Inspector of Free High Schools, 133 E. Gorham St., Madison.\n\n"}
{"page": 1016, "printed_page": null, "text": "1004\n1884\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Wisconsin\n\nJohn Barber Parkinson, A.B., '60, A.M., '63, Univ. of Wis.\n1885, Vice-President, and, 1893, Professor of Constitutional and International Law, University of Wisconsin, 803 State St.. Madison.\nPhiladelphian Society of State Normal School at Plattevillk.\nPresident, John L. Tormey ; Secretary, Byron C. Hooser, Platteville.\nPublic School Teachers of Janesville.\nSuperintendent, H. C. Buell; Secretary, Lizzie A. Paterson, Janesville.\nSamuel Shaw, A.M., '75, Univ. of Wis.\nLawyer, Crandon, Forest Co.\nRobert Closson Spencer.\n1863, Founder and President of Spencerian Business College, Wisconsin St. and Broadway, Milwaukee.\nJoshua Stark, A.B., '48, Union Coll., Schenectady, N. Y.\n«\n176 Martin St., Milwaukee.\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.\nUniv. of Wis., 512 Wisconsin Ave., Madison.\nIsaac Newton Stewart, B.Sc.,'62, Univ. of Wis.\nEditor of Milwaukee \"Journal,\" 609 Grand Ave., Milwaukee.\nTeachers' Association of Wisconsin.\nPresident, G. G. Williams, West Superior ; Secretary, W. H. Cheever, Milwaukee.\nCharles Frederick Viebahn.\n1881, Superintendent of City Schools and Principal of High School, 703 Western Ave.,\nWatertown.\nWilliam\nClarke Whitford, A.B.,'53, A.M., '58, Union Coll., N. Y. ; D.D., '85, Blackburn Univ.,\nIllinois.\n1858, President of Milton College, Milton, Rock Co.\nactive members\n\n1887\n1890\n1891\n1892\n\n1893\n1894\n\n1895\n\nAlbert\n\nSalisbury, Ph.D., Milton Coll., Wis.\n1885, President of State Normal School, Whitewater.\nJudson 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, Superior.\nI. C. McNeill.\n1896, President of Superior State Normal School, Superior.\nM. V. O'Shea, B.L., '92, Cornell.\n1895, Professor of the Science and Art of Education, University of Wisconsin, 140 Langdon St., Madison.\nAlbert Willis Tressler, A.B., '91, Univ. of Mich.\n1900, Assistant Professor of Pedagogy and Inspector of High Schools, University of Wisconsin, 27Mendota Court, Madison.\nWilliam George Bruce.\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.\nTheron B. Pray. A.M., '72, Univ. of Chicago.\n1894, President of State Normal School, 402 Pine St., Stevens Point.\nG. L. Bowman.\n1896, Teacher of Mathematics and Reading, State Normal School, 1713 Hughitt Ave.,\nSuperior.\nWarren J. Brier.\n1898, President of State Normal School, River Falls.\nC. E. Brown.\n1034 Spaight St., Madison.\nSilas Y. Gillan, A.M., '87, 111. Wes. Univ.\n1892, Editor\nof \"Western Teacher\" and \" Gillan's Monthly,\" 141 Wisconsin St., Milwaukee.\n\nRufus Henry Halsey, A.B., '77. Williams Coll.\n1898, President of State Normal School, 107 Mt. Vernon St., Oshkosh.\nEllen C. Sabin, A.M., '9s, Univ. of Wis.\n1891, President of Milwaukee -Downer College, Milwaukee.\n.\nH. O. R. Siefert.\n1896, Superintendent of Schools, City Hall, Milwaukee.\nHenry A. Simonds, A.B., '83, A.M., '86, Amherst Coll.\n1899, Superintendent of Schools, 63 Union St., Oshkosh.\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.\nE. V. Wernick.\n1895, President of Board of Education, Hillsboro.\nCharles F. A. Zimmerman. Ph.B., '96, III. Wes. Univ. ; A.M., '96, Charles City Coll.\n1888, Principal of 17th District School, 622 Otjen St., Milwaukee.\n1896 Walter Allen.\n1899, First Assistant Superintendent of City Schools, 344 Washington St., Milwaukee.\nWilliam H. Beach, A.M., Hamilton Coll.\n1891, Professor of History and Civics, East Side High School, 229 Pleasant St., Milwaukee,\nWilliam Owen Brown.\n1894. Principal of East Side High School, 719 Webster Ave., Green Bay.\nArthur Burch.\n1901, Principal, East Division High School, 116, 32d St., Milwaukee,\n\n"}
{"page": 1017, "printed_page": null, "text": "Wisconsin]\n896\n\n1897\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n1 005\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.\nMary Hill.\n1869, Assistant Teacher, 170 Mason St., Milwaukee.\nHarriet Bell 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.\nGeorge C. Shutts, Ph.B.\nTeacher of Mathematics, State Normal School, 306 Main St., Whitewater.\nMrs. Helen E. Bateman.\n789 Astor St., Milwaukee.\nJulia Campbell.\n1880, Assistant Teacher in Public Schools, 7th Grade, 97, 18th St., Milwaukee.\nC. P. Cary, B.Sc, Univ. of Chicago.\n1901, Superintendent of Wisconsin School for the Deaf, Delavan.\nF. E. Converse, B.L., '88, Univ. of Mich.\n1897, Superintendent of Schools, 412 Prospect Ave., Beloit.\nGeorge Eber Dafoe.\n1892, Principal of High School, Plainfield.\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.\nAlbert Guttman.\n1886, Principal of Schools, Manitowoc.\nEllen C. Lloyd Jones.\n1887, Associate Principal and Proprietor of Hillside Home School, Hillside.\nJane Lloyd Jones.\n1887, Associate Principal and Proprietor of Hillside Home School, Hillside.\nFrederick G. Kraege, B.L., '89, M.L., '95, Univ. of Wis.\n1897, Principal of High School, and Superintendent of Public Schools, Mazomanie.\nEmma J. Luebke.\n,\n1895, Principal of 10th Dist. Primary School No. 1, 872, 10th St., N. W. Sta., Milwaukee.\nMary L. Lugg.\n1885, Teacher, 17th District School, 464 Russell Ave., Milwaukee.\nC. O. Marsh.\n1893, Principal of High School, 103 Clermont St., Antigo.\nCharles McKenny, B.Sc, '81, Mich. Agri. 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.\nFrancis M. Merica, B.Sc, '96, Wm. Taylor Univ.; Ph.B., '97, Univ. of Chicago.\n1901, Principal of High School and Superintendent of the Grades, Wauwatosa.\nJames A. Merrill, B.Sc, '93, Harvard.\n1900, Teacher of Science, State Normal School, West Superior.\nJohn A. Moldstad,De A.B.,\nForest.'94, Luther Coll., Decorah, la., and '00, Univ. of Wis.\nJohn G. Nageler.\n1896, Principal of Primary School, 2517 Elm St., Milwaukee.\nOliver Needham,\nGrad., '96,\nAdv. Course,\nSt. Nor.\nFalls.\n1901, Principal\nof Graded\nSchool,'00,\nRural\nRoute Sch'.,\n3, LaRiver\nCrosse.\nRichard J. O'Hanlon.\n1892, Principal of 21st District School, 692 Farwell Ave., Milwaukee.\n\n1898\n\nJ. P. Peterson. \"\n1894, School Director, Polk County, West Denmark.\nLorenzo D. Roberts.\n1888, County Superintendent of Schools, Main St., Shawano.\nJohn F. Sims.\n1896, Department of Geography, U. S. History, and Economics in State Normal School,\nRiver Falls.\nHarriet E. Smith, Grad., Oshkosh Nor. Sch.\n1892, Principal of 16th District Primary School, 2409 Cedar St., Milwaukee.\nState Normal School, Oshkosh.\nPresident, Rufus H. Halsey; Librarian, Ella G. Parmele, Oshkosh.\nPhebe Swan.\n1897, Librarian of State Normal School, Whitewater.\nJ. M. Turner.\nExcursion Agent, Wisconsin Outing Club, 400 S. Water St., Burlington.\nE. W. Walker.\nInstitute Conductor, State Normal School, 1910 John Ave., Superior.\nEdith M. Watson.\n1896, Kindergartner, Superior; address for igor, 12 Rutland Sq., Boston, Mass.\nA. W. Weber, Ph.B , '01, Univ. of Wis.\n931 W. Johnson St., Madison.\nH. A. Whipple.\n1899, Superintendent of Schools, 216, 8th St., Baraboo.\nWilliam Hill Williams, A.B., '84, A.M., '87, Williams Coll.\n1897, Teacher, Mathematics in State Normal School, Platteville.\nThomas Higdon Gentle.\n1900, Director of Training School, State Normal School, Platteville.\nMilwaukee Public Library.\nLibrarian, George W. Peckham, Milwaukee.\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\n"}
{"page": 1018, "printed_page": null, "text": "1006\n\nNATIONAL\n\nEDUCATIONAL\nWISCONSIN—\n\nASSOCIATION\n\n[Hawaii\n\nContinued\n\n1898 Guy 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.\n1899 Mrs. Annie B. Dean.\nStudent of Education, 719 State St., Madison.\nWilliam E. Goddard, A.B., '90, Univ. of Mich.\n1894, Agent for Ginn & Co., 209 S. Carroll St., Madison.\nJohn A. Hagemann, Ph.B., '99, Univ. of Wis.\n1899. Superintendent of Schools and Principal of High School, Fort Atkinson.\nGeorge P. Hambrecht.\n1898, Superintendent of City Schools, 407 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.\nLawrence University.\nPresident, Samuel Plantz; Librarian, Zelia Smith, Appleton.\nF. F. Showers, B.L., Univ. of Wis.\n1899, Superintendent of City Schools, Antigo.\nJames W. Simmons.\nSuperintendent of Schools, 640 Clark St., Stevens Point.\nV. A. Suydam, B.Sc, '96, Univ. of Wis.\n'\n1900, Principal of High School, Ripon.\n1900 A. H. Fletcher.\n1901, Teacher of English and Physical Geography, State Normal School, River Falls.\nRichard Cecil Hughes, A.B., '84, A.M., '87, D.D., '00, Wooster Univ.\n1901, President of Ripon College, Ripon.\nAlice H. Shultes.\n1886, Supervisor of Practice, State Normal School, River Falls.\nSuperior State Normal School Library.\nPresident, I. C. McNeill, Superior.\n1901 Phojbe Cunningham.\nTeacher in Public Schools, 301 Court St., Janesville.\nAlletta F. Dean.\nStudent, University of Wisconsin, 501 N. Henry St., Madison.\nJohn N. Foster.\n1899, Superintendent of Schools, Lake Geneva.\nMargaret E. Joyce.\n1901, Teacher in Public Schools, 2d Grade, 158 Lincoln St., Janesville.\nMinnie F. Joyce.\nTeacher in Public Schools, 158 Lincoln St., Janesville.\nSamuel Adams Lynch, L.B., Pd.B., '92, Univ. of Mo. ; A.M., 'oo, Univ. of Chicago.\nTeacher of English, Superior State Normal School, 1512 Belknap St., Superior.\nLeroy A. McGee.\n1899, Teacher, Indian Service, Green Bay Indian Agency, Gresham.\nA. Muellenschlader.\n1901, Teacher in 4th Grade, Public Schools, 210 Lincoln St., Janesville.\nReuben Perry.\n1895, Superintendent of Indian School, Lac du Flambeau.\nKate S. Richarson.\nTeacher in 1st Grade, Public Schools, 259 S. Academy St., Janesville.\nWalter J. Wicks, A.B., B.D.\n1899, Superintendent of Menominee Boarding School, Keshena.\nWYOMING\n„\n_\n_\nactive members\n1894 Estelle Reel.\n1898, General Superintendent of Indian Schools; address, Department of the Interior,\nWashington, D. C.\n1895 Henry Merz, B.Sc, A.M.. Blackburn Univ.\n1888, Professor of German and Social Science, University of Wyoming, 407, 9th St., Laramie.\n1897 J. O. Churchill.\nSuperintendent of Schools, 2304 Ferguson St., Cheyenne.\nThe University of Wyoming.\nPresident, Elmer E. Smiley ; Librarian, Grace Raymond Hebard, Laramie.\n1899 T. T. Tynan.\n1899, State Superintendent of Public Instruction, 1308 Ferguson St., Cheyenne.\n1900 Elmer E. Smiley, A.B., '85, Syracuse Univ.; B.D., '90, A.M., '01, Yale; D.D., '99, Syracuse Univ.\n1898, President of the University of Wyoming, Laramie.\n1901 Mary C. Ramsey, B.Sc, Simpson Coll., Indianola, la.\n1901, Field Matron, Shoshone Agency.\nALASKA\n1\n\n5\n\n_\n_,\nactive member\nCassia Patton.\n1894, Teacher of School No. 2, Sitka.\nHAWAII\nactive members\n\n1895\n\nAllie M. Felker. Grad., '84, St. Nor. Sch., San Jose.\n1899, Assistant in Princess Kaiulani School, Box 100, Honolulu.\nS. Lillian Byington.\n\n1899, Teacher of Music, Kamehameha Girls' School, Honolulu.\n1899 Charles Bartlett Dyke, A.B., '98. Stanford Univ. ; A.M., '99, Columbia Univ.\nPrincipal of Kamehameha Schools, Honolulu.\n1900 Mrs. Nina L. D. Frasher.\n1900, Principal of the Princess Kaiulani School, Nuuanu Valley, Honolulu.\n\n"}
{"page": 1019, "printed_page": null, "text": "Hungary]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\nPORTO\nACTIVE\n\nMEMBERS\n\n1007\n\nRICO\n\nMEMBERS\n\n1890\n\nCharles B. Scott, A.M., '87, Rutgers Coll.\n1899, in charge of Schools of American Missionary Association, Santurce, San Juan.\n1893 M. G. Brumbaugh, A.M., '93 Ph.D., '94, Univ. of Pa.\n1900, Commissioner of Education for Porto Rico, San Juan.\nObediah M. Wood.\nAquadilla.\n1901\nS. B. Heckman, Ph.B., '93, Earlham Coll. ; A.B., '94, Harvard Univ.\n1900, Assistant Commissioner of Education, San Juan.\nEnrique C. Hernandez, A.M., '89, Univ. of Madrid.\n1900, Secretary to Commissioner of Education, San Juan.\nPHILIPPINE\n\nISLANDS\n\nactive members\n189a\n\nAllen Allensworth, A.M.\n1899, Enlisted Men's Military School, Manila.\n1894 Fred Washington Atkinson, A.B., 'oo, Harvard; Ph.D., '93, Leipzig.\n1900, General Superintendent of Education in Philippine Islands, Manila.\nMason S. Stone, A.B., '83, Univ. of Vt.\n1901, Division Superintendent of Schools. Bacalad, Negros.\n1899 Henry S. Townsend, A.B., 80, A.M., '83, Univ. of Des Moines.\n1901, Division Superintendent of Public Instruction, Manila.\n1900 E. A. Coddington, B.Sc, '98, Olivet Coll.\nTeacher, Capies, Panny.\nC. H. Maxson, B.Sc, '91, B.D., '99, State Univ. of Iowa.\n1001, Teacher in Government Schools, care of Educational Department, Manila.\nAUSTRALIA\nactive member\n1901 Elias John Forbes.\n1892, Manager, Australian Branch, G. C. Merriam & Co., 8 Spring St., Sydney, New\nSouth Wales.\nCANADA\nACTIVE\n\nMEMBERS\n\n1890 James L. Hughes.\nInspector of Schools, 58 Henry St., Toronto.\n1891 Samuel Bower Sinclair, A.M., '93, Univ. of Toronto.\n1893, Vice-Principal of Normal School, Ottawa.\n1895 Mrs. Ada M. Hughes.\nSuperintendent of Kindergartens, Public Schools, 58 Henry St., Toronto.\n1901 Frederick D. Meader.\nStudent, University of Toronto; res., Orillia.\nLaura J. Soper,\nSupervisor of Music, Box 565, Windsor.\nCHILE\nactive member\n1901\n\nLibrary of Congress of Chili.\nLibrarian, Adolph Labatut, Santiago.\nENGLAND\nactive members\n\n1899\n1901\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, 16 Warkworth St., Cambridge, England.\nFred J. Matheson.\nCare\nof Ginn & Co., 9 St. Martin's St., Leicester Sq., London, W. C.\nAlice Ravenhill.\nInspector of Hygiene, W. R. C. C, Yorkshire; res., 3 Cleveland Gardens, Ealing.\nGERMANY\nACTIVE\n\n1897\n\nmember\n\nFrederic\nSanders, A.B., '83, Coll. of City of N. Y. ; A.M., '92, Harvard Univ.; Ph.D., '95,\nUniv. ofW.\nChicago.\nCare of Messrs. Knauth, Nachod & Kuhne, Leipzig.\nHUNGARY\nACTIVE\n\n1893\n\nMEMBER\n\nBexa Kr£csy, State High School Teacher's Diploma, '81.\nState High School, 6th District at Budapest, VI Lovag Utca 18, Budapest.\n\n"}
{"page": 1020, "printed_page": null, "text": "1008\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Wales\n\nJAPAN\nactive\nmember\n1900 Imperial Library of Japan.\nLibrarian, I. Tanaka, Uyeno Park, Tokyo.\nTURKEY\nACTIVE\n\nMEMBER\n\n1898\n\nWilliam Smith Murray, B.Sc, '88, M.Sc, '93, Syracuse Univ.\n1901, Professor in Robert College and Principal in Preparatory Department, Constantinople.\n1901 Lucius O. Lee, D.D.,'97, Tabor Coll., la.\n1881, Professor of Systematic Theology, etc., Theological Seminary, Marash.\nWALES\nactive member\n\n1900\n\nCardiff\n\nFree Public Libraries.\nLibrarian, John Ballinger, Central Library, Cardiff.}\n\n"}
{"page": 1021, "printed_page": null, "text": "INDEX\n\nTO LIST OF\n\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 *.~]\nAasved, Mina H., S. D., 'oi\nAbbott, F. B., Kan., '09\nAbbott, L. R., 111., '00\nAbbott, Osmer, Cal., '99\nAbercrombie, J. W., Ala., *oo\nAckerman, J. H., Ore., '95\nAdair, Mary, Pa., '01\nAdams, Cecilia, Colo., '98\nAdams, F. Y., Ariz., '99\nAdams, H. L., Iowa, '00\nAddicott, J. E„ Cal., '99\nAdee.J. N., 111., '95\nAgard, I. M., Conn., '99\nAgricultural Coll., Kan., '97\nAhem, M. E., 111., '96\nAiken, Walter H., Ohio, '01\nAinsworth, D. E., N. Y., '99\nAiton, Geo. B., Minn., '94\nAla. Polytech. Inst.. Ala., '97\nAlbert, C. J., 111., '96\nAlbrecht, F. J., III., '91\nAlbright, C. E., Ohio, '95\nAlbro, S. H., N. Y., '95\nAJden, Amelia D., N. Y., '96\nAlderman, E. A., La., '94\nAldrich, Chas. S., 111., '00\nAldridge, Vincent, N. Y., '91 ■\nAlexander, Charles T., Tex., '97\nAlger, John L., Vt.. '98\nAlker, John B., Pa., '01\nAlkire, Milem J., 111., '01\nAllen, E. A., Ind. Terr., '01\nAllen, Edward E., Pa., '99\nAllen, Mrs. Ella N., N. Y., '92\nAllen, Ira IV., 111., '70\nAllen, L. H., 111., '97\nAllen, L. R., Mass., '99\nAllen, Walter, Wis., '96\nAllen, W. E., Wash., \\>i\nAllensworth, Allen, P. I., '92\nAlley, F. S., Ky., '96\nAllgood, Robt. V., Ala., '98\nAllfn. R. H., 111., '97\nAllison, J. J., 111., '93\nAltoona Mech. Lib'y, Pa., '99\nA I. Asso., Milwaukee, Wis., '84\nAmbrose, H.T..N.Y., '95\nAmes, Chas. H., Mass., '96\nAmherst Coll. Lib'y, Mass., '97\nAmidon, L. E., Mich., '96\nAnderson, John /., N. Y., '71\nAnderson, J. N., Tenn., '00\nAnderson, L. F., Mich., '00\nAnderson, Louis, Minn., '01\nAnderson, W. D., N. J., '00\nAnderson, W. H., W. Va., '90\nAnderson, W. J., Ariz., '99\nAndrews, E. Benj., Neb., 99\nAndrews, Wm. E„ 111., '00\nArbury, F. W., Mich., '95\nArcher, Henry P.. S. C, '99\nArchibald, J. P., Pa., '99\nArey, Oliver C, N. Y., '70\nArmington, J. W., Mass., 01\nArmitage, B. F., III., '96\nArmour Inst, of Tech., 111., '00\nArms, S. Dwight, N. Y., '00\n\nArmstrong, Geo. P., Mass., '96\nArmstrong, G. W., Mo., '98\nArmstrong, James E., 111., '00\nArmstrong, Robert, Colo., '00\nArmstrong, Robt. A., W. Va., '94\nArnold, E. H.,Conn., '96\nArnold, Sarah L., Mass., '95\nArrowsmith, S. V., N. J., '98\nAsbury, J. W., III. ,'99\nAscher, Margarethe M., Mich., '01\nAshmore, Otis, Ga., W\nAssenheimer, F. E., Ohio, 'oil\nAthenceum Soc, Wis., '84\nAtkinson. Fred W., P. I., '94\nAtlanta Univ., Ga., '95\nAugsburg, D. R., Cal., '95\nAurianne, A., La., '99\nAustin, E. T.. Mich., '01\nAustin, Isabella, Minn., '01\nAvery, A. H., Iowa, '96\nAvery, F. F., Wash., '99\nAvery, Lewis B., Cal., '95\nAvery, Rachel F„ Pa., '79\nAyers, Howard, Ohio, '99\nAylward, John A., Wis., '84\nAyres, Edw., Ind., '92\nBabcock, C. A., Pa., '93\nBacon, Carl E., 111., '97\nBacon, Paul V., 111., '07\nBader, John H., Va., 94\nBaer, Clara G., La., '97\nBagley, Wm. C, Mo., '01\nBagnall, F. A., Mass., '01\nBahr, Lulu C, Cal., '99\nBailey, Emma V., 111., '97\nBailey, M. A., N. Y., '95\nBailey, T.\nP., Jr.,\nBailey,\nWalter\nJ., 111.,\nCal.,'99\\$\nBakeless, O. H., Pa., '00\nBaker, Anna M., Ind., '99\nBaker, Benj., R. I., '92\nBaker, Ida A., Wash., '01\nBaker, Jas. H., Colo., '84\nBaker, O. M., Mass., '92\nBaker, Thos. O., N. Y., '92\nBaker, W.H., Cal., '99\nBaker, W. H„ Ga., V>\nBalcom, A. G., N. J., '98\nBaldwin,\nH. L.,\nJ., Cal.,\nBaldwin, R.\nMass.,'9001\nBaldwin, Wm. A., Mass., '99\nBalentine, Wm. L., Pa., '01\nBall, Frank H., Cal., '97\nBall, Kath. M., Cal„ '99\nBall, Miss Lew A., Cal., '99\nBallard, C. A., Minn., '96\nBalliet, Thos. M., Mass., '95\nBallin, Hans, Conn., '01\nBallou, C. G., Ohio, '95\nBallon, Madge D., Mass., '01\nBancroft, Jessie H„ N. Y., '97\nBancroft, Margaret, N. T., '97\nBangs, J. Edward, III., 99\nBanker, Lizzie L., Neb., '90\nBarbour, F. A.,1009\nMich., 'oi\nBarbour, O. F., 111., '89\nBardeen, C. W., N.Y., '90\n\nBardwell, C. M., 111., '92\nBardwell, D. L.,N. Y., '99\nBargen, I. I., Minn., '97\nBarnard, Frank J., Wash., '91\nBarnard, Jas.'U., Mo., '93\nBarnes, Earl, N. Y., '91\nBarnes, Frank C, N. Y., '01\nBarnes,\nMrs.\nF. S., W.N. Va.,\nY., '96\nBarnes, J.\nWalter,\nfy\nBarnes, O. P., Kan., '95\nBarnes, Sarah D., R. I.. '99\nBarnett, W. W., Tex., '01\nBarnum, Anna., N. D., '97\nBarr, Jas. A., Cal., '98\nBarr, Robert J.. 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\nBarringer, Wm. N., N. J., '94\nBarrows, Franklin W., N. Y., '01\nBarten, Wm. H., S. D., '01\nBarstow, C. L., N. Y., '97\nBartholf, Wm. J.,I11.,'97\nBartholomew, Susie M.,Ky., '94\nBartholomew, IV. H., Ky., '77\nBartlett, Wm. A., Minn., '97\nBarton, R. L., Mo., '97\nBascotn, John, Mass., '84\nBashford, Jas. W., Ohio, '94\nBass, E. E., Miss., '95\nBass, Geo. F., Ind., '96\nBass, Willard S., 111., '01\nBateman, Mrs. H. E., Wis., '97\nBates, Wm. C, Mass., '96\nBauer, N. L. A., La., '01\nBauman, E. G., Ind., '98\nBaxter, Chas. J., N. J., '96\nBaxter, J. K, Ohio, 01\nBayley, W. D.,Pa., '00\nBayliss, Alfred, III. ,'96\nBaylor, Adelaide S., Ind., '97\nBeach, Wm. H., Wis., '96\nBeadle.\nWm. W.H. M.,\nH„ Iowa,\nS. D.. 89\n'90\nBeardshear,\nBeardsley, 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., Ind. Terr., '84\nBeechy, A. D., Ohio, '00\nBeggs, Robt. H., Colo., '84\nBeggs, S. S., Mich., '96\nBeistle, Ella, Ohio, '97\nBelknap, Emmet, N. Y., '92\nBell, Alex. Graham, D. C, '84\nBell, Hill M., Iowa, '01\nBell, Thomas H., Ohio, 'or\nBell, Wm.A., Ohio, '76\nBellis, Wm., Mich.. '01\nBelman, W. C.,Ind^,'9s\nBeloit Sch. Board, Wis., '84\nBender, Ida C, N. Y., '95\nBenedict, J. C, N. Y., '01\nBenedict, W. H., N. Y., '92\n\n"}
{"page": 1022, "printed_page": null, "text": "NATIONAL\n♦Benham, N. L., N. Y., '95\nBenner, Henry, Mich., '01\nBennett, Chas. A., 111., '96\nBennett, C. IV., Ohio, '84\nBennett, Mrs. LydiaA., N. J., '96\nBennett, Myron E., Me., '01\nBenson, B. K.,Ga.,'oo\nBenson, Christine, Cal., '97\nBenton, Geo. W., Ind., '94\nBergey, D. H., Pa., '98\nBerkaw, Geo. R., Mich., '01\nBerlin, A. H., Del., '96\nBernstein, Nathan, Neb., '00\nBerringer, E. J., Ariz., '99\nBerry, B. D., 111., '95\nBerry, W. T., Ky., '98\nBessey, Chas. E., Neb., '95\nBetts. Alice L., Ohio, '01\nBevans, Homer, 111., '97\nBicknell, Thos. W., R. I., '82\nBierly, H. Elmer, Fla., '99\nBigelow, Anson H., Iowa, '01\nBillingsly, J. J., Iowa, '95\nBingham, Cornelia D., 111., 'oo\nBingham, Reuben S., Wash., '96\nBingham, Robt., N. C. '84\nBirchard, C. C, Mass., '95\nBishop, Eliza A., Pa., '92\nBishop, J. Remsen, Ohio, '94\nBishop, Nathan L., Conn., '95\nBissell, Annie M., N. Y., '95\nBixler, W. S., 111., '00\nBlack, C. C, Ark., '01\nBlack, Jas. C, Idaho, '88\nBlack, S. T., Cal., '95\nBlack, Wm. H., Mo., '95\nBlackshear, E. L.,Tex., '00\nBlair, Francis G., 111., '99\nBlair, John J., N. C, '95\nBlair, W. M., W. Va., '01\nBlake, Mrs. E. M., Ark.. '98\nBlaker, Mrs. E. A., Ind., '96\nBlakesley, O. J., Colo., '96\nBlakiston, Mary, Ohio, '95\nBlewett, Ben, Mo., '97\nBliss. Fred. L., Mich., '95\nBliss, J. J., Ohio. '96\nBlock, Louis J., 111., '99\nBlock, W. H., Ohio, '01\nBlodgett, A. B., N. Y., '90\nBloom, La Fayette, Ohio, '00\nB. of Ed., Abilene, Kan., '86\nB. of Ed., Beloit, Wis., '84\nB. of Ed., Dodge City, Kan., '86\nB, of Ed., Janesville, Wis., '84\nB. of Ed., La Crosse, Wis., '84\nB. of Ed., Milwaukee, Wis., '84\nB. of Ed., Nashville, Tenn., '89\nB.ofEd., Northfield, Minn., '90\nB. of Ed., Oshkosh, Wis., '84\nB. of Ed., Ottawa, Kan., '86\nB. of Ed., Sedgwick, Kan., '86\nB. of Regents, St. Nor.\nSch.,\nWis., '84\nBodenhamer, D. S., Tex., '95\nBodler, Anna. N. J., '98\nBodwell, Edwin J., Neb., '95\nBoice, H. B., N. J., '96\nBolenbaugh, G. B., Ohio, '96\nBolton, Frederick £., Iowa, '00\nBoltwood, H. L., 111., '99\nBond, G. G., Ga., '94\nBond, J. D., Minn., '96\n. Bonebrake, Lewis D., Ohio, '90\nBookmyer, T. W., Ohio, '01\nBoone, Richard G., Ohio, '84\nBooth, F. W., Pa., '00\nBoston College, Mass., '97\nBostwick, O. P., Iowa, '90\nBotkin, Mrs. Sidney C, Ariz., '99\nBoutelle, C. M., Minn., '96\nBouton, Eugene, Mass., '95\nBowers, H. W., Ind., '96\nBowles, J. J., Mo., 'oo\nBowman, G. L., Wis., '95\nBowman, J. N., Wash., '01\nBoyd, David R., Okla., '92\nBoyd, Mrs, Gaston, Kan., '97\n\nEDUCATIONAL\n\nASSOCIATION\n\nBoyd, G. F., Miss., 'or\nBoyd, W. W., Ohio, '94\nBoyden, Albert G., Mass., '90\nBoyden, Arthur C, Mass., '97\nBoyden, Wallace G, Mass., '96\nBoyle, Chas. A., Kan., '97\nBoynton, F. D., N. Y.,'oi\nBracelin, Gertrude, Mich., '01\nBradley, Chas. A., Colo., '93\nBradley, John E., Mass., '90\nBradley, Milton, Mass., '92\nBradner, Elbert, Ind., '01\nBradner, J. W., Ky., '01\nBrandegee, J. E., N. Y., '96\nBrandt, F. B., Pa., '97\nBricker, Jas. I., Mich., '01\nBrier, Warren J., Wis., '95\nBriggs, R. D., Mich., '01\nBrigham Young Coll., Utah, '98\nBright, O. T., 111., '93\nBristol, E. N., N. Y., '96\nBrittain, M. L., Ga., '00\nBrock, H. Z., Mich., '97\nBrockett, Zue H., D. C., '98\nBroderick, Kate G., N. Y., '96\nBrooks, C. J., Ohio, '01\nBrooks, Edw., Pa., '76\nBrooks, Sarah C, Minn., '94\nBrooks, Stratton D., 111., '01\nBrown, C. E., Wis., '95\nBrown, C. A., Ala., '98\nBrown, Claude, 111., '00\nBrown, Cora S., Ind., '01\nBrown, Edwin N., Mich., '01\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\nBrown, Geo. P., 111., '80\nBrown, Geo. W., Mass., '96\nBrown, H. B., Ind., '95\nBrown, Henry E., 111., '01\nBrown, Hugh, Mich., '98\nBrown, J. B., S. D., '01\nBrown, J. L., Utah, '99\nBrown, John A., N. H., '99\nBrown, John F., Iowa, '96\nBrown, J. Stanley, III., '97\nBrown, Kate L., Neb., '97\nBrown, Marion, La., '89\nBrown, R. A.. Ohio, '01\nBrown Univ. Library, R. I., 'oi\nBrown, Wm. O., Wis., '96\nBrown, Z. H., Tenn., '00\nBrownell, H. G., Ky., '01\nBruce, Wm. G., Wis., '93\nBrumbaugh, G. W., Ohio, '96\nBrumbaugh, M. G., P. R., '93\nBruot, Marie L., Ohio, '96\nBryan, Wm. J. S., Mo., '99\nBryan, Wm. L., Ind., '93\nBryant, Miss C. L„ Mo., '99\nBryant, Forrest B., Ohio, '01\nBryn Mawr Coll., Pa., '99\nBryson Library, Teachers Coll.,\nN. Y., '98\nBuchanan, Elizabeth, Mo., '00\nBuchanan, Geo. V., Mo., '94\nBuchanan, John T., N. Y., '90\nBuchanan, L. A., Cal., '99\nBuchholz, L. W.. Fla., '98\nBuckland, B. J., Minn., '01\nBudd. Mrs. Nellie M., Minn., '01\nBuechele. J. L., Iowa, '97\nBuehrle, R. K., Pa., '92\nBuffalo Pub. Library, N. Y., '99\nBuford, Mrs. E. G., Tenn., 'oo\nBugbee, Percy I., N. Y., '01\nBulkley, Julia E., 111., '95\nBunnell, C, Ind., '99\nBurch, Arthur, Wis., '96\nBurdick, A. Hall, N. Y., '92\nBurgess, I. B., 111., '99\nBurk, Fred L., Cal., '92\nBurke, Mrs. B. Ellen, N. Y., '94\nBurke, J. E., Mass., '95\nBurks, J. D„ N. Y„ '99\n\nBurnham, Ernest, Mich., '01\nBurnham, Smith, Pa., '01\nBurnham, W. R., Conn., '99\nBurns, G. W., Ohio, '00\nBurns, J. J., Ohio. '80\nBurns, Ralph H., Minn., '96\nBurris, Wm. P., N. Y., '95\nBurroughs, Geo. S., Ohio, '95\nBurt, Amy M., Vt., '00\nBurton, R. W., 111., '96\nBusby, Isaac V„ Ind., '96\nBushnell, H. T., Iowa, '97\nButler College, Ind., '00\nButler, Nicholas M„ N. Y., '85\nButte Free Pub. Lib., Mont., '00\nButton, Wm. J., 111., '96\nButts, Mrs. Annice E. B., 111. ,'96\nBuzzell, Delos, 111., '97\nByington, S. Lillian, H. I., '95\nCahalan, Mary A., Ala., '95\nCaldwell, B. C., La., '96\nCaldwell, B. H., Ark., '01\nCaldwell, H. W., Neb., '96\nCaldwell, J. H., Ark., '01\nCalkins, F. L., HI., '95\nCall, A. D., Mass., '98\nCammack, Ira I., Mo., '95\nCamp, David N., Conn., '92\nCampbell, A. A., Ind., '01\nCampbell, A. G., Kan., '86\nCampbell, Julia, Wis., '97\nCampKell, W. H., 111., '95\nCanfield, James H., N. Y., '84\nCannon, Geo. L., Colo., '95\nCannon, Miss H. D., Ore., '99\nCapen,\nMass.,Libraries,\n'96\nCardiff Elmer\nFree H.,\nPublic\nWales,C. '00\nCarey,\nE., Ohio, '95\nCarfrey, J. H., Mass., '97\nCargo, R. M., Pa., '96\nCarleton, E. A., Mont., '97\nCarlisle, Ellor E., Mass., '00\nCarmen, Geo. N., 111., '00\nCarnagey, J. A., Ind., '95\nCarnegie Lib., Allegheny. Pa., 'or\nCarnegie Lib., Pittsburg, Pa., '99\nCarpenter, E. A., Mich., '01\nCarpenter, Ellen W., 111., '01\nCarpenter, Estelle, Cal., '01\nCarpenter, J. H., Wis., '84\nCarr, J. M., Ohio, '98\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., '00\nCarson, John F., S. D., '01\nCarter, A. H., Ark., '01\nCarter, Joseph, III., '99\nCary, Alice D., Ga., '98\nCary, C. P., Wis., '97\nCase, Richard, N. J., '94\nCasey, W. V., Colo., '95\nCassilly, Francis B., 111.. '99\nCastle, E. H., N. Y., '01\nGates, E. E., Md., '98\nCatey, Minnie L., Cal., '99\nCaviness, A. L., Neb., '01\nCecil, Callie M.. Mich., '01\nChadsey, Chas. E., Colo., '95\nChalmers, W. W., Ohio, '95\nChamberlain, A. H., Cal., '97\nChambers, Will G., Minn., '01\nChamplin, Howard, Ohio, '96\nChancellor, Wm. E., N. L, '00\nChandler, Anna M., Mich., '99\nChandler, John W., N. Y., '90\nChandler, Willard H., Wis., '84\nChaney, N. H., Ohio, '00\nChapin, E. P., Mich., '01\nChaplain, Alexander, Md., '01\nChaplin, Henry L., 111., '99\nChapman, F. E., Mass., '94\nChase, Susan F., N. Y., '98\nChase, W. J., 111., '99\nCheever, W. H., Wis., '96\nCheney, Augustus /., 111., '84\n\n"}
{"page": 1023, "printed_page": null, "text": "INDEX\nCheney, Francis J., N. Y., '91\nChicago Pub. Library, 111., '98\nChilds, Edward P., Ohio, 'oi\nChurch, Geo. E., R. I., '92\nChurchill, J. 0.,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. Esther A., Neb., '01\nClark, Frank H., Colo., '86\nClark. F. H., Cal., '99\nClark, Mrs. Ida H., Mich., '00\nClark, Jessie L., Kan., '95\nClark, John S., Mass., '92\nClark, L. H., Wis., '84\nClark, V.S.,D.C, '99\nClark, W. A., Neb., '95\nClarke, Elva E., Kan., '94\nClarke, Ernest P., Mich., '01\nClarke, Francis D., Mich., '97\nClassen, Mrs. A. W., Cal., '89\nClaxton, P. P., N. C, '98\nCleary, P. R., Mich., '01\nClendenen, T. C, 111., '97\nCleveland Pub. Lib'y, Ohio, '97\nClock, Mrs. D. v. H., 111., '01\nClum, George V., 111., '99\nCoatcs, T. C., Ohio, 'oi\nCobb, Chas. D., N. C, '00\nCobb, Chas. N..N. Y.,'94\nCobb. Collier, N. C, *99\nCoburn, F. F., Mass., '99\nCoburn. Wm. G., Mich., '95\nCochrane, W. E., N. Y., '98\nCoddington, A. 0., 111., '93\nCoddington, E. A., P. I., '00\nCoe, Emily M., N. C, '80\nCoffin, C. \\V. D., N. Y., '00\nCogswell, Francis, Mass., '93\nColby. E. C, N. Y., '96\nCole, Arthur C, Vt., '01\nCole, Chas. H.,W.Va., '98\nCole, Chas. W., N. Y., '92\nCole, George F., N. Y., '01\nCole, L. W., Okla., '98\nCole, Wm. H., W. Va., '70\nColegrove, P. P., Minn., '00\nColeman, E. N., Iowa, '98\nColeman, J. T., S. C, '00\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, Butler, Ind., '00\nCollege, Conn. Agri., '99\nCollege, Dickinson, Pa., '99\nCollege, Hendrix, Ark., '97\nCollege, Hillsdale, Mich., '00\nCollege, Iowa, Grinnell, '00\nCollege, Iowa State, Ames, '01\nCollege, Lincoln, 111., '97\nCollege, Midland, Kan., '99\nCollege, Mont. State, '99\nCollege of St. Francis\nXavier,\nN.Y.,'oo\nCollege, Pa. State, '00\nCollege, Pomona, Cal., '99\nCollege, Pritchett, Mo., '00\nCollege, Smith, Mass., '98\nCollege, S. D. Agri., '99\nCollege, Valparaiso, Ind., '97\nCollege, Vassar, N. Y., '98\nCollege, Wabash, Ind., '95\nCollege, Wellesley, Mass., '00\nCollege, Wheaton, 111., '99\nCollege, Whitman, Wash., 'or\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\nCollins. Mary T., 111., '01\nColumbia University. N. Y., '95\nComings, Fannie S., N. Y., '95\n\nTO LIFE AND\n\nACTIVE\n\nMEMBERS\n\nComstock, D. Y., Vt., '99\nComstock, E. H., Mich., '01\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\nConniff. John R„ La., '01\nConnelley, C. B., Pa., '01\nConover, W. F., Cal., '01\nConverse, F. E., Wis., '97\nConway, Clara, Tenn., '87\nConwell. R. H., Pa., '01\nCook, Albert P., Mich., '01\nCook, Chas. F., Me., '98\nCook, E. H.. N. Y., '85\nCook, Elizabeth B., 111., '96\nCook, F. L., S. D., '75\nCook, Geo. B., Ark., '95\nCook, H. Moreland, N. D., '01\nCook, Ida M., 111., '99\nCook, Mrs. Jesse W., Pa., '01\nCook, John W., III., '90\nCook, Newell, Mich., '01\nCook, Webster, Mich., '01\nCooley, Mrs. A. W., N. D., '96\nCooley, E. G., 111., '97\nCooley, F. A., Cal., '99\nCooley, F. W., Mich., '95\nCooley, L. C, N. Y., '96\nCooper, Erma E., Mich., '01\nCooper, F. B., Wash., '94\nCooper, F. I., Mass., '93\nCooper, Milton C, Pa., '01\nCooper, O. H., Tex., '94\nCoover, N., Kan., '86\nCopeland, A. B., Colo., '99\nCopeland, Chas. H„ Ind., '99\nCorbett, H. R., 111., '90\nCorbin, J. C, Ark., '98\nCornell Univ. Library, N. Y., '96\nCornell, Watson, Pa., '96\nCorson, O. T., Ohio, '87\nCorthell, W. J., Me., '92\nCo. Teachers'1 Asso., Wis., '84\n(Nottingham, J. M., Mo., '97\nCotton, F. A., Ind., '98\nCoulter, Minnie, Cal., '99\nCourville, Elizabeth, Mich., '01\nCovey, Claude C, S. D., '01\nCowgill, Paul A., Ind., '98\nCowing, Helen H., Ohio, '01\nCox, Edwin B., Ohio, '89\nCox, E. Morris, Cal., '96\nCox, Henry C, 111.. '95\nCox, Jean N., N. J., '97\nCox, Martin L., N. J., '93\nCox, T. L.. Ark., '00\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\nCraig, Arthur U., D. C, '99\nCraig, Oscar J., Mont., '92\nCraig, Wm. B., Iowa, '00\nCrane, Mrs. Chas. R., 111., '97\nCrane, F. E., Ohio, 'oi\nCrane, Frank, S. D., '95\nCrane, Julia E., N. Y., '95\nCrane, Wm. I., Ohio, '99\nCranston. R. W., Minn., '96\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„ 111., '95\nCronebaugh, C. L., Ohio, '99\nCropsey, Miss N., Ind., '91\nCrosby, H. E., Iowa, '01\nCrosby, W.E.,S.V., '70\nCrosier, M. E., Iowa, '95\nCross, J. G., Cal., '99\nCrouch, Sarah E.. Mo., '95\nCrouse, Mrs. J. N., 111., '93\nCrouter, A. L. E., Pa., '00\nCruikshank, J as., N. Y., '57\n\nIOII\n\nCubberly, E. P., Cal., '94\nCulbertson, E. D. Y., Iowa, '95\nCuller, J. A., Ohio, '00\nCummins, J. P., Ohio. '00\nCunningham, J. B., Ala., '95\nCunningham, Phoebe, Wis., '01\nCurran, Ulysses T., Ohio, '66\nCurrier, C. F. A., Mass., '00\nCurrier, E. H., N. Y., '97\nCurry, Robert, Pa., '84\nCurtis, A. E., Mich., '96\nCurtis, Virgil G., Ohio, '92\nCurtiss, Fred. A., Conn., '94\nDabney, C. W., Tenn., '99\nDafoe, Geo. Eber, Wis., '97\nDailey, M. E , Cal., '98\nDakin, Mrs. Esse B., Ind., '01\nDana, Fenella, Kan., '95\nDaniels. J. W., Idaho, '98\nDarst, Warren, Ohio, '01\nDavenport, Benella, Fla., '00\nDavey, Vernon L., N. J.,'oo\nDavidson, Chas. C, Ohio, '80\nDavidson, F. P., Cal.. '99\nDavidson, Wm. M., Kan., '90\nDavis, A. J., Pa., '98\nDavis, Allan, D. C, '95\nDavis, Boothe C, N. Y., '96\nDavis, B. M., Cal., 'oi\nDavis, Ellery W., Neb., '99\nDavis, Emma C. Ohio, '94\nDavis, Geo. S., N. Y., '96\nDavis, Geo. W., III., '96\nDavis, Mrs. Grace D., Mo., '01\nDavis, Jehiel K., 111., '00\nDavis, John W., N. Y., '95\nDavis, L. O., Mich., '01\nDavis, W. M., Mass.. '99\nDavison, Frank P., Vt., '01\nDawson, H. T., N. Y„ '95\nDeahl, J. N., W. Va., '96\nDean, Alletta F., Wis , '01\nDean, Mrs. Annie B., Wis., '99\nDean, Arthur D., Mass., '01\nDean, E. P., Ohio, '01\nDean, R. B., Mich., '01\nDeane, Chas. W., Conn., '89\nDearborn, Ambrose C, 111., '01\nDearmont, W. S., Mo., '99\nDearness, F. W., Ohio, '01\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., '00\nDenfeld, Robt. E., Minn., '90\nDenison Univ. Library, Ohio, '00\nDept. Pub. Instr., 111., '99\nDeputy, M. W., Ind.. '01\nDerby, Samuel C, Ohio, 'or\nDeupree, J. G., Miss., '97\nDewey, J as. A., Pa., '93\nDewey, John, 111., '97\nDewey, Melvil, N. Y., '92\nDe Wolf. Daniel F„ Ohio, '81\nDexter, E. G., 111., '98\nDial, S. T., Ohio, '95\nDick, Fred., Colo., '95\nDickens, J. L., Tenn., '00\nDickinson College, Pa., '99\nDickinson, Frances, 111., '01\nDickey, C. L., Ohio, '95\nDietrich, John, Colo., '95\nDillman, L. M., 111., '86\nDinsmore, J. W., Ky., '98\nDix, Wm. T., 111., '96\nDixon, B. y. B., La., '97\nDoane, Letitia L., 111., '97\nDodd, Arthur A., Mo., '95\nDodge, M. Luella, 111., '97\nDodge, R. E., N. Y., '98\nDodge, Wm. C, 111.. '96\nDoggett,\nE.. N.E.,Y..Kan.,\n'oo '95\nDolphin, W.\nMissM.\nDonohoe, Mary J., N. J., '94\nDougherty, Mabel E., 111., '96\nDougherty, N. C, 111., '87\nDoughty, Jas. C, Nev., '99\n\n"}
{"page": 1024, "printed_page": null, "text": "NATIONAL\nDouthett, A. T., Pa., 'oi\nDow, James J., Minn., '96\nDowney, Miss B. P., Mont., '99\nDowning, A. S., N. Y., '91\nDowning, M-. W., Vt., '01\nDowns, Edgar R., Colo., '94\nDoyle, Marie E., Wis., '91\nDoyne, J. J., Ark., '99\nDozier, Melville, Cal., '95\nDraper, Andrew S., 111., '88\nDreher, E. S., S. C, '96\nDresser, Mrs. R. L. R., N. J., '99\nDrew, Nellie L., Minn., '01\nDucker, W. H., 111., '95\nDudgeon, R. B., Wis., '04\nDudley, Mrs. E., Iowa, yj\nDunton, Charles H., Vt,, 01\nDutton, Bettie A., Ohio, '80\nDutton, Chas, F., jr., Ohio, '01\nDutton, S. T., N. Y., '95\nDyer, F. B., Ohio, '96\nDyer, Edwin F., Colo., '00\nDyer, Frank R., Kan., '91\nDyke, Chas. B., H. I., '99\nEakins, Mrs. Millie R., N. J., '96\nE. 111. St. Nor. School, 111., '99\nEastman, Wm. R., N. Y., '96\nEaston, Warren, La., '95\nEaton, 'G. A., Utah, '01\nEaton, Ira T., 111., '94\nEaton, John, D. C, '93\nEbaugh, Z. C, Md., '97\nEberlein, Amanda R., 111., '01\nEberlein, Ella, Mo., '01\nEden, Philip, Wis., '84\nEdgerly, Jos, G., Mass., '96\nEd. Asso., N. D. '96\nEditor's Library, N. Y., '97\nEdmonds, F. S., Pa., '98\nEdmund, Gertrude, Mass., '97\nEdsall, James M., N. Y., '01\nEdson, A. W., N. Y., '96\nEdwards, Anna E., Cal., '99\nEdwards, H. R., Minn., '97\nEdwards, J. E., Md., '98\nEdwards, W. A., Cal., '99\nEdwards, W. S., Cal., '99\nEhinger, C. E., Pa., '97\nElder, Ella C, N. Y., '96\nElder, E. W., Colo., '93\nElgas, Mathew J., N. Y., '91\nEliot, Chas. W., Mass., '92\nElliff, J. D., Mo., '98\nElliott, A. M., Md., '99\nElliott, E. C, Colo., '99\nElliott, Mrs. Franc R., Utah, 'or\nElliott, J. F., Ala., '98\nElliott, Nellie L., Iowa, 'oi\nEllis, Frank R., Ohio, '01\nEllis, John C, 111., '87\nEllis, Wm. Austin, Mich., '87\nEllis, W. S., Ind., '00\nEllsworth, Henry W., N. Y., '96\nElmer, Erances A., Minn., '97\nElson, W. H., Mich., '95\nEiterich, Bertha, N. J., '00\nElwell, Mrs. O. F., N. J„ '96\nEly, Sarah Y., N. J., '92\nEmerson, Henry P., N. Y., '93\nEmery, John Q., Wis., '84\nEmm, Henry C, Minn., '00\nEnglish, Rebecca F„ Cal., '88\nEppstein, J. M., 111., '01\nErkenberry, C. M., Ohio, '01\nErrant, Joseph W., 111., '00\nEstabrook, J. B., Mich., '99\nEstee, Jas. A., N. Y., '96\nEvans, Mrs. Adaline, Okla., '01\nEvans, Chas. H., Mo., '86\nEvans, Elizabeth G., Ohio, '01\nEvans, Lawton B., Ga., '94\nEvans, Wm. P., Mo., '98\nEverett, John P., Mich., 'or\nEwing, K. D., Mich., '99\nEwing, W. W., Ariz., '01\nFaber, Jerdina, N. Mex., 'or\nFagan, Rev. J. P., D. C, '99\nFairchild, E. T., Kan., '86\n\nEDUCATIONAL\n\nASSOCIATION\n\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\nFarmer, A. E., Idaho, '01\nFarnsworth, Fannie P., Minn., '9\nFarnsworth, S. A., Minn,, '94\nFarrand, Wilson, N. J., '95\nFarrell, Edw. D., N. Y., *go\nFarrington, E. A., Utah, 'or\nFarson, M. Elizabeth, 111., '97\nFaulkner, R. D., Cal., '99\nFaunce, Wm. H. P., R. I., '01\nFay, Charles S., Ohio, '01\nFay, Edw. A., D. C, '99\nFelker, Allie M., H. I., '95\nFell, Anna M., N.J. ,'97\nFell, Thomas, Md.,'98\nFelmley, David, 111., '00\nFels, Maurice, Pa., '98\nFendley, J. M., Tex., '95\nFenton, Geo., N. Y., '92\nFerguson, E. E., Mich., '96\nFernald, M. C, Me., '90\nFerris, W. N., Mich, '99\nFillmore, Nettie, Ohio, '00\nFinch, Dorothy, Mich., '01\nFishbume, E. B., Va., '99\nFisher, Gilman C, Mass., '92\nFisher, H. W., Pa., '92\nFisk, Herbert F., 111., '91\nFitch, Ferris S., Mich., '90\nFitz, Geo W., Mass., '98\nFitzgibbons, T. F., Ind., '95\nFitzpatrick, Frank A., Mass., '8\nFleshman, Arthur C, Ind., '94\nFletcher, A. H., Wis., '00\nFletcher, S. S. F., Eng., '99\nFlickinger, J. R., Pa., '98\nFling, Allen C, Neb., '98\nFloyd, Laura D., Ind., '98\nFloyd, W. L., Fla., '00\nFoerste, A. F., Ohio, '96\nFoos, Anna, Neb., '97\nFoose, L. O., Pa., '96\nFoote, Mary C, 111., '97\nForbes, Alexander, 111., '76\nForbes, E. J., Australia, 'or\nForbes, John A., 111., '98\nFord, Lyman H., Iowa, '97\nFordyce, Chas., Neb., '99\nForesman, H. A., 111., '96\nForesman, Robt., 111., '96\nForrest, J. T., Wash., '93\nFort, W. H., Mich., '97\nFortney, J. R., Ohio, 'or\nFoshay, Jas. A., Cal., '93\nFoster, C. E., Tex., '97\nFoster, John N., Wis., '01\nFowler, W. K., Neb., '92\nFox, Wm. F., Va.,'94\nFrancis, J. H.( Cal., '99\nFranck, Augusta L., Mich., '01\nFrank, H. L., Ohio, '99\nFranklin, Geo. A., Minn., '07\nFrasher, Mrs. N. L. D., H. I., 'o<\nFrasier, W. A., Vt., '00\nFrazee, Victor, R. I., '96\nFrederick, J. M. H., Ohio, 'or\nFrederick, 0. G., Mich., '00\nFreeman, J. H., 111., '93\nFreeman, John T., D. C., '98\nFreer, H. H., Iowa, '84\nFrench, Geo. W., N. Y., '93\nFrench, Harlan P., N. Y., '91\nFrench, John D., Neb., '99\nFrench, O. E., Iowa, '93\nFrench, Perineal, Idaho, '99\nFrench, Walter H., Mich., '00\nFriedberg, Wm. B., N. Y., '92\nFriedel, Chas., Ore., '97\nFriedman, Anna E., N. Y., '93\nFrisbee, H. D., N. Y., '99\nFrissell, H. B., Va., '00\nFrogge, S. L., Ky„ '01\nFrost, H. H., Mich., '95\nFrost, J. M., 111., '97\n\nFruchte, Amelia C, Mo., '96\nFry, W. W., Fla., foo\nFuller, Sarah, Mass., '00\nFulton, Robt. B., Miss., '94\nFulton, W. L., Ohio, '96\nFultz, Francis M., Iowa, '01\nFunk, Clara, Ind., '99\nFunk, J. P., Ind., '99\nFurst, Clyde, Pa. , '00\nFutrall, Thos. A., Ark., '87\nGage, Nathaniel P., D. C, '98\nGalbreath, T. C, Md., '99\nGallup, E. E., Mich., 'or\nGammon, Mrs. M. D., Wis., '97\nGans, W. G., Pa., '95\nGantvoort, A. J., Ohio. '94\nGardner, Helen R., Mich., '01\nGardner, W. H., Neb., '01\nGarrett, Mary S., Pa., '97\nGarrett, Wm. R., Tenn., '86\nGarrette, Irene, Iowa, '97\nGarvin, John B., Colo., '95\nGarwood, Ralph S., Mich., 'or\nGastman, E. A., 111., '95\nGaston. Chas. R., N. Y., '01\nGates, Elmer, Md., '98\nGates, Howard, Ark., '96\nGates, Merrill E., D. C, '99\nGayhart, Walter C, Nev., '93\nGaylord, J. S., Minn., '00\nGeer, David S., 111., '86\nGeeting, D. M., Ind., '95\nGeiger, F. P., Ohio, '00\nGentle, T. H., Wis., '98\nGeorge, Austin, Mich, '93 '\nGermann, Geo. B., N. Y., '98\nGettemy, Mrs. M. E., 111., '92\nGibson, C. B., Ga., '98\nGibson, John A., Pa., '96\nGiddens, L. P., Ala., '00\nGideon, Geo. D., Pa., '99\nGies, Fannie G., Minn., '01\nGiffin,\n111.,Y./93\n'95\nGilbert, W.C. M.,\nB., N.\nGilbert, D. B., Neb., 'oi\nGilbert, Irene, Mo., '00\nGilbert, Mrs. M. E., 111., '99\nGilbert, Newell D., 111., '95\nGill, Chas. M., Mo., '01\nGillam.I. T., Ark., '01\nGillan, Silas Y., Wis., '93\nGilleland, Tenetta, Ohio, '01\nGillespie, Mary, 111., '97\nGilliam, R. F., S. C, '00\nGilman, Daniel C, Md., '96\nGirton, Wm. W., S. D., '99\nGirzi, Olga J., Mich., '01\nGiven, Miss M. E., D. C, '01\nGladding, A. E., Ohio, '96\nGlascock, Wm. H., Ind., '99\nGlase, Medora V., Tenn., 'or\nGlass, E. C, Va., '94\nGlenn, Chas. B., Ala., '00\nGlenn, G. R., Ga., '95\nGlotfelter, J. H., Kan., '99\nGlover, Nathan L., Ohio, '89\nGminder, A. J., Md., '98\nGoddard, Carrie, Kan., '01\nGoddard, Wm. E., Wis., '99\nGoggin, Catherine, 111., '98\nGolden, H. W., Pa., '98\nGoodhue, Lincoln P., 111., '93\nGoodknight, J. L., 111., '93\nGoodnough, Walter S., N. Y., '82\nGoodrich, J. F., Mich., 'or\nGoodwin, A. C, Ind., '99\nGoodwin, E. R., Mass., 'oi\nGoodyear, E. F., Cal., '99\nGordon, C. H., Neb., '00\nGordon, G. W., Tenn., '00\nGordon, Jos. C, 111., '97\nGordy, J. P., N Y., '96\nGordy, W. F., Conn., '98\nGorton, Chas. E., N. Y., '96\nGoss, Mrs. J. Ahnfeldt, Mich., '01\nGotwals,\nJos. K.,\nPa., 88\n'92\nGove, Aaron,\nColo.,\nGower, Hattie F., Cal., '99\n\n"}
{"page": 1025, "printed_page": null, "text": "13\n\nINDEX\nGraeser, C. A., S. C, '97\nGraham, Albert B., Ohio, '00\nGraham, B. C, Fla., 'oo\nGraham, Hugh A., Mich., '95\nGraham, Jas. D., Cal., '99\nGrant, Miss A, L., D. C, '98,\nGrant, H. L., Minn., '96\nGratz, Simon, Pa., '79\nGrawn, Chas. T., Mich., 'oi\nGray, Arthur W., Cal., '00\nGray, Frank D., Ind., 'oo\nGray, H. W., N. Y., '98\nGray, Jennie B., N. C, '00\nGreason, Elmira R., Okla., '00\nGreeley, J. P., Cal., '88\nGreen, fas. M., N. J., '92\nGreene, John A., N. Y., 93\nGreenlee, L. C, Colo., '92\nGreenman, A. V., III., '97\nGreenwood, J. M., Mo., '86\nGregory, Benj. C, N. J., '94\nGregory, G. A., Neb., 00\nGregory, Lyman, Cal., '99\nGrenfell, Helen L., Colo., '99\nGriffin, E. H., Md., '99\nGriffin, Mary E., Mo., '01\nGriffith, E. W., N. Y., '96\nGriffith, Geo.. N. Y., '93\nGriffiths, G. C., 111., '96\nGriggs, Herbert, Colo., '99\nGrimsley, G. A., N. C, '98\nGrindle, H. D., Ohio, '98\nGrisham, G. N., Mo., '00\nGriswold, Wells R., Ohio, '01\nGross, Otis C, Wis., '96\nGroszmann, M. P. E., N. Y., '94\nGrote, Caroline, 111., '01\nGrove, M. A., Pa., '97\nGrover, Edwin O., 111., '00\nGroves, Chas. W., 111., '96\nGrussendorf, D. A., Minn., '98\nGraver, E. A., N. Y., '00\nGuden, Anna J., N. J., '94\nGuilliams, J. M., Ga., '97\nGuinther, I. C, Ohio, '00\nGunn, A. F., Cal., '99\nGunnison, W. B., N. Y., '96\nGuss, Roland W., Mass., 95\nGuttmann, Albert, Wis., '97\nHaas, Nelson. N. J., '01\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, Nora B., Kan., '01\nHaight, R. A., 111., '95\nHailmann, W. N., Ohio, '79\nHale, Geo. D., N. Y., '91\nHale.Wm. G., IH.,'99\nHale, Wm. H. C, Mich., '01\nHaley, Eliza A., 111., '01\nHaley, Margaret A., 111., '01\nHall, Clark B., Mich., '01\nHall, Dana W., 111., '91\nHall, Edwin H., Mass., '99\nHall, Frank H., 111., '97\nHall, G. Stanley, Mass., '91\nHall, H. L., Ind., '01\nHall, Isaac Freeman, Mass., '95\nHall, Loyal Freeman, Pa., '93\nHall, Mary F., N. Y., '93\nHall, W. S., 111., '99\nHalland, J.G., N. D.,'97\nHalleck, R. P., Ky., 97\nHalsey, R. H., Wis., V\nHam, Thomas C, 111., roi\nHambrecht, Geo. P., Wis., '99\nHamilton, jas. M., Mont., '95\nHamilton, J. M., Ohio, 'oo\nHamilton, J. W., Ind., '00\nHamilton, R. I., Ind., '96\nHamilton, Sam., Pa., '98\nHamilton, Wm., D. C, '98\nHamlin, Cyrus, Miss., '99\nHammel, J. C, Cal., '99\nHammel, W. C. A., Md., '00\nHampton, Miss C, Fla., '00\n\n70 LIFE AND\n\nACTIVE MEMBERS\n\nHampton Institute, Va., '99\nHancock, John A., Minn., '9s\nHand, W. H., S. C, '96\nHanna, G. W., N. D., '00\nHanna, John C., III., '98\nHanson, Myra fl., Ohio, '98\nHanson, Willis E., Mich., '01\nHanstein, Hermann, 111., '01\nHanus, Paul H., Mass., '95\nHardy, Richard, 111,, '94\nHare, Wm. B., Fla., '01\nHarison, W. B.,N. Y.,'92\nHarlan, B. B., Ohio, '01\nHarper, Wm. R., 111., '95\nHarrington, C. L., N. Y., '98\nHarris, Abram W„ Me., '98\nHarris, Ada Van Stone, N. Y., '95\nHarris, Alice L„ Mich., '01\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. C, Ga., '99\nHarris, Jas. H., Mich., '98\nHarris,}. V., Fla., '00\nHarris, Julia A., Ohio, '94\nHarris, T. G., Tex., 'qs\nHarris, Wm. T., D. C, '76\nHarrison, Mrs. A. M., Neb., '00\nHarrison, Elizabeth, 111., '95\nHarrison, Miles W., Ind., '96\nHart, Albert Bushnell, Mass., '95\nHart, James R., Ind., '99\nHartigan, Mary S. L., 111., '95\nHartman, Mary, 111., '95\nHartwell, Shattuck O., Mich., '01\nHarvard Coll. Lib'y. Mass., '95\nHarvey, G. I., Okla., '86\nHarvey, L. D., Wis., '84\nHarvey, N. A., 111., '97\nHarwood, Samuel E., 111., '00\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., '00\nHatfield, I. H., Neb., '01\nHauer, J. S., Ohio, '00\nHaupert, Chas., Ohio, '93\nHaupt, J. G., La., '96\nHaven, Caroline T., N. Y., '96]\nHawkins, Geo. K., N. Y., '00\nHayden, H. B., 111., '97\nHayden, P. C, Iowa, '95\nHayes, C. L., Fla., '00\nHayes, Frances C, N. Y., '96\nHayes, H. E., N. Y., '92\nHays, Dudley G., 111., '97\nHays, James L., N. J., '00\nHayward, Edw., N. Y., \"95\nHayivard, Emily A., 111., '84\nHazen, David H., D. C, '98\nHazen, Lillian D., Cal., '99\nHeacock, E. H., Kan., '01\nHeath, D. C, Mass., '91\nHeath, E. L., Mich., '99\nHeaton, T. L., Cal., '99\nHebden, Edwin, Md., '00\nHeckman, S. B., P. R., 'or\nHeermans, Josephine, Mo., '96\nHefter, Celia, Hl.,'01\nHeidler, S. H„ 111., '07\nHeighway, F. F., Ind., '99\nHeineken,\nF. D.,\nN. ].,\nHeizer, JohnJ. A.,\nOhio,\n99 '94\nHeller, Regenia R., Mich., '01\nHelmer, Harry, 111., '95\nHelter, Henry H., Ohio, '01\nHenderson, Mrs. Kate A., 111., '97\nHenderson, Lena V., Mich., '01\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, T. B., Kan., '00\nHenson. M. A.. Ohio, '96\nHerey, Emma\n\nM., Colo., '01\n\nHermanns, Edw. F., Colo., '95\nHernandez, Enrique C, P. R., '01\nHerrick, C. A., Pa., 'oo\nHerrig, Anna B., S. D., '95\nHershman, W. H., Ind., '96\nHertel, Chas., III., '95\nHervey, Henry D., R. I., '96\nHervey, Walter L., N. Y., '95\nHerzog, Peter, Mo. ,,'97\nHess, M. E., W. Va., '01\nHess, Wm. C, N. Y., '96\nHester, W. A., Ind., '95\nHewes, W. D., N. Y., '96\nHewett, Edgar L., N. Mex., '99\nHewett, Edwin C., III., '84\nHewitt, Kathryn I., N. Y., '01\nHiatt, Amos, Iowa, '01\nHicks, W. E., N. D., '01\nHill, A. H., Ky., '01\nHill, A. Ross, Neb., '99\nHill, Frank A., Mass., '95\nHill, John A., Ind., '99\nHill, Mary, Wis., '96\nHill, Walter B.. Ga., '99\nHillis, R. C, Ind., '00\nHillsdale College, Mich., 'oo\nHillyer, V. M..Md., '01\nHimelick, R. W., Ind., '00\nHimes, Robert W., Ohio, '99\nHinemon, J. H„ Ark., '96\nHinshaw, E. B., Ind. Ter., '00\nHise. I. C., Iowa, '00\nHiser, W. S-, Ind., '98\nHisey, Jos. C, 111., '94\nHitchcock, F. S., Conn., '01\nHitz, John, D. C., '80\nHobe, Augusta IV., Cal., '89\nHockenberry, J. Coulter, N.J. , '01\nHodgdon, Miss J. E., N. Y., '82\nHodgin.Chas. E., N. Mex., \"95\nHodgin, Cyrus W., Ind., '95\nHoegelsberger, Nora, D. C, '98\nHofer, Amalie, 111., '95\nHoffman, Benj. F., Mo., '97\nHoffman, Gaius, N. J., '94\nHogan, Louise E., N. J., '98\nHogg, Alex., Tex., '74\nHogg, Miss F. O., Ark., '98\nHolbrook, Florence, 111., '01\nHolden, C. C, N. Y., '98\nHollingsworth, J. L., Fla., '95\nHolloway, J. L., Ark., '95\nHolmes,\nS. C, 00*oo\nHolmes, Evelyn,\nM.A., S.C.,\nHolmes, Manfred J ., 111., '00\nHomans, Amy M., Mass., '91\nHooper, Louis L., D. C, *oo\nHooper, Sanford A., Cal., '89\nHoose, James H., Cal., '79\nHoover, W. E., N. D., '97\nHopkins, B. Smith., Mich., '01\nHopkins, L. Grace, Minn., '94\nHopkins, S. N., Okla., '98\nHopper,\nA., Iowa,\nMich.,'97'01\nHorchem, Kate\nB. J.,\nHornberger, J. A., 111., '95\nHotchkiss, H. V., Ohio, '00\nHouck, Henry, Pa.. '97\nHouse, L.J. .Ohio, '98\nHoush, W. H., Cal., '99\nHouston, Harvey, Conn., '01\nHouston, J. R., Ind., '96\nHoward, F. E., Conn., '96\nHoward, Geo. A., Ohio, '95\nHoward, Olive, Mich., '01\nHowe, Agnes E., Cal., '99\nHowe, Geo. H., III., '98\nHowe, Laura, N. Y., '01\nHowe.S. B.,N. Y., '95\nHowe. Wilbur W., N. Y., '95\nHowell. Geo., Pa., '96\nHowell, Logan D., N. Y., '94\nHowerth, Ira \\V., 111., '99\nHoyt, C. O., Mich., '97\nHoyt, David W., R. I., '98\nHoyt, Judson E., Wis., '90\nHoyt, J. W., D. C, '70\nHubbard, Mrs. E, A., III., '97\n\n"}
{"page": 1026, "printed_page": null, "text": "ioi4\n\nNATIONAL\n\n♦Hubbard, F. V., Minn., '95\nHubbell, G. A., N. Y., '01\nHudson, Arthur S., Mich., '01\nHuffman, Ashley J., Ohio, 'or.\nHuffman, J. R., Ohio, '98\nHufford, Geo. W., Ind., '94\nHughes, Mrs. Ada M., Can., '95\nHughes, Isaac H., Mo., '98\nHughes, Jas. L., Can., '90\nHughes, J. L., 111., '98\nHughes, John F., N. Y., '98\nHughes, R. C, Wis., '00\nHughes, R. L., Ind., '00\nHughes, W. F., Ohio, '00\nHuling, Ray Greene, Mass., '91\nHull, John, Wash., '91\nHull, Lawrence C, N. Y., '93\nHull, Philip M., N. Y., '99\nHull, Warren C, Mich., '97\nHulsart, J. H., N.J. ,'99\nHumke, Albert E., Ind., '93\nHumphrey, S. P., Ohio, '00\nHunt, Mary H„ Mass., '87\nHuntley, 0. V„ Ind., '01\nHunter, A. D., Cal., '99\nHunter, Thos., N. Y.. '85\nHurd, Geo. B., Mass., '88\nHursh, Samuel B., 111., '00\nHussey, A. W., 111., '97\nHussey, J. M., Iowa, '01\nHutchinson, N. E., Ohio, '00\nHutchison, Miss K. I., Minn., '01\nHutton,A. J„ Wis., '84\nHutton, Chas. E.,Cal., '95\nHutton, Thomas B., Iowa., '00\nHyatt, F. H., Cal., '99\nHyde, Mary F., N. Y., '92\nHyde, Martha, Colo., '01\n111. State Nor. Univ., '98\nImperial Library of Japan, *oo\nInd. Nor. Sch. of Pa., '99\nInd. State Library. '97\nInd. State Nor. Sch.,»Ind., '97\nInd. Univ. Library, '99\nIngalls, Will C, N.J. , '94\nIngerson, Carl I., Mo., '00\nIowa College, Grinell, '00\nIowa St. Coll. Library, Ames, '01\n*lr-win, John S„ Ind., '80\nIrons, Foster H., Tenn., '00\nIrvine, V. K., Pa., '01\nJackman, Wilbur S., 111., '95\nJackson, Edward F., Mo., '01\nJackson, Mrs. E. R., N. Mex.,'95\nJackson, Wm. R., Neb., '96\nJacobs, Walter Ballou, R. I., '94\nJacob Tome Inst., Md., '98\nJames, Geo. F., Cal., '01\n*James, Henry /I/., Ore., '84\nJameson, H. W., N. Y., '97\nJandon, Thos. P., Jr., Mo., '98\nJeffers, F. A., Mich., '01\nJeffrey, J. H., Ind., '00\nJenkins, O. P., Cal., '99\nJenkins, Sara D., N. Y., '95\nJenner, G. L., Mich., '01\nJennings, C. D., Mich., '01\nJersey City Pub. Lib'y, N. J., '97\nJesse, Richard H., Mo., '92\nJeivett, A. V., Kan., '86\nJohn B. Stetson Univ., Fla., '99\nJohn Crerar Library, 111., '97\nJohns Hopkins Univ., Md., '99\nJohnson, A. B., Ohio, '00\nJohnson, Anna P.. Ohio, '01\nJohnson, D. B., S. C,, '95\nJohnson, Ernest Henry, Mass. ,'93\nJohnson, F. W., Me., '98\nJohnson, Henry, 111., '99\nJohnson, H. M., D. C. '98\nJohnson, Jesse S., Ohio, '98\nohnson, J. Walter, Idaho, 'oi\nJohnson, M. Edwin, 111., '01\nJohnson, Minnie C, N. C, 'or\nJohnson, S. Arthur, Colo., '94\nJohnson, T. S., Kan., '99\n{ohnson, W. H., Mont., '95\nohnston, T. A., Mo., '01\n\nEDUCATIONAL\n\nASSOCIATION\nKrohn, Wm. O., 111., *g3\nKrout, Chas. A., Ohio, '00\nKrug, Joseph, Ohio, '01\nKruse, Edwina B., Del., 'gi\nKuhn,\nP., Cal.,\nOhio,'gg'01\nKunou, John\nC. A.,\n\nJohnstone, E. R., N. J., '96\nJones, A. Leroy, N. Y., '99\nJones, Arthur O., Ohio, '9r\nJones, E. A., Ohio, \"84\nJones, Edwin A., Mass., '01\nJones, E. C. Lloyd, Wis., '97\nJones, Edward N., N. Y., '84\nJones, Emma F., III., '97\nJones, Frank L., Ind., '95\nJones, Herbert J. , Mass., '96\nJones, Jane Lloyd, Wis., '97\nJones, J. W., Ohio, '96\nJones,\nL. H., Ohio,\nJones, Mattie,\nS. D.,'8994\nJones, Myra, Mich., '92\nJones, Richard, Tenn., '94\nJordahl, Sivert A., S. D., '01\nJordan, Chas. M., Minn., '93\nJordan, David S., Cal., '98\n\n'\n\nJoyce,\nWis.,'01'01\noyce, Margaret\nMinnie F.,E.,\nWis.,\nJoyner, J. Y., N. C, '98\nJudson, Isaac N., Mo., '01\nKammann, C. H., 111., '97\nKane, T. F., N. Y., '89\nKansas State Agri. Coll., '97\nKarr, Grant, N. Y., '99\nKean, Lura B., Ohio, '00\nKeane, John /., Iowa, '89\nKeating, J. F., Colo., '95\nKeeler, Fred. L., Mich., '01\nKeeler, Harriet L., Ohio, '94\nKeister, W. H., Va., '00\nKellogg, Amos M., N. Y., '90\nKelly, John D., Ky., '01\nKelsey, Earl J., III., '00\nKemper, T. Francis, W. Va., '01\nKenaston, G. F., Ind., '95\nKendall, C. N., Ind., '95\nKendall, F. A., 111., '95\nKenerson, A. H., Mass., '95\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\nKeppel, F. P., N. Y., '01\nKeppler, Mrs. W. S., Fla., '94\n' Kerlin, W. D., Ind., '97\nKern, O. J., 111., 'oo\nKerr, Wm. J., Utah, '95\nKeyes, Chas. H.. Conn., '95\nKeyes, Mrs. Helen B.\\ Conn., '01\nKeystone Lit. Soc, Pa., '98\nKiehle, D. L., Minn., '80\nKilbourne, EffieJ., 111. ,'95\nKimmel, M. Ai, Ohio, '93\nKincaid, Herbert T., Ohio, '95\nKing, Anne H., Ohio, '95\nKing, F. A., Ohio, '96\nKing, Robt. M.. 111., '01\nKing, Wm. F., Iowa, '84\nKinney, Burt O.. Cal., '99\nKinnison, J. E., Ohio, '01\nKinsley, M. H., N. J., '92\nKirk, Alfred, 111., '99\nKirk, John R., Mo., '91\nKirk.T. H., Cal., '99\nKirk, Thos. J., Cal., '95\nKirk, W. H., Ohio, 'or\nKirkpatrick, E. A., Mass., '97\nKleeberger, Geo. R., Minn., '93\nKlock, J. £., N. H., '86\nKneil, Thos. R., N. Y., '95\nKnepper, Geo. E., Idaho, '98\nKnight, G. L., S. C, '00\nKnight, Lee R., Ohio, '00\nKoehler, Miss M. R., N.Mex., 'gg\nKolbe, Julia C, Ohio, 'gs\nKoontz, J. A., Mont., 'gs\nKraege, F. G., Wis., 'g7\nKrall.G. W., Mo..'g8\nKrebs, H. C.,N. J.,'or\nKratz, H. E.. Iowa, 'go\nKraus-Boelte, Mrs. M., N.Y.,'g6\nKrecsy, Bela, Hungary, 'g3\nKrieg, A. N., Ohio, '00\nKroh, Carl J., 111., '97\n\nKuykendall, A. C, Ky., '98\nKyselka, Frank, Mont., '01\nLadd, A. J., Mich.,\n'01 N. Y„ '94\nLagomarsino,\nCynthia,\nLaird, Mrs. Ada E., Ohio, '90\nLaird, S. B., Mich., '96\nLake, Theo. F., N. Y., '01\nLamar, C. P., 111., 'gg\nLamb, Eli M„ Md., 'g4\nLamb, Rachel E., Md., 'g4\nLambert, Vashti\nLamberton,\nMary A.,\nJ., 111.,\nPa., 'gs92\nLancaster, E. G., Colo., 'gg\nLancaster, G., Wash., 'g8\nLanders, J. S., Ore., 'gg\nLandrum, L. M., Ga., 'g7\nLane, Albert G., 111., '84\nLane, Mrs. F. S., 111., 'g4\nLang, Mary A., Cal., '01\nLang, Ossian H., N. Y., 'gi\nLang, Rosa A., 111., '01\nLange, D., Minn., 'gg\nLansinger, J. W., Pa., '08\nLapey, Louise M., N. Y., 'gs\nLargent, S. D., Mont., *9g\nLarimer, Henry G., Kan., '86\nLark, F. E., Iowa, '97\nLarkins, Chas. D., N. Y., '95\nLa Rowe, Eugene, Mich., '01\nLash, W. D., Ohio, '99\nLa Taste, Lucien V., Ala., '94\nLathrop, Mrs. C. N., Ohio, '93\nLaughlin, W. Frank, Mich., '01\nLavers, E. C, Pa., '92\nLawrence, Isabel, Minn., '94\nLawrence Univ., Wis., 'gg\nLaws, Annie, Ohio, '95 '97\nLawson, Florence, Cal., 'g7\nLawton, Chas. E., N. Y., '96\nLay, Wilfrid, N. Y., '00\nLayton, S. Herrick, Ohio, 'gs\nLazenby, Wm. R., Ohio, 'gs\nLeach, Cephas H., 111.. 'g7\nLeavell, Richard M., Miss., 'g6\nLeavenworth, P. R., Vt., '01\nLee, Carema M., Colo., '01\nLee, James,\nN. Y.,\n'g2 '01\nLee,\nLucius O.,\nTurkey,\nLefavour, Henry, Mass., 'or\nLehigh Univ., Pa., '99\nLehnerts, E. M., Minn., '99\nLehr, Henry S., Ohio. '01\nLeipziger, Henry M., N. Y., 'gt\nLeiter,\nFrances\nOhio,\n'96\nLeland Mrs.\nStanford\nJr. W.,\nUniv.,\nCal.,\n'98\nE.,\nLe\nAn\nm\nLe on, J. nEa., 111 Cal'.99\nmo\n., ,\nn\nLe ,\nB. A., Mas\n'00\nLenofest\nAlb\nMsi.c,\n'91\nH. erBt.,, Mic h., 'or\nLe nard,\no\n,\nLes na Mis H. S., hN., J., '94\nr\n'95\nLevlie, d, sIrw\nMin\ni\ne\nLew ston\nJoh n, O., Inn.d, '96\n.,\nell ,\nn\nM\nLew en Ja\nN. J., '92\nLewis, ,J. neH., „Min\n'99\ni\nn\nLew s, J. M., Mon ., '01\nLLewis, JL. W., S.1 tD..,,' '01\n11. 95\nes\newis\nLew is,, W. liFe.,. Mic ,\n'01\ni\nh.W,\nLib s',\nCar\n'00\nale\ns, Pa\nFre diffA,ll\nLibrarie\n'0\neMgeh\nLib rar s, Al e,\nPa.., '9g0\nt\nc\nColenhy.S, Mas , '97\nLLibraryy, AAm oona\nl., pri s.\nsshe\nibrra ,\nngf ,\narryy, 'g8ocrisat\nMass.,\niel\ntio\nd,\nn\n,\nLibrary, Athenaeum, Minn., '98\nLibrary,\nBoston,\nMass.,\n'00\nLibrary, Brockport N. Sch., N.\n\nLibrary,\nBryson, N. Y., '98\nY., '00 Buffalo,\nLibrary,\nN. Y., '99\n\n"}
{"page": 1027, "printed_page": null, "text": "INDEX\n\nTO LIFE AND\n\n'9 Butte, Mont., *oo\nLibrary,\nLibrary, 9 Carnegie,\nAllegheny,\nPa., '00\nLibrary, Carnegie, Pittsfield, Pa.,\n111. '98\nPub\nCh\nLib\n,'\nO.h,i\nCleicago\nLibrary\n97\n'\nChio,\nLibrary,, of Cvoenla\nn\nle,' 01\nDet greds, Mic\nLib rary\n9\n7\ns\nLibrary, Dovroit, N,. hH..,, 'oo\nN. Y.,\nEdi er,\nLibrary\nR. '9I7., '99\nLibrary, Hartors1 Ins\n'95\nLibrary,, Harris , tC.o,l\nl\nr\nv\n.\na\n, '00\nLib ry, Imp ardJap\n'99\nInd ., Uni an, Ind\nLib rary\n,\n.\n.\nCvi.t, N. , J., '97\nLib rary, Jer\nJohsey Cre y, 111. '97\nLibrary\nrar M ,\n'01\nLibrary, Kaln\n, ich\n,\n.',0\nLibrary, Mai amaz Mas\n0\nr\no\nd\n'98\nLib ary, Mil en, o, s.W,is\n'\nM .,\nM wa A\nLibrary\nLibra , Mp.ls.Tu.keteDhe.p, innT. Col98\n,\nl.,\n, t.,\nr ry,\nN.aryY.,\n, '99\nLibrary, Newberry, 111., '98\nLibrary, N. H. State, '98\n'00\nLibrary,\nNew York, N. Y., '99\nLibrary, Omaha, Neb., '98\nLibrary, Ped., Supt. of Schs., Pa.,\n\nPa., '97\nLibr '01 Phil\nLibrary, Port adJeelrvphi N. Y., '99\nLibrary, Prat Insits,a, N. Y., 'oi\nN. Y.,\nB.o,r\nLibr ary, Que t\nens\noug\nary,\nh,\n111. '99\nPub\nRoc\nLib\n.,\nr\n'00 ,\nLib ary, Salkford Mas\nLibrary, Sanem,Fra s., Cal. '97\nn\nr\nc\na\nIinsscto 111. ,'00\nLib ry, Sco\nv\nPa..,, '99,\nLibrary, Scr ille\nr\na\na\nn\n'00\nMas\nLib ry, Som ton,\nr\nMas s., '98\nLib ary, Spr ervill\ni\nLibrary, Stat ngfiCeate., '99 s.,\nl .\nr\n'84\nSt.e, His d, Soc.\nLib ary,\nItn.d. '9,7^N'\\\nLib rary Stat\n%\n'98 .,\nLibrary,, Stat e, Mas ,\nr\ns\ne\na\n.\nLib 'r0y, Stat , N. H,., '98\nr\nMo. '00\nLib ary0, St. eJ,os\nr\n,'\nS L eph M\nL ary\nLiibbrar , Stu.p ouis,,N. o.S,ch oo Wis\n.,\n.,\nrar y,\neri\ny,\nor\nN. Y.f '98\nSyr\nLibr\na\na\nc\nLibr ry, Top use, Kan. '00\n'98\nLibrary, Unievka, of Mich,\nLibrary, Uni . of Min ., '01\nLibrary, Univv. of Pa.,n.,'98\na\n.\n'97\nLibr ry, Univ of Wyo\nW.., Va., 'oi\nLibrary, Whe .\ne\na\nDel. '01\nLibr ry, Wil ling,\nMas , '98\nLibrary, Wor mingt\nLighary, C. M.c,estNe.roMne,x s.',95\n.\nWm. , Mich, '96\nLig t,\nA. ,N., Kan.., '86\nLtmhtbody\n111. '9,7\nLincerick ,Coll\n,\n,\n'95\nLing olnChas eJg.e,, Colo\nLing, L. E.. A., Iowa., 'oo\n,\n,\n'95\nClar L., Colo\nLitt\nl\n.\nLoc e, Geo.a H., 111., , '01\nk\nLLoc e, JAoh S.E, MeO. '959\n6\nogkae,\nnnna ., h,io\nn,\n,\n'\nE I\nE\nLoll\nar, zra ., nd., 99\n'96\nJ. L., Tex\nLon\nLong, Paul J., .N,. C.,\n'\n'9800\nLong, R. L., Ariz\ng\n.\n,\nG. B., Mo,. '97\nLon\n,\ng\n111., '00\nGer\nLon an,\nE.t,ruMdoe., '01\nLoogeneck Alm\nLoosmis,Chaesr, aL., Ohio ,'95\nN. Y.,, '97\nLor , Edw .\nC, 111., '94\nLordd, Liv ard,\ning\n,\n'97\nLott Hen stCo,n Mich\nr\n,\ny\nA..,, N. Y., '96\nLo\nLou\nLovensber Tho uiseB., N. Y., '96\nLov ll, y, mLa.s E., 111., '98\nN., Tex. '01\nLoveeridgeFult\nLow tt,Set,h oNn. Y., '95 ,\n,\nD., III. '97\nCh,ar\nLow\nL.leAs., Kan. ,'97\nLow ry,\nt\n'\nD .M\nLuc her, Edw\nkey\nin ., o., 94\n,\n\nACTIVE MEMBERS\n\nLuckey, G. W. A., Neb., '95\nLuebke, Emma J., Wis., '97\nLugg, Mary L., Wis., '97\nLukens, Herman T., Pa., '92\nLyle, E. G., Mo., '01\nLyman, E. A., Mich., '98\nLynch, Chas. P., Ohio, '94\nLynch, M. M., Va., '98\nLynch, S. A., Wis., '01\nLynch, Wm. H., Mo., '95\nLyon, Edmund D., Ohio, '98\nLyon, P. \\V., N. J., '98\nLyon, W. F., Mich., '97\nLyons, G. K., Ohio, '98\nLyser, Albert, Cal., '98\nLyte, E. Oram, Pa., '91\nLyttle, Eugene W, N. Y., '98\nMaas, J. J., Ohio, '99\nMacAlister, Jas., Pa., '95\nMacCracken. John H., Mo., '01\nMacdona, Kate P., N. Y., '95\nMacDonald, John, Kan., '86\nMacDonald, Margaret, 111., '96\nMacGowan, W. L., Pa., '96\nMack, Wm. S., 111., '95\nMacKenzie, David, Mich., '96\nMackey, E., Pa., '87\nMackey, Wm. A., N. Y,, '94\nMacLean, Geo. E., Iowa, '97\nMacVannel, John A., N. Y., '01\nMagovern, Mary A., N. Y., '96\nMaharry, S. H., Ohio, '95\nMaitland, Mrs. Louise, N. Y.. '98 ■\nMalsbary, Alfred E.. Ind., '98\nMandeville, Jas. M., Mich., '96\nMann, C. E., 111., '00\nMann, Emma, Ark., '98\nManners, Chas. L., 111., '01\nManness, S. E., N. J., '92\nMansfield, Edith, Pa., 'oi\n\nMarble,A.P.,ti. Y., '80\n\nMardis, S. K., Ohio, '95\nMark, Cecil W., Cal., '98\nMark E. H., Ky., '93\nMarlatt, Abby L., R. I., '94\nMarquis, J. S., S. C, '98\nMarsh, C. O., Wis., '97\nMarsh, I. Adelia, III., '01\nMarsh, Miles E.. Ky., '98\nMarshall, T. M., W. Va., '77\nMartin, A. E., Ind., '01\nMartin, Artemas, D. C, '98\nMartin, Geo. H., Mass., '93\nMartin, O. W., Ohio, '01\nMartindale, C. W., S. D., '00\nMartindale, W. C, Mich., '97\nMarvin, Arthur, N. Y., 'q8\nMason, Wm. A., Pa , '98\nMass. Inst. Tech., Mass., '00\nMassee, J. Edman, N. Y., '96\nMassey, John, Ala., '94\nMather, I. F., Ind., '97\nMathes, Mrs. Lena B., Fla., 'oo\nMatheson, Fred. J., England, '01\nMathews, Byron C, N. J., '92\nMatlock, J. D., Ala., '98\nMatthews, A. J., Ariz., '99\nMaurer, G. C, Ohio, '95\nMaxson, C. H., P. I., 'oo\nMaxson, Henry M., N. J., '92\nMaxwell, Guy E.. Minn., '00\nMaxwell, Mary. Pa., 'oi\nMaxwell, Wm. H., N. Y., '92\nMay, Mary C, Utah, 'oi\nMay cock. Mark M., N. Y., '96\nMayer, Anna L., 111., '01\nMayer, Mary H., Pa., '00\nMayne. D. D., Mich., '94\nMays, Vernon G., Mich., '98\nMcAndrews, Wm., N. Y,, 'oo\nMcArdle, H. W., N. D., \"98\nMcBride, J K., Tex., '98\nMcCabe, C. B., Pa., '96\nMcCahan, John E., Md., '91\nMcCallie, J. H., Tenn., '97\nMcCarthy, Edward C, Mich.. '01\nMcCartney. Livingstone, Ky., '95\nMcCaslin, E. E., D. C, '98\n\nMcChesney, H. V., Ky., 'oi\nMcClain, Wm., Jr., Ohio, '01\nMcClelland, Mrs. N. B., S.D., '01\nMcClintock, O. P. M., Kan., '94\nMcClung, J. S., Colo., '95\nMcClure, Letha L. , Minn., '01\nMcCIymonds, J. W„ Cal., '99\nMcConathy, W. J., Ky., '96\nMcConnelf, J. J., Iowa, '95\nMcCord, W. A., Iowa, '95\nMcCowan, S. M., Ariz., '01\nMcCowen, Mary, 111., '97\nMcCoy, Claudius T., Ohio, '00\nMcCracken, S. B., Ind., '01\nMcCrimmon, Flora, Colo., '01\nMcCulloch, Mary C, Mo., '92\nMcCullough, J. F., 111.. '96\nMcCullough, Nathan, Fla., 'oi\nMcDaniel, C. M., Ind., '06\nMcDevitt, Rev. P. R., Pa., '00\nMcFarland, Geo. A., N. D., '95\nMcGee, L. A., Wis., 'or\nMcGhee, W. Zach., S. C, 'oo\nMcGilvray, J. A., Va., *oo\nMcGilvrey, J. E., Ohio, '01\nMcGlynn,J.J., 111., '95\nMcGregor, A. G., Ind., '01\nMclntire, W. W., Ohio, '95\nMclver, Chas. D., N. C, '96\nMcKean, Adeline V., N. Y., '01\nMcKean, J. E., Ohio, '01\nMcKee, J. Milford, N. Y., '95\nMcKee,\nP., 111.,\nMcKenny,Wm.Chas.,\nWis.,'99 97\nMcKerrow, Helen W., Mich., '01\nMcKillop, Anna, 111., '97\nMcKnignt, L. A., Ind., '91\nMcKone, W. J., Mich, '99\nMcLauchlin, A. L., 111., '95\nMcLaury, John C, N. J., '01\nMcLean. James A., Idaho, '01\nMcLoughlin, Edw., 111., '99\nMcLoughlin, Mrs. Edw., 111., '99\nMcLouth, J. A., S. D., '01\nMcMahan, J. J., S. C, '99\nMcMillan, D. A., Mo., '99\nMcMillan, J. V., Ohio, '96\nMcMillan. Mrs. R., Ohio, '8o\nMcMurry, Chas. A., 111., '90\nMcMurry, F. M., N. Y., '95\nMcMurry, Mrs. L. B., 111., '96\nMcNeal, Florence, Mo., '92\nMcNeill, I.C., Wis., '92\nMcRae, O. F., Ga., 'oo\nMcVay, Herbert R., Ohio, '00\nMcVicar, Peter, Kan., '86\nMeader, Frederick D., Can., '01\nMeek, Wm. H., Ohio, '00\nMeek, James R., 111., '01\nMeland, E. C, Wis., '97\nMeleney, C. E., N. Y., '96\nMercer Univ. Lib'y, Ga., '99\nMerica, F. M., Wis., '97\nMerrick, H. V., Ohio, '98\nMerrifield, Webster, N. D., '95\nMerrill, Chas. E., N. Y., '94\nMerrill, Edwin C, N. J., '96\n93\nMerrill, Geo. A., Cal., '00\nMerrill, Harriet B., Wis., '96\nMerrill, J. A., Wis., '97\nMerrill, Jenny B., N. Y„ '.\nMerritt, E. L., Conn., *oo\nMertz, Henry N., Ohio, '95\nMerwin, J. B.. Mo., '71\nMerz, Henry, Wyo., '95\nMeserve, Alonzo, Mass., '95\nMeskimons, J. R., Ariz., '99\nMetcalf, Robert C, Mass., '92\nMeyer, University,\nF. H., Cal., Ohio,\n'09 '95\nMiami\nMichener, J. H., Pa., '98\nMich. State Nor. Coll., '00\nMickens, Chas. W„ Minn., '00\nMickle, Robt. A., Ala., '95\nMiddleton, A.. 111., '99\nMidland Coll., Kan., '99\nMiles, Emily H., Colo., '98\nMiller, C. C, Ohio, '92\n\n"}
{"page": 1028, "printed_page": null, "text": "ioi6\n\nNATIONAL\n\nMiller, Geo. I., Iowa, '96\nMiller, Geo. J., Mich., '01\nMiller, Geo. McA., Mo., '01\nMiller, G. R., N. Y., '96\nMiller, J. //., Wash., '86\nMiller, John C., Minn., '98\nMiller, Kelly, U. C., '98\nMiller, Lucia M., Minn., '94\nMiller, O. L., 111., '96\nMiller, W. C., W. Va., '00\nMilligan, Sarah J., Mo., '97\nMillion, John W., Mo., '01\nMillis, Wm, A., Ind., '96\nMills, Leida H„ Kan., '95\nMillspaugh, J. F., Minn., '95\nMilne, John M., N. Y., '91\nMilne, Wm. J., N. Y., '92\nMilner, Mrs. Florence, Mich., '01\nMilwaukee Public Lib'y, Wis., '98\nMingins, Clara W., Mich., '00\nM inneapolis Athenaeum, Minn. ,'98\nMitchell, B. W., Pa., '99\nMitchell, Isaac, 111., '99\nMitchell, M. S.. Kan., '95\nMitchell, R. W., Ohio, '00\nMoldstad, John A., Wis., '97\nMonlux, J. B., Cal., '95\nMonroe, E. S., Ind., '97\nMonroe, Will S., Mass., '88\nMonsarrat, Mrs. L. L., Ky., '77\nMontague, A. P., S. C, '99\nMont. State Coll., Mont., '99\nMonteser, Fred., N. Y., '94\nMontgomery, Eudora, 111., '97,\nMontgomery, H. C, Ind., '97\nMontgomery, W. S., D. C, '98\nMontrose, Otis, N. Y., '96\nMoon, A. W., N. J., '89\nMoore, B. F., Ind., '96;\nMoore, Dora M., Colo., '95\nMoore, E. C, Cal., '99\nMoore, G. A., Iowa, 01\nMoore, J. A., Ala., '01\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\nMorris, John E., Ohio, '00\nMorrison, Andrew J., Pa., '81\nMorrison, G. B., Mo., '99\nMorrison, Henry C, N. H., '00\nMorrison, Rose, Ohio, '97\nMorse, Frank L., 111., '97\nMorse, W. A., Mich., '01\nMorss, Chas. H., Mass., '95\nMorton, Frank, Cal., '99\nMosher, E. H., Cal., '99\nMott, Thomas A., Ind., '96\nMower, F. O., Cal., '99\nMowry, Wm. A., Mass., '96\nMuckley, H. C, Ohio, '01\nMuellenschlader, A., Wis., '01\nMulford, A. Isabel, Mo., '96\nMulligan, Mary S., Ind., '01\nMumma, H. W., Ohio, '00\nMunroe, Jas. P., Mass., '95\nMurdaugh, E. D., Okla., '98\nMurdock, F. F., Mass., '98\nMurfee, H. O., Ala., '01\nMurlin, L. H., Kan., '95\nMurphy, Anna M., 111., '01\nMurphy, Eugene, Pa., '98\nMurphy, Geo. T., Mo., '91\nMurray, Anna, 111., '98\nMurray, May E., Mass., '9g\nMurray, Wm. S., Turkey, '98\nMurrey, T. P., Ark., '98\nMyers, Ida G., D. C.,1oi\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., N. Y., '90\nNeedham, Milton J., Ariz., '00\n\nEDUCATIONAL\n\nASSOCIATION\n\nNeedham, O., Wis., '97\nNellis, Geo. W., Iowa, '01\nNelson, B. E., 111., '99\nNelson, E. B., N. Y., '98\nNelson, Frank, Kan., '99\nNelson, Kate S., Wis., '96\nNewberry Lib'y, 111., '98\nNewell, A. C, Iowa, 'oi\nNewell, MissC. S., Kan., '95\nNew Hampshire State Lib'y, '98\nNew Haven Pub. Lib'y, Conn., '01\nNewkirk, C. F., 111., '98\nNewman, Emma A., N, Y., '00\nNewson, H. D., N. Y., '95\nNew York Pub. Lib'y, '99\nNichols, Chas. E., N. Y., '99\nNichols, Fred R., 111., '93\nNichols, Walter H., Colo., '01\nNicholson, Mary E., Ind., '85\nNicholson, Watson, Conn., '99\nNielsen, Carl H., Cal., '98\nNightingale, A. F., 111., '86\nNoel, Alex H., Mo., '97\nNoetling, Wm., Pa., '98\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\nNorton, W. H., Iowa, '01\nNorville, Josephine, Mo., '95\nNoss, Theo. B., Pa., \"96\nNussbaum, Sophie F. E., D.C., '98\nNye, Chas. H., Wis., '84\nNykirk, John B., Mich, '92\nO Brien, Mrs. Agnes, N. Y., '94\nO'Brien, Katheryn A., 111., '01\nO'Brien, Theresa, 111., '01\nO'Callaghan, W. F., N. Y., '94\nO'Connor, D. C, Neb., '94\nO'Connor, Joseph, Cal., '88\nO'dell, Malcolm W„ Iowa, 'oi\nO'Dell, Lucien B., Ind., '00\nOgg, R. A., Ind., '97\nO'Grady, C. Geraldine, N. Y., '01\nO'Grady, Julia, 111., '01\nOgren, John, S. C, '00\nO'Hanlon, R. J., Wis., '97\nOhio State Univ., '97\nO'Keefe, Mrs. S. J., 111., '96J\nOlds, Mary L., Minn., '94^\nOldt, F. T., Iowa, '96\nOldt, J. C. Ohio, '01\nO'Leary, J. A., 'Mich., '01\n0'Leary,KateS.,Ill.,'95\nOlin, Arvin S., Kan., '90\nOlsen, John W., Minn., '00\nOmaha Pub. Lib'y, Neb., '98\nOrmsby, F. B., 111., '96\n*Orr, J. D., Kan., '91\nOsborne, C. E., N. J., '01\nOsgood, Anna M., Ohio, '90\nO'Shea, M. V., Wis., '92\nOswego Nor. & Tr. Sch., N. Y., '00\nOtt, Harvey N., 111^ '01\nOutcalt, Irving E., Cal., '01\nOwen, Hugh A., N. Mex., '97\nOwen, Lincoln, Mass., '96\nOwen, W. B„ 111- '96\nOwens, C. J., S. C, '00\nPaessler, V. S.,N. V., '98\nPage, Edw. A., N. Y., '99\nPage, Edw. C, 111., '00\nPage, R. S., 111., '96\nPainter, D. H., Minn., '01\nPalmer, A. N., Iowa, '96\nPalmer, Chas. S., Colo., '95\nPalmer, E. D., Mich., '94\nPalmer, E. W., Colo., '99\nPalmer, Francis B., N. Y„ '90\nPalmerlee, C. E., Mich., '01\nPalmerlee, L. S., Mich., '01\nParker, Alice N., D. C, '98\nParker, Chas. I., 111., '87\nParker, Chas. V., Colo., '87\n\nParker, C. M., 111., '95\nParker, Francis W., 111., '80 5^\nParker, Henry M., Ohio, '95\nParker, J.\nJohn\nAla.,'97'01 ,, . ,.#''3\nW., L.,\nArk.,\nParker, M. M., Ariz., '99\nParker, W. D., Wis., '84\nParker, W. S., Mass., '96 TH^Z\nParkinson, D. B„ 111., '97\nParkinson, John B., Wis., '84\nParmenter, Chas. W., Mass., '95\nParrish, Celestia S., Va., '07\nParsons, Jas. R., Jr., N. Y., 'or\nPassmore, John A. M., Pa., '92\nPatten, Frank C, Mont., '97\nPattengill, Henry R., Mich., '92\nPatterson, J. H., Ky., '01\nPatton, Cassia, Alaska, '95\nPatton, Chas. L., N. Y., '86\nPayne, W. C, 111., '96\nPayne, Wm. H., Mich., '92\nPeabody, Helen S., S. D., '01\nPeacher, A. L., Ark., '96\nPeacock, Mary C, Pa., '98\nPeairs, H. B., Kan., '97\nPeak, Chas. N., Ind., '96\nPearcy,Jas. B., Ind., '01\nPearse, C. G., Neb., '91\nPearson, Henry, Ga., '98\nPearson, H. C, Pa., '99\nPearson, Juliet, N. Y., '99\nPearson, T. G., N. C, '00\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., 'oo\nPeirce, Eugene G, Iowa, '01\nPennell, Calvin S., Minn., '64\nPenniman, J. H., Pa., '99\nPenn. State Coll., Pa., '00\nPenny packer, J. L., Pa., *oo\nPeres,\nH.? Tenn., Mass.,\n'00\nPerkins I,Institution,\n'97\nPerrin, John W., Ohio, '01\nPerrine, Lura L., N. D., '95\nPerry, Alfred T., Ohio, '00\nPerry, Elizabeth H., Mass., '91\nPerry, Reuben, Wis., '01\nPerry, Wm. H., Ky., '98\nPeterson, J. P., Wis., '97\nPettis, Rilla A., S. D., '01\nPettis, J. Wilson, Ark., 'oi\nPhelan, W.W., D. C, '98\nPhelps, Wm, F., Minn., '70\nPhiladelphian Soc, Wis., '84\nPhilbrook, C. F., 111., '95\nPhilips, Geo. M., Pa., '70\nPhilips, H. S., Colo., '99\nPhillips, Daniel E., Colo., '00\nPhillips, Hattie A., Iowa, '96\nPhillips, J. H,, Ala., '88\nPhillips, Mrs. J. H., Ala., 'oi\nPhilomathean Lit. Soc, Pa., '98\nPickard, Josiah L., Me., 86\nPickrell, Percy, 111., '99\nPierce, Edw. T., Cal., '89\nPierce, Mrs. Ella M., R. I., '96\nPierce, Lovick, D. C, '98\nPierce, Mary R., 111., '97\nPierce, Thos. P., Ohio, '01\nPigg, G. L., S. D., '99\nPike, Joshua, 111., '51\nPinkerton, T. B., Ohio, '99\nPippin, Mrs. E. E., Md., '00\nPitman, J. A., Mass., '99\nPittinger, O. M., Ind., '01\nPlace, Mrs. C. L., Minn., '96\nPlapp, F. W., 111., '07\nPlimpton, Geo. A., N. Y., '94\nPlumer, Geo. M., Ohio, '96\nPoland, A. B., N. J., '92\nPollock, Rosalie, Utah, '97\nPollock, Susan P., D. C, '94\nPomona Coll., Cal., '99\nPorter, E. A. F., Ohio, '99\nPort Jervis F. Lib'y, N. Y., '99\nPosse, Baroness Rose, Mass., '95\n\n"}
{"page": 1029, "printed_page": null, "text": "1017\n\nINDEX\nPotter, Grace T., 111., *oi\nPound, E. A., Ga., '01\nPound, J. M., Ga., 'oi\nPowell, Arthur, Ohio, '00\nPowell, W. B., N. Y., '92\nPowell, W. F., D. C, '89\nPower, Gussie, N. Y., '87\nPowers, Jas. K., Ala., '95\nPrather, Wm. L., Tex., '01\nPratt Inst. Free Lib'y, N. Y., '01\nPratt, R. H., Pa., '98\nPratt, W. A., Iowa, '01\nPray, Mabel L., Ohio, '97\nPray, T. B., Wis., '94\nPreece, Mrs. Louise, Minn., '94\nPrentis, H. W., Mo., '97\nPrentiss, Jennie W., Ohio, '01\nPreston, J. R., Miss., '90\nPrettyman. E. B., Md., '92\nPrichard, E. H., Ohio, '95\nPrichard, Margaret S., Pa., '98\nPrillerman, Byrd, W. Va., '91\nPrince, John T., Mass., '91\nPrincipals'\nRound\nTable, Wilmington, Del., '01\nPritchard, M. T., Mass., '96\nPritchett Coll., Mo.. '00\nPritchett, H. C., Tex., '92\nProudfoot, Mrs. A. H., III., '97\nPub. Lib'y, Boston. Mass., '00\nPub. Lib'y, Butte, Mont., '00\nPub. Lib'y, Detroit, Mich., '97\nPub. Lib'y, Dover, N. H., '00\nPub. Lib'y, Jersey City, N. J., '97\nPub. Lib'y, Kalamazoo, Mich., '01\nPub. Lib'y, Los Angeles, Cal.,'00\nPub.'01Lib'y, Lynn, Mass., '00\nPub. Lib'y, Maiden, Mass., '00\nPub. Lib'y, New Haven, Conn.,\nPub Lib\nNew Yor\nN Y '\nk, . P ., '99\nPub. Lib'y, Phi\na., 97\nPub. Lib'y, Rocladelp 111. '99\n'\nPub. Lib y, Salkford,hMiaas, , '00\n'y,\n.\ne\ns\n.,Ca\nPub Lib\nS. Frma,\nl. '97\nPub. Lib''y, Som ncisco Mas , '00\ns\ne\n.\n,\nPub Lib y, St. rJvoislle\nMo. ., '00\nPub . Lib 'y, St. Loueph,, Mo. , '90\nis,K\n,\nPub. Lib 'y, Top\nan. '00\n'\nPub . Lib' y, Whe eka,\nW. , Va., 'ot\n.\neli\ny,\nn\nPu\nLi\nWo\n'9\ng Ma\nPubb. Sbe'ny, Teracest , Wisss., '848\ne\n.,\n.\nPug. Jas. H., ch1e11r.rs,, '98\n,\nh\n,\nPuls\nWm. E., N. Y., '99\nif\nPur er,Mar I., 111. '06\nPuter,\nMyrs Ali , H., 111. '93\nceR\n, '\nPutnam, Ric.\n01\n., Mic\nn\na\nPut m, Cha hardG., Mic h.',oi\ns\nQueney, Bor .\nLib h.,N. Y., '01\n'\nQui ens Geo ougF.h, Ind. y,'01\n,'9\nRacck, S. J.., Min\n5\ne\nn\n,\n.\nRai\nS. E., 111., '01\n,D\nRaknes,\nCha\n'99\n.,D\ns\ne\n.\ns\nRam traw Cha\nC Mas.C, '93\ns\ns\nRamsay, , Geo . J., Va. .'8,9\n,\n.\nRa sey, Ma\nC, Wy\n'01\nRanmsey, J. rEy., Ohi o'.9,8\nd\no\na\n,\nRan ll, W. E., Vt., '99\nRanger, A. W., Min\n'93\nn\nk\nRan in, Fra\nE.,.,N. Y., '99\nRap som,Chr nces F., Ohi\n'99\ni\nRapp, Eli sMt„ian Pa.. '97 o,\nRas p,\nH. H., Ohi\n\"93\nRatchig,\nC. G., Mo.o, '01\n,'\nRau hmanA,. N., Del\n., 92\nb\n,\nRav\nAli\nEng\n'oi\nRawenhill E. B.c,e, N. Y.l,and',99\nRayson, , Elm\nE., Ohi\n'01\no',\nRay man, R. eEr., Ohi\n95\nRayman,\nA. V. V.,o, N. Y., '95\nRea mondJ,. Irvi\nCal. '98\nd\n,\nn\n,\nRed\nElm g, S., N. Y., '00\nRed man,\nWme.r Kan\n'01\n.\nRedmond, Jac ,\nN. , Y., '00\nRee way,A. A.,queIso,w\n'95\nRee d,\nW. C. Oah,i\n'98\nd\no\nRee er,Este\nWyo , '94\nl\n,\nRee\nMinlle, E., .C,al. '99\ns,\nnie\n,\n\nTO LIFE AND\n\nACTIVE\n\nReeves, C. F., Wash., '96\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, Robert H., 111., '97\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., '89\nRice, J. M., N. Y.,'95\nRice, Wm. N., Conn., '99\nRichards, C. R., N. Y., '98\nRichards, D. M., N. M., '01\nRichards, Mrs. E. H., Mass., '98\nRichards, Mrs. L. A., N.Mex.,'01\nRichardson, B. C, Me., '01\nRicharson, Kate S., Wis., '01\nRicheson, J., 111., '97\nRichmond, Sarah E.. Md., '76\nRicketts, Emily, Ind., '01\nRiddle, W., Pa., '96\nRidgeway, Wm. C, Mo., '98\nRieman. John F., Ind., '98\nRightsell, J. R., Ark., '98\nRigler, Frank, Ore., '98\nRiley Co. Ed. Asso., Kan., '86\nRiley, Mrs. M. E., Mo., '90\nRiste, Ernest, Wash., '99\nRiste, W. G., Kan., '97\nRitchie, Ada M., Ohio, '01\nRivers, W. W., Ark., '95\nRoach, T. W., Kan., '86\nRobbins, C. W., Mo., '92\nRobbins, Geo. A., 111., '97\nRobert, Jas. A., Ohio, 182\nRoberts, Dimon H., Mich., '98\nRoberts, Edw. D., Ohio, '00\nRoberts, Flora, Ind., '96\nRoberts, Geo. L., Ind., '01\nRoberts, Hester A., N. Y., '94\nRoberts, H. L., 111., '97\nRoberts, L. D., Wis., '97\nRoberts, Wm. E., Ohio, '98\nRobertson, J. L., 111., '97\nRobertson, P. W., D. C., '96\nRobinson, Albert R., 111., '95\nRobinson, Lucy W., Va., '96\nRobinson, Oscar D., N. Y., '92\nRobinson, W. S., Ohio, '95\nRocheleau, W. F., 111. '96\nRochford, Anna T., 111., 'or\nRockwood, Geo. H., 111., '00\nRogers, A. C, Minn., '99\nRogers, Dora B., W. Va., '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. T., Ohio, '98\nRoof, F. M., Ala., '92\nRoop, C. V., Cal., '86\nRoot, Chas. C, Neb., '01\nRose, Geo. E„ Kan., '86\nRose, S. L., Ohio, '96\nRoss, M. M., Tenn., '99\nRoss, Pete W., Minn., '99\nRoss, W. H.,S. D., '01\nRosseter, E. C, 111., '00\nRoth, Anna C, Ky., '97\nRothe, Ella A., Ohio, '00\n\"Rounds, Chas. C, N. Y., '76\nRow, R. K., III.. '09\nRowe. Ella A., 111., 'oi\nRowe, H. M., Md., '96\nRowe, Mary E., Ind., '95\nRowe, Stuart H., Conn., '98\nRowe, W. S., Ind., '95\nRowland, I. H., Ohio, '96\nRudolph, Ida, Ky., '96\nRussell, Jas. E., N. Y., '95\n\nMEMBERS\nRussell, W. P., 111., '99\nRust, Fred W., 111., '01\nRyan, Mary E.. Mont., '99\nRyon, C. M., N. Y., '96\nSaben, Alfred S., Mass., '01\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\nSalem Pub. Lib'y, Mass., '00\nSalisbury, Albert, Wis., '87\nSamuel, Wm. H., Pa., '93\nSanders, Alan, Ohio, '01\nSanders, D. E., Wash., '95\nSanders, F. W., Germany, '97\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\nSaunders, Sara A., N. Y., '96\nSavitz, J. J.. N. J., '99\nSawhill, Thos.A., Kan., '86\nSawvel, Franklin B., Pa., '94\nSawyer, C. L., Minn., '97\nSaylor, J. F., Wash., '96\nScarlett, Augustus, N. J., '91\nSchaeffer, Nathan C, Pa., '87\nSchauffler, Alfred T., N. Y., '95\nSchellenger, G. J., S. D., '01\nSchiller,\nSchmidt, J.\nF. D.,\nA., Mich.,\nN. Y., '96\n%6\nSchmucker, S. C, Pa., '92\nSchneider, Henry G., N. Y., '95\nSchobinger, J. J., 111., '99\nSchofieid, Martha, S. C., '91\nScholfield,\nBessie M., R. I., '96\nSch.\n111.,of'99Ed., Univ. of Chicago,\nSch. of Ped.. N. Y.Univ., N.Y., '99\nSchreiber, Mae E., N. Y., '96\nSchryver, Anna A., Mich., '96\nSchurman, J. G., N. Y., '96\nSchuyler, Aaron, Kan., '86\nSchuyler, E. H„ N. J., '94\nSchuyler, Wm., Mo., '01\nSchwietert, H. J., Iowa, '01\nScotia Seminary, N. C, '99\nScott, Chas.\nB., P.\nR., '9099\nEdith A.,\nMinn.,\nScott, E. H., 111., '95\nScott, F. N., Mich., '97\nScott, Harriet M., Cal., '96\nScott, Izora, Colo., '97\nScott J. B., 111., '99\nScott, Jas. W., Colo., '93\nScott, O. C, 111., '95\nScott, W. H., Ohio, '93\nScovel, E. C, Minn., 'ox\nScovel, Sylvester F., Ohio, '97\nScoville Inst., 111., '00\nScranton Pub. Lib'y, Pa., '99\nScudder, Myron T., N. Y., '95\nScull, Jas. F., Ind., '95\nSearle, F. E., Mich., '99\nSearle, Miss S. M., N. J., '93\nSeaver,\nSedgwick,Edwin\nWm. P.,\nT., Mass.,\nMass., '0399\nSeeley, Levi, N. J., '90\nSeerley, H. H., Iowa, '89\nSelleck, Roda E., Ind., 'or\nSelleck, W. F. F., Minn., '98\nSenger, Harry L., Ohio, '01\nSexton, E. K., N.I., '97\nSeymour, R.Rev.\nB., J.\n111.,\nShanahan,\nW„'00Pa., '95\nSharkey. J. P., Ohio, '90\nShaver, Chas. A., N. Y\\, '00\nShaw, A. L., Neb., '97\nShaw, Edw. R., N. Y„ '93\nShaw, Sam., Wis., '84\nShavian, J. A., Ohio, '94\nSheakley, Samuel H., Iowa, '00\nShear, S. R., N. Y., '95\n\n"}
{"page": 1030, "printed_page": null, "text": "ioi8\n\nNATIONAL\n\nShearer, W. J., N. J., '95\nShearer, W. S., Iowa, '97\nSheats, W. N.,Fla., '93\nShelley, Kate, Mont., 'oi\nShelton, F. M., Ohio, '99\nShepard, Elmer I., Minn., '00\nShepard, Geo. C, Va., '97\nShepard, Irwin, Minn., '83\nSheppard, L. W., Ohio, '98\nSherer, Albert H.. Ohio, 'oo\nSherman, Chas. M., Wash., '01\nSherman, J. P., N. Y., '01\nSherwood, Mrs. J. C, Cal., '99\nSherwood, Martha A., Mich., '01\nShield, W. B., Mo., '01\nShippen, Edw., Pa., '79\nShirk, David F., Kan., '95\nShoemaker, W. A., Minn., '95\nShoop, John D., 111., '00\nShorkley, Mrs. H. B., Cal., *99\nShotwell, Ambrose M., Mich., '01\nShotwell, J. B., Ohio, '01\nShowers, F. F., Wis., '99\nShultess, Alice H., Wis., '00\nShumaker, F. P., Ohio, '99\nShutts, Geo. C., Wis., '96\nSibley, Chas. A., Mass., '95\nSiders, Walter R., Idaho, '01\nSiefert, H. O. R., Wis.,'95\nSilke, Lucy S., 111.. '93\nSilver, Edgar O., N. Y., '94\nSilver, Elmer E., Mass., '99\nSimerwell, E. A., Kan., '95\nSimkins, J. D., Ohio, '01\nSimmons, J. W., Wis., '99\nSimonds, H. A., Wis., '95\nSimonson, R. B. D., Mo., '00\nSims, J. F., Wis., '97\nSinclair, S. B., Can., '91\nSinger, Edgar A., Pa., '80\nSisson, E. O., 111., '97\nSkidmore, Sydney T., Pa., '95\nSkinner, Chas. /?., N. Y., '90\nSkinner, Elizabeth, Colo., '99\nSkinner, Wm. 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., '00\nSloane, Clyde. 111., '98\nSmalley, D. H., 111.. '99\nSmallwood. Mabel E., 111., '96\nSmedley, Eva A., 111., '97\nSmiley, Elmer, E., Wyo., '00\nSmiley, Mrs. Mary S., Colo., '01\nSmiley, Wm. H., Colo., '92\nSmith, Alex., III., '99\nSmith, Arthur, P., Mass., '90\nSmith, A. Thos., Pa., '93\nSmith, Anna T„ D. C, '95\nSmith, Mrs. C. B., 111.. '98\nSmith College, Mass., '98\nSmith, D. E., N. Y., '01\nSmith, E. E., 111., '96\nSmith, E. R., 111., '97\nSmith, E. S., 111., '01\nSmith, Euler, B., Ga., '87\nSmith, F. Everett, S. D., '01\nSmith, F. P., Kan., '97\nSmith, Geo. M., S. D., '95\nSmith. Geo. W.. 111., '99\nSmith, Harriet E., Wis., '97\nSmith, Henry B., Colo., '99\nSmith, H.J..N.Y., '95\nSmith, living B., N. Y., '99\nSmith, J. E., Tex., '99\nSmith, J. F., Ohio, '98\nSmith,}. L., III., 'oo\nSmith, J. Mace, N. Y., '95\nSmith, Jos. R., Pa., '99\nSmith, M. B., Mass., '99\nSmith. Sidney F., D. C, '95\nSmith College, Mass., '98\nSmyth, W. S., 111., '93\nSnedden, D. S., Cal., '99\nSnow, Bonnie E., Minn., '96\nSnow, Francis H., Kan., '93\n\nEDUCATIONAL\n\nASSOCIATION\n\nSnow, Mary S,,111.,\nN. 'Q7Y., '98\nHenry,\nSnyder, A.\nJ., Ill,, ^N.f.,'94\nSnyder, Jessie JM., Ga., '97\nSnyder, J. H., Ohio, '96\nSnyder, J. L., Mich., '89\nSnyder, W. H., Mass., 'oi\nSnyder, W. R., Ind., '95\nSnyder, Z. X., Colo., '87\nSnyder, Mrs. Z. X., Colo., '96\nSold an F. Louis, Mo., '77\nSollitt, Alice E., 111., '93\nSomerville Pub. Lib'y, Mass., '00\nSoper, Laura J., Can., '01\nSoule, Geo., La., '92\nS. Dak. Agri. Coll., S. D., '99\nS. 111. Nor. Univ., 111., '99\nSouthall. J. W„ Va., '98\nSpain, Chas. L., Mich., '01\nSpangler, H. T., Pa., '94\nSpaulding, F. E., N. J., '96\nSpaulding, Randall, N J., '92\nSpaunhurst, J. F., Ind., '00\nSpayd, H. H., Pa., '92\nSpeer, W. W., 111., '96\nSpencer, Catherine. Mo., '97\nSpencer, Pauline W., Pa., '93\nSpencer, Root. C, Wis., '84\nSpencer, Mrs. Sara A., D. C, '92\nSpencer. Thos. E., Mo., '00\nSpero, Mrs. Anna K., Cal., '77\nSpiegle, Grace E., Pa., '99\nSpindler, J. W., Kan., '99\nSpringer, DurandW., Mich., '94\nSquire, Mary V., N. Y., '96\nStableton, J. K., 111., '00\nStalker, Francis M., Ind., *oi\nStanley, Edmund, Kan., '86\nStanton, Otis G., Ind., '01\nStaples, Helen F., Minn., '96\nStapleton, M. A. C, Mont., '99\nStark, Joshua, Wis., '84\nStarke, N. C, Va., '99\nSt. F. N. Sch., Farmville, Va.,'99\nState Agri. Coll., Kan.. '97\nSt. Historical Soc, Wis., '84\nState\nLibrary, Cal.,\nState Library,\nMass.,'90 98\nState Nor. Coll., Mich., '00\nSt. N. and Ind. Coll., N. C, '98\nSt. N. Sch., Brockport, N. Y.,'00\nSt. N. Sch., California, Pa., '99\nSt. N. Sch., Carbondale, 111., 99\nSt. N. Sch., Cedar Falls, Iowa.V\nSt. N. Sch.. Charleston, 111., '99\nSt. N. Sch., Chico, Cal., '97\nSt. N. Sch., De Kalb, 111., '99\nSt. N. Sch.,EIlensburg,Wash.,'97\nSt. N. Sch., Fairmont, W.Va.,'01\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., '99\nSt. N. Sch., Los Angeles, Cal. ,'97\nSt. N. Sch., Mankato, Minn, '99\nSt. N. Sch., Mansfield, Pa., '97\nSt. N. Sch., Mayville, N. D., '00\nSt. N. Sch., Millersville. Pa., '97\nSt. N. Sch., Marquette, Mich. ,'99\nSt. N. Sch., Monmouth. Ore., '01\nSt. N. Sch., Moorhead, Minn., '97\nSt. N. Sch., New Paltz, N. Y.,'99\nSt. N. Sch., Normal, 111., '98\nSt. N. Sch., Oshkosh, Wis., '98\nSt. N. Sch., Oswego, N. Y., '00\nSt. IV. Sch., Platteville,Wis.,'84\nSt. N. Sch., Providence, R. I. ,'97\nSt. N. Sch., Salem, Mass., '00\nSt. N. Sch., San Jose, Cal., '98\nSt. N. Sch., St. Cloud, Minn. ,'97\nSt. N. Sch., Superior, Wis., *oo\nSt. N. Sch., Terre Haute, Ind. ,'97\nSt. N. Sch., Trenton, N. J., '97\nSt. N. Sch., Westfield, Mass., '97\nSt, N. Sch.,W. Liberty ,W.Va.,'oo\nSt. Nor. Sch., Whatcom, Wash., '00\nSt. N. Sch., Whitewater, Wis.,'98\n\nSt. N. Sch., Winona, Minn., '97\nSt. Teachers' Assoc, of III., '90\nSt. Univ. Lib'y, Iowa, '97\nSt. Univ. Lib'y, Ohio, '97\nSt. Clair, W. T., Ky., '01\nStearns, J. W„ Wis., '84\nSteele, Wm. L , 111., '90\nSteen, J. M., Tenn., '00\nSteere, E. A., Mont., '96\nStehman, J. H., 111., '97\nStein, F. W., Cal., '99\nStephens, H. Morse, N, Y., '96\nStephens, J. P., Pa., '01\nStephens, M. Bates, Md., '98\nStephenson, Lillie S., 111., '95\nStern Menco, N. Y., '82\nStetson, W. W., Me., '95\nStevens, C. E., Ohio, 'or\nStevens, Edw. L., N. Y., '99\nStevens, Moses C., Ind., '76\nStevens, Plowden, jr., N. Y., '93\nStevenson, A. L., 111., '97\nStevenson, Wm. C, Md., '90\nSteward, Darius, Minn., '00\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\nStilwell, Miss E. O., S, D., '01\nStitt, E. W., N. Y.. '96\nSt. Louis Pub. Lib'y, Mo., '00\nStockwell. Mrs. H. H., N. D., '94\nStockwell, Thos. B., R. I., '91\nStockwell, Walter L., N. D., '94\nStokes, A. L., S. C, '00\nStokes, Horace A., Ohio, '95\nStokes, Susan G., Utah, '99\nStone, Mason S., P. I., '94\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\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\nStrickland, W. S., Ohio, '99\nStrine, J. H., Cal., '99\nStroeter, E. H., Mo., '99\nStrong, Edwin A., Mich., '92\nStrong, Jas. W., Minn., '95\nStruthers, Hester C, N. C, '98\nStuart, Alex., T., D. C, '00\nStuart, Margaret, 111., '01\nStuart, Giles A., Conn., '99\nStubbs, J.E., Nev., '95\nStudy, J. N., Ind., '97\nStuver, E., Colo., '95\nSudborougk, Mrs. G., Neb., '80\nSullivan, Ella C, 111., '99\nSummers, Alex., D. C., '98\nSunderlin, A. V., Iowa, '00\nSuper, Chas. W., Ohio, '91\nSuperior St. Nor. Sch. Lib'y, '00\nSuplee, Etta, Iowa, '95\nSuplee, Fannie, Iowa, '95\nS-upt. and Prin. Asso., Wis., '84\nSurette, Thos. W., N. Y., '01\nSuter, Anna, Ind., '90\nSuter, Miss H. A., La., '94\nSutherland, E. B., Mich, '01\nSutherland, Marg. W., Ohio, '95\nSutton, W. S., Tex ., '95\nSuydam, V. A., Wis., '99\nSwain, G. R., Mich., 'or.\nSwan,\nWis.,'9397\nSwain, Phebe,\nJos., Ind.,\nSwanger, F. A., Cal., '99\nSwart, Rose C, Wis.. '95\nSwartz, Jno. W., Ohio, '99\nSweeney, Ella L., R. I., '00\nSweet, Benj. A., 111., '00\n\n"}
{"page": 1031, "printed_page": null, "text": "019\n\nINDEX\nSwett, John, Cal., '99\nSwingle, W. M., N. J., '98\nSyracuse Cent. Lib., N. Y., '98\nTadd, J., Liberty, Pa., '92\nTait, Elizabeth S.. Pa., '98\nTalbot, Henry, 111., '92\nTapley, Wm. W., Mass., '92\nTappan, David S., Ohio, '99\nTarbell, Horace S., R. I., '91\nTarr, RalphS.. N.Y., '99\nTate, W. K., S. C, '99\nTaubman, Kate, S. D., '94\nTawney, Guy A., Wis , '98\nTaylor, A. /P., 111., '86\nTaylor, Edw., Ky., '96\nTaylor, Henry J., Iowa, '84\nTaylor, Jos. S., N. Y., '94\nTaylor, R. A.. N. Y., 'oi\nTeh's Asso. Cowley Co., Kan, '86\nTeh's Asso. Riley Co., Kan., '86\nTeachers' Association, Wis., '84\nTeachers Coll., Dept. Man. Tr.,\nN. Y., '99\nrch's Inst. Phila.. Pa., '79\nTempleton, J. C, Cal., '94\nTerrel, Harriet E., Ohio, '96\nTerrell, Robert H., D. C, '98\nThames, W. I., Miss., '97\nTharpe, F. D., Mo., '91\nThatcher, Jas. L., Iowa, '96\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\nThomas, Isaac, Vt., '99\nThomas, Jennie L., M ich„ '00\nThomas, W. Scott, N. Y., '99\nThompson, A. B., Ind., '01\nThompson, D. M., N. C, '98\nThompson, E. C, Mich., '94\nThompson, Fannie E., Ohio,' 99\nThompson, H. E., Ok!a., '95\nThompson, J. H., Mich., '01\nThompson, John G., Mass., '95\nThompson, L. S., N. J., '76\nThompson. O. D., Mich., '96\nThompson, T. E., Mass., '97\nThompson, Wm. 0.,Ohio, '94\nThompson, Frank D., III., '95\nThorndyke, E. L., N. Y., '98\nThornhill, E. A.. 111., '01\nThorson, I. A., Minn., '98\nThudium, C. C, Mo., '98\nThurber, Chas. H., Mass., '93\nThweatt, Hiram H., Ga., '00\nThwing, Chas. F.,Ohio, '95\nThwing, F. F., Ky., '01\nTibbets, Anna, Neb., '94\nTibbetts, A. C, Minn., '95\nTibbits, H. S.. 111., '00\nTighe, R. J., N. C, '00\nTillotson, D. C, Kan., '86\nTilton, Chas. S., Wash., '99\nTinker, B. W., Conn., '97\nTodd, Samuel B., Wis., '95\nToepel, Theo.. Ga., '01\nTolman, Henry L., 111., '97\nTompkins, A., 111., '96\nTormey, J. A., Minn., '97\nTower, Belle M., Mich., '97\nTowne, Geo. L., Neb., '00\nTownsend, H. S., P. I., '99\nTownsend, J. A., N. Y., '99\nTracy, Frank N., 111., '96\nTrant, Amelia Earle. N. Y., '96\nTrask, H. M., Pa., '95\nTravell. Ira W., N. J., '97\nTrent, E. O.. Ark., 'oi\nTressler, A. W., Wis., '92\nTreudley, F., Ohio, '91\nTriplet, Wm., Colo., '01\nTrisler, J. L., Ohio, 'or\nTrotter, J. R.. W. Va., '97\nTrowbridge, G. S., Cal., '99\nTruman, Emma L., S. D., 'oi\nTrybom, J. H., Mich., '00\n\nTO LIFE AND ACTIVE\n\nMEMBERS\n\nTual. Acad. Pacif. Univ.,Ore.,'9g\nTucker, Lucy B., Ohio, '01\nTuger, Margaret E., N. Y., '01\nTurner, Alfred, Mass., '95\nTurner, C. W.,Neb., '99\nTurner, Eugene F., Tenn., '00\nTurner, F. L., 111., '00\nTurner, J. E., 111., '95\nTurner, J. M., Wis., '97\nTurner, Marie L., Mo., '95\nTuttle, Albert H., Va., '96\nTutwiler, Julia S., Ala., '82\nTwichell, Hattie, Mass., '95\nTwichell, W. S., N. J., '01\nTwiggs, T. P., Mich., 'oi\nTwining, Nathan C, 111., '84\nTwiss, Geo. R., Ohio, '94\nTwitchell, W. I., Conn., '01\nTwitmyer Geo. W., Del., '90\nTynan, T. T., Wyo.. '99\nUnderbill, Volney, III., '93\nUniversity, Atlanta, Ga., '95\nUniversity, Brown, R. I.. '01\nUniversity, Columbia, N. Y.,'95\nUniversity, Cornell, N. Y., '96\nUniversity, Denison, Ohio, '00\nUniversity, Harvard, Mass., '95\nUniversity, J. B. Stetson, Fla.,'99\nUniversity, Johns Hopkins, Md.,\n'99\n.\n. , 99\nUniversity,\nLawrence, Wis.,\nUniversity, Lehigh, Pa., '99\nUniversity, Leland\nStanford Jr.,\nCal., '97\nUniversity, Mercer, Ga., '99\nUniversity, Miami, Ohio, '95\nUniversity, S. 111. Nor., '99\nUniversity, West Virginia, '99\nUniversity of Arizona, '01\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 Minnesota, '00\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\nUniversity of Rochester, N. Y., '00\nUniversity of State of N. Y., '93\nUniversity of Tennessee, '01\nUniversity of Texas, '98\nUniversity of Utah, '95\n'\nUniversity 01 of Vermont, '01\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\nColl.,Elizabeth,\nInd., '97 Mich.,\nVan Adestine,\nG N Y '\nVan A ken. Mrs\n. ., . ., 84\n'90\nOhi\nSoph\nVan\no\nVance, Wm. ie,McK , Ohio '00\nC. L..,, Ohio ,'96\nVance,Clev\nVan Cleve, Edw M., ,Ohio '97\n.\ne,\n,\n'9\nJ. A., Min\nVan\nChas C, n.C,al. 6'94\nVandykLeie\nw\n,\n,\n.\n,\nY.,*\nMar\nVan Rens\nt\n9\ns\nVan Sick elaeJra,s. H., hMad..N '92 4\nVan Win le, J. D., Ark. , '00\nk\nN. Y.. ',98\nCollel.\nVass\nMegae, E., 111 '00\nVau ar\nVea ghan Nat ry T., Kan., '95\ntch ,\n.\nh\n'01\nMrsan M. L., M,ich\nVeen ,\n. J M\n'9.5,\nVertflieEtd,m\n., inn\nu\n.\n.\nn\nr84\nF., Wi,s\nCdha\nVie\n.,\ns.\nbah\n98\nVVoirgtue nW,Gm.. O.,H.,MinOnh.i, 'V\no,\nel,,\n\nVolland, A. J., Mich., '97\nVoorhes, O. P., Ohio, '00\nVoorhis, Geo. H., N. J., '93\nVosburgh, J. H., Okla., '01\nWabash College, Ind., '95\nWade, Margaret I., N. J., '94\nWadhams, John A., 111., '01\nWagner, Harr, Cal., '99\nWagner, W. H., Neb., '99\nWaite, Geo. S., Mich., '00\nWakeman, J. W., N. J., '92\nWaldo, Eveline A., La., '97\nWalke, Mathilda L., Ohio, '92\nWalker, B. M., Miss., '99\nWalker, E. W., Wis., '97\nWalker, H. A. C, S. C, '00\nWalker, P. R., Ill,, '90\nWalker, R. E., 111.. '99\nWalls, Callie K. Ky., '01\nWalrath, M. H., N. Y., '96\nWalsh, Elizabeth B., Ky., 'oo\nWalsh, J. H., N. Y., '95\nWalter, Mary, Ohio, '98\nWalter, Sarah J., Conn., '98\nWalters, Wm. W., Mo., '01\nWalton, Geo. A., Mass., '92\n♦Ward, Edw. G., N. Y., '99\nWard, F. D., Ohio, '01\nWard, Henry B., Neb., '97\nWard Seminary, Tenn., '99\nWardlaw, P., S. C, '00\nWare, N. E., Ga., ^96\nWarfield, Wm. C, Ohio, '00\nWaring, J. H. N., D. C, '98\nWarner, A. B., Iowa, '94\nWarner, Chas. F., Mass., '99\nWarr, J. W., III., '95\nWarnner, E. C, Mich., '99\nWashburn, Kirk N., Mass., '96\nWashburne, Marion F., 111., '00\nWaterhouse, A. H., Neb., '96\nWaterman, Richard, 111., '96\nWatson, Edith M., Wis., '07\nWatt, W. E., 111., '95\nWay,\nB., W.,\nMich.,\n'01 '97\nWeaver,R. E.\nN. Y.,\nWeaver, John S., Ohio, '99\nWeaver, Sterrie A., Mass., '00\nWebb, Louis K., Cal., '99\nWeber,\nWis., '97\nWeber, A.\nH. W.,\nC„ Tenn.,\nV\nWebster, E. E., Mich., '99\nWebster, Geo. W., 111., '99\nWebster, R. H„ Cal., '99\nWebster, W. F., Minn., '96\nWeeks, C. W., Minn., '95\nWeir, Samud, N. Y., '01\nWelch, W. W., Mont., '01\nWeld, Frank A., Minn., '95\nWeldon, Edw., Pa., '98\nWelles, Frank E., N. Y., '95\nWellesley College, Mass., '00\nWelsh, J. P., Pa., '96\nWentz, Etta L., N. Y., '96\nWernick, E. V„ Wis., '95\nWertz, Adda P., 111., '01\nWescott, F. H., 111., '97\nWest, Geo. A., N. J.. '01\nWestcott, Edith, D.C., '98\nWestcott, O. S., 111., '95\nWestern, The, Ohio, '99\nWestervelt, Z. F., N. Y„ '97\nWestfall, Mary B., Ohio, '97\nWest Virginia Univ., '99\nWhatcom St. Nor. Sch.,Wash., '00\nWheaton Coll., 111., '99\nWheeler, Henry N., Mass.. '92\nWheeler, Willard J., Ala., 'oo\nWheeling Pub. Lib'y, W. Va., '01\nWheelock, Chas. F., N. Y., '95\nWhipple, H. A., Wis., '97\nWhitcomb, Arthur K., Mass., '92\nWhite, Adeline R., Mont., 'oi\nWhite, Chas. G., Mich., '95\nWhite, Chas. L., Me., '91\nWhite, Daniel A., 111., '95\nWhite, Daniel H., Cal., '99\nWhite, Emerson E., Ohio, '70\n\n"}
{"page": 1032, "printed_page": null, "text": "NATIONAL\nWhite, Fred. C, N. Y., '99\nWhite, H. C, Ga., '96\nWhite, J. T., Md., '98\nWhite, J. U., Mo., '87\nWhite, Wm. M., Ohio, '96\nWhite, W. S., Mich., '97\nWhite, W. T„ Tenn., '89\nWhiteford, J. A., Mo., '95\nWhitehilI,MissO. P., N. Mex.,'99\nWhitfield, H. L., Miss., '00\nWhitford, Wm. C, Wis., '84\nWhitman College, Wash., 'oi\nWhitney, Allen S., Mich., '94\nWhitney, M. A.. III., '91\nWhitney, 0. C, Wash., '98\nWhitney, S. Emory, Mich., '93\nWhitsett, W. T., N. C, 'oo\nWhittemore, Henry, Mass., '95\nWhittle, W. R., R. I., '96\nWiard, Louise A., Ky., '96\nWicks, Arthur H., Ohio, '00\nWicks, John F., 111., '97\nWicks, Walter J., Wis., '01\nWidner, Esther A., Ohio, *8o\nWiggs, Mrs. W. H., Ga., 'oo\nWilber, Flora, 111., '01\nWilcox, Albert H., N. Y., 'oo\nWilcox, Jessie B., Wash., '99\nWiley, Wm. H., Ind., '96\nWilkins, A. H., Tex., '94\nWilkinson, E. W., Ohio, '00\nWilkinson, J. J., 111., '96\nWilkinson, L N., Kan., '84\nWilkinson, Warring, Cal., '99\nWillard, F. E., Iowa, '96\nWilliams, Anna L., Cal., '99\nWilliams Coll. Lib'y, Mass., '97\nWilliams, David, Fla., '97\nWilliams, Mrs. Delia, Ohio, '70\nWilliams. H. B., Ohio, 'oo\nWilliams. J. D., 111., '96\nWilliams, L. W., R.I. ,'98\nWilliams, M. Ida, Cal., '99\nWilliams, Philo J„ Kan., '86\n\nEDUCATIONAL\n\nASSOCIATION\n\nWilliams, Sherman, N. Y., '98\nWilliams, Thyrza C, N. J., '97\nWilliams, Wm. H., Wis., '97\nWilliamson, J. E., Iowa, '95\nWillis, H. B., N.J. ,'92\nWillis, W. A., Iowa, '84\nWillis, W. S.,N.J., 'oi\nWilmington\nInst.\nFree Lib'y,\nDel., '00\nWilson, C. B., Mass., '96\nWilson, Eugene A., Mich., 'gg\nWilson, Harry G., 111., '95\nWilson, H. B., Ind., '00\nWilson, H. G., Ariz., '01\nWilson, J. Alfred, N. J., '99\nWilson, J. Ormond, D. C, '80\nWilson, J. W., Kan., '01\nWilson, M. C, Ala., '00\nWilson, Mrs. L. L. W., Pa., '99\nWilson, P. J., Mich., '01\nWilson, V. L., Iowa, '97\nWilson, W. B., S. C, 'gg\nWilson, Wm. E., Wash., '90\nWindate, Ida M., Mass., '96\nWinne, Jas., N. Y., '92\nWinship, Albert E., Mass., '92\nWinston, Geo. T., N. C, '96\nWinters, T. H., Ohio, '97\nWinthrop Nor. Coll., S. C, '01\nWirt, Wm. A., Ind., '00\nWise, Henry A., Md., '85\nWitherspoon, Jas. H., Ark., '99\nWitmer, Chas. K., Pa., '94\nWitmer, Lightner, Pa., '98\nWitter, F. M„ Iowa, '97\nWolfe, H. K., Neb., '96\nWolfe, L. E., Kan., '90\nWoman's Coll., Md,, '99\nWood, Charles H., Ind., '01\nWood, Court F., D. C, '97\nWood, Emory M., Mich., '89\nWood, Jas. A., N. Mex., '97\nWood, John A., Ind., '98\nWood, O. M., P. R., '93\n\nWoodhull.J. F.,N. Y.,*99\nWoodley, O. I., N. Y. '96\nWoodmansee, M. A., Ohio, '98\nWoods, Francis M., 111., '96\nWoodward, C. M„ 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\nWoolsey, P. S., Cal., '01\nWork, H. B., W. Va., '00\nWorley, G. W., Ind., '01\nWooster, Lizzie E., Kan., '00\nWreidt, E. A., Mich., '01\nWright, A. M., N. Y., '93\nWright, Anna J., Ohio, '94\nWright, Edmund W., Me., '89\nWright, G. H. B., Cal., '01\nWright, G. S., Mich., 'oi\nWright, John A., Ohio, '01\nWright, L. L., Mich., '96\nWright, O. A., Ohio, '98\nWright, R. R., Ga., '00\nWright, Wm. R., Mich., '92\nWylie, Mrs. M. J. B., N. Y., '91\nWyly,\nG. A.,N.\nA., Ohio,\n'01\nYates, A.\nY.,'98\nYates, Lydia A., N. C, '98\nYerby, John D., Ala., '95\nYoder, A. H., Wash., '96\nYost, E. W., Mich., 'oi\nYoung, Mrs. Agnes B., S. D., 'oi\nYoung, C. N., Wash., '01\nYoung, Mrs. Ella F., 111., '00\nYoung, J. B., Iowa, '96\nYoung, J. S., 111., '95\nYoung, Nathan B., Fla., '96\nYoung, Robert G., Mont., '89\nZeller, J.W., Ohio, '01\nZiek, Mary, Iowa, '98\nZillafro, Margaret C, Pa., '96\nZimmerman, C. F. A., Wis., '95\nZirkle, H. W., Colo., '98\n\n"}
{"page": 1033, "printed_page": null, "text": "CLASSIFIED\n\nMEMBERSHIP\n\nBY STATES\n\nIN THE\n\nNATIONAL\n\nEDUCATIONAL\nFOR\n\nTHE\n\nYEAR\n\nASSOCIATION\n\nIQOI — (DETROIT\n\nMEETING)\n\n27\n\nActive Membership\n609\n\nState or Territory\n\n103\n\na\n\n605\n\n163\n\n117\n\nTotal.\n\n^Q\n\n24 1,309\n\n182\n\n2,810\n\nJa\n\n473\n\n258\n\nisa\n\n7.372\n\n7\n\nNorth Atlantic DivisionMaine\n,\nNew Hampshire\nVermont\nMassachusetts\nRhode Island\nConnecticut\nNew York\nNew Jersey\n,\nPennsylvania\nSouth Atlantic DivisionDelaware\nMaryland.\n.\nDistrict of Columbia\nVirginia\nWest Virginia\nNorth Carolina\nSouth Carolina\nGeorgia\nFlorida\nSouth Central DivisionKentucky\nTennessee\nAlabama\nMississippi\nLouisiana\nTexas\nArkansas\nOklahoma\nIndian Territory\nNorth Central DivisionOhio\nIndiana\nIllinois\nMichigan\nWisconsin\nIowa\nMinnesota.\nMissouri\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\nWestern DivisionMontana\nWyoming\nColorado\nNew Mexico\nArizona\nUtah\nNevada\nIdaho\nWashington\nOregon\nCalifornia\nColonies —\nAlaska\nHawaii\nPorto Rico\nPhilippine Islands\nForeignCanada\nOther countries\n\n5.483\n199\n394\n\n3924\n398\n\n173\n686\n6,891\n16\n39\n\n29\n\n16\n1,408\n292\n16\n15\n\n9126\n\n23\n\n•a S\n\n17\n\n2,018\n176\n563\n\n23\n\n63\n\n229\nNorth Atlantic Division.\nSouth Atlantic Division.\nSouth Central Division. .\nNorth Central Division..\nWestern Division\nColonies\nForeign\n\n13\n\n215\n\n124\n700\n\n7\n9\n\nno18\n\n137\n196\n\n953\n220\n\n16\n66\n238\n\n100\n\n6\n\n39\n\n85\n768\n\n292\n\n3\n\n29\n\n21\n\n323\n215\n\n7\n\ns°\n\n183\n\n16\n\n22\n\n129\n\n77\n\n512\n39\n\n87\n67\n\n10\n244\n9\n167\n\n254\n\niS5\n13\n\n113\n\n14\n\n165\n\n6\n499\n15\n\n252\n\n74\n79\n\n60\n\n19\n\nIS\n\n61\n109\n\n753\n\n800\n\n1,142\n\n79\n126\n\n357\n\n81\n\n3\n9\n\n30\n\n5\n\n444\n415\n\n282\n286\n\n10\n\n'9\n\n365\n\n43\n\n55\n\n19\n\n27\n\n88\n\n62\n7\n\n15\n\n63\n\n2,028\n\n342\n\nn\n5i6\n3\n124\n\n48\n\n76\n9\n\n2,193\n\n15\n\n33\n35\n6\n43\n\n108\n\n78 293\n14816\n11\n\n294\n\n79\n\n17\n\n141\n325\n\n88\n217\n\n66\n8\n\n46\n\n32\n\n118\n\n90\n\n16\n\n71\n\n328\n\n456\n\n382\n\n34\n348\n81\n\n11\n118\n\n32\n\n1021\n\n31\n\n"}
{"page": 1034, "printed_page": null, "text": "BY STATES\n\nIN THE\n\nNATIONAL\n\nEDUCATIONAL\nFOR\n\nEACH\n\nYEAR\n\nFROM\n\n\"3\n\nOF MEMBERSHIP\n\n'0\n\nRECORD\n\nASSOCIATION\n\n1884-I9OI,\n\nINCLUSIVE\n\nExcepting for 1893, when no regular meeting was held.\nHeavier numbers show membership\nfrom\n•8 the state in which the meeting for the year was held.\n1899\n\n0\n\n«\n0\n«\n\nV\n\n<5\n\nm\n\n1884\n\n1885\nb25\n19\n\nB\n0\n\nState\nor\nTerritory\n\nTotal\n\nS. Atlantic Div-S. Central Div-N. Central Div-Western Div —\n\nN. Hampshire\nMassachusetts\nRhode Island..\nConnecticut...\nNew York\nNew Jersey.. .\nPennsylvania.\n\nS. Atlantic Div.\n\n77\n\nib\n\nDistrict of Col.\n\n21\n\n1\n\n310\n\n1\n\nb\n3\n5\n\n28\n\n40\n\nMinnesota\n\n3\n\n3\n\n2\n\n211\n\n210\n\n108\n\n13\n242\n\n1\n15\n\n10\nb7\n\n8\n5\n1\n2\n15\n\n8\n\n87\n104\n\n8\n\n29\nib\n\n18\n18\n119\n\n1\n5\n\n4611\n1\n2\n3Q 3\n\nNew Mexico . .\n\n20\n18\n11\n\n73\n\nCalifornia . . .\n\n1\n\n3\n\n1\n\n8\n\n222\n\n025\n\n133\n\n5«i\n149\n418\n1,146\n634\n\n48b4b\n\n8\n109\n\n3\n\n7\n\n132\n\nb 48 3° «7\n\n19\n12\n312\n12\n114\n22 4i\n4\n89\n29\n43\n123\nib\n7\n39\n\n32\n\n11\n\n9602\n\n3\n1\n\n4\nb\n\n1\n1\n\n11\n\n9b\n8\n\n1274\n2b\n134\n\n67\n\n137\nJ\n\n204\n\nb\n\n45\n\n3\n0\n\n532\n4°\n49\n8\n10\n124\n2S\n18\n57\n\n4\n\n28\n\n68\n10\n\n5\n\n53\n\n343\n259\n31\n\n58\n8\n40\n\n8\n\n249\n\n64\n\n24\nbbb\n\n443\n147\n\n222\n278\n13\n\n275\n933\n361\n\n283\n\n57\n\n5\n\n37\n\n1\n\n2\n\n294\n\n76\n128\n\n2149\n\n28s\n334\n\n65\n\n62\n\n127\n54\nSi\nno\n\n42\n\n8b\n41\n\nib\n20\n12b\n\n990\n4358\n9\n\n7\n\n2\n\n2\n\n10\n\n8\n\n320\n\n1\n\n193\n\n1\n\n5\n5\n\n5\n\n188\n\n89\n\n1,113\n1,086\n14\n28\n592\n321\n58\n\n26\n1,136\n7211\n\n129\n\n9\n\n40b\n16\n\nb\n37\n5\n\n2\n\n3\n6\n\nib\n\n1\n\n53\n\n9\n\n257\n2bi\n\nS3\"\n248\n146\n\nPhilippine Isls\n1\n\n655\n\n58\n\n48\n\n69\n\n_c\n\n768\n\n93\"3\n\n57\n4\n\ni4S\n229\n229\n\n215\n323\n7\n\n81\n\n99\n\n2\n\n691\n\n132\n408\nI.3I3\n164\n\n7\n\n1,340\n\n68\n36\n\n20\n26\n\n47\nbo\n673\n11\n\n795\n\n86\n9b\n\n10\n\n218\n\nUS\n\n196\n\nb\n\n22\n\n3\nb\n8\n87\n\n7\n\n2\n\n3\n382\n10\n\nnb\n357\n19\n\n76\n557 76 753\n65 1,142\n2\n9\n5b\n82 87\nno\n2,193\n13\n\n121\n\n50\n\n444\n4i5\"\n\nio\n\n166\n\n86\n\n453\n580 42\n\n16\n\n13\n\n96\n\n141\n217\n325\n\n88\n\n7\n49\n465\n\n21\n\n41\n148\n\n7\n\n591\n\n20\n\n3\n\n286 2\n21\n5\n• 30\n\n354\n\n593\n\n39 31 1\n\n191 2\n\n30\n\n5809\n\n293\n\n74\n187\n38\n24\n\n41\n\n361\n\n46\n\n35\n\n287\n\n26\n383\n45\n\n41\n41\n\n19\n\n108\n\n55\n\n1,21b\n196\n\n333\n\n77\n\n173\n\n52\n\n103\n379\n\n512\n\n18\n\n16\n13b\n536\n\n221\n267\n\n1,870\n\n53\n251\n\n756\n22\n\n60\n\n31\n\n1\n\n33\n\n25\n25\n\n100\n\n12\n\n43\n\n65\n11\n\n54\n\n205\n\n10\n\n56\n\n21\n137\n196\nJ5\n\n22\n\n118\n325\n363\n34\nS78\n43\n7\n\n27\n\n7\n\n5\n8\n12\n27\n18\n327\n\n25\n\n98\n\n413\n303\n177\n\n6\n\n361\n\n5°9\n\n382\n\nII\n56552 357\n250\n28s\n187\n327\n31\n78s\n589\n543\n\n7422\n\n32\n\n31\n18\n\n36\n\n2\n\n4\n\n6\n\n9\n\ni,495\nIS\n\n29\n\n16\n686\n6,981\n\n157\n\n16\n39\n\n10\n\n1* n\n\n17225\n\n2411\n3 4\n10\n7\nib\n\n1,174\n\n1,171\n\n3\n\n39\n\n473\n*73\n\n139\n354\n1,181\n\n5,882\n\n57\n19\n8\n\n84\n\n24\n\n63\n\nno\n\n204\n\n258\n871\n127\n\n1,309\n1901\n10,182\n\n5,487\n154\n87\n\n412\n\n14\n\n36\n\ni78\n42\n\n1900\n\n818 4,641\n4^4\n294\n\n5,074\n1,5882239\n\n187\n127\n942b\n\n21\nb3\n\n77\n57\n59\n83\n99\n\n49\n66\n\n155\n824\n1641\n143\n35\n\n172\n\n80\n\n43\n\n176\n\n9\n4\n59\n5\n\n37\n\n6\n7\n8\n\n521\n\n20\n\n\\ 99\n\n1\n1\n\n53\n49\n47\n\n42\n\n3\n\n159\n\n11\n\n2S\n\n31\n\n1,492\n1,146\n\n3bb\n43\n35\n\n437 325\n168 2,132\n\n45\n124\n\nin\n\n45\n1\n\n326\n30\n\n118\n\n71 572\n\n5\n\n. 52\n12\n64\nIS\n323\n\n32\n35\n492\n20\n\nQ\n\n24\n\n13,656\n\n17\n\n189\n\n220\n114\n\n27\n\n13\n\n108\n149\n\n\\ 109\n\n7\n\n8\n\n21\n\n18\n155\n\n11\n\n23\n\n24\n179\n147\n\n19\n55\n191\n26\n\n8\n\n| 14\n\n1,877\n\n27\n\n304\n377\n197 7,111\n17 5.083\n5,315\n159\nib\n33\n\n13\n\n178\n1636\n51\n\n79\n\n355\n\nbo\n\n1\n\n4\n4,278\n\n611\n\neg\n\nO\n\n3\n\n10,533\n1898\n\n1896\n14\n\n2,940\n1,403\n419\n1,462 9,072\n\n969\n\n20b\n\n2\n13\n1\n\n204\n\n97 89\n35\n44\n\n2\n209\n12\n625\n\n40\n\n9\n8\n\n5\n\n23\n\n<\n\ns\n\n2\n\n783\n1,903\n\n7,211\n24\n73\n4605\n7\n4\n\n20\n10\n\n27\n14\n212\n\n18\nib\n\n212\n\nib\n124\n\n6s\n\n9\n4\n\n13\n\n228\n\n1\n\n273\n\nl/Jao\n27\n649\n\n■\n\n0\n\nM\nC\n\n15\n\n43\n\n12\n\n22;\n12\n\n1\n\n289\n237\n\n24\n11,297\n899\n13\n\n42b\n114\n\n99\n\n7\n\n55\n\n4\n\nColonies\n\n3b\n\n10\n\n11\n\niyo\n1\n2\n\n23\n\n38\n\n■i\n\nWashington. . .\n\n290\n\n607\n\n1\n1\n1\n\n17\n28\n\n45\n\nbib\n77\n\nE\n\n13\n\na\n\n0\n\n3\n\n104\n1,187\n\n13\n117\n\n22\n\n151\nb2\n\n57\n33\n12\n\n1\n12\n\n8\n\n7\n\n3°4\n\n3\n\n6\n18\n\n1895\n0\n\n5,915\n795 2,933\n655 309\n2b951 4,778\n271\n151\n23\n417 3,360\n13\n1,711\n3,357\n63\n122\n19b 1,456\n\n83\n\n2\n3b\n12\n8\n2\n\n1\n1\n\n!>46\n132\n\n3 41\n\n8\n\n1\n2\n\nb\n\n1\n\n253\n1892\n\n2\n13I 4,156\n45 9\n\n4\n\n2\n\n4\n3°1\n\n43\n\n121\n\n16\n\nWyoming\n\n7\n\n913\n\n2\n\n33\n9\n12\n7\n223\n\nNorth Dakota.\nSouth Dakota.\n\nWestern Div.\n\n121\n\n40 1\n\n1\n\n1891\n\n4\n4\n\n104\n\n4\n3\n\n1890\n\n11\n\n3\n\n169\n51o5\n\nCfl\n\n23\n11\n\n35\nHi\n\nH\n\n642\n\n23\n37°\n\n277\n31\n\n<\n\nPh\n\nCfl\n\n101\n1,074\n128\n\n38b\n4,974\n102\n«5 7,67i\n29\n257\n10\n\nb\n8\n\nO\n\n0\n\n5,474\n\n1,074\n25 7,216\n216\n23\n155\n44\n\nb\n\n1894\n\nCQ\n\n1,984\n\n18\n\n54\n354\n77\n....\n\n47\n\n1452\n\n22\n\nWisconsin\n\n188b\ni,i97\n\nc\n\nPh\n\n803\n\"3\n1888\n\n708\n13\n\n1\n\nOhio\n\n1fc «\n\ne\n\nV\n1897\nV\n\na\n\na\nH\n\n0\n\n1889\n\n206\n\nS. Central Div.\n\nN. Indian\nCentralT'yDiv.\n\nO\n1887\n\n143\n\n1\n\nMississippi....\n\nH\n\nC/3\n\n13\n\n43\n\n11\n\nTennessee\n\n£e\n\nin\n\n92 17b\nzb7 40b7\n1,712\n\n5\nWest Virginia.\nN. Carolina...\nS. Carolina . ..\n\nM\n\na.\n\n9.\"5\n773\n\n04\n11\n\nN. Atlantic Div.\n\n0\n\n25\n\n2,729\n\nN. Atlantic Div- •\n\ne\na\n\n4b\n\n18\n118\n\n8\n\n106\n158\n\n33i\n\n3\n20\n\n79\n\n382\n\n456\n\n81\n348\n\n34\n\n4,3571\n\n38\n\nIS6\n1\n\n9\na\n\n5\n4\n3\n6\n\n98\n6\n\n78\n39\nSb\n\n70\n\n90\n\n"}
{"page": 1035, "printed_page": null, "text": "INVENTORY\n\nAND\n\nPRICE\n\nEDUCATIONAL\n\nLIST\n\nOF\n\nASSOCIATION\n\nTON, D. C, JULY\n\nI,\n\nPUBLICATIONS\nIN\n\nTHE\n\n1 90 1\n\nMISCELLANEOUS\n\nPUBLICATIONS\n,\n\n\"\n\n\"\n\nX REPRINTS\n885\n\n120\n\nPaper cover, 120 pages\n73\n':\n98\n\"\n80 \"\n114\n\"\n95\n\"\n81 \"\n\n890\n891\n894\n895\n\n.\n\nX REPRINTS\nfReport\nfReport\nReport\nReport\nReport\nReport\n\nof Committee\nof Committee\nof Committee\nof Committee\nof Committee\nof Committee\n\nPROCEEDINGS\n\nBOUND\n\nNATIONAL\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n\n.\n. .\n\n.\n.\n\n.\n.\n\n.\n.\n\n.\n.\n\n.\n.\n\n.\n.\n\nOF REPORTS\n\nOF SPECIAL\n\nVOLUMES\n\nOF THE\n\nNATIONAL\n\n$0.20\n.20\n.20\n.20\n\n$0.25\n.25\n.25\n.25\n\n201\n\n.20\n\n.25\n\nOF EDUCATION\n\n13\n131\n225\n232\n95\n121\n46\n\nOF PROCEEDINGS\n\nOF THE\n\nNATIONAL\n\n$0.10\n•\">\n.10\n.10\n.10\n.10\n.10\n\n$0.15\n-15\n.15\n.15\n.15\n.15\n.15\n\n$0.30\n.30\n.20\n.20\n.10\n.10\n\n$0.30\n.30\n.25\n.25\n.15\n.15\n\nCOMMITTEES\n\nTEACHERS'\n\n.......\n\n$0.25\n\n155\n396\n286\n38\nCOUNCIL\n\n.\n\n$0.20\n\nof Ten on Secondary Schools, paper cover, 249 pages\nof Fifteen on Elementary Schools, paper cover, 235 pages\non Rural Schools, paper cover, 228 pages\n....\non College-Entrance Requirements, paper cover, 188 pages\non Normal Schools, paper cover, 64 pages\n....\non Public Libraries and Public Schools, paper cover, 80 pages\n\n1865 Paper cover, 117 pages\n1866\n\"\n\"\n140\n\"\n\n1873\n1874\n1875\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\n1901\n\nOF THE\n\nWASHING-\n\nOF SUPERINTENDENCE\n\n\"........\n\nOF PROCEEDINGS\n\nNATIONAL\n\nAT\n\n162\n\nOF THE DEPARTMENT\n\n1891 Paper cover, 147 pages\n1892\n\"\n237 \"........\n1894\n\"\n\"\n184 \"\n1898\n\"\n\"\n194 \"\n1900\n\nTHE\n\nPrice per\nNumber of\nPrices in\nsingle volcopies\nsets, carriage ume, carriage\nin stock\nnot prepafd\nprepaid\n\nHistorical Sketch of the National Educational Association, 1857-91\n\nX REPRINTS OF PROCEEDINGS\n\nOF\n\nDEPOSITORY\n\nASSOCIATION\n15\n17\n\n$0.50\n.50\n\nEDUCATIONAL\n\nElmira\n230\nDetroit\n254\nMinneapolis\n168\nBaltimore\n..........\n261\nLouisville\n..........\n160\n(No meeting)\nPhiladelphia\n.\n.\n«.\n273\nChautauqua\n218\nAtlanta\n477\nSaratoga Springs .........\n18\nSaratoga Springs .........*\nMadison\n542\nSaratoga Springs\n7\nTopeka\n308\nChicago\n112\nSan Francisco\n232\nNashville\n409\nSt. Paul\n432\nToronto\n.\n691\nSaratoga Springs .........\n677\nChicago (International Congress of Education)\n.\n.\n.\n454\nAsbury Park\n424\nDenver\n300\nBuffalo\n223\nMilwaukee\n154\nWashington, D. C\n32\nLos Angeles\n.........\n46\nCharleston\n125\nDetroit\nin press ,\nSubject Index\n\n*\n*\n\nASSOCIATION\n\n$1-25\n1.25\n1.25\n1.25\n1.25\n\n$1-50\n1.50\n1.50\n1.50\n1.50\n\n1.25\n1.25\n1.25\n1.50\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\n*-75\n1.75\n1.75\nfree\n\n1.50\n1.50\n1.50\n*\n*\n1.75\n*\n1.75\n1.75\n1.75\n1.75\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2.00\n2-°°\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 American Book Co. for 30 cents each, postage paid.\nX All reprints noted above are included in the bound volumes of Proceedings except the Report of the\nCommittee of Ten on Secondary Schools.\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 others it will be sent postpaid for $1.00. The index volume will be supplied\nto active members for 25 cents for postage, wrapping, etc.\nAll publications can be obtained of the Secretary. Remittances should be made by Draft or P. O.\n1023\nMoney Order.\nIrwin Shkpard, Secretary,\nWinona, Minn.\n\n"}
{"page": 1036, "printed_page": null, "text": ""}
{"page": 1037, "printed_page": null, "text": "INDEX\n[Names of authors of papers are set in small capitals.\n\nA B C of Reference Work— W.I. Fletcher,\n847.\nAct of Incorporation, 4.\nActive Members, List of, 935.\nActive Membership, Growth of the, 42.\nAdams, C. F. — Discussion, 593, 594.\nAddresses of Welcome — Gov. A. T. Bliss,\n51; State Supt. Delos Fall, 52; Pres.\nJames B. Angell, 56; Supt. Wales C.\nMartindale, 57.\nAdvancement of Pupils thru Grades, 280.\nAdvisory Board, Membership of, 37 ; Resolution Concerning, 37.\nAgricultural School for Indian Service, 921.\nAgriculture as a Science for the Elementary\nSchools — Joseph Carter, 785.\nAhern, utes,Mary\nEileen — Secretary's Min829.\nAikin, Walter H. — Supervisors and Supervision, 714.\nAlgebra Conference — Leader, George W.\nEvans, 589.\nAllen, E. A. — Introspection, 914.\nAmerican Book Co., Royalty Sales, 45.\nAn All -Around Mechanical Training for\nIndians — Frank K. Rogers, 909; Discussion, 910.\nAngell, James B. — Address of Welcome,\n56 ; In Memory of B. A. Hinsdale, 387.\nAnnual Meeting, Minutes of, 24.\nAnnual Volume, Remarks Concerning, 47 ;\nCost of, 48,\nAppendixes to History of Establishment of\nBureau of Education : A, Letter to John\nD. Philbrick, 415; B, Extract from Address by Daniel Reed, 415 ; C, Resolutions Concerning, 417; Membership of\nCommittee on, 417; Extract from Address of A J. Rickoff, 418 ; D, Resolutions, 419; E, National Bureau of Education— Address by E. E. White, 420 ;\nF, Report on Technical Schools, 425 ; G,\nSpeech of James A. Garfield in House of\nRepresentatives on National Bureau of\nEducation, 426 ; H, Barnard's Plan for\nCentral Agency of Education, 435 ; Plan\nof Publication, 436 ; I, Plan for New\nSeries American Journal of Education,\n436; J, History of Plan of Publication,\n\nA f indicates a memorial sketch.]\n\nArt Principle, Rhythm as an, 692.\nArt-Unresponsiveness in Children, 549.\nArtistic Handicraft in Primary and Intermediate Grades — Helen M. Maxwell,\n654; Discussion, 656.\nAspects of Grammar-School Training, 320.\nAspects of Physical Training, 765.\nAugur, A. W. — Discussion, 592.\nAvery, F. F— The Indian Pupil Should\nImprove His Government Allotment,\n919; Secretary's Minutes, 890.\nAyres, Edward — Discussion, 288.\nBack Volumes, Sales of, 46.\nBakeless, O. H. — The Unification of Industrial and Academic Features of the\nIndian Schools, 902.\nBaker, James H. — Discussion, 468.\nBalliet, Thos. M. — Discussion, 278, 302.\nBallin, Hans — The Ethical, Physiological, Training,\nand Psychological\nAspect of Physical\n765.\nBarnard, Henry, \"|\", 390.\nBarnard as an Educational Critic — Francis\nW. Parker, 406.\nBarnard's Home Life and Work in Connecticut and Rhode Island — Charles H.\nKeyes, 400.\nBarnard's Influence on Schools in the West\n— Newton C. Dougherty, 395.\nBarnard's Influence on the Establishment\nof Normal Schools — E. O. Lyte, 390.\nBarnard's Relation to the Office of Commis ioner ofEducation — W.T.Harris,4o8.\nBarnhart, J. F. — Writing in the Grades\nBelow the High School When the ComSchool, mercial\n749. Branches Are Taught in the High\nBarrett, R. C. — Discussion, 294.\nBarrows, Franklin W. — Leader of Zoology\nConference ; Introductory Remarks, 584;\nDiscussion, 604.\nBassett, Mrs. L.— Discussion, 603.\nBates, R. Charles — Possibilities of Manual Training for Moral Ends, 270.\nBayliss, Alfred — Discussion, 293.\nBaylor, Miss — Discussion, 601.\nBeals, Samuel De Witt.f, 925.\nBeardshear,\nelect, 25. W. M. — Remarks as President-\n\nBeazell, J. H. — Secretary's Minutes, 566.\nBelfield, H. H. — Discussion, 679.\nArms43,8. S. Dwight — The Status of Science\nInstruction in the State of New York, 79 1 .\nBenedict, J. C. — Discussion, 747.\nArt Education, Department of, 683 ; The IO25Bevans, Mr. — Discussion, 269.\nEconomic Value of, 685 ; The Economic\nBishop, J. Remsen. — The Function of the\nHigh School of Today, 570.\nBasis of, 549.\n\n"}
{"page": 1038, "printed_page": null, "text": "1026\n\nNATIONAL\n\nEDUCATIONAL\n\nBlack,\n605. William H. — Secretary's Minutes,\nBlatchley, W. S. — What the Teacher of\nScience Can Do to Make the Teaching\nof Science in Secondary Schools More\nPopular, 777.\nBliss, A. T. — Address of Welcome, 51.\nBoard of Directors, Minutes of, for 19001901,32; 1901-1902,40.\nBoard of Trustees, Report of, 10.\nBonebrake, Lewis D. — Leader of Round\nTable, 293 ; The Centralization of Rural\nSchools, 804.\nBookmyer, T. W. — Discussion, 733.\nBoone, Richard C. — Response to Addresses of Welcome, 59; A Standard\nCourse of Study for Elementary Schools\nin Cities, 303 ; Discussion, 320.\nBotany Conference — Leader, Lewis Murbach, 582 ; Discussion, 583.\nBoynton, F. D. — Discussion, 287.\nBrain-Disorderliness, Physical Training as\nCorrective of, 759.\nBrandt, Francis Burke — The State in\nits Relation to the Defective Child, 876.\nBrereton, Cloudesley S. H. — The Educational Crisis in England,\n151 ; Dis-'\ncussion, 454.\nBriggs, L. B. R. — Some Aspects of Grammar-School Training, 320.\nBright, O. T. — Discussion, 294.\nBrooks, Sarah C. — Discussion, 294.\nBrooks, Stratton D. — Discussion, 576.\nBrown, Cora Stanton — The Public\nSchool as a Social Center, 888.\nBrown, Elmer E. — Educational Progress\nof the Year, 366.\nBrown, Henry E. — Discussion, 748.\nBrown Z. H. — Discussion, 278.\nBruce, Wm. George — Schoolroom TemMinutes, perature\n804.and Humidity, 8 1 1 ; Secretary's\nBryan, William J. S. — President's Address, 567 ; Leader of Physiology Conference, Introductory Remarks, 602 ;\nDiscussion, 585.\nBuchanan, G. V. — Discussion, 283.\nBuck, P. M. — Discussion, 579, 841.\nBurnham, Mr. — Discussion, 601.\nBusiness Education, Department of, 721.\nBusiness Education ? What Constitutes a,\n724.\nBusiness Training in Public Schools, 740.\nButler, Amos W. — Education and Crime,\n560.\nButler, Nicholas Murray — Nominating Corresponding Members, 38 ; Remarks on\nResolution, 26 ; Resolution, 356.\nCalendar of Meetings, 6.\nCanfield, James H. — Public Libraries and\nthe Public Schools, 836; Discussion, 612.\nCarr, J. W. — Discussion, 288.\nCarrington, W. T. — Discussion, 294.\nCarter, Joseph — Agriculture as a Science\nfor the Elementary School, 785; Discussion, 220, 269, 280.\n\nASSOCIATION\n\nCash Receipts, Secretary's Office, 47.\nCastle, E. W. — History as a Study of Life,\n599 ; Discussion, 600.\nCentralization of Rural Schools — Lewis D.\nBonebrake, 804.\nChadsey, Charles E. — Discussion, 581.\nChancellor, William E. — Education for\nSocial Control, 619.\nChandler, Miss — Discussion, 583.\nCharacter - Building among Indian Children— Cora M. Folsom, 911.\nChemical Library, The — Discussion, 597.\nChemistry Conference — Leader, C. E.\nLinebarger, 595 ; Discussion, 596.\nCheney, F. J.— Discussion, 644.\nChicago\nin, 257. Public Schools, Manual Training\nChicago School Children, Hearing Tests\nof, 880.\nChild Study, Department of, 500.\nChild Study the Basis of the Ideal School,474.\nChristopher, W. S. — Medical Inspection\nin Schools, 236.\nChurch and the Public School, The — T. A.\nMott, 541 ; Discussion, 548.\nChute, H. N. — Discussion, 593, 594.\nCivilization\nT. Harris, and\n896. Higher Education — Wm.\nCobb, Chas. Newell — Secretary's Minutes,\nCoburn, Frederick W. — The Economic\nValue of Art Education, 685.\nColeman, E. M. — Discussion, 285.\n771. Attendance Affected by Growth of\nCollege\nHigh Schools, 174.\nColumbia's Emblem, 150.\nCommercial Studies Conference — Leader,\nThomas H. H. Knight, 580 ; Discussion,\nCommercial Teachers, Education and\nTraining of the, 734.\nCommissioner\nof Education, Establishment\n58l.\nof Office of— Wm. T. Harris, 408.\nCommittee : on Constitution and By-Laws,\nDepartment of Superintendence, 196 ; to\nDraft Syllabus in Geometry, Secondary\nDepartment, 599 ; on Education, St.\nLouis Exposition, Letter of, 37 ; on a\nNational University, Report of the, 457 ;\non Necrology, Report of, 925 ; on Nominations, Members of, 22, Report of, 24 ;\non Nominations, Department of Superintendence, List of, 190, Report of, 194;\non President's Address, 26 ; on Prize\nEssays on School Hygiene, Report of,\n356; on Resolutions, Members of, 21,\nReport of, 26 ; on Resolutions, Department of Superintendence, List of, 190,\nReport of, 194.\nCompulsory Education — H. B. Peairs, 922.\nConstitution of General Association, 1.\nConstructive\nWork in Elementary Schools,\n647.\nCook, John W. — Discussion, 365.\nCooley, Edwin G. — The Gospel of Work,\n197.\n\n"}
{"page": 1039, "printed_page": null, "text": "INDEX\nCooper, Frank B. — Discussion, 232.\nCorrelation of High-School and GrammarGrade Work, 287.\nCorresponding Members, 933.\nCourse of Study for Elementary Schools in\nCities, 303.\nCourse of Study, The Situation as Regards\nthe, 332.\nCovey, C. C. — The Reservation Day School\nShould be the Prime Factor in Indian\nEducation. 900.\nCox, William J. M. — Discussion, 27.\nCrandall, C. J.— The Indian Employee, 918.\nCrime, Education and, 560.\nCrisis in England, The Educational, 151.\nCrissy, I. O. — What Constitutes a Business\nEducation? 724; Discussion, 581.\nCrosby, W. E. — Preliminary Report of the\nCommittee on Necrology, 23 ; Report of\nthe Committee on Necrology, 925,\nCrunden, Frederick M. — The Library\nand the School, 108; Discussion, 841.\nCurriculum, Is the, Overcrowded ? 95 ; Social Science and the, 124.\nCurtis, Virgil G. — The Relation of Manual Training to Technical\nEducation,\n657Davis, Allan. — Discussion, 581.\nDay School the Gradual Uplifter of the\nTribe — Sister Macaria Murphy, 913.\nDeaf, Blind, and Feeble-Minded, Department of Education of the, 868.\nDeclaration of Principles, 26.\nDefective Child, Relation of State to, 876.\nDe Garmo, Chas. — The Economis Basis\nof Art, etc., 549.\nDemocracy, The Functions of a University\nin a Prosperous, 165.\nDepartment of Art Education, 683 ; of\nBusiness Education, 721 ; of Child Study,\n500 ; of Education of the Deaf, Blind,\nand Feeble-Minded, 868 ; of Elementary\nEducation, 540 ; of Higher Education,\n605 ; of Indian Education, 890; of Kindergarten Education, 501 ; Library, 829;\nof Manual Training, 646 ; of Music Education, 704 ; National Council, 349 ; of\nNormal Schools, 635 ; of Physical Education, 758 ; of School Administration,\n803; of Science Instruction, 771 ; of\nSecondary Education, 565 ; of Superintendence, 189.\nDepartment of Superintendence, Early\nHistory — Emerson E. White, 233.\nDepartment of Superintendence, Past and\nFuture Work of, 227.\nDetroit Elementary Schools, Manual Training in, 250.\nDeveloping Teaching Force in Small Cities,\n280.\n\nDewey, John — The Situation as Regards\nthe Course of Study, 332.\nDewey, Melvil — The Place of the Library in Education, 858.\nDissette, Mary — The Future of the Pueblo\nIndian, 921.\n\nDoggett, W. E. — President's Address,\nDomestic Science Conference — Leader,\nMiss Abby W. Marlatt, 586 ; Discussion,\n722.\n\nDomestic Science in the Public Schools of\nChicago, 257.\n587.\nDougherty, Newton C. — The Influence\nof Henry Barnard on Schools in the West,\nDowning, A. S. — Discussion, 645.\nDraper, A. S. — Discussion, 318,319.\n395-of the Association in Shaping Public\nDuty\nEducational\nOpinion — James M. Green,\n61.\nDuty of the Public-School [System with\nRespect to Business Training — Myron\nT. Scudder, 740 ; Discussion, 747.\nEaton, John — Letter on Barnard's Connection with Bureau of Education, 412.\nEconomic Basis of Art, etc. — Charles De\nGarmo, 549; Discussion, 555.\nEconomic Value of Art Education — Frederic W. Coburn, 685.\nEconomics, Ideals and Methods of Teaching, 131.\nEconomics in the Public Schools — George\nGunton, 131.\nEducation and Crime — Amos W. Butler,56o.\nEducation and Training of Commercial\nTeachers — William A. Scott, 734; Discussion, 738.\nEducation at the Paris Exposition — Howard J. Rogers, 201.\nEducation, Compulsory, 922.\nEducation for Social Control — William E.\nChancellor, 619.\nEducation for the Trades in America, etc. —\nCharles F. Warner, 665; Discussion, 667.\nEducation, Progress in, 66.\nEducation, The Moral Factor in, 627.\nEducational Crisis in England — Cloudesley\nS. H. Brereton, 151.\nEducational Critic, Barnard as an, 406.\nEducational Exhibits at Paris in 1900\nHoward J. Rogers, 447.\nEducational Lessons of the Paris Exposition in 1900 454.\n— Anna Tolman Smith, 439 ;\nDiscussion,\nEducational Pioneering in Southern Mountains— William Goodell Frost, 555.\nEducational Press, 50.\nEducational\nProgress of the Year — Elmer\nE. Brown, 366.\nElementary\nSchools,\nence for the,\n785. Agriculture as a SciElementary Schools in Cities, A Standard\nCourse of Study for, 303.\nElementary Schools, Textile Arts as Constructive Work in, 647.\nEligibility of Indian Children to Rights of\nIndian Schools — H. B. Peairs, 916.\nEllis, Miss Grace — Discussion, 604.\nEmblem, Our National Floral, 148.\nEnglish Conference, The — Leader, James\nH. Harris, 578; Discussion, 579.\n\n"}
{"page": 1040, "printed_page": null, "text": "1028\n\nNATIONAL\n\nEDUCATIONAL\n\nEthical, Physiological, and Psychological\nAspect of Physical Training — Hans Ballin, 765 ; Discussion, 769.\nEvans, George W.— Leader of Algebra\nConference ; Introductory Remarks, 589.\nEvans, Prof. — Discussion, 599.\nExaminations, The Use and Control of, 240.\nFad ? What is a, 85.\nFairchild, George Thompson,-!\", 92DFall, Delos — Address of Welcome, 52;\nDiscussion, 302.\nFarson, Miss M. Elizabeth — -Discussion, 278.\nFaunce, William H. P. — The Moral Factor in Education, 627.\nFederal and State Interest in a Higher\nEducation — Robert B. Fulton, 169.\nFillmore, Nettie — Secretary's Minutes, 566.\nFletcher, W. I.— The A B C of Reference Work, 847.\nFolsom, Cora M. — Character -Building\namong Indian Children, 911.\nFowler, William K. — Discussion, 92.\nFrederick, Frank Forest — The Study\nof Fine Art in American Colleges and\nUniversities, 695.\nFrissell, H. B. — Learning by Doing, 893;\nDiscussion, 644;\nPresident's Address,\n893.\nFrost, William Goodell — Educational\nPioneering in Southern Mountains, 555.\nFulton, Robert B. — Federal and State\nInterest in a Higher Education, 169.\nFunction of the High School of Today — J.\nRemsen, Bisop, 570; Discussion, 576.\nFunction of the State University — Richard\nH. Jesse, 606 ; Discussion, 612.\nFunctions of a University in a Prosperous\nDemocracy — Charles F. Thwing, 165.\nFuture of the Pueblo Indian — Mary Dissette, 921.\nGantvoort, Arnold J.— President's Address, 705.\nGarfield, James A. — Speech on National\nBureau of Education in House of Representatives, 426.\nGass, Benjamin Rea, f. 927.\nGaylord, J. S. — Discussion, 294.\nGeology, The Relation of Physical Geography to, 796.\nGeometry Conference — Leader, Alan Sanders, 598 ; Discussion, 599.\nGeorge Washington Memorial Association,\n464 ; Articles of Incorporation of, 465.\nGerman Conference — Leader, Joseph Krug,\n590. Miss Fanny G. — Discussion, 294.\nGies,\nGilbert, Charles B. — Discussion, 365, 680.\nGilbert, James E. — Remarks on Society of\nReligious Education, 34, 35.\nGladfelter, Miss — Discussion, 588.\nGlotfelter, J. H. — Discussion, 280.\nGoodman, C. W. — The Necessity for a\nLarge Agricultural School in the Indian\nService, 921.\nGospel of Work, The — Edwin G. Cooley,\n197; Discussion, 201.\n\nASSOCIATION\n\nGoss, Mrs. Josephine Ahnefeldt — The\nValue of Truant Schools, 820.\nGove, Aaron — Discussion, 238, 283,364,488.\nGrading for Efficient Organization, 285.\nGraham, A. B. — Discussion, 293.\nGrammar-School Training, Some Aspects\nof, 320.\nGrant, G. M. — Some of Our Mistakes, 118.\nGray, H. W. — Secretary's Minutes, 704.\nGreek Conference — -Leader, Isaac N. Judson, 589.\nGreen, James M. — Closing Address, 30;\nPresident's Address, 61.\nGreenwood, James M. — High-School\nStatistical Information, 490 ; Past and\nFuture Work of the Department of Superintendence, 2 7.\nGriffith, George — Discussion 270, 283.\nGruver, E. A. — Secretary's Minutes, 869.\nGunton, George — Economics in the Public Schools, 131 ; Discussion, 555.\nGuthrie, Miss — Discussion, 601.\nHadley, Arthur T. — Use and Control\nof Examinations, 240.\nHailmann, W. N. — Discussion, 277, 319.\nHall, Caleb G., |, 927.\nHall, G. Stanley — The Ideal School as\nBased on Child Study, 474 ; Work and\nPlay, 518, 523; Discussion, 301.\nHalleck, Reuben Post — The Teacher\nas a Social-Economic Power, 143.\nHalsey, R. H. — Discussion, 319.\nHandicraft\nin Primary and Intermediate\nGrades, 654.\nHandwork as a Part of School Work, 100.\nHarper, William R. — Report of the Committee on a National University, 457.\nHarris, James H. — Leader of English Conference Introductory\n;\nRemarks, 578.\nHarris, William T. — Civilization and\nHigher Education, 896 ; Discussion, 180,\n221, 330, 588 ; Establishment of Office of\nCommissioner of Education, etc., 408 ;\nIsolation in the School, 357 ; Recent\nGrowth of Public High Schools as Affecting the Attendance of Colleges, 174.\nHart, J. C. — Discussion, 910; Transfer of\nIndian Pupils from Day to Reservation\nor Non-Reservation Schools, 917.\nHarvey, N. A. — A Plea for the Study of\nEducational\nScience, 772. Philosophy by Teachers of\nHaupert, Charles. — Music Teachers in\nTheir Relation to the Schools, 706.\nHearing Tests of Chicago School Children, Some Results of, 880.\nHigher Education, Civilization and, 896\nHigher Education, Department of, 605.\nHigher Education,\nFederal and State Interest in, 169.\nHigher Education, Total Enrollment in,\nTable, 178.\nHigh School, Literature in Grades below\nthe, 288.\nHigh\nof Today, The Function of\nthe, School\n570.\n\n"}
{"page": 1041, "printed_page": null, "text": "1029\n\nINDEX\nHigh-School Statistical Information —\nJames M. Greenwood, 490.\nHigh Schools, Recent Growth of, as Affecting College Attendance, 174.\nHinsdale, Burke Aaron, \"\\, 387, 927.\nHistory as a Study of Life— E. W. Castle,\n599; Discussion, 601.\nHistory Conference — Leader, J. J. Sheppard, 599.\nHistory of Department of Superintendence,\n233Holmes, Miss Evelyn, President's Address, Kindergarten Deparment, 523.\nHolmes, Manfred J.— Secretary's Minutes,\n500.\nHolzinger,\nMary — Report of Round Table,\n892.\nHow Early May Handwork be Made a\nPart of School Work ?— Charles R. Richards, 100.\nHow Shall Children be Led to Love Good\nBooks ? — Miss Isabel Lawrence, 850.\nHoyt, John W. — Discussion, 471.\nHoyt, Judson E. — Manual Training in\nthe Menomonie Public Schools, 261.\nHubbard, F. V. — Discussion, 282.\nHughes, Miss — Discussion, 295.\nHumidity of Atmosphere in the Schoolroom, 811.\nHutton, A. J.— Discussion, 293.\nIdeal School as Based on Child Study —\nG. Stanley Hall, 474 ; Discussion, 488.\nIdeals and Methods of Economic Teaching— Frederic W. Speirs, 137.\nIncorporation, Act of, 4 ; Certificate of, 5.\nIndex, General, 1024.\nIndex to List of Members, 1009.\nIndian Children, Character Building\namong, 911.\nIndian Education, Day School a Prime\nFactor in, 900.\nIndian Education, Department of, 890.\nIndian Education, Practical Methods in, 920.\nIndian Employee, The — C. J. Crandall, 918.\nIndian Pupil Should Improve His Government Allotment — F. F. Avery, 919.\nIndian Schools, Some Features of, 902.\nIndian Schools ? What Shall be Taught in\nthe, 904.\nIndians, Mechanical Training for, 909.\nIndividual Instruction, The Need of, 295.\nIngerson, Carl J.— Leader of Physics Conference, Introductory Remarks, 591.\nInspection and Supervision in Large Cities,\n276.\nInstruction, The Need of Individual, 295.\nIntrospection — E. A. Allen, 914.\nInventory and Price List of Publications,\n1023.\n\nIonization Theory, The — Discussion, 597.\nIrons, Foster H. — Secretary's Minutes, 647.\nIs the Curriculum Overcrowded? — James\nH. Van Sickle, 95Isolation in the School — Wm. T. Harris,\n357 ; Discussion, 363.\nJacobs, Walter Ballou — Discussion, 644.\n\nJesse, Richard H. — The Function of the\nState University, 606 ; Discussion, 613.\nJones, Frank L. — Discussion, 293.\nJones, L. H. — Discussion, 221, 276,277.\nJournal of Proceedings, 21.\nJudson, Isaac N. — Leader of Greek Conference Introductory\n;\nRemarks, 589.\nKeating, J. F. — Discussion, 288.\nKennedy, John — The Need of Individual Instruction, 295 ; Discussion, 303.\nKern, O. J.— Discussion, 293.\nKeyes, Charles H. — Henry Barnard's\nHome Life and His Work as Commissioner of Connecticut and Rhode Island,\n400 ; Discussion, 538, 587, 656.\ndress, 523. Department, President's AdKindergarten\nKindergarten, Rhythm in the, 532 ; Work\nand Play in the, 502.\nKing, William F. — Discussion, 612.\nKirk, John R. — Discussion, 282.\nKleinsorge, John Arnold, \"f, 928.\nKnight, Thomas H. H. — Leader of Commercial Studies Conference ; Introductory Remarks, 580.\nKnowledge of English Language Essential to Assignment to Non- Reservation\nSchool — C. F. Pierce, 917.\nKrohn, W. O. — Physical Training as Corrective of Brain-Disorderliness, 759;\nDiscussion, 239, 769.\nKrug, Joseph\n— Leader Remarks,\nof German590Conference ;Introductory\nLake, Theodore F. — The Phonograph\nas an Aid in Teaching Shorthand, 754.\nLane, Albert G. — On Report of Trustees,\n32, 33 ; Discussion, 279.\nLatin\n— Leader, F. P. Moulton, Conference\n579.\nLawS. Wesselius,\nand the Day\n870.School for the Deaf —\nLawrence, Miss Isabel — How Shall\nChildren be Led to Love Good Books ?\n850 ; Leader of Round Table, 294.\nLearning by Doing — H. B. Frissell, 893.\nLe Conte, Joseph, \"|\\ 928.\nLeiter, Mrs. Frances W. — Physical Education Legislation .... Its Needs, 760.\n815.\nLegislation\nand Modern School Building,\nLegislation, Physical Education, 760.\nLessons of the Educational Exhibits at\nParis\nin 1900454.\n— Howard J. Rogers, 447 ;\nDiscussion,\nLessons of the Paris Exposition, 439.\nLewis, Leslie — Discussion, 276.\nLibraries and Public Schools, 837.\nLibrary and the Normal Schools, 841.\nLibrary and the School as Co-ordinate\nForces in Education — Livingstone McCartney, 864.\nLibrary Department, 829.\nLibrary in Education, The Place of the.\n857Library Movement, The — R. C. Metcalf,\n830.\n\n"}
{"page": 1042, "printed_page": null, "text": "1030\n\nNATIONAL\n\nEDUCATIONAL\n\nLibrary, The School and the, 108.\nLindgren, Mrs. Ethel Roe — Rhythm\nin the Kindergarten, 532.\nLinebarger, C. E. — Leader of Chemistry\nConference ; Introductory Remarks, 595 ;\nDiscussion, 596, 597.\nList of Corresponding Members, 38, 42.\nList of Life, Active, and Corresponding\nMembers, 933; Index to, 1009.\nLiterature in Grades below the High\nSchool — Miss Mae E. Schreiber, 288.\nLocke, George H. — Discussion, 641.\nLowry, Charles D. — Discussion, 279.\nLyte, E. Oram — Barnard's Influence on\nEstablishment of Normal Schools, 390 ;\nReport of Committee on Resolutions, 26.\nLyttle, Eugene W. — Discussion, 601.\nMacCracken, W. H. — Discussion, 585.\nMacDonald, John — Discussion, 215.\nMacDonald, Supt. — Discussion, 283.\nMacMillan, D. P.— Some Results of\nHearing Tests of Chicago School Children, 880.\nManual Training, Aims of, 252 ; Department of, 646 ; Its Relation to Technical\nEducation, 657.\nManual Training in the Detroit Public\nSchools — J. H. Trybom, 250.\nManual Training in the Menomonie Public Schools — Judson E. Hoyt, 261 ; Discussion, 269.\nMark, E. H. — Discussion, 201, 279.\nMarlatt, Abby L. — Discussion, 587, 588 ;\nLeader of Domestic Science Conference ;\nIntroductory Remarks, 586.\nMartindale, Wales C. — Address of\nWelcome, 57.\nMaterial for Literature in Grades, 290.\nMaxwell, Helen M. — Artistic Handicraft in Primary and Intermediate\nGrades, 654.\nMaxwell, W. H. — Discussion, 239.\nMcCartha. C. L. — Discussion, 601.\nMcCartney, Livingstone — The Library\nand the School as Co-ordinate Forces in\nEducation, 864.\nMcCowan, S. M. — Practical Methods in\nIndian Education, 920.\nMcCracken, S. B. — Discussion, 604.\nMcElroy, E. B., |, 929.\nMcKenny, Charles — Discussion, 644.\nMcMurry, Charles A. — Discussion, 319.\nMcNeill, I. C. — Discussion, 280.\nMechanical Training for Indians, 909.\nMedical Inspection in Public Schools —\nW. S. Christopher, 236; Discussion, 238.\nMeetings, Calendar of, 6.\nMehan, John M., \"f\", 929.\nMembers of National Council, 352.\nMembership by States, 102 1, 1022.\nMembership of Committee on a National\nUniversity, 457.\nMenomonie Public Schools, Manual Training in, 261.\nMerrill, Jacob B., f, 930.\nMetcalf, R. C. — The Library Movement\n\nASSOCIATION\n\n— What it Means\nand What it Should\nInclude, 830.\nMethods of Economic Teaching, 137.\nMiller,\nMcA.\nMiller, George\nLewis, f,\n930.— Discussion, 613.\nMillspaugh, J. F. — Discussion, 301.\nMingins, Clara W. — Secretary's Minutes,\nMinutes of Annual Meeting, 24 ; of Board\nof Directors, 1 900-1 901, 32 ; of Board\n501.Directors for 1901-1902, 40.\nof\nMistakes, Some of Our, 118.\nMitchell, Clara I. — Textile Arts as\nConstructive\nin Elementary\nSchools, 647. Work\nMontfort, R. V. K., \"f, 931.\nMinutes,\nMoore,\nB. F.540.\n— Discussion, 288 ; Secretary's\nMoral Ends of Manual Training, 270.\nMoral Factor in Education, The — William\nH. P. Faunce, 627.\nMorrison, Gilbert B. — Discussion, 681.\nMast, T. O. — Discussion, 604.\nMott, T. A.— The Church and the Public\nSchool, 541 ; Leader of Round Table,\n287; Discussion, 288.\nMoulton, F. P. — Leader of Latin Conference ;Introductory Remarks, 579.\nMurbach, Lewis — Discussion, 584, 585, 603;\nLeader of Botany Conference; Introductory Remarks, 582.\nMurphy, M. M. — Discussion, 914.\nMurphy,\nSister Macaria — The Day\nSchool the Gradual Uplifter of the Tribe,\n913; Discussion, 914.\nMusic Education, Department of, 704.\nMusic Education, The Rights of Boys and\nGirls in, 718.\nMusic, Relation of, to Life, 181.\nMusic Teachers in Their Relation to the\nSchools — Charles Haupert, 706.\nMusrush, F. S.- — Discussion, 753.\nNational Council, The — Constitution, 349 ;\nOfficers, 351; Members, 352; Secretary's\nMinutes, 354 ; Papers and Discussions,\nNational Education in the Sixteenth Century, The Rise of the, 613.\n357National\nUniversity, Report of Committee\non, 457.\nNational University, Resolution on, 25.\nNattrass, Supt. — Discussion, 294.\nNecessary Elements in Work and Play —\nC. Geraldine O'Grady, 527.\nNecessity for Large Agricultural School in\nIndian Service — C. W. Goodman, 921.\nNecrology, Report of the Committee on,\nNeed\nInstruction — John Ken925- of Individual\nnedy, 295 ; Discussion, 301.\nNellis, George W. — Discussion, 922.\nNew York, Science Instruction in the State\nof, 791.\nNichols, W. H. — Discussion, 601.\nNominating Corresponding Members, 38,\n\n"}
{"page": 1043, "printed_page": null, "text": "103I\nINDEX\nNormal Schools and the Library, 841.\nNormal Schools, Barnard's Influence on\nEstablishment of, 390.\nNormal Schools, Department of, 635.\nNorris, A. C. — Discussion, 596.\nNorthrup, Cyrus — Discussion, 355.\nNorton, William Harmon — The Relation of Physical Geography to Geology,\n796.\nObservation\nof Experts as a Means of\nTraining, 294.\nOfficers, List of, for 1900-1901, 8; for 19011902, 12.\n\nOfficers of National Council, 351.\nOgg, R. A. — Discussion, 282, 548.\nO'Grady, Miss C. Geraldine— Necessary Elements in Work and Play, 527.\nOlson, J. W. — Discussion, 294.\nOmissions from the Volume of Proceedings, 46.\nOrganization of Inspection and Supervision, 276.\nOrganization in the Interests of Pupils,\n285.\nOsborne, F. A. — Discussion, 594.\nO'Shea, M. V.— Work and Play in Youth,\nOur513.\nNational Floral Emblem — Edna Dean\nProctor, 148.\nPalmer, F. B. — Discussion, 643.\nParis Exposition, Education at the, 201 ;\nEducational Lessons of the, 439.\nParker, Francis W. — Henry Barnard as\nan Educational Critic, 406 ; Discussion,\n216, 269, 587, 588, 656.\nParsons, C. H. — Relation of State Legislation to Modern School Building, 815.\nParsons, James Russell, Jr. — Discussion,\n180.\n\nPast and Future Work of the Department\nof Superintendence — James M. Greenwood, 227 ; Discussion, 232.\nPeairs, H. B. — Compulsory Education,\n922 ; Eligibility of Indian Children to\nRights in Indian Schools, 916.\nPearse, C. G. — Discussion, 279.\nPeres, Israel H. — What Constitutes an\nEfficient Superintendent ? 825.\nPerrin, John William — The Rise of\nNational Education in the Sixteenth\nCentury, 613.\nPerry, Reuben — Discussion, 914.\nPettie, Miss E. — Discussion, 604.\nPettiorew, Miss Nellie G. — The Supervisor from the Standpoint of the Regular\nGrade Teacher, 709.\nPierce, C. F.— Knowledge of English\nLanguage Essential to Assignment to\nNon-Reservation School, 917.\nPhillips, Daniel E. — Discussion, 287.\nPhillips, J. H. — Secretary's Minutes, 357.\nPhonograph as an Aid in Teaching Shorthand— Theodore F. Lake, 754.\nPhysical Education, Department of, 758.\nPhysical Education Legislation — Mrs.\nFrances W. Leiter, 760.\n\nPhysical Training as Corrective of BrainDisorderliness — W. O. Krohn, 759.\nPhysical Training, Various Aspects of, 765.\nPhysics Conference — Leader, Carl J. Ingerson, 591 ; Discussion, 592.\nPhysiography Conference — Leader, W. H.\nSnyder, 602.\nPhysiology Conference — Leader, W. J. S.\nBryan, 602 ; Discussion, 603.\nPlace\nof the\nDewey,\n858.Library in Education — Melvil\nPlea for the Study of Educational PhiHarvey, losophy\n772.by Teachers of Science — N. A.\nPollock, Dr. — Discussion, 583.\nPomeroy, Miss Florence — Discussion, 601.\nPossibilities of Manual Training for Moral\nEnds — R. Charles Bates, 270.\nPowe, Charlotte M. — Work and Play in\nthe Primary and Grammar Grades, 507.\nPowell, Arthur — Discussion, 281.\nPractical Methods in Indian Education —\nS. M. McCowan, 920.\nPrather, William L. — Discussion, 612.\nPray, Mabel L. — Secretary's Minutes, 758.\nPresidential Address: Department of Art\nEducation, Miss Bonnie E. Snow, 684 ;\nBusiness Department, W. E. Doggett,\n722 ; Indian Education, H. B. Frissell,\n893 ; Kindergarten, Miss Evelyn Holmes,\n523 ; Library, R. C. Metcalf, 830 ; Music,\nA. J. Gantvoort, 705 ; Physical Education, W. O. Krohn, 759 ; Science Instruction, N. A. Harvey, 772 ; Secondary\nDepartment, William J. S. Bryan, 567.\nPresident's Address — James M. Green, 61 ;\nResolution on, 26 ; Committee on, 26.\nPrettyman, E. B. — Discussion, 215.\nPrice List of Publications, 1023.\nPrimary and Grammar Grades, Work and\nPlay in the, 507.\nProceedings, Journal of, 21.\nProctor, Edna Dean — Our National\nFloral Emblem, 148.\nProgress and Aims of Domestic Science in\ntheTibbits,\nPublic 257.\nSchools of Chicago — Henry\nS.\nProgress in Education — J. Lancaster\nSpaulding, 66.\nPublic Libraries and the Public Schools —\nJames H. Canfield, 836 ; Discussion, 841.\nPublic School as a Social Center— Cora\nStanton Brown, 888.\nPublic-School System and Business Training, 740.\nPublic Schools, Economics in the, 131.\nPublic Schools, Medical Inspection in, 236.\nPublic Schools of Chicago, Domestic\nScience in, 257.\n1023.\nPublications,\nInventory and Price List of,\nPueblo Indian, Future of the, 921.\nPutnam, Alice H. — Work and Play in the\nKindergarten, 502.\nRaab, Henry, f, 93TRatliff, Russell — Discussion, 920.\n\n"}
{"page": 1044, "printed_page": null, "text": "J032\n\nNATIONAL\n\nEDUCATIONAL\n\nRavenhill, Miss Alice R. — Discussion, 587.\nRecent Growth of Public High Schools as\nAffecting the Attendance of Colleges —\nW. T. Harris, 174.\nReed, Daniel, Extract from Address\nby,\n415Reference Work, The A B C of, 847.\nRelation of Manual Training to Technical\nEducation — Virgil G. Curtis, 657.\nRelation of Music Teachers to the Schools,\n706.\nRelation\nof Music to Life — Thomas Whitney Surette, 181.\nRelation of Physical Geography to Geology\n— William Harmon Norton, 796.\nRelation of State Legislation to Modern\nSchool Building — C. H. Parsons, 815.\nReport : of Board of Trustees, 18 ; of Committee on a National University, 457,\nDiscussion, 468 ; of Committee on Necrology, 925, Preliminary, 23 ; of Committee on Nominations, 24 ; of Committee on Prize Essays on School Hygiene,\n356 ; of Permanent Secretary, 43 ; of\nCommittee on Resolutions, 26 ; of Round\nTable, 892 ; of Treasurer, 16.\nReports of Special Committees, History of,\n44 ; Table of Distribution, 45.\nReservation Day School Should be the\nPrime Factor in Indian Education — C.\nC. Covey, 900.\nResponse to Addresses of Welcome — Richard G. Boone, 59.\nResolution: for Advisory Board, 37; for Appropriation Concerning Rural- Schools,\n36, 41 ; on Committee on National University, 25, 42 ; Concerning a National\nUniversity, 355 ; of Department of Manual Training, 646 ; on President's Address, 26 ; on Society of Religious Education, 34.\nResolutions : Concerning Consolidation of\nRural Schools, 356 ; on Republishing\nPapers on School Supervision, 194.\nRhythm in the Kindergarten — Mrs. Ethel\nRoe Lindgren, 532 ; Discussion, 538.\nRice, Mrs. Harriette — Rhythm as an\nArt Principle, 692.\nRichards, Charles R. — How Early May\nHandwork be Made a Part of School\nWork? ioo; Discussion, 656, 673.\nRicheson, John — Discussion, 282.\nRickoff , A. J.— Extract from Address of , 4 1 8.\nRidge, John Cyrus, \"f\", 932.\nRights of Boys and Girls in Music Education— N. Coe Stewart, 718.\nRise of National Education in the Sixteenth Century — John W. Perrin, 613.\nRoberts, Dimon — Discussion, 295.\nRockwood, George H. — Discussion, 287.\nRogers, Frank K.— An Ail-Around\nMechanical Training for Indians, 909.\nRogers, Howard, J.— Education at the\nParis Exposition, 201; Lessons of the\nEducational Exhibits at Paris in 1900,\n447-\n\nASSOCIATION\n\nRound Table of State and County SuperintendentsLeader,\n;\nL. D. Bonebrake, 293.\nRound Table of Superintendents of Large\nCities ; Leader, F. Louis Soldan, 276.\nRound Table of Training Teachers ;\nLeader, Miss Isabel Lawrence, 294.\nRound Table, Report of, 892.\nRound Tables of Secondary Department,\nRound Tables of Superintendents of Small\nCities ; Section A — Leader, L. E. Wolfe,\n280; Section B — Leader, William J.\n578.\nShearer,\n285 ; Section C — Leader, T. A.\nMott, 287 ; Section D —Leader, A. S*\nDowning, 288.\nRounds, C. C. — Discussion, 644.\nRowe, H. M. — Discussion, 582.\nRoyalty Sales by American Book Co., 45.\nRural . Schools, Resolution for Appropriation, 36, 41.\nRural Schools, The Centralization of, 804.\nRussell, James E. — The Training of\nTeachers for Secondary Schools, 636 ;\nDiscussion, 295, 645.\nSales of Back Volumes, 46.\nSanders, Alan — Leader of Geometry Conference Introductory\n;\nRemarks, 598.\nSchoch, Parke — Discussion, 738.\nSchool Administration, Department of, 803.\nSchool and the Library, The — Frederick\nM. Crunden, 108.\nSchool, Isolation in the, 357.\nSchoolroom Temperature and Humidity —\nWilliam George Bruce, 811.\nSchools\non, 395.in the West, Barnard's Influence\nSchreiber, Mae E. — Literature in Grades\nbelow the High School, 288.\nSchuyler, William — Discussion, 600,601.\nScience Instruction, Department of, 771.\nScience Instruction in the State of New\nYork, 791.\nScience Teaching in Secondary Schools,\n777•\nScott, William A.— The Education and\nTraining of Commercial Teachers, 734.\nScudder, Myron T. — The Duty of the\nPublic-School System with Respect to\nMinutes, 635.\nBusiness\nTraining,\n740 ; Secretary's\nSeaver, E. P. — Discussion, 239.\nSecondary Education, Department of, 565.\nSecondary Schools, Teaching of Science in,\nSecondary Schools, Total Enrollmemt\n\nin,\n\n777178.\nSecretary,\nReport of the, 43.\nSecretary's Minutes : Department of Art\nEducation, 683 ; of Business Education,\n721 ; of Child Study, 500; of the Deaf,\nBlind, and Feeble-Minded, 868; of Elementary Education, 540 ; of Higher\nEducation, 605 ; of Indian Education,\n890; of Kindergarten Education, 501;\nof Library Department, 829 ; of Manual\nTraining, 646; of Music Education, 704 ;\n\n"}
{"page": 1045, "printed_page": null, "text": "INDEX\nof Normal Schools, 635 ; of National\nCouncil, 354 ; of Physical Education,\n758 ; of School Administration, 803 ; of\nScience Instruction, 771 ; of Secondary\nEducation, 565 ; of Superintendence, 189.\nSelleck, W. F. — Discussion, 280.\nSeymour, Randolph B. — Discussion, 731.\nShearer, William J.— Discussion, 285.\nShepard, Irwin — -Report of the Secretary,\n43; Secretary's Minutes of Annual Meeting, 26.\nSheppard, J. J.— Leader of History Conference, 599; Discussion, 601.\nShorthand, The Phonograph as an Aid in\nTeaching, 754.\nSiefert, H. O. R. — Discussion, 276, 277.\nSimplified Spelling, Application for Department of,36.\nSimplified Spelling, Discussion — E. O.\nVaile, 209.\nSituation as Regards the Course of Study —\nJohn Dewey, 332.\nSkinner, Charles R. — Discussion, 221, 294.\nSlaton, W. F. — Discussion, 276.\nSmith, Anna Tolman — Educational Lessons of the Paris Exposition, 439.\nSnow, Miss Bonnie E. — President's Address, 684.\nSnyder, J. L. — Discussion, 656.\nSnyder, W. H. — Leader of Physiography\nConference ; Introductory Remarks, 602.\nSnyder, Z. X. — Discussion, 643.\nSocial Center, The Public School as a, 888.\nSocial Control, Education for, 619.\nSocial-Economic Power, The Teacher as a,\n143Social Science and the Curriculum — George\nE. Vincent, 124.\nSociety of Religious Education, Application of, 34.\nSoldan, F. Louis — What is a Fad ? 85 ;\nLeader of Round Table, 276 ; Discussion, 276, 277, 319.\nSome Aspects ot Grammar-School Training— L. B. R. Briggs, 320 ; Discussion,\n\nStatus of Science Instruction in the State\nof New York — S. Dwight Arms, 791.\nSteward, Darius — Discussion, 280.\nStewart, N. Coe — The Rights of Boys\nand Girls in Music Education, 718.\nStickney, Miss Lucia — Discussion, 489.\nStitt, Edward W. — Secretary's Minutes,72l.\nStone, M. S. — Discussion, 294.\nStout, J. H. — Discussion, 269.\nStudents\nin Private High Schools — Table,\n177.\n\n330. of Our Mistakes — G. M. Grant, 118.\nSome\nSome Results of Hearing Tests of Chicago\nSchool Children— D. P. MacMillan, 880.\nSouthern Mountains, Educational Pioneering in, 555.\nSpaulding, J. Lancaster — Progress in\nEducation, 66.\nSpecial Committee Reports, History of, 44.\nSpeirs, Frederic W. — Ideals and Methods of Economic Teaching, 137.\nStandard Course of Study for Elementary\nSchools in Cities — R. G. Boone, 303;\nDiscussion, 318.\nState in its Relation to the Defective Child\n— Francis Burke Brandt, 876.\nState Interest in Higher Education, 169\nState University, The Function of the, 606.\nStatistical Information, High-School, 490.\nStatistical Tables of Membership,\n1021,\n1022.\n\nThompson, Langdon S. — Discussion, 656.\nThompson, Slason — Discussion, 216.\nThornhill, E. A. — Discussion, 593.\nThwing,\nCharles F. — The Functions of\n165.\na University in a Prosperous Democracy,\n\nStudents\nin Public High Schools — Table,\n177.\nStudy, Justin N. — Discussion, 288.\nStudy of Fine Art in American Colleges\nand ick,\nUniversities\n— Frank Forest Freder695.\nSummary of Treasurers' Reports, 48.\nSuperintendent? What Constitutes an\nEfficient, 825.\nSuperintendents of Large Cities, Round\nTable of, 276. .\nSupervisor from the Standpoint of the\nRegular\nGrade709.Teacher — Miss Nellie\nG.\nPettigrew,\nSupervisors\nAikin, 714.and Supervision — Walter H.\nSurette, Thomas Whitney — The Relation of Music to Life, 181.\nSwain, Joseph — Resolution, 355.\nTaylor, A. R. — Report of Committee, 356.\nTeacher as a Social-Economic Power —\nReuben Post Halleck, 143.\nTeachers for Secondary Schools, The Training of, 636.\nTechnical Education vs. Manual Training,\n657.\nTechnical High School vs. Education for\nthe Trades, 665.\nTemperature of the Schoolroom, 811.\nTextile Arts as Constructive Work in\nElementary\nMitchell,\n647. Schools — Miss Clara I.\nTibbits, Henry S. — Progress and Aims\nof Domestic Science in the Public Schools\nof Chicago, 257.\n\nTotal Enrollment in Secondary Schools,\n178. in America, Education for the, 665.\nTrades\nTraining of Commercial Teachers, 734.\nTraining of Teachers for Secondary Schools\n— James E. Russell, 636 ; Discussion, 641.\nTransfer of Indian Pupils from Day to Reservation and Non- Reservation Schools\n— J. C. Hart, 917.\nTransportation Companies, Relations with,\nTreasurer's Report, 16.\nTreasurers' Reports, Analysis of, 48.\nTreudley, F. — Discussion, 282.\n49-\n\n"}
{"page": 1046, "printed_page": null, "text": "IQ34\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nWhat the Normal Schools Can Do for\nTeachers on the Library Side — Miss\nIrene Warren, 841.\nWhat the Teacher of Science Can Do to\nMake the Teaching of Science in SecBlatchley,ondary777.\nSchools More Popular — W. S.\n\nTruant Schools, The Value of, 820.\nTrustees, Report of Board of, 18.\nTrybom, J. H. — Manual Training in the\nDetroit Elementary Schools, 250 ; Discussion, 270.\nTwiggs, Templeton P. — Discussion, 581.\nTynan, T. T. — Discussion, 294.\nUnification of Industrial and Academic\n\nWhitcomb, A. K. — Discussion, 280, 283,\n\nP'eatures of the Indian Schools — O. H.\nBakeless, 902.\nUniversity, Functions of a, in a Prosperous\nDemocracy, 165.\nUse and Control of Examinations — Arthur T. Hadley, 240.\nVaile, E. O.— Discussion of Simplified\n\nWhite, Emerson E. — Address in 1866 on\nNational Bureau of Education, 420 ; De302.\npartment of Superintendence; Its Early\nHistory, 233 ; Discussion, 220.\nWhitney, M. A. — Discussion, 282, 318.\nWilliams, L. L. — Discussion, 730.\n\nSpelling, 209, 224.\nValue of Truant Schools — Mrs. Josephine\nAhnefeldt-Goss, 820.\nVan Sickle, James H. — Is the Curriculum\nOvercrowded ? 95.\nVincent, George E. — Social Science and\nthe Curriculum, 124.\nVolume of Proceedings, Remarks Concerning, 47 ; Cost of, 48.\nWalker, P. R. — Discussion, 283.\nWarner, Charles F. — Education for the\nTrades in America, etc., 665; Discussion, 681.\nWarren, Miss Irene — What the Normal\nSchools Can Do for Teachers on the Library Side, 841.\nWesselius, S. — The Law and the Day\nSchool for the Deaf, 870.\nWhat Constitutes a Business Education ?\n1. O. Crissy, 724 ; Discussion, 730.\nWhat Constitutes an Efficient Superintendent?— Israel H. Peres, 825.\nWhat Is a Fad?— F. Louis Soldan, 85 ;\nDiscussion, 92.\nWhat Shall be Taught in an Indian School?\n— Calvin N. Woodward, 904.\n\nWilliams, William J., \"j\", 932.\nWilliamson, Miss- -Discussion, 583.\nWilson, H. L. — Discussion, 601.\nWinship, A. E. — Discussion, 587.\nWolfe, L. E. — Leader of Round Table, 280.\nWood, Herbert C. — -Discussion, 594.\nutes, 683.\nWoodmansee,\n\nMary A. — Secretary's Min-\n\nWoodward, Calvin N. — What Shall be\nTaught in an Indian School? 904 ; Discussion, 28, 270, 676.\nWork and Play in the Kindergarten — Alice\nH. Putnam, 502.\nWork\nand Play\nin the507.\nPrimary Grades —\nCharlotte\nM. Powe,\nWork\n\nand\n\nPlay in Youth — M. V. O'Shea,\n\nWork and Play, Necessary Elements in,\n513Work, The Gospel of, 197.\nWriting\n527- in Grades below the High School\n— J. F. Barnhart, 749 ; Discussion,\n753.\nYoung, Mrs. Ella F. — Discussion, 363, 365.\nYouth, Work and Play in, 513.\nZoology Conference — Leader, Franklin W.\nBarrows, 584 ; Discussion, 584.\n\n"}
{"page": 1047, "printed_page": null, "text": ""}
{"page": 1048, "printed_page": null, "text": ""}
{"page": 1049, "printed_page": null, "text": "L\n13\nN3A13\n1901\n\nNational Education Association\nof the United States\nAddresses and proceedings . . .\n\nPLEASE DO\nCARDS\n\nNOT\n\nOR SLIPS FROM\n\nREMOVE\nTHIS POCKET\n\nUNIVERSITY OF TORONTO\n\nLIBRARY\n\n"}
{"page": 1050, "printed_page": null, "text": ""}