{"page": 1, "printed_page": null, "text": ""} {"page": 2, "printed_page": null, "text": "IPresentcO to\n\n^be Xibrar?\nof tbe\n\n\\Ilniver6it? of ^Toronto\n\nThe Buffalo Public Library\n\n"} {"page": 3, "printed_page": null, "text": ""} {"page": 4, "printed_page": null, "text": "/\n\n"} {"page": 5, "printed_page": null, "text": "^c\n^\\\n\nNATIONAL\n\nEDUCATIONAL) ASSOCIATION\n\nof-f^^.\n\nJOURNAL\nOF\n\nPROCEEDINGS AND ADDRESSES\nOF\n\nFORTY-FIRST\n\nTHE\n\nANNUAL\nHELD\n\nMINNEAPOLIS,\nJULY\n\nA^\n\nI k\n\nMEETING\n\nAT\n\nMINNESOTA\n\n7-1 1, 1902\n\ns\nkT\n\nPubllebcd bg1902\ntbe Bssociatfon\n\n.1^\n\n"} {"page": 6, "printed_page": null, "text": "L\n\ndOSL\n\nGiiH\n\no^ Mi'^s\n\nEWoC.^Uer\n\n^\nBUFFALO\nPi'.p^:JC\nLIBRARY\nt,\n\nPRINTED\n\nAT THE UNIVERSITY\n\n4 »//o«\n\n.\n\n.\n\n'\n\n'\n\n'\n\n7°^\n\nThe Child-Study Department of the Chicago Public Schools - Loesch '\n\n\"\n\n-\n\n710\n\n"} {"page": 11, "printed_page": null, "text": "CONTENTS\n\nvii\n\nWhat our Schools Owe to Child Study — Noss\n716\nDiscussion — Dewey\n•\n-719\nThe Physiology of Childhood as Applied to Education — Beard\n720\nDiscussion — Kirkpatrick, Beard\n.......\n^27\nHow far does the Modern High School fit the Nature and Needs of Adolescents —\n? Halleck\nDiscussion — Lancaster\n\n•\n\nDEPARTMENT\n\nOF\n\n-\n\n.\n\n7^8\n\nSecretary's Minutes\nPresident's Address : \" Educative \" Physical Education — Krohn\nRequirements for Physical Education in our Public Schools — Hartung\nDiscussion — Lyttle, Gowdy\n----.-...\n\n.\n.\n\ny^g\n730\nj^q\n74^\n^^4\n\nDEPARTMENT\n\nOF\n\n•\n\n--\n\nPHYSICAL\n\nSCIENCE\n\n-\n\n-\n\n-\n\nEDUCATION\n\nINSTRUCTION\n\nSecretary's Minutes\n•\n.\n.\nPresident's Address : The Teaching of Science — Norton\n.\nThe Educational Value of Museums — Farrington\n---...\nThe Projection\nMicroscope — Its Possibilities and Value in Teaching Biology\n— Cole\n'High-School Instruction in Physics — Gilley\nPhysiography in the Secondary Schools — Merrill\nDEPARTMENT\n\nOF\n\nSCHOOL\n\n7^0\n70 j\n703\n\nDEPARTMENT\n\nSecretary's Minutes\nThe Library as an Educator — Millis\n------..\nLibraries and Schools — A Two-Faced Question — Fordyce\nGreeting from the American Library Association — Hopkim\n.\nDiscussion — Halleck et al.\n.\n.\nWhat the School May Properly Demand of the Library — Greenwood\nDiscussion — Emberson, Prentice\n---....\nSchool Libraries in the Rural Districts — Robertson\nDEPARTMENT\n\nOF\n\n\"Til\n778\n784\n\nADMINISTRATION\n\nSecretary's Minutes\nPresident's Address — Peres\nProgress in Consolidation of Rural Schools — Olsen\nLIBRARY\n\n7^^\n750\n75^\n\nSPECIAL\n\n.\n.\n-\n\nEDUCATION\n\nSecretary's Minutes\nPresident's Address — Bell\nResponses to Address of Welcome — Harris, Kelley\nLessons to be Learned by the General Teacher from Teaching Language to the\nDeaf — Booth\n.\n.\n.\nWhat is Minnesota Doing for her Deaf Children ? — Tate ----What Minnesota is Doing for her Blind Children — Chappie\n.\nWhat Minnesota is Doing for her Feeble Minded and Epileptics — Rogers\nVictorious America !— Ferreri\n---.-.....\nThe Organization of Associations\nof Parents of Deaf Children as an Aid to\nSchools — Hefferan\nDiscussion — Bell, Parker, Stout, McCowan\nNecessary Evils — Dow\n-\n\n708\n700\n805\n807\n811\n811\n818\n818\n\n----..\n--....\n.\n\n-\n\n825\n828\n830\nS'ii\n836\n840\n845\n8^5\n848\n850\n851\n\n"} {"page": 12, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nDEPARTMENT\n\nOF\n\nINDIAN\n\nASSOCIATION\nEDUCATION\n\nSecretary's Minutes\n.-----.\nPresident's Address — McCowan\nAbstracts cf Addresses: Teaching of Agriculture — Compton, 862; Hindrances to Citizenship — Wilson, 862; Training Home-makers — Shutt,\n863 ; Outing System for Girls —Jackson, 864 ; Need of Home Societies —\nHart, 865; Tuberculosis — Perkins, Bullock, 865; Judicious Direction —\nCrouse, 867 ; Class-Room Work — Hart, 868 ; Education Adapted to\nNeeds — Robertson, 868; Value of Agricultural School — McCowan, %t();\nCorrelation of School and Farm Work — Nardin, 870 ; What is our Aim ?\n— Allen, 870; Schools of Moderate Size — Noble, 871 ; Needed Changes\n— Wright, 872 ; Rules and Regulations — Potter, 873 ; Value of Day\nSchool — Duncan, 874 ; Books for Indian Children, Covey, 874 ; Newspapers in Indian Schools, Harris, 875 ; General Addresses, Butler, Sadler,\nWinship, Ireland, Bayliss, Snyder, Downing, 877.\nROUND-TABLE\n\ng^g\n86 1\n\nCONFERENCES\n\nA. Superintendent's Conference\nB. Teacher's Conference\n-----.-....\n\n881\nggc\n\nC. Matron's Conference\n\nggo\n\n--------...\nMISCELLANEOUS\n\nReport on Necrology\nList of Corresponding Members\nList of Active Members\n-\n\n-\n\n-\n\nIndex to Active Membership List\nInventory and Price List of Publications\nStatistical Table of Membership for 1902\nStatistical Table of Membership since 1884\nGeneral Index\n-\n\n^\n-\n\n- '\n\n-\n\n-\n\n.\n\n.\n\n.\n\n-\n\n.\n\n.\n\ngg^\ngo I\nQ04\n593\n1007\n1008\n\n1009\njon\n\n"} {"page": 13, "printed_page": null, "text": "I\n\nCONSTITUTION\nOF THE\n\nNATIONAL EDUCATIONAL ASSOCIATION\nPREAMBLE\nTo elevate the character and advance the interests of the profession of\nteaching, and to promote the cause of popular education in the United\nStates, we, whose names are subjoined, agree to adopt the following\nCONSTITUTION\nARTICLE\n\nI — NAME\n\nThis association shall be styled the National\nARTICLE\nSection\n\nEducational\n\nAssociation.\n\nII — DEPARTMENTS\n\ni. It shall consist of eighteen departments: first, of Superintendence;\n\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, of Special Education ; seventeenth, of Indian Education ; and\neighteenth, the National Council of Education.\nSec 2. Other departments may be organized in the manner prescribed in this constitution.\nARTICLE\n\nIII— MEMBERSHIP\n\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.\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 l 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. All 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\nusual \"coupon\" conditions, as printed on the membership certificate.\n^Corresponding 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 i. 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 Commissioner 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 oifice for one year, shall\nconstitute the Executive Committee.\n\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.\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\nhis\nrecords present at all meetings of the Association and of the Board of Directors. The\nSecretary of each departlnent shall, in addition to performing the duties usually\npertaining\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 oi\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 ist 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 ofthe 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. id. 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 autiiority 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. II. 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 and\nthe term of office for a period not to exceed four years.\nARTICLE\n\nV — MEETINGS\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 menibers present, provided\nthat the alteration or amendment has been substantially proposed in writing at a previous\nmeeting.\n\nBY-LAWS\n\nI. 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 thfrd session of such\nmeeting here 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 state\nor 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 place 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.\n\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 OF 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 incorporati\non\nfor the National Educational Association, under United States or state\nlaws, as speedily\nas 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 of 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 of\nthe \" National Educational Association,\" for the full period of tw^enty years, the purpose\nand objects of which 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.\n.... To secure the full benefit of said act we do here execute this our certificate of\nincorporation 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 MEETINGS\n\nTEACHERS'\n\n1857.— PHILADELPHIA, PA. (Organized.)\nJames L. Enos, Chairman.\nW. E. Sheldon, Secretary.\ni8s8.-CINCINNATI, O.\nZ. Richards, President.\nJ. W. BuLKLEY, Secretary.\nA. J. RiCKOFF, Treasurer.\n\nASSOCIATION\n\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\nt866.— INDIANAPOLIS, IND.\nJ. P. Wickersham, President.\nS. H. White, Secretary.\nS. P. Bates, Treasurer.\n\ni860.— BUFFALO, N. Y.\nJ. W. Bulklev, President.\nZ. Richards, Secretary.\nO. C. Wight, Treasurer.\n1861, 1862. — No session.\n\n1867. — No session.\n1868.— NASHVILLE, TENN.\nJ. M. Gregory, President.\nL. Van Bokkelen, Secretary.\nJames Cruikshank, Treasurer.\n\n1863.-CHICAGO, ILL.\nJohn D. Philbrick, President.\nJames Cruikshank, Secretary.\nO. C. Wight, Treasurer.\n\n1869.— TRENTON, N, J.\nL. Van Bokkelen, President.\nW. E. Crosby, Secretary.\nA. L. Barber, Treasurer.\n\nt87o.— CLEVELAND, O.\nDaniel B. Hagar, President.\nA. P. Marble, Secretary.\nW. E. Crosby, Treasurer.\n\nNAME\n\nNATIONAL\n\nCHANGED\n\nEDUCATIONAL\n\nTO\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, MASS.\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.\nJ. Ormond Wilson, Treasurer.\n1880.— CHAUTAUQUA, N. Y.\nJ. Ormond Wilson, President.\nW. D. Henkle, Secretary.\nE. T. Tappan, Treasurer.\n\n1875.— MINNEAPOLIS, MINN.\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\n\nJ. Ormond Wilson, 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\n1892.— SARATOGA SPRINGS, N. Y.\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1882.— SARATOGA SPRINGS, N. Y.\nG. J. Ore, President.\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\n1893.— CHICAGO, ILL.\n(International Congress of Education.)\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1883.-SARATOGA SPRINGS, N. Y.\nE. T. Tappan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\n1894.— ASBURY PARK. N. J.\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\n1884.-MADISON, WIS.\nThomas W. Bicknell, President.\nH. S. Tarbell, Secretary.\nN. A. Calkins, Treasurer.\n\nJ. M. Greenwood,\n\nTreasurer.\n\n1895.— DENVER, COLO.\nNicholas Murray Butler, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1885.— SARATOGA SPRINGS, N. Y.\nF. Louis Soldan, President.\nW. E, Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\n1896.— BUFFALO, N. Y.\nNewton C. Dougherty, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1886.— TOPEKA, KAN.\nN. A. Calkins, President.\nW, E. Sheldon, Secretary.\nE. C. Hewett, Treasurer.\n\n1897.— MILWAUKEE, WIS.\nCharles R. Skinner, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n■\n\n1887 —CHICAGO, ILL.\nW. E. Sheldon, President.\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\n1898.-WASHINGTON, D. C.\nJ. M. Greenwood, President.\nIrwin Shepard, Secretary.\nI. C. McNeill, Treasurer.\n\n1888.— SAN FRANCISCO, CAL.\nAaron Gove, 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\n}88g.-NASHVILLE, TENN.\nAlbert P. Marble, President.\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\n1900.— CHARLESTON, S. C.\nOscar T. Corson, President.\nIrwin Shepard, Secretary.\nCarroll G. Pearse, Treasurer.\n\n1 890.- ST. PAUL, MINN.\nJ. H. Canfield, President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\n1901 .-DETROIT, MICH.\nJames M. Green, President.\nIrwin Shepard, Secretary.\nL. C. Greenlee, Treasurer.\n\n1891.— TORONTO, ONTARIO.\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\n\n1902.— MINNEAPOLIS. MINN,\nWilliam M. Beardshear, President.\nIrwin Shepard, Secretary.\nCharles H. Keyes, Treasurer.\n\n"} {"page": 20, "printed_page": null, "text": "EDUCATIONAL\n\nNATIONAL\n\nOFFICERS\n\nFOR\n\nGENERAL\nW. M. BEARDSHEAR\nIRWIN SHEPARD\nCHARLES H. KEYES\n\nASSOCIATION\n\n1901-1902\n\nASSOCIATION\n\nPresident\nSecretary\nTreasurer\n\n-.\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. Hollow AY, Fort Smith, Ark.\nBOARD\nNicholas Murray BiTTLER\nAlbert G. Lane, Chairman\nNewton C. Dougherty\nF. Louis Soldan\nW. M. Beardshear\n\nMcHenry Rhoads, Owensboro, Ky.\nEdmund Stanley, Wichita, Kan.\nH. S, Tarbell, Providence, R. I.\nS. D. Largent, Great Falls, Mont.\nW. M. Slaton, Atlanta, Ga.\nC. M. Woodward, St. Louis, Mo.\nOF TRUSTEES\n\n(See Art. IV, sec. q, of the constitution.')\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\nEx officio ,\n\nEXECUTIVE- COMMITTEE\n(See A rt. IV, sees. 2 and 11, of the constitution.)\nW. M. Beardshear\nJames M. Green\nCharles H. Keyes\nAlbert G. Lane\nW. T. Harris\n\nPresident\nFirst Vice-President\nTreasurer\nChairman Board of Trustees\nMember by election\n\nAmes, la.\nTrenton, N. J.\nHartford, Conn.\nChicago, 111.\nWashington, D. C.\n\nIrwin Shbfard\n\nSecretary\n\nWinona, Minn.\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 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.\nCanfield, James H., New York, N. Y.\nCook, E. H., Boulder, Colo.\nCorson, Oscar T., Columbus O.\n\nDougherty, Newton C, Peoria, HI,\nGarrett, W. R., Nashville, Tenn.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Mt, Pleasant, Mich.\nGreen, J. M., Trenton, N. J.\nGreenwood, J. M., Kansas City, Mo.\n\n"} {"page": 21, "printed_page": null, "text": "DIRECTORS\nLife 1&.&Ta\\iex^— continued\nPiCKARD, JosiAH L,, BruHswick, Me.\nHarris, W. T., Washington, D. C.\nHunt, Mary H., Boston, Mass.\nPike, Joshua, Jerseyville, 111.\nSkinner, Charles R., Albany, N. Y.\nJewett, a. v., Abilene, Kan.\nSoLDAN, F. Louis, St. Louis, Mo.\nLane, Albert G., Chicago, 111.\nStratton, C. C, University Park, Ore.\nLyte, E. Oram, Millersville, Pa.\nTaylor, A. R., Decatur, 111.\nMarble, Albert P., New York, N. Y.\nMarshall, T. Marcellus, Glenville, W. Va.\nTeachers' Institute, Philadelphia, Pa.\nWhite, Charles G., Lake Linden, Mich.\nParker, Charles I., South Chicago, 111.\nWhite, E. E., Columbus, O.\nPhelps, W. F., Duluth, Minn.\nWilson, J. Ormond, Washington, D. C.\n\nDirectors by Election\nNorth Atlantic Division\nMaine\nNew Hampshire\nVermont\nMassachusetts\nRhode Island «\nConnecticut\nNew York\nNew Jersey\nPennsylvania\n\nJohn S. Locke\nJ. E . Klock\nJohn L. Alger\nFrank A. Fitzpatrick\nWalter B allou Jacobs\nWilbur F. Gordy\nAugustus S. Downing\nH. Brewster Willis\nGeorge H. Stoitt\n\nSaco\nPlymouth\nJohnson\nBoston\nProvidence\nHartford\nNew York\nNew Brunswick\nPhiladelphia\n\nSouth Atlantic Division\nDelaware\nMaryland\nDistrict of Columbia\nVirginia\nWest Virginia\nNorth Carolina\nSouth Carolina\nFlorida\n\nGeorge VV. Twitmyer\nM. Bates Stephens\nHosmer M. Johnson\nGeorge J. Ramsey\nW. H. Anderson\nCharles D. McIver\nD. B. Johnson\nW. N. Sheats\n\nWilmington\nBaltimore\nAnacostia\nRichmond\nWheeling\nGreensboro\nRock Hill\nTallahassee\n\nSouth Central Division\nKentucky\nTennessee\nGeorgia\nAlabama\nMississippi\nLouisiana\nTexas\nOklahoma\nArkansas\n\nW. H. Bartholomew\nW. T. White\nM. L. Brittain\nJohn W. Abercrombie\nJ. R. Preston\nWarren Easton\nJ. M. Fendley\nDavid R. Boyd\nGeorge B . Cook\n\nLouisville\nKnoxville\nAtlanta\nMontgomery\nNatchez\nNew Orleans\nGalveston\nNorman\nHot Springs\n\nNorth Central Division\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\nCharles M. Jordan\nW. T. Carrington\nW. E. Hoover\nE. E. Collins\nC. G. Pearse\nFrank R.Dyer\n\nMontana\nWyoming\nColorado\n\nW. W. Welch\nMiss Estelle Reel\nH. S. Philips\n\nLakewood\nRichmond\nSpringfield\nAnn Arbor\nMadison\nSioux City\nMinneapolis\nJefferson City\nPark River\nVermilion\nOmaha\nWichita\n\nWestern Division\nHelena\nWashington, D. C.\nDenver\n\n"} {"page": 22, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDirectors by Election— c^w/'/wz/^d?\nHiram Hadley\nF. Yale Adams\nW. J. Kerr\nJ. E. Stubbs\nMiss Permeal French\nCharles M. Sherman\nE. D. Ressler\nJames A. Foshay\n\nNew Mexico\nArizona\nUtah\nNevada\nIdaho\nWashington\nOregon\nCalifornia\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\nPresident\nVice-President\nSecretary\nExecutive Committee\nExecutive Committee\nExecutive Committee\n\nBirmingham, Ala.\nIndianapolis, Ind.\nWinona, Minn.\nNew York, N. Y.\nBloomington, Ind.\nCincinrfati, O.\n\nKindergarten\nMiss C. GERALDINE O'GRAD Y ....\nMiss CLARA W. MINGINS\nMiss MARY C. MAY\n\nPresident\nVice-President\nSecretary\n\nNew York, N. Y.\nDetroit, Mich.\nSalt Lake City, Utah\n\nElementary\nR. A. OGG\nJ. J. DOYNE\nMiss ADDA P. WERTZ\n\nPresident\nVice-President\nSecretary\n\nKokomo, Ind.\nLittle Rock, Ark.\nCarbondale, 111.\n\nSecondary\nJ. REMSEN BISHOP\nW. F. WEBSTER\nCHARLES ALDEN SMITH\n\nPresident\nVice-President\nSecretary\n\nCincinnati, O.\nMinneapolis, Minn.\nDuluth, Minn.\n\nHigher\nW. H. P. FAUNCE\nC. W. DABNEY\nJOHN W. PERRIN\n\nPresident\nVice-President\nSecretary\n\nProvidence, R. I.\nKnoxville, Tenn.\nCleveland, O.\n\n.\n\nNormal\nJESSE F. MILLSPAUGH\nMYRON TRACY SCUDDER\nJOHN\n\nR. KIRK\n\nPresident\nVice-President\n\nWinona Minn\nNew Paltz N Y\n\nSecretary\n\nKirksville.Mo.\n\n'\n\nSuperintendence\nG. R. GLENN\nH. P. EMERSON\n\nPresident\nFirst Vice-President\n\nAtlanta, Ga.\nBuffalo, N. Y.\n\nF. W. COOLEY\nJOHN W. DIETRICH\n\nSecond Vice-President\nSecretary....\n\nCalume't, Mich.\nColorado Sp'gs. Colo.\n\nManual\nCHARLES\n\nR. RICHARDS\n\nPresident\n\nCHARLES\n\nF. WARNER....\n\nVice-President\n\nJ- «• ™vBOM\nMiss MYRA\n\nJONES\n\nMiss ROD A SELLECK\nMiss EMILY H. MILES\n\nXew York N Y\nc • « i^W\n'\n\n;:.;: s^rr;'':.\"::::;:::;:\n::::;::;::.;:: D^ZtMic^'Art\nPresident\nVice-President\nSecretary\n\nDetroit\n.\n:-•;\n\nMich\n\nIndianapolis Ind\nDetve\nCo b\n\n"} {"page": 23, "printed_page": null, "text": "DEPARTMENT\n\n0\ny\n^\n\nOFFICERS\n\nMusic\nA. J. GANTVOORT\nSTERRIE A. WEAVER\nMrs. GASTON BOYD\n\nPresident\nVice-President\nSecretary\n\nI. O. CRISSY\nJ. H. FRANCIS\nTEMPLETON P. TWIGGS\n\nPresident\nVice-President\nSecretary\n\nH, E. KRATZ\nMiss JENNIE WARREN\nMiss KATE A. HOPPER\n\nPresident\nVice-President\nSecretary\n\nCincinnati, O.\nWestfield, Mass.\nNewton, Kan.\n\nBusiness\n\nChild\n\nPRENTISS\n\nAlbany, N. Y.\nLos Angeles, Cal.\nDetroit, Mich.\n\nStudy\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\nW. H. NORTON\nVacant\nEDWARD M. LEHNERTS\n\nPresident\nVice-President\nSecretary\n\nChicago, 111.\nAtlanta, Ga.\nNew York, N. Y.\nToledo, O.\n\nScience\n\n(\\1\n\n\\^\nISRAEL\n|\\J\n*\n\n0\n\nWinona, Minn.\n\nSchool Administration\n\nH. PERES\n\nMrs. JOSEPHINE\n\nMt. Vernon, la.\n\nPresident\nA. GOSS\n\nL. D. BONEBRAKE\nGEORGE FENTON\nWILLIAM GEORGE\n\nBRUCE\n\nMemphis, Tenn.\n\nFirst Vice-President\n\nGrand Rapids, Mich.\n\nSecond Vice-President\nThird Vice-President\nSecretary\n\nColumbus, O.\nBroadalbin, N. Y.\nMilwaukee, Wis.\n\nLibrary\nJAMES H. CANFIELD\nREUBEN POST HALLECK\nMiss MARY EILEEN AHERN\n\nPresident\nVice-President\nSecretary\n\nNew York, N. Y.\nLouisville, Ky.\nChicago, 111.\n\n(^\n\nDeaf, Blind, etc.\nALEXANDER GRAHAM\nEDWARD E, ALLEN\nELBERT A. GRUVER\n\nI0\nSAMUEL\nQ\n\nBELL\n\nPresident\nVice-President\nSecretary\n\nWashington, D. C.\nOverbrook, Pa.\nNew York, N. Y.\n\nIndian Education\nM. McCOWAN\n\nH. B. FRISSELL\nMiss ESTELLE REEL\n\nPresident\n\nPhoenix, Ariz,\n\nVice-President\nSecretary\n\nHampton, Va.\nWashington, D. C.\n\n"} {"page": 24, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATIONAL\n\nNATIONAL\n\nOFFICERS\n\nFOR\n\nGENERAL\nCHARLES W, ELIOT\nIRWIN SHEPARD\nW. M. DAVIDSON\n\n1902-1903\n\nASSOCIATION\n\nPresident\nSecretary\nTreasurer\n\nCambridge, Mass.\nWinona, Minn.\nTopeka, Kan.\n\nVICE-PRESIDENTS\n*W. M. Beardshear, Ames, la.\nOrville T. Bright, Chicago, 111.\nCharles F. Reeves, Latona, Wash.\nJoseph Kennedy, Grand Forks, N. D.\nCharles F. Thwing, ClcTcland, O.\nW. N. Sheats, Tallahassee, Fla.\nBOARD\n\nMiss Marion Brown, New Orleans, La.\nJames B. Pearcy, Anderson, Ind.\nMrs. Helen L. Grenfell, Denver, Colo.\nHenry R. Sanford, Penn Van, N. Y.\nJ. H. Francis, Los Angeles, Cal.\nWallace G. Nye, Minneapolis, Minn.\nOF TRUSTEES\n\n(See Art. IV, sec. 9, of the constitution.)\nAlbert G. Lane, Chairman\nNewton C. Dougherty\nF. Louis Soldan\nNicholas Murray Butler\nCharles W. Eliot\n\nChicago, 111\nPeoria, 111\nSt. Louis, Mo\nNew York, N. Y\nCambridge, Mass\nEXECUTIVE\n\nTerm expires July, 1903\nTerm expires July, 1904\nTerm expires July, 1905\nTerm expires July, 1906\nEx officio\n\nCOMMITTEE\n\n(See ^r^. IV, sees. 2 and 11, of the constitution.)\nCharles W. Eliot\nOrville T. Bright\nW. M. Davidson\nAlbert G. Lane\nW. T. Harris\nIrwin Shepard\n\nPresident\nFirst Vice-President\nTreasurer\nChairman Board of Trustees\nMember by election\n\nCambridge, Mass.\nChicago, 111.\nTopeka, Kan.\nChicago, 111.\nWashington, D. C.\n\nSecretary\n\nWinona, Minn.\n\nBOARD\n\nOF DIRECTORS\n\nDirectors ex ofllcio\n(See yir^ IV, sec. 2, of the constitution.)\nCharles W. Eliot, Cambridge, Mass.\nCharles H. Keyes, Hartford, Conn.\nOrville T. Bright, Chicago, 111.\nAlbert G. Lane, Chicago, 111.\nIrwin Shepard, Winona, Minn.\n\nLife Directors\n(See Art. IV, sec. 2, of the constitution.)\n*Beardshear, W. M., Ames, la.\nBicknell, Thomas W., Providence, R. I.\nBoard of Education, Nashville, Tenn.\nButler, Nicholas Murray, New York, N. Y.\nCanfield, James H., New York, N. Y.\nCook, E. H., Boulder, Colo.\nCorson, Oscar T., Columbus, O.\n* Deceased,\n\nDougherty, Newton C, Peoria, 111.\nGarrett, W. R., Nashville, Tenn.\nGove, Aaron, Denver, Colo.\nGraham, H. A., Mt. Pleasant, Mich.\nGreen, J. M., Trenton, N. J.\nGreenwood, J. M., Kansas City, Mo.\nHarris, W. T., Washington, D. C.\n\n"} {"page": 25, "printed_page": null, "text": "OFFICERS\n\nOF THE\n\nASSOCIATION\n\nLife DirectoTa—conitnued\nHunt, Mrs. Mary H., Boston, Mass.\nJewett, a. v., Abilene, Kan.\nLane, Albert G., Chicago, 111.\nLyte, Eliphalet Oram, Miliersville, Pa.\nMarble, Albert P., New York, N. Y.\nMarshall, T. Makcellus, Glenville, W. Va.\nParker, Charles I., South Chicago, 111.\nPhelps, W. F., Duluth, Minn.\nPiCKARD, Josiah L., New Brunswick, Me.\n\nPike, Joshua, Jerseyville, 111.\n.Skinner, Charles R., Albany, N. Y.\nSoLDAN, F. Louis, St. Louis, Mo.\nStratton, C. C, University Park, Ore.\nTavlor, a. R., Decatur, 111.\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\nNew Jersey\nPennsylvania\n\nJohn S. Locke\nHenry C. Morrison\nWalter E. Ranger\nGeorge H. Martin\nH. S. Tarbell\nCharles H. Keyes\nAugustus S. Downing\nH, Brewster Willis\nJ. W. Lansinger\n\nSaco\nPortsmouth\nMontpelier\nLynn\nProvidence\nHartford\nNew York\nNew Brunswick\nMiliersville\n\nSouth Atlantic Division\nDelaware\nMaryland\nDistrict of Columbia\nVirginia\n\nGeorge W. Twitmyer\nM. Bates Stephens\nAlexander T. Stuart\nH. B. Frissell\n\nWest Virginia\nNorth Carolina\nSouth Carolina\nFlorida\n\nM.M.Ross\nG. H. Crowell\nJ.J. McMahan\nW. N. Sheats\n\nWilmington\nBaltimore\nWashington\nHampton\n' Fairmont\nHigh Point\nColumbia\nTallahassee\n\nSouth Central Division\nKentucky\nTennessee\nGeorgia\nAlabama\nMississippi\nLouisiana\nTexas\nOklahoma\nArkansas\nIndian Territory\n\nS. L. Frogge\nJ. L. Wright\nW. F. Slaton\nJ. W. Abercrombie\nE. E. Bass\nWarren Easton\nAlexander Hogg\nDavid R, Boyd\nGeorge B. Cook\nJohn D. Benedict\n\nFrankfort\nNashville\nAtlanta\nMontgomery\nGreenville\nNew Orleans\nFort Worth\nNorman\nHot Springs\nMuskogee\n\nNorth Central Division\nOhio\nIndiana\nIllinois\nMichigan\nWisconsin\nIowa\nMinnesota\nMissouri\nNorth Dakota\nSouth Dakota\nNebraska\nKansas\n\n.•\n\nJ. K. Baxter\nT. A. Mott\nMiss Catharine Goggin\nD. W. Springer\nL. D. Harvey\nA. V. Storm\nCharles M. Jordan\nW, T. Carrington\nW. E. Hoover\nCM. Young\nEdwin J. Bodwell\nJ. W. Spindler\n\nMt. Vernon\nRichmond\nChicago\nAnn Arbor\nMadison\nCherokee\nMinneapolis\nJefferson City\nPark River\nVermilion\nOmaha\nWinfield\n\nWestern Division\nMontana\nWyoming\nColorado\n\nJ. M. Lewis\nMiss Estelle Reel\nH. S. Philips\n\nHelena\nWashington, D. C.\nDenver\n\n"} {"page": 26, "printed_page": null, "text": "14\n\nEDUCATIONAL\n\nNATIONAL\n\nNew Mexico\nArizona\nUtah\nNevada\nIdaho\n\nASSOCIATION\n\nDirectors by 'EiQcMiovr-continued\nEdgar L. Hewett\nF. Yale Adams\nW. J. Kerr\nJ- E. Stubbs\nWalter R. SiDEKS\n\nLas Vegas\nTucson\nLogan\nReno\nPocatello\n\nF. B. Cooper\nE. D. Ressler\nJames A. Foshay\n\nSeattle\nEugene\nLos Angeles\n\nWashington .\".'.'.'\nOregon\nCalifornia\n\nDEPARTMENT\n\nOFFICERS\n\nNational Council\nWILLIAM R.HARPER\nW. H. BARTHOLOMEW\nJESSE F. MILLSPAUGH\nJOSEPH S WAI N\nRICHARD G. BOONE\nNICHOLAS MURRAY BUTLER\n\n....\n\nPresident\nVice-President\nSecretary\nExecutive Committee\nExecutive Committee\nExecutive Committee\n\nChicago, 111.\nLouisville, Ky.\nWinona, Minn.\nSwarthmore, Pa.\nCincinnati, O.\nNew York, N. Y.\n\nKindergarten\nMiss ANNA WILLIAMS\nMiss STELLA L. WOOD\nMiss CLARA WHEELER\n\nPresident\nVice-President\nSecretary\n\nPhiladelphia, Pa.\nMinneapolis Minn.\nGrand Rapids, Mich,\n\nElementary\nMiss M. ADELAIDE HOLTON\nFREDERICK TREUDLEY\nMiss ADDA P. WERTZ\n\nPresident\n.'\nVice-President\nSecretary\n\nMinneapolis, Minn.\nAthens. O.\nCarbondale, 111.\n\nSecondary\nCHARLES F. WHEELOCK\nREUBEN POST HALLECK\nWILBUR F. GORDY\n\nPresident\nVice-President\nSecretary\n\nAlbany, N. Y.\nLouisville, Ky.\nHartford, Conn.\n\nHigher\nBENJAMIN\n'iDE\nWHEELER\nWILLIAM H.\nSMILEY\nJOHN H. MacCRACKEN\n\n'..\n\nPresident\nVice-President\nSecretary\n\nBerkeley,Colo.\nCal.\nDenver,\nFulton, Mo.\n\nNormal\nLIVINGSTON C. LORD\nALBERT SALISBURY\nEDGAR L. HEWETT\n\nPresident\nVice-President\nSecretary\n\nCHARLES M.JORDAN\nCLARENCE F. C ARROLI\nWARREN EASTON\nJ. N. WILKINSON\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary\n\nCHARLES F.WARNER\nJ. E. PAINTER..,\nARTHUR W. RICHARDS\n\nPresident\nVice-President\nSecretary\n\nCharleston, 111.\nWhitewater, Wis.\nLas Vegas, N. M.\n\nSuperintendence\nMinneapoli.s, Minn.\nWorcester, Mass.\nNew Orleans, La.\nEmporia, Kan.\n\nManual\nSpringfield, Mass.\nMinneapolis, Minn.\nNew York, N. Y.\n\nArt\nMiss CLARA A. WILSON\nMiss CHARLOTTE W. STODDARD\nWILLIAM H. VOGEL.\n\nPresident\nVice-President\nSecretary\n\nDavenport, la.\nRochester, N. Y.\nCincinnati, O.\n\n"} {"page": 27, "printed_page": null, "text": "DEPARTMENT\n\nOFFICERS\n\nMusic\nSTERRIE A. WEAVER\nW. A. WETZELL\nMiss HELEN W. TRASK\n\nPresident\nVice-President\nSecretary\n\nJ. H. FRANCIS\nTEMPLETON P. TWIGGS\nC. E. STEVENS\n\nPresident\nVice-President\nSecretary\n\nG. W. A. LUCKEY\nSTUART H. ROWE\nMiss SUSAN F. CHASE\n\nPresident\nVice-President\nSecretary\n\nWestfield, Mass.\nSalt Lake City, Utah\nMinneapolis, Minn.\n\nBusiness\n\nChild\n\nLos Angeles, Cal.\nDetroit, Mich.\nCleveland, O.\n\nStudy\nLincoln, Neb.\nNew Haven, Conn.\nBuffalo, N. Y.\n\nPhysical Training\nW. O. KROHN\nBaroness ROSE POSSE\nMiss MABEL L. PRAY\nMiss ALTA WIGGINS\n\nPresident\nFirst Vice-President\nSecond Vice-President\nSecretary\n\nC, W. HALL\nWILBUR A. FISKE\nFRANK M. GILLEY\n\nPresident\nVice-President\nSecretary\n\nChicago, 111.\nBoston, Mass.\nToledo, O.\nBuffalo, N. Y.\n\nScience\nMinneapolis, Minn.\nRichmond, Ind.\nChelsea, Mass.\n\nSchool Administration\nHARLAN P.FRENCH\nISRAEL H. PERES\nWILLIAM GEORGE BRUCE\n\nPresident\nAlbany, N. Y.\nChairman Executive Committee . . .... Memphis, Tenn.\nSecretary\nMilwaukee, Wis.\nLibrary\n\nJAMES H. CANFIELD\nREUBEN POST HALLECK\nMiss MARY\nEILEEN AHERN\n\nPresident\nVice-President\nSecretary\n\nNew York, N. Y.\nLouisville, Ky.\nChicago, 111.\n\nSpecial Education\nEDWARD E. ALLEN\nMiss MARY McCQWEN\nMiss SARAH FULLER\n\nPresident\nVice-President\nSecretary\n\nOverbrook, Pa.\nChicago, 111,\nBoston, Mass.\n\nIndian Education\nH. B. PEAIRS\nS. M. McCOWAN\nMiss ESTELLE REEL\n\nPresident\nVice-President\nSecretary\n\nLawrence, Kan.\nChilocco, Okla.\nWashington, D. C.\n\n"} {"page": 28, "printed_page": null, "text": "TREASURER'S\nTO\n\nNATIONAL\n\nREPORT\nTHE\n\nEDUCATIONAL\n\nASSOCIATION\n\nJuly i, 1901, to July i, 1902\n\nFOR MEETING\n\nAT\n\nDETROIT,\n\nMICH., AND\n\nENSUING\n\nYEAR\n\nCharles H. Keyes, Treasurer, in Acct. with the National Educational Association\nBALANCE\n\nON HAND\n\nCash received from Treasurer Greenlee, as per last annual report\n\n$4,113.04\n\nRECEIPTS\nFrom transportation lines:\nAccount of Los Angeles meeting.\nSouthern Pacific Railroad Company\nAccount of Charleston meeting :\nSeaboard Air Line\nAtlantic Coast Railway\nSouthern Railway\nPlant System\nAccount of Detroit meeting :\nSteamer Kirby\nWhite Star Line\nDetroit Southern Railway\nCentral Vermont Railway\nCleveland & Buffalo Transit Company\nToledo, St. Louis & Western Railroad\nCanadian Pacific Railway\nFere Marquette Railroad\nDetroit & Cleveland Navigation Company\nLake Shore & Michigan Southern Railway\nGrand Trunk Railway\nWabash Railroad Company\nMichigan Central Railroad\n\n$ lo.oo\n$\n\n$\n\n6.00\n22.00\n85.00\n102.00\n\n215.00\n\n8.00\n8.00\n10.00\n24.00\n66.00\n66.00\n78.00\n791.00\n529.00\n527.00\n960.00\n3,372.00\n6,008.00 ^2,447.00\n\nTotal from transportation lines\nFrom Board of Trustees :\n\n12,672.00\n\nInterest on permanent fund\nTaxes refunded on collateral property\nFrom Department of Superintendence\nFrom annual meeting :\nReceipts from Registration Bureau, Detroit meeting :\nAdvance associate memberships (Detroit teachers)\nAdvance active memberships (Detroit teachers)\n\nAdvance associate memberships (Michigan teachers)\nAdvance active memberships (Michigan teachers)\n\n$4,841.22\n558.84\n\n698.10\n\n$1,752.00\n16.00 $1,768.00\n$\n\n604.00\n12.00\n\nT^\n.\n.\nt rom registration\ntreasurer :\n\n616.00\n\nAssociate memberships\nDues of former active members\nNew active memberships\n\n956.00\n408.00\n746.00\n\ni rom royalties on, reports of Committees of Ten and Fifteen\nFrom interest, Union National Bank, Denver, Colo 16\n\n5,400.06\n\n4,494.00\n\n52.90\n50.45\n\n"} {"page": 29, "printed_page": null, "text": "From Secretary's office during the year :\nMemberships, enrollments, etc\nSale of back volumes\nSale of committee reports\n\n$3,620.49\nQ^S-^S\n202.29\n$ 4.785.93\n\nTotal receipts for the year .\n16.55\n\nDISBURSEMENTS\n\nBoard of Trustees :\nFor taxes advanced to protect loan .\nFor miscellaneous expenses\n\n$ 558.84\n\nExecutive Committee :\nJames M. Green, President, (1900-1) :\nTraveling\nStenographer for year\nStationery, postage, telegrams\nW. M. Beardshear, President (1901-2) :\nTraveling, telegrams, etc\n\n$\n\n$\n\n575-39\n\n18.40\n90.00\n30.00\n95-86\n\nOscar T. Corson, Vice-President, (1900-1) :\nTraveling\nJames M. Green, Vice-President (1901-2) :\nTraveling\n\n$\n\n4-6o\n\n$ 234.26\n\n112.84\n\n108.24\n10.85\n\nL. C. Greenlee, Treasurer, (1900-1) :\nTraveling\nStationery, postage, etc\nCharles H. Keyes, Treasurer (1901-2) :\nTraveling\nStationery, clerical assistance, postage, etc\n\n$\n\n58.05\n122.65\n\n10.59\n\n96.07\n\n287.62\n88.05\n\nA. G. Lane, chairman of Trustees :\nTraveling and postage\nVV. T. Harris, member by election :\nTraveling\nGeneral Secretary's office :\nSalary of Secretary\nPostage\nTelegrams\nFreight and express\nClerical services\nExchange\nStationery and office supplies\nTraveling\nMiscellaneous\n\n20.09\n\n689.25\n$4,000.00\n\n71.63\n764.80\n114.15\n\n733.36\n\n11.25\n\n148.40\n38.50\n\nPrinting:\nVolume of Proceedings\nReprints from volume\nSpecial reports\nExecutive Committee bulletins.\nMiscellaneous\n\n$4 ,707.99\n\n5,858.07\n\n520.63\n55-33\n\n_ 461.27\n656.20\n\nExpress and Freight :\nDistribution of volumes of Proceedings .\nMiscellaneous\n\n6,391-43\n150.90\n,681.06\n\nSpecial Appropriations:\nDepartment of Superintendence\nCommittee on National University.\nAnnual Convention.\nDepartment Expenses :\nSchool Administration .\nScience Instruction\nElementary\nSecondary\n\n$32,266.48\n\n%\n\n,831.96\n\n$\n\n882.84\n\n90.17\n792.67\n\n25.00\n11.00\n20.00\n25.00\n\nArt\nMusic\nPhysical\nNormal\n\n$ 25.00\n20.00\n25.00\n5.00\n\n$1\n\n"} {"page": 30, "printed_page": null, "text": "18\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nAnnual Convention, Department Expenses — continued:\nCouncil\n$ T2.00 Child Study\nBusiness\n22.90 Library\nManual Training\n25.00 Kindergarten\n\n$ 20.15\n8.50\n21,40\n\nHigher\nState Directors and Managers :\nConnecticut\n$\nWashington\nArkansas\nOhio\nMaryland\nTexas\nTennessee\nMichigan\nIdaho\nWyoming\nDistrict of Columbia\nIowa\nMinnesota\nWest Virginia\nNew Mexico\nOklahoma\nVermont\nSouth Dakota\nKansas\nColorado\nClerical Setvices :\n\n25.00\n19.50 North Dakota\n15.00 Kentucky\n18.85 New Jersey\n20.00 Massachusetts\n20.00 Nebraska\n10.00 Arizona\n18.00 Missouri\n20.00 Alabama\n5.10 Florida\n20.00 Indiana\n15.00 Pennsylvania\n9.75 Georgia\n20.00 Wisconsin\n10.50 Illinois\n10.00 Maine\n10.80 New York\n6,00 California\n17.70 Utah\n20.00 Rhode Island.\n17.00\n\n$291.00\n$ 14.10\n18.50\n20.00\n15.25\n20.00\n3.50\n20.00\n18.00\niQ-Ss\n20.00\n20.00\n20.00\n19.70\n20.00\n5.75\n16,50\n'.\n\n11.30\n7.85\n1.25\n\n$\n\n603.05\n\nRegistration\nStenographers and typewriting\n\n673-05\n\n70.00\n\nBadges\nPrinting :\n\nPrograms\nMiscellaneous\n\n$\n\n437-90\n233-93\n\nj^^.oo\n56.93\n\n4-25\n\nExpress and Freight\nStationery\nSpeakers and expenses\nTelegrams\n\n^^ 5^\n615.19\n11.26\n$2,894.98\n\nExpenses of Depository :\nRent\nSalary of custodian .\nMiscellaneous\n\n$ 100.00\n3.05\n\nUnclassified Expenses :\n\nVolumes Proceedings Washington meeting\nRefunds on memberships\nTypewriter and desk for Secretary's office\nPlate for honorary members' certificates\nPremium on Treasurer's bond\nExpenses of official examiner of securities\nPrinting certificates for honorary members\nCard indexes, guides and boxes (Secretary's office)\nAmberg letter filing indexes (Secretary's office)\nFiling case for chairman of trustees\nMiscellaneous\n\n50.00\n\n$\n\n2.79\n21.05\n120.00\n154-00\n21.25\n142-50\n75-00\n40.00\n\n12.70\n658.27\n27.00\n\n31.98\n\nTotal expenses for the year\nTransferred to Permanent Fund for investment\n\n3 19,979.34\n\nTotal disbursements\n„,\n,\n,\nrsalance on hand, tiansferred to 1902-3\n\n* „„ „„„ ^ ,\n$29,979.34\n2 287 14\n\n10,000.00\n\n$ 32,266.48\n\n"} {"page": 31, "printed_page": null, "text": "REPORT\n\nOF THE BOARD\n\nOF TRUSTEES\n\nNet receipts for the year\nExpenses for the year\n\n$28,153.44\n19.979-34\n\nExcess of net receipts over disbursements\n\n$ 8,174.10\nMinneapolis, Minn., July 7, 1902.\n\nThe undersigned trustees of the National Educational Association have this day examined and approved\nthe foregoing accounts of Mr. Charles H. Keyes, Treasurer, with all statements of receipts and vouchers for\ndisbursements.\nCAlbert C. Lane,\nButler,\nNicholas C.Murray\n(Signed) \\ Newton\nDougherty.\n\nSIXTEENTH\n\nANNUAL REPORT OF THE\nOF TRUSTEES\n\nBOARD\n\nTo the Board of Directors of the National Educational Association:\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, igo2:\nPermanent Fund, July i, 1902 :\nMortgages on real estate\nKansas school and municipal bonds\nIllinois, Indiana, and Missouri school bonds\n\n$37>5oO'Oo\n15,100.00\n31,500.00\n\nCash on hand for investment\n'\nTotal\nReceived from Charles H. Keyes, Treasurer, from proceeds of Detroit meeting and\nincome from Permanent Fund\nTotal\nPermanent Fund, July I, 1902:\nIn the following items :\nMortgages on real estate\nKansas school and municipal bonds\nIllinois, Indiana, and Missouri school bonds\n\n3,900.00\n\n$88,000.00\n10,000.00\n\n'\n\n$98,000,00\n\n$44,600,00\n12,200.00\n28,000.00\n\nTotal\nCash on hand for investment\nTotal\n\n$84,800.00\n13,200.00\n98,000.00\nINVESTMENTS\n\nInvestments, July 1, iqoi\nPaid during the year :\nFirst mortgage, 4802 Lake avenue, Chicago\nLemont, 111., Bond 8\nReno county, Kan., S. D, 51\nReno county, Kan., S. D. 129\nEudora City, Kan., Bond No. 10\nDeKalb, 111., Bond No. 3\nMontgomery county, Caney township, Kan\nKansas City, Mo\nMarion City, Kan\n\n84,100.00\n$ 1,400.00\n500.00\n500.00\n300.00\n100.00\n1,000.00\n1,000.00\n2,000.00\n1,000.00\n\nBalance of Investments\n\n$76,300.00\n\nInvestments during the year :\nFirst mortgage, 1199 Irving Park boulevard, Chicago\n\n$ 3,500.00\n\nFirst mortgage, 512 N. LaSalle street, Chicago\n\n5,000.00\n\n'.\n\nTotal investments, July i, 1902\nINCOME\nReceipts from interest :\nNess county, Kan., S. D. 41\nNess county, Kan., S. D. 70\nNorton county, Kan., S. D. 95\n\n7,800.00\n\n8,500.00\n$84,800,00\n\nSTATEMENT\n$\n\n12.00\n30.00\n12.00\n\n"} {"page": 32, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nIncome ^X2A&mt.m— continued\nReno county, Kan., S. D. 51\nReno county, Kan., S. D. 129\nCity of Eudora, Kan\nHodgeman county, Kan\nMcPhefson county, Kan., Sharp's Creek township\nMontgomery county, Kan., Caney township\nKansas City, Mo\nNoblesville, Ind\n•.\nDeKalb, 111\nMorgan Park, 111\nLemont. Ill\nFirst mortgage, Providence, R. 1\nFirst mortgage, 1919 Wabash avenue, Chicago\nFirst mortgage, 5136 Hibbard avenue, Chicago\nFirst mortgage, 5603 Madison avenue, Chicago\nFirst mortgage, First Unlversalist Church, Englewood\nFirst mortgage, 4762 Lake avenue, Chicago\nFirst mortgage, 4802 Lake avenue, Chicago\nChicago improvement bonds\nMarion City, Kan., past due interest\nFirst mortgage, 512 N. LaSalle street, Chicago\nFirst mortgage, 1199 Irving Park boulevard, Chicago\nTotal interest transferred to Charles H, Keyes, Treasurer\nTaxes refunded, 1919 Wabash avenue, Chicago\n\n$\n\n45-oo\n18.00\n66.00\n60,00\n60.00\n50.00\n50.00\n250,00\n50.00\n220.32\n125.00\n270.00\n328.35\n250.00\n250,00\n500.00\n125,00\n225,00\n1,260.80\n371.25\n125.00\n87.50\n$ 4,841.22\n558.84\n\nTotal Receipts\n\n$ 5,400.06\n\nMemorandum of disbursements (See Treasurer's Report) :\nPaid exchange for coupon collection\nPaid express charges on bonds\n\n$\n,\n\nPaid rent of box. Merchants' Safe Deposit Co., Chicago\nPaid taxes on 1919 Wabash avenue, Chicago\nTotal\nSTATEMENT\n\n10.00\n558.84\n$\n\nOF SECURITIES AND BONDS BELONGING TO THE PERMANENT\nTHE NATIONAL EDUCATIONAL\nASSOCIATION, JULY i, 1902\n24\nKANSAS\n\nSCHOOL\n\nNumber\nschool\ndistrict\n\nCounty\n\nGarfield*\nNess\nNess\n\n2.25\n4.30\n\nRate of\ninterest\n\nAmount\n\n95\n\nFUND\n\nOF\n\nBONDS\n\n200\n\n..:\n\n575.39\n\n200\n$ 800\n\nReno\n\nper cent.\n6\n6\n6\n6\n6\n\nInterest payable\n\nJan. and July\n\nBond due\n\nJan., 1910\nJuly,\n190S\nJuly, 1903\nJuly, 1902\nJuly, 1902\n\n500\n$2,200\n\nKANSAS\nCounty\n\nGrant*\nHodgeman\nLane*\nMcPherson\nReno*\nSeward*\n\nKind of bond\nEudora City\nCounty\nCounty\nCounty\nSharp's Creek Tp.\nCity South Hutchinson\nWith Bentley & Hatfield, Wichita, Kan.\n\n41\nCOUNTY\n\nAND\n\n70\nBond\n\nNos.\n\nMUNICIPAL\nSOD\n\nAmount\n\nII Ito 13\n\n$1,000\n2,000\n\n47,48\n\n1,000\n\nI,\n\n1,000\n1,000\n3,000\n\n2\n\n1,000\n$10,000\n\n♦Interest or principal in default.\n\nInterest\n\nInterest payable\n\nBond due\n\n6\n\nMarch\n\n6\n6\n6\n6\n7\n\nJan. and July\nJan. and July\nJan. and July\nJan. and July\nFeb. and Aug.\n\nOne due each\nFebruary, 1920\nyear March i\n\nper cent.\n\n51\n11 to 20\n\nI\n\nBONDS\n\nJudgm't obtain'd\n\nJuly I, 1918\nJuly\nSept. I,I, 1918\n1916\nApril, 1908\n\n"} {"page": 33, "printed_page": null, "text": "I\ni\n\nREPORT\nILLINOIS,\n\nOF THE\nINDIANA,\n\nCounty\nNoblesville, Ind\nCook, village of Morgan Park, 111\nLemont, 111,, School Nos, 12, 14, 16, 18, 20,\n22, 24, 30, 32\n\nBOARD\nAND\n\nAmount\n\n$ 5,000\n\nOF TRUSTEES\n\nMISSOURI\n\nSCHOOL\n\nBONDS\n\nRate of\ninterest\n\nInterest payable\n\n5\n5\n\nJan, and July\nMar. and Sept.\n\nSept., 190S\nJuly I, 1912\n\n5\n6\n\nJune\nand Dec.\nDecember\n\n$1,000 yearly Dec. i\nDec, 1902-3 and 4\n\n6\n5\n5\n5\n\nMay and Nov. i\nMay and Nov. i\nJan. and July\n\nBond due\n\n3,500\n15,000\nREAL ESTATE\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,\nEnglewood, 111\nFirst mortgage, 4762 Lake ave., Chicago . . .\nFirst mortgage, 4802 Lake ave,, Chicago . ..\nFirst mortgage, 512 LaSalle St., Chicago .. .\nFirst mortgage, 1199 Irving Park boul\n\n4,500\n$28,000\n\n$ 3,000\n5,000\n10,000\n5,000\n5,000\n5,000\n3,100\n5,000\n3,500\n$44,600\n\n5\n5\n5\n5\n5\n\nOct. and April\nMar. and Sept,\nMar. and Sept.\nApril and Oct,\nJan. and July\n\nMay\nNov. I,I, 1903\n1903\nJuly\n1905\nOct,, I,1905\nMar., 1905\nMar., 1905\nOct., 1906\nJuly 1906\n\nRespectfully submitted,\nAlbert G. Lane, Chairman,\nNicholas Murray Butler,\nNetvton C. Dougherty,\nWilliam M. Beardshear,\nBoard of Trustees.\n\nThe foregoing securities were examined at the Merchants' Safety Deposit Vaults,Chicago, September 22,\n1902, and I certify that it is a correct statement of the investments belonging to the Permanent Fund of the\nNational Educational Association in the custody of A. G. Lane, chairman of the Board of Trustees,\n(Signed)\n\nEdward\n\nC, Delano,\nExaminer.\n\n"} {"page": 34, "printed_page": null, "text": "JOURNAL\n\nOF PROCEEDINGS\nOF\n\nFORTY-FIRST\n\nOF\n\nNATIONAL\n\nTHE\n\nANNUAL\n\nMEETING\n\nTHE\n\nEDUCATIONAL\nMINNEAPOLIS,\n\nFIRST\nOPENING\n\nASSOCIATION\n\nMINN., July 8-ii, 1902\n\nDAY'S PROCEEDINGS\n\nSESSION.— Tuesday, July 8, 2 : 30 p. m.\n\nThe convention met in the auditorium, of the Exposition Building at 2 : 30 P. M., and\nwas called to order by Wallace G. Nye, chairman Convention Committee, Commercial\nClub of Minneapolis.\nAfter music by the Masonic Quartette of Minneapolis, prayer was offered by Rev. M.\nD. Shutter, Church of the Redeemer, of Minneapolis.\nAdresses of welcome were delivered by Hon. S. R. Van Sant, governor of Minnesota; Hon. J. W. Olsen, state superintendent of public instruction; Hon. David P. Jones,\npresident of the Common Council of Minneapolis, in the absence of the mayor; Charles\nM. Jordan, superintendent of city schools, Minneapolis ; Cyrus Northrop, president of the\nUniversity of Minnesota.\nMusic — vocal solo, \"Three Singers,\" Berthold Tours; Mr. Addison Madeira.\nThe conduct of the meeting was then transferred to Second Vice-President W. C.\nMartindale, of Detroit, Mich., who explained the absence of President W. M. Beardshear on account of serious illness which confined him to his room at the West Hotel in\nthe city; and of the first vice-president, James M. Green, of Trenton, N. J., on account of\nhaving been recalled, while en route to Minneapolis, by the death of his mother.\nThe statement was made that the illness of President Beardshear, while serious, was\nregarded as temporary, and it was hoped that he would be able to preside at later\nsessions.\nResponses to the addresses of welcome were delivered by James A. Foshay, superintendent of schools, Los Angeles, Cal.; Dr. Theodore B. Noss, principal of State Normal\nSchool, California, Pa.; Dr. Joseph Swain, president of Indiana University, Bloomington, Ind.\nThe Committee on Resolutions was announced as follows :\nE. H. Mark, superintendent of schools, Louisville. Ky.. Chairman.\nAlfred Bayliss, state superintendent of public instrucN. C. Schaeffer, state superintendent\nof public\ntion, Springfield, 111.\ninstruction, Harrisburg, Pa.\nCharles R. Skinner, state superintendent of public\nH. O. R. Slefert, superintendent of schools. Milinstruction, Albany, N. Y.\nwaukee, Wis.\nF. Louis Soldan, superintendent of schools, St. Louis,\nCharles D, Mclver, president State Normal and InMo.\ndustrial College, Greensboro, N. C.\nR. C. Barrett, state superintendent of public instrucInsley L. Dayhoff, county superintendent of schools,\ntion, Des Moines, la.\nHutchinson, Kan.\n\nAfter announcement by the Secretary of the places of meeting of the active members of the respective states to select members of the general nominating committee, the\nmeeting adjourned until 8 o'clock p. m.\n22\n\n"} {"page": 35, "printed_page": null, "text": "I\n\nJOURNAL\nSECOND\n\nOF PROCEEDINGS\n\nSESSION.— Tuesday, July 8, 8 :oo p. m.\n\nThe meeting was called to order by Vice-President Martindale.\nMusic — vocal solo, \"Aria\" from Ernani, Verdi; Miss Amalie Rippe ; accompanist,\nMiss Grace Tilton.\nThe President's address was omitted from the program on account of the continued\nillness of President Beardshear, but by authority of the Executive Committee it appears\namong the printed papers of the session.\nDr. Nicholas Murray Butler, president of Columbia University, delivered an address\non \"Some Pressing Problems,\" and was followed by President Edwin A. Alderman, of\nTulane University, New Orleans, La., on \"The Work of the Southern Education Board.\"\nMusic — \"In Absence,\" Dudley Buck; The Minnesota Quartette.\nAdjournment was taken until Wednesday evening at 8 o'clock p. M.\n\nSECOND\nTHIRD\n\nDAY'S PROCEEDINGS\n\nSESSION.— Wednesday,\n\nJuly 9, 8 :oo p. m.\n\nThe meeting was called to order by Vice-President Martindale.\nMusic — \"Pilgrims' Chorus\"\nChorus.\n\n(Tannhauser), Wagner;\n\nThe North High School\n\nThe Committee on Nominations was announced by the Secretary as authorized by\nPresident Beardshear, whose continued illness prevented his being present at the meeting.\nCOMMITTEE\nH. Brewster\nC. W. Daugette\nS. M. Woodward\nGeorge B, Cook\nJ. H, Francis\nL. C. Greenlee\nWilbur F. Gordy\nGeorge W. Twitmyer\nAlexander Graham Bell\nW. N. Sheats\nW, F. Slaton\nJames A. McLean\nMrs. Mary D. Olsen\nH. B. Brown\nJohn D. Benedict\nSamuel H. Sheakley\nFrank Nelson\nW. H. Bartholomew\nMiss Marion Brown\nJohn S. Locke\nJames H. Van Sickle\nA. E. Winship\nW. C. Martindale\nA. N. Farmer\nE. E. Bass\nBen. T. Blewett\n\n,\n\nON\n\nNOMINATIONS\n\nWillis, of New Jersey, Chairman\n\nAlabama\nArizona\nArkansas\nCalifornia\nColorado\nConnecticut\nDelaware\nDistrict of Columbia\nFlorida\nGeorgia\nIdaho\nIllinois\nIndiana\nIndian Territory\nIowa\nKansas\nKentucky\nLouisiana\nMaine\nMaryland\nMassachusetts\nMichigan\nMinnesota\nMississippi\nMissouri\n\nS. D. Largent\nJames W. Searson\nJames C. Doughty\nHenry C. Morrison :\nH. Brewster Willis\nEdgar L. Hewett\nNicholas Murray Butler\nCharles D. Mclver\nW. L. Stockwell\nJ. M. H. Frederick\nL. W.Cole\nE. D. Ressler\nE. O. Lyte\nW. H. P. Faunce\nJohn J. McMahan\nGeorge M. Smith\nMiss M. V. Glase\nCharles T. Alexander\nJ. H. Paul\nWalter E. Ranger\nH. B. Frissell\nCharles S. Tilton\nM. M. Ross\nR. H. Halsey\nMiss Estelle Reel\n\nMontana\nNebraska\nNevada\nNew Hampshire\nNew Jersey\nNew Mexico\nNew York\nNorth Carolina\n, . . . North Dakota\nOhio\nOklahoma\nOregon\nPennsylvania\nRhode Island\nSouth Carolina\nSouth Dakota\nTennessee\nTexas\nUtah\nVermont\nVirginia\nWashington\nWest Virginia\nWisconsin\nWyoming\n\nHon. Michael Ernest Sadler, director of Inquiries and Reports, Education office,\nLondon, England, delivered an address on \" A Statement of the English Ideal of Education and of England's Debt to America.\"\n\" Devotion to Truth : the Chief Virtue of the Teacher,\" was the subject of an address\nby Rt. Rev. John Ireland, archbishop of St. Paul, St. Paul, Minn.\nAdjournment was taken to Thursday, A. M., at 9 : 30 o'clock.\n\n"} {"page": 36, "printed_page": null, "text": "24\n\nNATIONAL\n\nTHIRD\nFOURTH\n\nASSOCIATION\n\nEDUCATIONAL\n\nDAY'S PROCEEDINGS\n\nSESSION.—\n\nThursday,\n\nJuly io, 9:30 a. m.\n\nThe convention met at 9 : 30 o'clock, and was called to order by Vice-President\nMartin dale.\nMusic— vocal solo, \"Elsa's Dream\" (Lohengrin), Wagner; Miss Ednah F. Hall.\nPrayer was offered by Rev. James S. Montgomery of the Wesley M. E. Church.\nHon. James Wilson, U. S. Secretary of Agriculture, Washington, D. C, presented an\naddress on the \" Education of the American Farmer.\"\n\" Higher Education and the Home \" was the subject of an address by Mrs. Carrie\nChapman Catt, of New York city.\nThe closing address of the morning was by President Jacob Gould Schurman of\nCornell University, Ithaca, N. Y., on \" Education in the Philippines.\"\nAfter adjournment at ii : 30 o'clock the annual meeting of active members for the\nelection of officers and the transaction of other business was called to order by VicePresident Martindale.\n\nMINUTES\n\nOF ANNUAL\nBUSINESS\nMEETING\nTHE NATIONAL EDUCATIONAL\n\nOF ACTIVE\nMEMBERS\nASSOCIATION\n\nOF\n\nThe annual business meeting of active members was called to order in the auditorium of the Exposition Building, Minneapolis, Minn., at 11:30 A. M., July 10, 1902, VicePresident W. C. Martindale, of Detroit, Mich., presiding.\nThe annual report of the Treasurer was presented by Treasurer Charles H. Keyes, of\nHartford, Conn., and copies of the same distributed to the members present.\nOn motion of I. C. McNeill, of West Superior, Wis., the reading of the report\nwas dispensed with, the statement being made that the report had already been adopted\nby the Board of Directors of the Association.\nThe report was then, on motion, accepted and ordered printed in the annual volume\nof Proceedings.\nThe report of the Board of Trustees was presented by Chairman A. G. Lane, of\nChicago.\nCopies of the report were distributed to the members present.\nOn motion, the reading of the report was dispensed with, and the same approved\nand ordered printed in the annual volume of Proceedings.\nThe following report of the Committee on Nominations was presented by Chairman\nH. Brewster Willis, of New Jersey :\nREPORT\n\nOF THE COMMITTEE\n\nON NOMINATIONS\nMinneapolis, July 10, 1902.\n\nThe Committee on Nominations begs leave to make the following report : For —\nPresident\nTreasurer\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\nCharles W. Eliot\nW. M. Davidson\nW. M. Beardshear\nOrvxlle T. Bright\nCharles F. Reeves\nJoseph Kennedy\nCharles F. Thwing\nW. N. Sheats\nMiss Marion Brown\nJ. B. Pearcv\nMrs, Helen L. Grenfell\nHenry R. Sanford\nJ. H. Francis\nWallace G. Nye\n\nMassachusetts\nKansas\nIowa\nIllinois\nWashington\nNorth Dakota\nOhio\nFlorida\nLouisiana\nIndiana\nColorado\nNew York\nCalifornia\nMinnesota\n\n"} {"page": 37, "printed_page": null, "text": "JOURNAL\nBOARD\nAlabama\nArizona\nArkansas\nCalifornia\nColorado\nConnecticut\nDelaware\nDistrict of Columbia\nFlorida\nGeorgia\nIdaho\nIllinois\nIndiana\nIndian Territory\nIowa\nKansas\nKentucky\nLouisiana\nMaine\nMaryland\nMassachusetts\n,\nMichigan\nMinnesota\nMississippi\nMissouri\n\nOF PROCEEDINGS\nOF\n\nJ. W. Abercrombie\nF, Yale Adams\nGeorge B. Cook\nGeorge F. James\nH. S. Philips\nCharles H. Keyes\nGeorge W. Twitmyer\nAlexander T. Stuart\nW. N. Sheats\nW. F. Slaton\nWalter R. Siders\nMiss Catharine Goggin\nT. A. Mott\nA. V. Storm\nJ . W. Spindler\nS. L. Frogge\nWarren Easton\nJohn S. Locke\nM. Bates Stephens\nGeorge H. Martin\nW. C. Martindale\nCharles M. Jordan\nH. L. Whitfield\nW. T. Carrington\n\n25\n\nDIRECTORS\nMontana\nNebraska\nNevada\nNew Hampshire\nNew Jersey\nNew Mexico\nNew York\nNorth Carolina\nNorth Dakota\nOhio\nOklahoma\nOregon\nPennsylvania\nRhode Island\nSouth Carolina\nSouth Dakota\nTennessee\nTexas\nUtah\nVermont\nVirginia\nWashington\nWest Virginia\nWisconsin\nWyoming\nH, Brewster\n\nJ. M. Lewis\nEdwin J. Bodwell\nJ. E. Stubbs\nHenry C. Morrison\nH. Brewster Willis\nEdgar L. Hewett\nAugustus S. Downing\nG. H. Crowell\nW. E. Hoover\nJ. K. Baxter\nDavid R. Boyd\nE. D. Ressler\nJ. W. Lansinger\nH. S. Tarbell\nJ. J. McMahan\nCM. Young\nJ. L. Wright\nAlexander Hogg\nW. J. Kerr\nW. E. Ranger\nH. B. Frissell\nF. B. Cooper\nM. M. Ross\nL. D. Harvey\nMiss Estelle Reel\nWillis, Chairman.\n\nA. E. WiNSHiP, Secretary.\n\nMr. Joseph Carter, of Illinois, moved that the report be amended, by the appointment\nof a director for Indian Territory. On motion of A. G. Lane, of Chicago, John D.\nBenedict was nominated as such director.\nMr. W. C. Martindale, of Michigan, asked the privilege of withdrawing his own\nname as nominee for director for Michigan, and of substituting that of D. W. Springer,\nof Ann Arbor, Mich.\nOn motion, the request of Mr. Martindale was granted.\nThe Secretary of the Association was, on motion, authorized to cast the ballot of the\nmembers for the report of the nominating committee as amended. The ballot being\nso cast. Chairman Martindale declared the nominees elected as officers for the ensuing\nyear.\n\nThere being no further business, the meeting adjourned.\nIrwin Shepard,\n\nFOURTH\nFIFTH\n\nDAY'S\n\nSecretary.\n\nPROCEEDINGS\n\nSESSION.— Friday, July ii, 9:30 a.m.\n\nThe Association was called to order by Vice-President H. S. Tarbell, of Providence, R.I.\nMusic — cornet solo, Mr. Byron Morgan.\nPrayer — Rev. James M. Nichol, Andrew Presbyterian Church.\nThe following constituted the program of addresses for the session :\n\"How the School Strengthens the Individuality of the Pupil,\" Hon. W. T. Harris,\nCommissioner of Education of the United States, Washington, D. C.\n\" The Simplification of English Spelling a Present Duty,\" Charles Payson Gurley\nScott, etymological editor of the Century Dictionary, Radnor, Pa.\n\"The Educational Value of Training in Spoken English,\" Thomas Clarkson Trueblood, professor of elocution and oratory, University of Michigan, Ann Arbor, Mich.\nDiscussion was led by Carroll Gardner Pearse, superintendent of city schools,\nOmaha, Neb.\nAdjourned to 8 o'clock p. M.\n\n"} {"page": 38, "printed_page": null, "text": "26\n\nNATIONAL\nSIXTH\n\nEDUCATIONAL\n\nASSOCIATION\n\nSESSION.— Friday, July ii, 8. p. m.\n\nThe closing session of the forty-first convention was called to order in the Exposition auditorium at 8 o'clock P. M., by Vice-President Martindale.\nVocal Solo — \"My Heart is Weary,\" Goring Thomas; Mrs. E. W. French.\nDr. C. M. Lacey Sites, secretary of the Educational Association of China and special\ndelegate to the forty-first annual convention of the National Educational Association,\npresented greetings from the Educational Association of China, and delivered a brief\naddress on \" Educational Conditions and Progress in China.\"\nAn address was then given by Dr. John Huston Finley, formerly president of Knox\nCollege, now professor of politics, Princeton University, Princeton, N. J.\nThe Committee on Resolutions presented the following report :\nREPORT\n\nOF\n\nTHE COMMITTEE\n\nDECLARATION\n\nOF\n\nON RESOLUTIONS\n\nPRINCIPLES\n\nThe teachers and friends of education, at this, the forty-first annual meeting of the\nNational Educational Association, make the following statement of principles :\n1. On account of the increased responsibilities placed on the United States Bureau\nof Education in the organization and administration of public-school systems in the\nrecently added territory of the United States, in successfully conducting an extensive\nsystem of Indian schools, and in aiding the various states and territories in securing\ngood and efficient school systems, we urge upon Congress the necessity for organizing\nthe bureau upon broader lines and clothing the Commissioner with higher and more\ndefinite powers. We believe that the time has come for the recognition of the great\nimportance of the educational interests of the country in the conduct of state affairs by\nthe organization of the Department of Education as an independent department, taking\nequal rank with other departments.\n2. We reiterate the statement, which has so often been made in the declaration of\nprinciples of this Association, that the common schools of this country are for the education of all the children. They are the one great agency upon which the nation is to rely\nf6r a barrier against the setting up of \" class distinctions which have no place on\nAmerican soil.\" In them every child must be given an equal chance to acquire such\neducation as will give it an individuality and make it a thoughtful factor in the development and management of social and state affairs. We believe that a conservative but\nefficient compulsory-education law, with the proper regulation of child labor, is necessary to the complete realization of a good common-school system. While we deplore\nthe conditions which seem to make it necessary sometimes to employ children in factories\nand workshops, we condemn the practice of such employment and ask for the enactment\nof such laws by each state as will give to these children the chance of acquiring a\ncommon-school education, of which they are now deprived.\n3. We heartily commend every step which may be taken for increasing the necessary qualifications of teachers, and hope soon to see as definite a standard for the training of teachers as is now fixed by the best schools in the country for the training of\nphysicians or lawyers. We believe that the fixing of such a standard and a strict adherence to it would elevate the work of the teacher to that of a profession. We further\ncommend any movement that may be inaugurated for securing uniformity of requirements in the training and the licensing of teachers in the various states and territories,\nand which would bring about a just recognition by these states and territories of the\ndiplomas or certificates granted under this system. The crossing of the boundary line of\nany state should no longer be assumed to nullify the qualifications of the skilled teacher\nand the expert supervisor, or the scholastic fitness of men and women whose energies\nare devoted to the cause of education.\n\n"} {"page": 39, "printed_page": null, "text": "JOURNAL\n\nOF PROCEEDINGS\n\n27\n\n4. Again we would plead for unity of effort for the complete education of the child,\nconstantly keeping in mind that the present division of the work of instruction into\nelementary, secondary, and higher is for administrative purposes only. The character of\nthe work is not to be influenced by any such division. The growth of the child thru\neducation into full manhood or womanhood is to be a continuous process, marred by no\nimaginary lines of division. We are glad to note that many of the colleges and universities of the country are obliterating one of these lines by the acceptance of good highschool work as a standard for entrance without examination, thereby admitting that the\nefficiency of a school system is to be judged by the character and the intellectual power of\nits pupils, and not by their ability to meet a series of technical tests which in many\ninstances may show ability to memorize the printed page instead of power to think\nand act.\n5. We believe that it is both just and possible to keep the country schools in the forefront and, in all respects, up to the highest standard of excellence and efficiency. The\nmovement to consolidate the weaker districts in the country, and to provide public and\nfree transportation for the pupils to and from the schools, tends to that end. We, therefore, congratulate those states which have been pioneers in demonstrating the possibilities\nof this mode of reorganization, and renew our indorsement and commendation of it as\nthe best plan yet proposed in relief of the isolated one-room schools. We believe that\njustice and fair play require that high-school opportunities should be as ample and free\nto the country children as they are fast coming to be to the children of every progressive\nurban community.\n6. We commend to all local authorities the necessity of greater care in the arrangement of courses of study, that they may be adapted to the pupils to be instructed, rather\nthan that pupils should be adapted to a fixed course of study and an inflexible system\nof grading. We hold that the individuality of the pupil should be carefully considered, to\nthe end that he may be instructed in the light of his limitations and capacity. We urge\ngreater thoroness in instruction in the so-called elementary subjects, rather than enrichment of courses already overtaxed, at the expense of thoro and satisfactory work.\n7. We regard true education as inseparable from morality, and believe that the\npublic school is the recognized agency to make the relation binding. We urge publicschool authorities of the country, teachers, and parents to give strict attention to moral\ninstruction in our schools as the true foundation of character and citizenship. Every consideration ofgood public policy and healthful social conditions points to the necessity of\nsuch instruction ; the testimony of educational leaders justifies it, and an overwhelming\npublic opinion demands it. We plead not for sectarian training of any kind, but for\nthat moral instruction which must underlie true life and character.\n8. It is apparent that familiarity with the English Bible as a masterpiece of literature is rapidly decreasing among the pupils ia our schools. This is the direct result of a\nconception which regards the Bible as a theological book merely, and thereby leads to its\nexclusion from the schools of some states as a subject of reading and study. We\nhope for such a change of public sentiment in this regard as will permit and encourage\nthe reading and study of the English Bible, as a literary work of the highest and purest\ntype, side by side with the poetry and prose which it . has inspired and in large part\nformed.\nWe do not urge this in the interest of sectarian instruction of any kind, but that this\ngreat book may ever be the teacher's aid in the interpretation of history and literature,\nlaw and life — an unrivaled agency in the development of true citizenship as well as in\nthe formation of pure literary style.\n9. We commend the examples of the boards of education whose settled policy is to\nemploy teachers upon merit only, without reference to political or other considerations.\nWe look with alarm upon any attempt to use the public schools as a means of gain by\nfoisting on the patrons of these schools text-books selected\n\nby those wholly unfamiliar\n\n"} {"page": 40, "printed_page": null, "text": "28\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nwith the needs and demands of the schools. We appeal to the public and the press to\nresist all such attacks, and we pledge our best efforts to secure absolutely non-political\nand non-sectarian conduct of the public schools.\nID. While there has been great improvement in the construction of school buildings,\nand better lighting, heating, ventilation and seating have been provided, yet there is\ngreat room for further improvement, and many questions with reference to the most\nimportant problems of school architecture, hygiene, and sanitation are still unanswered.\nWe believe there should be a commission created by this body whose duty it shall be to\ncollect all the best information extant on the construction of school buildings and matters\npertaining to school hygiene and sanitation, and publish it in a form which will be available for use by school authorities. We believe the good of every community demands\nthat there shall be a regular, skilled inspection of schools in order to protect both the\npupils and the community from the spread of contagious diseases, as well as to detect\nand correct ailments in children which interfere with their mental progress. We further\nurge that teachers be given such instruction in school hygiene as will make them familiar with many of the physical defects of children and, if possible, with the means of correcting them.\n11. Recognizing the necessity of making many changes from year to year in our\neducational system in order to meet the demands of our social and industrial conditions,\nand to keep pace with the improvements in both methods and administration, we believe\nthat the committees known as \" The Committee on Secondary Education,\" \" The Committee on Elementary Education,\" and \" The Committee on Rural Schools \" should be\nre-created as standing committees, to perform such duties as were prescribed for them\nunder the resolutions creating them. Each committee to consist of twelve members, four\nto serve for one year, four for two years, and four for three years ; after the first appointment, the vacancies to be filled by appointment for a term of three years. These\ncommittees should make report to the Association from time to time as the growth in\neducation and the changes due to conditions may demand.\n12. We believe that a proper conception of what educational work can do for the\ncommunity and state can best be inculcated by a thoroly wide awake teaching profession, therefore we cordially indorse the organization of summer schools thruout the\ncountry for the instruction and training of teachers by the leading educators. These\nschools should be centers from which should emanate higher standards of teaching and\nconsequently a better system of schools, thereby securing a sound and intelligent public\nopinion for the support o? these schools and higher ideals for the life of those educated\nin them.\nE. H. Mark, superintendent of schools, Louisville, Ky., Chairman;\nAlfred Bayliss, state superintendent of public instruction, Springfield, 111.;\nCharles R. Skinner, state superintendent of public instruction, Albany, N. Y.;\nR. C. Barrett, state superintendent of public instruction, Des Moines, la.;\nH. O. R. Siefert, superintendent of schools, Milwaukee, Wis.;\nC. D. McIver, president of State Normal and Industrial College, Greensboro, N. C;\nInsley L. Dayhoff, county superintendent of schools, Hutchinson, Kan.;\nCommittee on Resolutions.\n\nOn motion of Chairman Mark the above Declaration of Principles was adopted by\nthe Association without dissent.\nThe following resolutions were offered by Chairman Mark on behalf of the Committee on Resolutions, and were unanimously adopted :\nResolved, That the National Educational Association recognizes and appreciates the rapidly growing\ntendency on the part of men and women of wealth to invest largely in educational work of all kinds.\nIn addition to the regular donations from various sources to our great educational institutions, to which\nwe have become accustomed during the past several years, and in addition to the great library investments,\nthe past year has witnessed the inauguration of two most important and significant educational movements.\n\n"} {"page": 41, "printed_page": null, "text": "JOURNAL\n\nOF PROCEEDINGS\n\n29\n\nThe first is the donation of $10,000,000 to the United States for the establishment at Washington of a\ngreat institution for scientific research.\nThe second is the organization of the Southern Education Board and the General Education Board for\nthe purpose of aiding in the work of universal education in the United States, and at present operating in the\nsouthern states.\nIn no portion of this country has more heroic work been done for public education than has been done in\nthe southern states during the past two decades. In spite of poverty, sparseness of population, and the maintenance of a double school system for two races thousands of years apart in their development, these states have\nshown a remarkable and persistent determination to provide the best educational facilitirs for all their people.\nIt is therefore not to be wondered at, tho it is none the less gratifying, that generous-heartedj men outside that\nsection should have asked the privilege of aiding in the accomplishment of its stupendous task.\nThe organization of these boards, composed of patriotic citizens of various sections of the country, and\noperating thro leading men now actively working in the southern field, is an omen of good to the people of\nthe entire country, and this Association desires to indorse as strongly as possible the work undertaken and\nthe spirit of all who have aided in its inauguration.\nResolved, That the cause of education in every land is to be congratulated upon the fact that the International Exposition to be held in the city of St. Louis in 1904 is projected on purely educational lines, and\nwith this avowed purpose has received the support of the states of the Union, of the national government, and\nof foreign nations ; and it is noted with particular satisfaction that the exposition authorities have, in their\nofficial classification, given to education, Group i, the post of honor, and in addition thereto have established\nits relative rank as an exposition topic by assigning to education, for the first time in the history of international expositions, a separate and adequate building.\nThis Association desires to express its appreciation of the liberal and scientific policy thus outlined by\nthe exposition authorities, and to pledge to the full extent of its powers and purposes its hearty support.\nResolved, That we tender to Michael Ernest Sadler, M.A., LL.D., Director of Inquiries and Reports in\nthe Education Office, London, England, an expression of our high appreciation of his masterly address before\nour Association, as well as our cordial thanks for the inspiration of his presence thruout our meetings and his\nparticipation so freely and generously in them.\n\nThe committee desires to offer the following resolution :\nResolved, That the thanks of this Association are due, and are hereby most cordially tendered, to the\nmembers of the Commercial Club, especial y to Mr. Wallace G. Nye and his associates on the General Committee, toSuperintendent C. M. Jordan and his able corps of teachers, and to the faculties of the university\nfor the admirable arrangements which have been made for the accommodation of the Association and its\nvarious departments, and for the entertainment of its members; to the newspapers for the full and accurate\nreports of the proceedings; to the railroads for their co-operation, which was so essential to the success of\nthis meeting; to the Remington Typewriter Company and their skilled representative. Miss M. E. Orr, and\nher assistants, for the expert service which has been so freely given to the officers and members of the Associationand\n;\nto all residents of this beautiful city and state who have in any way contributed to the success\nof this meeting, for their cordial assistance in the advancement of the cause of education.\nThe Association desires to refer particularly to the services of the teachers, pupils, and their friends who\nhave so self-sacrificingly given their services at the various headquarters and meeting places in looking after\nthe comfort of the members.\nResolved, That we convey to the retiring president. Dr. W. M. Beardshear, our deepest sympathy in\nhis severe affliction brought on by his earnest efforts to provide for a successful meeting of this Association\nand we desire to assure him of the great confidence and esteem in which he is held by the Association, and\nof the heartfelt and sincere desire so frequently expressed for his speedy recovery. We wish to thank him\nfor the excellent program which he prepared.\nResolved, That we desire to convey to Vice-President W. C. Martindale, of Michigan, upon whom\ndevolved the arduous duty of presiding over the meetings of the Association under most trying conditions,\nand to the retiring Treasurer, Superintendent Charles H. Keyes, of Connecticut, our cordial thanks for the\nability and devotion with which they have served the Association.\n\nThe following telegram from the President-elect was read :\nNorth East Harbor, Maine, July 10, 1902.\n\nIrwin Shepard, Secretary N. E. A., Minneapolis, Minn,:\nI accept the presidency of the National Educational Association for next year and thank the Association\nfor the high honor conferred.\n(Signed)\nCharles W. Eliot.\n\nAfter brief closing remarks by Vice-President Martindale, and an announcement of\nthe favorable progress of President Beardshear toward recovery from his painful illness,\nthe forty-first convention was closed with a benediction.\nIrwin Shepard, Secretary.\n\n"} {"page": 42, "printed_page": null, "text": "MINUTES\n\nMEETING\nOF THE\nOF DIRECTORS FOR\nMINNEAPOLIS,\n\nOF\n\nTHE\n\nBOARD\n\n1901-1902\n\nMINN., July 8, 1902\n\nThe annual meeting of the Board of Directors was called to order in the Minneapolis\nWhist Club Parlors, Andrus Building, at 11:30 A. M., Tuesday, July 9, by Vice-President\nW. C. Martindale.\nThe following directors responded to roll-call.\nBoard of Education, Nashville, Tenn. ; Nicholas Murray Butler, New York; Oscar T. Corson, Ohio;\nNewton C. Doughterty, Illinois; Aaron Gove, Colorado; Albert G, Lane, Illinois ; E. Oram Lyte, Pennsylvania; W. F. Phelps, Minnesota; Charles R. Skinner, New York ; Wilbur F. Gordy, Connecticut ; Augustus\nS. Downing, New York; H. Brewster Willis, New Jersey; George H. Stout, Pennsylvania; H. M. Johnson,\nDistrict of Columbia; W. H. Bartholomew, Kentucky; M. L. Brittain, Georgia; John W. Abercrombie,\nAlabama; Charles D. Mclver, North Carolina ; W. N. Sheats, Florida; David R. Boyd, Oklahoma; George\nB. Cook, Arkansas; J. M. H. Frederick, Ohio; T. A. Mott, Indiana; Alfred Bayliss, Illinois; D. W.\nSpringer, Michigan; Charles M. Jordan, Minnesota; Frank R. Dyer, Kansas; H. S. Philips, Colorado; F.\nYale Adams, Arizona; W. J. Kerr, Utah; James A. Foshay, California; Irwin Shepard, Minnesota.\nThirty-two members present.\n\nN. C. Dougherty moved that the minutes of the last meeting held in Detroit, Mich.,\nbe approved as printed in the volume of Proceedings.\nCai\"ried.\nDirector Butler offered the following resolution, which was unanimously adopted by\na rising vote :\nResolved, That the directors of the National Educational Association tender this expression of their\naffectionate sympathy with the President in his illness, and hope that his recovery may be so rapid that he\nmay yet occupy the chair at the meeting which he has so successfully organized.\n\nSecretary Shepard read communications from absent members\nfollows :\n\nof the board as\n\nDirector Charles H. Sherman, of Washington, resigns and nominates Superintendent\nF. B. Cooper, of Seattle, Wash., for election to fill the vacancy; Director James E. Klock,\nof New Hampshire, resigns and nominates Professor C. L. Wallace, of Lisbon, N. H.;\nDirector J. M. Fendley, of Texas, resigns and nominates Charles T. Alexander, of Waco,\nTex.; Director W. T. Carrington, of Missouri, resigns and nominates Ben T. Blewett,\nof St. Louis, Mo.; Director Warren Easton, of Louisiana, resigns and nominates Nicholas\nL. A. Bauer, of New Orleans, La.; Director C. G. Pearse resigns and nominates E. J.\nBodwell, of Omaha, Neb.\nDirector Springer, of Michigan, moved that the resignation of the absent directors\nbe accepted and that the respective nominees be elected to fill the vacancies. Director\nCorson, of Ohio, seconded Director Springer's motion.\nAfter discussion, in which attention was called to the constitutional provision for\nfilling vacancies in the Board of Directors and to the desirability of filling the present\nvacancies in order that the meetings of active members might not be without presiding\nofficers, the motion of Director Springer was adopted without dissent.\nLetters of resignation by other directors were read, but as no nominations of successors were made no action was taken.\nThe annual report of the Treasurer of the Association was presented by Charles H.\nKeyes, Treasurer, Hartford, Conn.\nAfter brief discussion and explanations by Treasurer Keyes, a motion was made and\ncarried that the report be adopted and printed in the annual report.\n\n"} {"page": 43, "printed_page": null, "text": "PROCEEDINGS\n\nOF\n\nTHE\n\nBOARD\n\nOF DIRECTORS\n\n31\n\nThe annual report of the Board of Trustees was made by Chairman A. G. Lane, of\nChicago.\nAfter certain explanations by the chairman, the report was received and adopted,\nand ordered printed .in the annual volume of Proceedings.\nUnder miscellaneous business, the application of the American Society of Religious\nEducation for admission to affiliated relations with the National Educational Association,\nwhich was laid on the table for one year at the meeting of the Board of Directors held\nin July, 1901, was taken from the table for consideration.\nAfter brief discussion, on motion, the application was tabled without any time being\ndesignated for its further consideration.\nA communication from the Department of the Deaf, Blind, and Feeble-Minded was\nread, asking for a change in the name of the department to that of the Department of\nSpecial Education.\nDr. Alexander Graham Bell, president of the department, being present, was invited\nto present the reasons for the desired change.\nAfter discussion, a motion prevailed changing the name of the department, in accordance with the application, to the Department of Special Education.\nA communication from the officers of the Association for securing the adoption by\nCongress of a bill for cheap library postal rates was referred to the Committee on Resolutions.\nA communication was read from the chairman of the Standing Committee on\nEntrance Requirements of the Society for the Promotion of Engineering Education,\nreporting the action of the society at its recent meeting at Pittsburg, Pa., appointing a\nCommittee of Conference with the National Educational Association on formulation of\nentrance requirements, and asking that a corresponding committee be appointed by that\nbody.\nOn motion of Director Butler, of New York, this application was referred to the\nDepartment of Higher Education for consideration, with the suggestion that such a committee be appointed and that report of the action of the department be made to the new\nBoard of Directors for concurrent approval.\nThere being no further business, the board adjourned sine die.\nIrwin Shepard, Secretary.\n\n"} {"page": 44, "printed_page": null, "text": "MINUTES\n\nOF\n\nTHE\n\nBOARD\n\nOF\n\nDIRECTORS\n\nMINNEAPOLIS,\n\nMEETING\n\nOF THE\n\nFOR\n\nNEW\n\n1902-1903\n\nMINN.— July io, 1902\n\nThe meeting of the newly elected Board of Directors was held in the Minneapolis\nWhist Club Parlors, Andrus Building, at 4:30 P. M., with Second Vice-President O. T.\nBright, of Illinois, in the chair.\nThe following directors responded to the roll-call :\nNicholas Murray Butler, New York; Oscar T. Corson, Ohio; Newton C. Dougherty, Illinois; J. M.\nGreenwood, Missouri; W. T. Harris, District of Columbia; Albert G. Lane, Illinois; E. Oram Lyte,\nPennsylvania; Joshua Pike, Illinois; Charles R. Skinner; New York ; E. E. White, Ohio; J. W. Abercrombie, Alabama; F, Yale Adams, Arizona; George B. Cook, Arkansas; H. S. Philips, Colorado;\nCharles H. Keyes, Connecticut; George W. Twitmyer, Delaware; W. N. Sheats, Florida; Miss Catharine\nGoggin, Illinois; T. A. Mott, Indiana; John D. Benedict, Indian Territory; A. V. Storm, Iowa; John S.\nLocke, Maine; M. Bates Stephens, Maryland; D. W. Springer, Michigan; Charles M. Jordan, Minnesota;\nEdwin J. Bodwell, Nebraska; H. Brewster Willis, New Jersey; Augustus S. Downing, New York; W. E.\nHoover, North Dakota; J. K. Baxter, Ohio; J. W. Lansinger, Pennsylvania; H. S. Tarbell, Rhode Island;\nW. J. Kerr, Utah; F. B. Cooper, Washington; M. M, Ross, West Virginia; Irwin Shepard, Minnesota.\nPresent, thirty -six members.\n\nThe following committee on nomination of members of the Council was appointed\nby the chair :\nJ. M. Greenwood, of Missouri.\nCharles R. Skinner, of New York.\nOscar T. Corson, of Ohio.\n\nOn motion, the Secretary was instructed to cast the ballot of the members present for\nthe election of Director Nicholas Murray Butler, of New York, to succeed himself as\nmember of the Board of Trustees for the term of four years. The ballot was so cast,\nand Director Butler was declared duly elected.\nDr. W. T. Harris, United States Commissioner of Education, was duly elected to\nsucceed himself as a member of the Executive Committee for the period of one year.\nUnder a call of the roll of states Dr. A. E. Winship, of Boston, Mass., presented\nan invitation from the school and municipal authorities of Boston to hold the fortysecond annual convention in that city in July, 1 903.\nThis invitation was supported by letters read by the Secretary from President\nCharles W. Eliot of Harvard University and from Hon. Patrick A. Collins, mayor of Boston,\non behalf of the common council of that city, giving assurances of a cordial welcome\nand of abundant facilities for the meetings of the general sessions and of the various\ndepartments of the Association.\nWhen under the call of states Washington was reached, Superintendent F. B.\nCooper, of Seattle, director for Washington, extended in behalf of the states of Oregon\nand Washington an invitation to the Association to meet on the north Pacific coast in\n1903 or in any subsequent year when the interests of the Association should so direct.\nDirector Cooper disclaimed any intention of entering into competition with the city of\nBoston for the meeting of the Association for 1903. • He also desired to be understood as\nnaming no particular city, but as representing all cities in the two states mentioned as\njoining in the invitation with a view of leaving the selection of location to the Executive\nCommittee after an inspection of the facilities offered by each locality.\nNo other invitations being presented, a motion was made by Director A. V. Storm,\n\n"} {"page": 45, "printed_page": null, "text": "PROCEEDINGS\n\nOF THE\n\nNEW\n\nBOARD\n\nOF DIRECTORS\n\n33\n\nof Iowa, that the selection of the next place of meeting be left to the Executive Committee with full power to act. Seconded.\nAfter discussion, in which the grounds of the policy of intrusting the Executive\nCommittee with the selection of place of meeting were fully reviewed, the motion of\nDirector Storm was carried.\nOn motion of Director Gove, of Colorado, seconded by Director Springer, of Michigan, the members of the Board of Directors present unanimously expressed, by a rising\nvote, their preference to meet in the city of Boston, providing all conditions should be\nfound satisfactory to the Executive Committee.\nThe committee on nomination of members for the National Council reported as follows :\nTo the Board of Directors of the National Educational Association:\nYour Committee nominate the following as members of the National Council :\nCharles F, Thwing, of Ohio, to succeed himself; term to expire in 1908.\nAlbert G. Lane, of Illinois, to succeed himself; term to expire in 1908.\nEdwin A. Alderman, of Louisana, to succeed himself ; term to expire in 1908.\nCharles M. Jordan, of Minnesota, to succeed himself; term to expire in 1908.\nJesse F. Millspaugh, of Minnesota, to succeed himself; term to expire in 1908.\nRobert E. Denfeld, of Minnesota, to succeed Oscar H. Cooper; term to expire in 1906.\n\nOn motion of Director Springer, of Michigan, the report of the Committee on Nominations was accepted, and the secretary was instructed to cast the ballot for the nominees.\nThe ballot was so cast, and the nominees were declared duly elected.\nMiss M. E. Ahern, secretary of the Library Department, appeared by consent before\nthe board to present a communication from that department, and spoke in substance as\nfollows : '* The Library Department desires to call the attention of the Board of Directors\nof the National Educational Association to the rapid increase of rural school libraries,\nespecially in the middle West. The states in other sections are following closely in this\nmovement. The unfortunate feature of this promising movement is that the rural-school\nteachers are not prepared by training or experience to care for or to use these libraries to\ngreatest advantage. The matter was discussed by the American Library Association at\nits recent meeting in June, and a proposition was made that the American Library Association would secure the preparation of a working library manual for special use of\nrural-school teachers if the National Educational Association would co-operate to the\nextent of printing and distributing the same.\n\" Mr. J. C. Dana, chairman of the Committee on the Relations of Libraries to Public\nSchools, whose report was made under the auspices of the National Educational Association at the Los Angeles meeting, is chairman of the committee of the American Library\nAssociation having this matter in charge. The Library Department of the National Educational Association at its meeting this afternoon unanimously supported the proposition of\nthe American Library Association, and authorized me, as its secretary, to appear before\nyou and present the proposition in question.\n\"I desire also to present a request from the Library Department for a larger appropriation for the annual expense of the department than the sum of ^25 now allowed. The\npeculiar nature of the work of this department demands of its officers special efforts and\nspecial expenditures in order to secure conditions for a successful meeting each year.\"\nAfter an informal discussion of Miss Ahern's request in behalf of the Library Department for an increased appropriation for annual expenses. Director A. G. Lane, of Illinois,\noffered the following motion : \" That the Library Department be requested to present a\nwritten application to the Board of Directors for such increase in the annual appropriation as may be deemed necessary, and that the matter be referred to thejNational Council\nfor consideration and recommendation.\"\nSeconded and carried.\nRegarding the proposition of the American Library Association for the preparation\nof a manual for rural-school teachers on condition that it be printed and distributed by\nthe National Educational Association, Secretary Shepard called attention to the fact that\n\n"} {"page": 46, "printed_page": null, "text": "34\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nthe Committee on the Relations of Public Libraries to Public Schools, of which Mr. J. C.\nDana was chairman, expended only a small proportion of the amount appropiated for the\nexpenses of the committee — ^171. 50 of the ;^5oo appropriated — and that there remained\nan unexpended balance to the credit of the committee.\nOn motion, the application for co-operation with the American Library Association\nin the preparation and distribution of a working library manual for rural-school teachers\nwas approved and referred to the Executive Committee, with power to act within the limits of the unexpended balance of the Committee on the Relations of Public Libraries to\nPublic Schools.\nDirector James M. Greenwood, of Missouri, chairman of the Special Committee on\nInvestigations and Appropriations of the National Council, reported that action had been\ntaken by the Council creating a special committee of nine (afterward enlarged to twelve)\non the subject of \"Taxation as Related to Public Education,\" to report to the Council\nnot later than 1904, unless otherwise directed by that body; and that the Council recommend that the sum of ;giooo, or so much thereof as may be necessary, be appropriated\nfor the clerical and other expenses of the committee in the preparation of the proposed\nreport.\nAn informal discussion followed as to the desirability of such an investigation, and\nas to the ground to be covered by the proposed report.\nOn motion, the recommendation of the Council was concurred in, and the sum of\n;?i,ooo was appropriated for the expenses of the committee.\nOn motion of Director T. A. Mott, of Indiana, the sum of $750, or so much as may\nbe necessary, was appropriated for the meeting of the Dep-artment of Superintendence\nfor 1903.\nOn motion of Director A. V. Storm, of Iowa, seconded by Director D. W. Springer,\nof Michigan, the Executive Committee was requested to authorize the publication in the\nannual volume of Proceedings of the presidential address of President William M.\nBeardshear, which was not delivered on account of the illness of the President.\nThere being no more business, the meeting adjourned.\nIrwin Shepard, Secretary.\n\n"} {"page": 47, "printed_page": null, "text": "GENERAL SESSIONS OF THE ASSOCIATION\nADDRESSES\nHON.\n\nS. R. VAN\n\nSANT,\n\nOF WELCOME\nGOVERNOR\n\nOF\n\nMINNESOTA\n\n[stenographic report]\n\nMr. Chairman, Ladies and Gentlemen :\nIt is a pleasure to meet you, to greet you, and to welcome you to our\nstate.\nIndeed, we honor ourselves in doing this.\nIt is customary on occasions like this to speak of our educational\ninstitutions. I would first mention the fact that Minnesota has an institution in her great university that we all are proud of ; and, while proud of\nthat, we are still prouder of the splendid educator. President Cyrus\nNorthrop, who is at the head of it, and who will later address you. If\nthis institution does not at this time excel any other in the United States,\nremember that it is young ; not more than fifty years ago, where its\nmagnificent buildings now stand was to be found the tepee of the Indian.\nHarvard and Yale were old when our university was established, but it\nnow has 3,700 students. It is not only large in numbers, but it is most\nexcellent in its scholarship. This great institution, with all its faculty\nand students, extends to you a most hearty welcome.\nWe live in a progressive age, and our colleges should teach their\nstudents, not only to know something, but to be able to do something.\nSo we have as a part of our great university an agricultural college which\nis doing most excellent work, and, in my judgment, has done as much\nto develop Minnesota as any other institution in the state. Our high\nschools are unexcelled, and our superintendent of public instruction is\nvery properly giving careful attention to our rural schools, for it is in the\nlatter that 80 per cent, of our children receive all the education they ever\nobtain to prepare them for citizenship. All these, with our eleven thousand or more teachers and our five hundred thousand pupils, bid you\nwelcome.\nThe fathers of Minnesota were wise in their day and generation.\nThey commenced early to provide for the future, and as a result of their\nforesight we have a permanent school fund of $15,000,000. By a wise\nprovision of the law only the interest is available for present needs. Last\nyear some $500,000 was available, and was used for the education of the\nboys and girls of Minnesota.\nThis is remarkable when you consider the\n35\n\n"} {"page": 48, "printed_page": null, "text": "36\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Genera\n\nyouth of our state. When all the school lands are sold it is expected\nthat we will have the vast sum of $30,000,000 as a permanent school fund.\nSo you will pardon us if we have a just pride in our educational institutions and advantages.\nI welcome you also to this great city ; it is our metropolis. Here you\nwill find the largest mills in the world, which grind the best wheat into\nthe best flour ever made. If you are not properly entertained in this\ncity you can go out to beautiful Minnetonka and on its sky-tinted waters\nand pebbly shores enjoy yourselves. If that is not sufficient we have\nmore than seven thousand lakes. If you want a longer trip you can\njourney to the source of the Mississippi river, which is in our state, and\ngo to the Gulf. And if you desire to travel farther north you can\nproceed to the Red River of the North and go to Hudson Bay. Should\nyou wish to go east you can make a short journey to Duluth and then go\nby way of the great lakes. And if you tire of water routes and want to\ngo west you have the choice of two great parallel roads that will carry\nyou to the coast. With all these beautiful surroundings and opportunities\nfor travel we bid you welcome.\nBut Minneapolis, while it is our metropolis, is not our only great\ncity. I read with pleasure of your meeting at Charleston ; they boasted\nof their beautiful city by the sea and of their commerce. Do you realize\nthat we have a city by the sea? We have the imperial city of Duluth,\nsituated at the most westerly point of the great lakes ; its commerce is\nimmense, and for the purpose of boasting somewhat I desire to annex,\ntemporarily, the port of Superior. From and to this harbor in Minnesota\nmore tons of freight were shipped last year than from any other harbor\nin the United States, even exceeding that of New York, Boston, Baltimore, or San Francisco. This will give you some idea of our great state\nand its commerce.\nSpeaking of our mills a moment ago, and the wheat we raise to feed\nthe world : Our farmers, in their wisdom, and greatly aided by our\nagricultural college and our excellent dairy and food department, have\ndiversified their farming, and Minnesota, while famous as a wheat-growing\nstate, now gives great attention to the dairy industry. We excel in that\ndirection, as is evidenced by the prizes we take for the best butter, made\nby our seven hundred or more creameries. In fact, we are doing so\nmuch along this line, making butter enough to spread all the bread, that\nwe have changed our name from the meaningless \"Gopher State \" to the\n\"Great Bread and Butter State.\" With all this bread and butter we\nwelcome you.\nWe have another city, and that is St. Paul, our capital. I reside there\ntemporarily, and am willing to remain longer if the people so desire. It\nis a beautiful city, and when you are tired of staying here, come down\nand we will show you our new capitol, a veritable marble palace.\nWe are\n\n"} {"page": 49, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n37\n\nbuilding this great capitol, to cost in the neighborhood of $4,000,000,\nwithout incurring one dollar of bonded indebtedness. You who come\nfrom Massachusetts may feel somewhat lonely; come over to our state\ntreasurer and ask to see how our school fund is secured, and you will find\nmore than $2,500,000 of Massachusetts bonds in our strong-box. Are you\nfrom the sunny South — you will find securities you will be familiar with,\nfrom the states of Delaware, Virginia, Louisiana, and other of your\ncommonwealths.\nI am reminded of another city, peerless and most beautiful. If you\nare not satisfied here, come to that city which, to my mind, is the most\nbeautiful of all — Winona, sometimes called the \"Venice of America.\"\nThere you will be greeted by one of our greatest men, your friend and\nmy friend, the Secretary of this organization. Professor Shepard. I say\none of the greatest, because he is one of the greatest educators in\nMinnesota.\nIf I might give you any advice, I would especially urge the teaching\nof patriotism in our schools. In our country we owe much to the soldier\nand the teacher; one the patriot, the other the educator. They toiled\ntogether from early colonial days. The work of the soldier we know, but\nthe significance of the scholar's mission, unheralded by the blaze and\nroar of cannon, is usually overlooked. Poor Richard's Almanac with its\nwise sayings was read by more people than Samuel Adams' plea for independence. Noah Webster and his spelling book are as much a part of\nour country's history as Patrick Henry and his fiery eloquence. Benjamin\nFranklin with his maxim of economy led the people to be honest and\nsaving, energetic and practical, and laid the foundation in the American\ncharacter for our great national wealth and prosperity.\nContemporaneous with these were Washington, Jefferson, Hamilton,\nand a host of other patriots preparing the people for loyal sacrifices in\nthe cause of independence. Determined men \" with empires in their\nbrains,\" who battled with savages and wild beasts on a \" bleak and inhospitable coast \" counted education as an essential factor in all their plans.\nThey built forts and blockhouses and manned them; they also built Harvard and Yale and endowed them. The teacher and the patriot, the\nschoolhouse and the flag, how naturally we link these together as we study\nour country's history!\nThere is a question that is being much discussed: Does the constitution follow the fiag? Let the lawyers and the statesmen settle that, of\none thing we are sure, the school-teacher does. We sent soldiers to the\nPhilippines to call the inhabitants to order, then we sent a shipload of\nteachers whose work will make the presence of the soldier unnecessary.\nOur teachers are patriotic. I desire to testify to that fact. As I\nstand in your presence I recall the school-days prior to the war. I am\nfree to say that no more patriotic body of men and women ever lived than\n\n"} {"page": 50, "printed_page": null, "text": "38\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthe school-teachers of the early 6o's; mine was not an exception; he did\nnot try to restrain the fervor of his pupils. When the time came to go\nthe boys packed up their algebras and Caesars and lost all interest, for the\ntime being, in mathematical problems, and they were not caring into how\nmany parts Gaul was divided, but they were determined that their own\ncountry should not be divided at all.\n\" Peace hath her victories not less renowned than war,\" and patriotism of the highest type is absolutely essential to our national existence.\nVital questions are to be met. They must.be settled properly. In order\nto do this we must not only educate our people, but teach them to be\npatriotic. Those who preceded us did their part well. Intelligent patriotism has borne fruit. The labors and examples of our teachers have not\nbeen in vain. When the shock of war came we met it like men. When\ncalamities have thrown the nation into the greatest grief there resulted\nno panic. Lincoln, Garfield, McKinley are stricken down, but the nation\nstill lives. Men rise and fall, but the government, supported by thoughtful and educated patriots, stands firm like a mountain upon its base.\nMore and more we need to join together the cultivated mind and the\nloyal heart.\nI am glad, teachers, to meet you. I envy you your opportunities.\nYours is an exalted calling. Into your hands is intrusted the making\nof the men who will be the voters and the voted-for. Your works follow\nyou. The boys and girls you teach will soon pass out of your thoughts,\nbut they will never forget you. Your influence over them will abide.\nYou can afford to be patient, hopeful, earnest, for in the years to come,\nif you do well your part, men and women will rise up to bless your\nmemory, and this great government will owe you a debt of gratitude; for\nas long as patriotism and education march side by side, so long will our\ncountry withstand the storms of war and the dangers that threaten in time\nof peace; for the work of the teacher not only benefits the individual, but\nthe state as well. The hope and safety of the state are in the education\nof its people. So you should be welcomed and your work appreciated,\nnot only by the governor of the commonwealth, but by everyone who\ndesires its perpetuity.\nI therefore bid you welcome, and express the wish that your deliberations may result in great benefit to your splendid organization and that\nyou will carry with you pleasant memories of this beautiful city and this\ngreat state.\nHON.\n\nJOHN\n\nW.\n\nOLSEN,\n\nSTATE\n\nSUPERINTENDENT\nST. PAUL, MINN.\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nIn behalf of the twelve thousand teachers, twenty thousand school\nofficers, and unnumbered parents and school patrons interested in the\nwelfare of the rising generation, I extend to you a most sincere and\n\n"} {"page": 51, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF WELCOME\n\n39\n\nhearty welcome to this great commonwealth, so rich in forest, in agricultural, and mineral resources, and having the largest permanent school\nfund of any northern state — a state wherein every child, if properly\nprepared, may enter any public high school, free of tuition ; a state\nwhich, in addition to its regular distribution of public-school funds, generously encourages efficiency thruout her public schools by paying\nannually ^i,ooo to every high school, $400 to every graded school, $200\nto every village school of two departments or more, and $100 to every\ncommon country school reaching a prescribed standard of excellence.\nDuring the last twelve years, inspired by your presence here in 1890,\nour teachers have done a noble work. They have enrolled thousands of\nboys and girls as Scandinavians, Germans, Bohemians, and other foreigners, but after contact with our public schools they became Americans\nsaluting only one emblem, and that, in the language of a neighbor, \"the\nmost sacred the sun shines upon except the cross of Christ.\" I refer to\nthe stars and stripes, representing the best in manhood, government, and\neducation.\nGreat and stupendous questions, social, economic, and international,\nare pressing upon this nation for solution ; the hand of the Almighty\nseems to have forced us to the very center of the world's stage. While\nwe do not impress the best brain and brawn of our young manhood in\nthis country into involuntary military servitude to maintain our present\ninstitutions or give trend to the future, while the only direct means of\nself-preservation employed by the state and nation is the public school, I\nam not apprehensive as to the future. When thousands of the most\nseverely trained, most highly cultured, most conscientious, sympathetic,\nand altruistic men and women in our land give so freely of their time,\nmoney, and effort as to meet here from every state and territory in the\nunion in behalf of to-morrow's manhood and womanhood, then, indeed,\nthere can be but one answer to every question confronting us, and that\nultimately the right answer.\nI do not presume to say what the final policy of this government shall\nbe in relation to the Phillipine Islands, but this much I dare say, that the\nquestion will be solved rightly ; that by virtue of your teaching, regardless of whether the Republican, the Democratic, or any other political\nparty shall prevail, the patriotic heart of the American people will never\nagain permit either Spain or any other effete monarchy to build about\nthose islands of the sea an imperial breakwater against the American idea\nof civil and religious liberty.\nWe bid you a most hearty welcome, for by seeing and hearing you,\nour distinguished leaders in education, and apprehending somewhat at\nleast of your broad, deep, chastened, and mature thought, the purity of\nyour motive, the vastness of your conception, the ideals and theories of\nyour method, we expect to gain inspiration to climb to those higher\n\n"} {"page": 52, "printed_page": null, "text": "40\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Genera\n\nrounds of life's ladder to which you beckon us, where our intellectual\nhorizons will be broadened, where we shall live above the fogs and miasmas of selfishness, narrowness, and bigotry in life ; where we may see our\nduty in relation to humanity in more accurate perspective; where we in\nturn can beckon those under our charge to \"come up \" and do not have\nto command them to \"go up.\"\nI trust that you may enjoy to the fullest extent the charms of nature\nsurrounding our northwestern metropolis and the open hospitality of our\nhomes, and that you may here have a convention, the far-reaching effects\nof which only infinity can measure in making for a most exalted manhood and womanhood which, in the language of that foremost teacher,\nHorace Mann, \"dare track the very Deity in His ways of wisdom.\"\nHON.\n\nD. p. JONES,\n\nPRESIDENT\n\nOF CITY\n\nCOUNCIL,\n\nMINNEAPOLIS\n\n[stenographic report]\n\nIt is a distinguished honor to stand in the presence of this vast audience this afternoon and to represent the city of Minneapolis. It is\nmore than a distinguished honor to address the National Educational\nAssociation of the United States. Let me remind you that it is also a\nvery distinguished honor to stand upon this platform and to speak in\nthis great audience room because not many years ago upon this platform stood that peerless statesman and man, William McKinley, presiding with his courteous dignity over the deliberations of the great national\nrepublican convention which presented to the people of this country,\nyes, to the world, the name of Benjamin Harrison as a candidate for the\nhighest office in the gift of the American people.\nBut let us see, as I am to speak for Minneapolis today and for her\ncitizens who give you welcome, where Minneapolis has come from and\nwhat marvel it is that a half million people are located within a very\nshort distance of the place where we now meet.\nLooking back just a moment at the history of this most important\nsection of the West which we call the Northwest, let me remind you\nthat only a few hundred years ago this great domain of the Mississippi\nvalley was under the flag of Spain. Then, later, came from the St.\nLawrence valley the French voyageur and discoverer. He laid claim\nalso to this mighty territory and contended with Spain for the mastery.\nIn the front rank of the intrepid band of explorers were the Jesuit\nfathers, bringing in the one hand the Bible and the crucifix, and in the\nother the sword, that they might force their way into this coveted territory. France was victorious and planted her standards here, and we\nhave inherited a rich nomenclature from this unique invasion in such\nnames as Nicollet and Hennepin, Marquette, and, greatest of all, LaSalle,\nwho presented this vast territory to France and named it Louisiana.\nWe are on the ground of what was once known as Louisiana and from\n\n"} {"page": 53, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n41\n\nwhich proud area have been carved great states and territories. But\nFrance was not to hold undisputed sway in this region, because the\nAnglo-Saxon came across the Atlantic and saw with covetous eye this\nvast empire; and it was reserved providentially for the Anglo-Saxon to\noccupy this land which we now inhabit. It is not more than two generations since the Indian stood where we stand today and saw that realistic\npicture of beauty, the Falls of St. Anthony, and thought it was to be his\nhome forever. But it was not so ordained, because the Anglo-Saxon had\ncome ; the hardy pioneers from New England, from Maine, New Hampshire, Vermont, and Connecticut and from the intervening territory had\ncome, and now, within the space of two generations, we find a city with\na quarter of a million inhabitants.\nI think it is always permissible for a loyal Minneapolitan to say\nsome things about his city and her citizens; and assuming that you will\npermit this, let me say that it is with great pleasure we welcome you to\nthis city. We think it is beautiful; we love it because we live here, and\nwe live for it. We have things to show you of which we are proud. We\nhave our great industries, we have our homes, we have fine hospitals and\nhomes for the needy and the orphan and the aged, we have our schools\nand our art schools, and we are proud of them; we have our beautiful\npark system with its boulevards and drives, and we want you to enjoy\nthem, and we have the father of the park system, Hon. C. M. Loring,\ntoday with us upon this platform, and I would offer a word in his honor.\nIt is a greater thing to be the father of the park system of a great city\nthan it is to command millions or to hold the highest office in the gift of\na city. We have a superb educational system, we have our public schools\nwith their forty thousand school children. We contribute for education\nthree-quarters of a million dollars by taxation annually. Our state educational system is represented by our state university within our own\nborders, with its nearly four thousand students, and we have not only\nthe state university, but we have President Northrop, and that is far better. And as an alumnus of the institution I wish to say that no man in\nthe state of Minnesota more fully deserves the love and esteem of our\npeople than does President Northrop.\nA word of welcome should be short. We want to present to you all\nthese beauties, and we want you to enjoy them to the fullest extent. We\nwant you to know us all, and the words of wisdom you shall utter in our\nhearing will remain with us as a precious heritage.\nOf all the great conventions (and we are called a convention city)\nthat have assembled here, none has honored us more than this great\neducational Association. We thank you for coming; we have long waited\nfor you. Our house is in order, it is garnished and swept, we extend to\nyou hands of cordial welcome. Stay as long as you can, and, when you\ngo, may you go in peace.\n\n"} {"page": 54, "printed_page": null, "text": "42\n\nDR.\n\nCHARLES\n\nNATIONAL\n\nM.\n\nJORDAN,\n\nEDUCATIONAL\n\nSUPERINTENDENT\n\nASSOCIATION\n\nCITY\n\nSCHOOLS,\n\n[General\n\nMINNEAPOLIS\n\nLadies and Gentlemen, Members of the National Educatio?ial Association :\nFor three days I have been busy welcoming the members of this body,\nand now I am called upon to do it all over again. This, however, has its\ncompensations. I feel like the man who said he liked the Episcopal\nchurch because it gave him a chance to talk back. From the variety of\nthe welcome given you I take it that, like the poor, you will always be\nwith us. You have been welcomed by the governor of the state on\nbehalf of its \"citizens, for the governor, however much he may disbelieve\nin railroad mergers, believes in all such mergers as this. You have been\nwelcomed by the state superintendent of public instruction on behalf of all\nthe teachers of the state, and one of those teachers I am. Then you have\nbeen welcomed by a representative of the city council, acting for our\nmayor, who has told you all about the beauties and glories of Minneapolis, and who intended to offer you its freedom ; but so many people have\nlately been taking advantage of its freedom that we have withdrawn the\noffer.\nAnd now it is my pleasure and privilege to welcome you on behalf of\nthe nine hundred teachers of Minneapolis who never talk back to anybody\nexcept their superintendent. I welcome you here for a great many reasons. In the first place, we are glad you are here because we invited\nyou to come, and Minneapolis, like other society ladies, resents the\ndeclination of an invitation. We are glad also to have you here because\nof what you are and what you represent.\nThe citizens of this city have come from every quarter of the globe.\nThere is not a country that has not its representation in the citizenship\nof Minneapolis, and yet there is one thing upon which they agree, and\nthat is that no violent hand shall be laid upon the interests of the publicschool system.\nWe welcome you also because this Association represents the interests\nof the common-school system of this country. Composed as it is of distinguished presidents of great universities, of professors of universities,\nof so many who are interested in higher education, yet it stands, and\nalways has stood and always will stand, for the interests of the common school system of this country. For we must remember this, that the\nfundamental principle upon which public education rests is the principle\nof a common-school education for every boy and girl in this country.\nBelieve as much as we may, and as much as we do, in our universities and\nour high schools, yet nothing should stand in the way of giving to every\nboy and girl, no matter how poor or how humble, the very best opportunities possible for an education. If the time ever comes that our\npublic-school system drifts away from that purpose, if the time ever comes\nthat the aristocracy of this country gets hold of the public-school system,\nthen it will be swept out of existence by an enraged people.\n\n"} {"page": 55, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n43\n\nI did intend to brag a little about Minneapolis, but after I heard\nthese two politicians and this real-estate man speak of it I simply hung\nmy head. There is not a school-teacher, not one, who can boom things\nas they can, and yet I must say that we are proud of Minneapolis even\nnow. The great glory of a city, as cities go now, is to clear out rottenness wherever it is found.\nThere are those here in this hall today who were in Minneapolis\ntwenty-seven years ago when this Association held its meeting here.\nThey know what Minneapolis was at that time, a little struggling hamlet.\nNow we have a splendid city, and yet the first little house that was built\non this side of the river is standing now in one of our public parks as a\nmemorial of our wonderful growth. But Minneapolis, you know, is not\nonly a place, but Minneapolis, like Boston, is a state of mind. Minneapolis ismade up of men and women who earn their own living, own their\nown homes, take care of their children, and gladly and heaitily entertain\ntheir guests. It is a pleasure to me to welcome you herevvith us. When\nit was decided that this convention was to come here every teacher in\nthe Minneapolis schools but fifteen indicated within one week a desire to\nbecome members of this body, and before the week was over the other\nfifteen had come forward and paid their dues. St. Paul gave us its hearty\nsupport, the cities and towns surrounding us were all loyal, and we\nsecured 1:25 more memberships than were asked for by the committee\nwhich came here to select the place for holding the convention. And so\nyou can see that while your entertainment may not be what you expected\nor wished, it is all we know how to give. If there are mistakes they have\nbeen mistakes of the head and not of the heart.\nAgain I welcome you, and again I express the hope that, when you\nleave us, you will have the opinion which all Minneapolis people have,\nand which all sensible people in this part of the country have, that Minneapolis isthe best city on earth.\n\nDR. CYRUS\n\nNORTHROP,\n\nPRESIDENT\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\nMINNEAPOLIS\n\nLadies and Gentlemen :\nI was very much comforted by one of the petitions embraced in the\nprayer of my brother Hallock ; he prayed for those who were to speak\nthis afternoon \"from the governor down,\" and you will readily see where\nmy interest in that prayer came in. If the man who rises on a hot afternoon to make the fifth speech of welcome is not \"down,\" I don't know\nwhen he will be. I have always felt that this welcoming business was\noverdone, and I am quite as much impressed with this feeling this afternoon as ever before. I sweltered thru a hot afternoon in Detroit last\nyear listening to addresses of welcome, and I proposed before another\nmeeting to have a revision of the custom.\nHere it is again, and what is\n\n"} {"page": 56, "printed_page": null, "text": "44\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nworse in my part of it, I don't know, ladies and gentlemen, of anything\nto welcome you to in particular, because there is nothing left. Everybody\nhas said all that human eloquence, human intellect, and human imagination can suggest; but, as I am a man of veracity, I shall not try to imitate\nthose who have preceded me. But I want to tell you in confidence — and\nI think I have secured your confidence now, so you will accept what I may\nsay without a grain of allowance — we have here a most delightful climate ;\nthe skies are never bluer anywhere within the limits of this great republic\nthan they are in Minnesota — when you can see them. I do not know\nwhat the matter is with the earth in general at the present time, in this\ncountry in particular, but I suspect the trouble may all be laid to the act\nof Congress in providing for irrigation. There was a distinguished gentleman who used to live in New York (he died a few weeks ago) who wielded\na very sharp pen, and he had that most undesirable faculty, an ability to\npile up a series of indictments against this country because things were as\nthey are, and he would close his indictment by saying that these things\nwere all due to the tariff ; and so I think this excessive amount of irrigation that is going on from east to west must be due to the act of the late\nCongress, for I have just come from New England, and it was worse there\nthan here. They had not only the rain, but they had that peculiar New\nEngland temperature we never have ; our climate is so remarkably dry.\nAs you go west the climate is a great deal drier \\ the Minneapolis people\nhave the loveliest climate, and the rich spend the summer at Lake Minnetonka to avoid the heat of the city, and in the winter they go to California\nor Florida to avoid the cold, and those of us who remain here are the\nvigorous ones. A great climate Minnesota has! We should like to have\nthis beautiful assembly stay with us always.\nI want to leave one idea with you before I close. We have a large\ncountry, this United States of America, and, as I mention it, I am sure\nthere is not one in this great assembly who is not thrilled with a new\nsense of the glory of our country at the present moment. I think we have\nnever been so proud of it as we are today. What we have done for Cuba\nstands before the world as the one great example of national altruistic\nself-abnegation and love of humanity. No act in all the history of the\nworld stands beside it, and no act that any nation has ever performed is\nso well fitted to bring honor to the nation that did it as this act ; for he\nwho takes to himself everything does it in selfishness, and the nation\nwhich takes everything to herself does it in selfishness. \" He who loses\nhis life shall save it,\" and the nation which gives up life and treasure for\nothers is the nation that shall go down the ages marked in the brightest\ncolors of history and an example to the whole world.\nNow such is our nation today, glorious, and yet here in this country\nare millions of people who have come to us in the maturity of their years,\nwith their habits fixed, with their own associations and tastes; they are\n\n"} {"page": 57, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n45\n\nscattered all over the country, they are here in hundreds and thousands,\nthey are in every part of the country except the South — there they are not\nfound to such a great degree, but the South has its own problem. The\ngreat problem for us everywhere is the assimilation of these people : not\nthat we should be all alike, but that we should know one another, that we\nshould understand each other's peculiarities, that we should be acquainted\nwith each other's good qualities, that we should comprehend one another's\nideas, and tho the nation be so large that a dozen or twenty countries\nmight be carved out of it, and each one should have its own peculiar\ncharacteristics and customs, apart and in many respects distinct nations,\nyet we should all know each other; we should all understand each other;\nin the great central aspirations of the heart we should be one. Ladies\nand gentlemen, nothing tends to this so much as the annual meeting of\nthis great Association, gathering together in one place the teachers of the\nchildren, the educators of the country, the leaders of thought in every\npart of our land, and causing them to become acquainted one with the\nother, and more than that, with the teaching and customs of the various\nparts of our country.\nWho is there that can go to the South, to that beautiful city of New\nOrleans, and see Tulane University and live there and stay with the\npeople, and not feel a love for the South?\nWho is there that can go to the Pacific, to the University of California,\nand look out on the Pacific, and not feel that California is no longer what\nit was in 1849, ^ questionable factor, but is one of the great elements of\nthis great republic.\nWho can go to New England and visit Harvard and Yale and not feel\nthat the cradle of liberty of this great country is still being rocked and\nrocked successfully?\nWho can go to the great center of this country and see the vast industries, producing millions upon millions of dollars, making this nation the\nbase of supply for the whole world, without feeling that we are united —\none and inseparable in our interests, purposes, and aspirations — and that\nthere is in the future of this great republic something beyond all we have\nseen or imagined or conceived, the high position of leader in thought,\nleader in education, leader in production, leader in policy, leader in the\ndominion of the world, leader of nations.\nThis is what I feel in an assembly like this. The value of the occasion is not in the words I can utter to you, it is not in the learned papers\nthat will be read to you, it is not in the lessons in pedagogy that someone\nwill teach to you, it is in the coming together of the North and the South,\nthe East and the West, the clasping of hands, the feeling that we are one\nin this great republic.\n\n"} {"page": 58, "printed_page": null, "text": "46\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nRESPONSES\n\nJAMES\n\nA. FOSHAY,\n\nSUPERINTENDENT\n\nOF\n\nCITY\n\nSCHOOLS,\n\nLOS ANGELES,\n\nCAL.\n\nMr. Chairman, Ladies and Gentlemen :\nTo you, sirs, who have so eloquently given us cordial welcome to your\nstate, your city, and your homes, it gives me great pleasure to express our\nthanks. I am proud to respond to these words of welcome in the name\nof the great western division of our National Educational Association.\nOf the divisions of this Association, ours covers by far the greatest area;\nbut no one depends upon us to furnish educators in proportion to our\narea. Vou may be surprised, however, when I tell you that the western\ndivision now furnishes 23 per cent, of your members, exclusive of those\nin Alaska and the Philippines.\nAs an index of the educational interest of California, one state of the\nwestern division, I would have you note that, while her population is less\nthan the city of Chicago, yet, since the great meeting of this wonderful\nAssociation at Madison, in 1884, California has furnished more memberships than any other state or territory, except the state of Illinois.\nYour beautiful city lies in the heart of the golden grain country. It\ndelights our eyes to ride thru its opulent acres, and our ears to hear the\ntales you can tell us about it. It would not be well for me to quote the\nstatistics that I am longing to fling forth. You know that in 1871 you\nreceived only two carloads of wheat here, and in 1901 you handled — but\nI dare not mention the number of millions of bushels. I am a Californian ; I have had practice in believing things — we have statistics ourselves in California — but you know what these down-easters will say if I\nmerely tell them the bald truth about your millions. And of what use is\nit to attempt to tell the truth — a truth that will not stand still long\nenough to be caught? You have contracted such a habit of racing away\nfrom figures, even while one tells them, with the unlimited resources of\nthis rich country that lies all about you, that the unbelievable wealth will\nsoon be trebled and quadrupled ; I will not commit myself to figures that\nyou may already have discounted while they are forming on my lips.\nFor your eastern visitors and your western alike, there is a pleasure\nand a brotherly pride in the contemplation of this golden flow of riches.\nAnother source of your wealth, however, gives a Californian great anxiety.\nIn our land, we worship trees. It used to be said of us that we bought\nwater and a tree, and then had a few acres of land thrown in for good\nmeasure. You have cut into your forests with the lavish hand of one\nwho rejoices in his abundance and need not be niggardly, and we look\n\n"} {"page": 59, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n47\n\nwith admiration on your plethoric resources ; and yet, with a fear engendered in the unbroken sunshine of our own landscapes, we hope that you\nwill not fail to enforce adequate laws to keep your land of primeval forests forever from becoming a shadowless country.\nYour grain, your lumber, and your many factories would seem to\nmake of you a wholly practical, money-making people ; but, on the other\nhand, your homes, your parks, and the beautiful lakes that grace your\nneighborhood, mark you as a home- loving, beauty-loving people. Over\nall is thrown the glamour of your Indian legends, which captivate the\nCalifornian's heart. To bind us to you irrevocably, we read in your\nhistory that you, too, are '49-ers. The same year sent your forefathers\nand ours pioneering into a new land. One half century has witnessed\nour growing up and yours, pace for pace.\nThat you, and we, and all our common country, while we have\nbeen growing in wealth and material comforts and influence among the\nnations of the world, have also been ever watchful of another and most\nimportant phase of our growth, this assemblage is the proof. To the\nproblems of education our whole country is anxious to give its best\nthoughts and efforts. What great promise of uplift for us all is in this\nspectacle — earnest men and women from all the states of the Union,\nrepresentative of the best thought and ripest experience of every section,\ncoming here to counsel together for a few fruitful days upon this vitally\nimportant theme.\nIn the cities, towns, villages, in every condition of our country's varied\nlife, these teachers have been doing noble work, day by day. Now, the\nyear lying behind us, we have brought our experiences and the fruits of\nthem together from all directions for our great annual conference. Here\nwe are, to discuss the needs of the new century. How shall we make our\nyouths ready to take up and carry on the work of solving the strange,\nnew problems of science? How give them the taste for scholarly things?\nHow interest them in the great economic questions that are being thrust\nupon us by the rapid growth of our own country and the struggle between\nlabor and capital in the old country? How cause them to see that they\nshould understand the underlying principles of political economy and\nsound finance without learning them thru the bitter school of experience?\nAll of these things are important, and each has its time of seeming\nmore important than all the others. But since our last meeting the vital\nimportance of one subject has crowded out all the others, or is it that this\nold, but now startlingly new, subject is only the crystallized, embodied\nform of all the others? The terrible tragedy that took from us a beloved\npresident has impressed upon us that we must try to make good citizens —\nthat is, men and women who will know the laws of their country, and\nwill have the courage to work against the passage of unjust laws, and the\n\n"} {"page": 60, "printed_page": null, "text": "48\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nability and honesty to frame just ones.\nPresident Roosevelt last Friday\nemphasized this thought in the following:\nOh, my fellow-countrymen, as we face these infinitely difficult problems, let us ever\nkeep in mind that tho we need the highest qualities of intellect in order to work out\npractical schemes for their solution, yet we need a thousand times more what counts for\nmany, many times as much as intellect — we need character. Character, that compound\nof honesty and courage and common sense, will avail us more in the long run than any\nbrilliancy on the stump, or any adverse legislative means and methods. The brilliancy\nis good. We need the intellect ; we need the best intellect we can get ; we need the\nbest intelligence ; we need more still — character.\n\nAs someone has wisely said, we can execute the anarchist, but that\ndoes not affect anarchy. When the anarchist believes that he is benefiting the human race by his act, then his execution becomes to him and\nhis fellows martyrdom, and their cause seems sanctified. It is our duty\nto strike at the spirit of the movement. Can we not, and must we not,\ninculcate reverence for the great laws which say: \"Thou shalt not kill,\"\nand \"Thou shalt love thy neighbor as thyself\"? And can we not bear\nin upon young minds that these rules have no exceptions?\nAnd now, fellow-teachers, out of your days for rest and recreation\nyou have eagerly offered this week on the altar of your vocation. We shall\nenjoy the friendly greetings, the opportunities of renewing those dearest\nfriendships that were formed in days of yore, and learn of the new ideas\non education which are to be analyzed and tested.\nWe know from the words of welcome we have heard that temptations\nof pleasure will assail us this week from all sides; and already, like\nUlysses, we feel the need of being bound to our posts ; but still, thru all,\nwe know we are here in the interests of a sacred and solemn calling,\nand I trust that the labors of this week may be as productive of good to\nthe great cause of education as they must be replete with pleasure to\nthose who participate in them.\nTHEODORE\n\nB. NOSS, PRINCIPAL\n\nOF STATE\n\nNORMAL\n\nSCHOOL,\n\nCALIFORNIA,\n\nPA.\n\nMr. President^ Ladies and Gentlemen :\nThe welcome extended by these distinguished gentlemen has been\ncordial, but not beyond our expectations. By us eastern folks everything\nis expected to be done in a large and generous way in the West.\nWe are glad to meet again in your state. Minnesota is a state of\nmagnificent opportunities. Her size is nearly double that of the so-called\nEmpire State, and is equal to six of the average Atlantic states and to\nsixty of the smallest. Your state is central in the continent of North\nAmerica, and the streams which flow from your ten thousand lakes reach\nthe Atlantic ocean through Hudson's Bay on the north, the St. Lawrence\non the east, and the Gulf of Mexico on the south. These geographical\nfacts are but suggestive of your position and influence in those realms of\n\n"} {"page": 61, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n49\n\nindustry and thought which make a people truly great. In some lines of\nactivity you have distanced all your competitors. Your vast agricultural\ndevelopments and your mighty industries excite the admiration of the\nworld, and your educational enterprise has kept pace with your material\nprogress. Taken all in all, it seems to me that we find in Minnesota a\ntrue type of the best things in American life.\nIt is well, therefore, that this great army of teachers should meet here.\nWe shall find a tonic in your atmosphere, and shall catch something\nof your enthusiasm. There are many good things to be gained by holding such a convention here. I will refer to but one, and that is the help\nthat may and should come to the most conservative of all professions\nfrom contact with your progressive spirit.\nIt was a fancy of my youth that for an eastern man to achieve greatness a western experience is necessary. This has been illustrated in the\nlives of many, and of some here present. Only four days ago I witnessed\na scene which I shall not soon forget. Sixty or seventy thousand people\ncovered the hill-slope in Schenley Park, Pittsburg, to hear a man discuss\nquestions of national and international importance. He used no notes,\nand spoke with great vigor, faultless diction, and with perfect candor and\nfreedom. Who was this man? He is an eastern man with some western\nexperience and a great deal of western progressiveness. He is the\nyoungest man who has ever sat in the presidential chair, and a man whom\nthe republican state convention of Minnesota a few days ago nominated\nfor the presidential chair again in 1904 — Theodore Roosevelt.\nI am told that your state was settled, and her career determined, by\nNew England Yankees, whose natural caution was out here transmuted\ninto enterprise, whose sagacity became audacity, and who added to their\nreverence for the old an eager quest for the new. The world knows the\nresult. The cause of education owes a debt to the bold pioneers of the\nWest and Northwest.\nNo class of workers, whether artists or artisans, have more need of\nbeing spurred forward than teachers. The gravities of our calling all\ntend toward the dead level of conservatism. Spain has been condemned\nfor attempting to force an eighteenth-century civilization upon a twentiethcentury people. I fear this mistake is being made continually in the\nname of education. Our faces are ever turned toward the past. We have\nmemory, but no imagination. If the schoolmasters of the land were left\nto themselves, I fear they would degenerate.\nMr. President, our emancipation from old methods and trivial aims\nmust come from outside our own calling. Much of the matter that fills\nour text-books is obsolete in real life. When we convince the teacher\nthat what he teaches, with almost religious zeal, is practically useless, he\ntakes refuge in what he calls \" discipline,\" and there he is impregnable.\nIn any calling, except teaching, discipline consists in doing something\n\n"} {"page": 62, "printed_page": null, "text": "50\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nworth doing, and doing it well; but the schoolmaster holds fast the\ntraditions of the elders and contends for the faith once delivered to the\nsaints just as it was once delivered to the saints. Thus, the forces of\neducation are well organized for defense, but not for attack or exploration.\nOf course, Mr. President, I speak of the tendencies or the gravities\nof our calling, and not of those educators who fight successfully against\nthese tendencies, nor even of those who fail in the fight. As a class, our\nfaces are set toward the past, and yet it is not the past but the future with\nwhich we shall have to deal. The old educational folly continues of\nputting new wine into old bottles and new cloth on to an old garment.\nWe shackle the forces of education with the worn-out forms and theories\nof the Middle Ages. We belong to a profession that is more bent upon\ntalking over the fruits of victory than upon risking life or limb to win\nnew victories. It is not much to our taste to blaze a new road thru the\nforest; we would rather expose the defects of the road after it has been\nopened by other hands. In short, we don't '* cut much of a figure \" as\npioneers. In the main, we follow custom, and of all despotisms the most\ninexorable is custom. Were it not for modern British law in India,\nwidows would still be burned by thousands upon the funeral pyres of their\nhusbands. As it is, all girls are required to marry at from ten to twelve\nyears of age, and tens of thousands of these, left widows, many of\nthem less than twelve years of age, are doomed to a life of contempt and\nmisery that is worse than death. When educated Hindus are asked why\nsuch practices are continued, their stereotyped reply is \"It is our custom.\"\nConservatism holds India and China in much the same condition century\nafter century. National character depends less upon geographical position than upon an attitude of mind toward progress. Japan, in the East,\nadvances; Spain, in the West, retrogrades.\nAt the close of the Napoleonic wars the kingdom of Prussia was in\nthe depths of weakness and humiliaton, but within the lifetime of one man,\nsay von Moltke or Bismarck, Prussia traveled all the way from Jena to\nSedan. Within sixty years, she rose thru common sense in common\nschools to be one of the first powers of Europe, and to make her soldiers\nfeared and her scholars admired the world over. She abolished illiteracy\nwithin two generations. How was all this achieved? By a teachable\nspirit and a willingness to adopt new methods in elementary education.\nMuch as Bismarck did for Prussia, Pestalozzi, tho not a German, did\nmore.\n\nNow you, in these happy new states of the West, where the sway of\ncustom is less felt, can more easily advance from one stage of progress\nto another, but with us in the East it is a more serious thing to do something ineducation that our fathers did not do. We judge every educational method by the standard of long usage. Whatever has been for a\nlong time is right.\n\n"} {"page": 63, "printed_page": null, "text": "I\n\nSessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n51\n\nBut, Mr. President, altho progress may be slow, it is sure. The forces\nthat make for improvement will prevail. Some of you will recall the excellent painting by William Morris Hunt in the Philadelphia Academy of\nArts, '* The Flight of Night.\" As a female figure in a chariot bears the\nlight of civilization into the realms of superstition and error, a manslave, holding in his hand an inverted torch, vainly essays to check the\nspeed of the plunging steeds. The educators who play the role of the\nman-slave in Hunt's picture are those who protest against innovations\nand fads.\nI have yet to know of any educator to whom we owe a lasting debt\nwho, with tongue or pen, ridiculed fads. Opposition to the new is a mark\nof self-complacency and conceit. Where there is due knowledge of our\npresent limitations and great deficiencies, there is always a hospitable feeling toward any sincere effort to improve. Concerning innovations the\nadvice of Gamaliel is always timely: \"Refrain from these men and let\nthem alone, for if this counsel or this work be of men, it will come to\nnaught, but if it be of God, ye cannot overthrow it.\" Education needs\nthe forward look. The world's great benefactors are those who cherished\nand pursued their ideals thru the fad stage. It requires more courage\nto face the ridicule of opinionated conservatives with new truth than to\nfollow a leader into battle. The heroism of Columbus is not shown so\nmuch in driving his ships into unknown seas and quelling a mutiny among\nhis sailors as in maintaining before the philosophers of Salamanca that the\nearth is round. The truest and best things in education are the things\nonce derounced as fads, even by good people. The best work of Pestalozzi, Froebel, Horace Mann, and Colonel Parker was called a fad. The\nnew education, with all such features as the word-method in reading,\nmanual training, laboratory methods in science and literature, child study,\netc., was called a fad. When Paul the apostle once visited the church at\nEphesus he brought to the church an entirely new idea. He said to the\nbrethren, \"Have ye received the Holy Ghost since ye believed?\" Their\nhonest and ingenuous reply was, \"We have not so much as heard whether\nthere be any Holy Ghost.\" If some of our present-day educators had been\nthere, they would have replied : \" We fear the Holy Ghost is a fad.\"\nIn short, all that we now care for or cling to in education was once a\nfad. Even the three R's, which are now valued far above their deserts,\nwere an innovation and a fad but a century or so ago. The fact is, a fad,\nlike the tail of a tadpole, seems to be a necessary stage in all progress.\nEvery reform that has blessed mankind has had to fight with fad-hunters\nfor its existence. Within the memory of some here present the use of\nanaesthetics to relieve a patient of agony during a surgical operation was\ndenounced as a sin. .;yVithin my own 'r:«ien>o^y the abolition of human\nslavery was denounced as fanaticism. The basintss of these fad-hunters,\nlike Herod of old, is to siaug'^tci- Jnfantrreforms by the wholesale.\n\nSad\n\n"} {"page": 64, "printed_page": null, "text": "52\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nwill be the day when there are no fads. That day will mark the beginning of the end. If the thousands of teachers who assemble here catch\nsomething of the progressive spirit that has made the West and Northwest what they are, our meeting will not have been in vain.\nIn the Boston Public Library I have recently seen for the first time\nSargent's great mural painting of \"The Prophets.\" The hall, whose sides\nand ceiling are to be covered with this work, is perhaps one hundred feet\nlong. The work already done, altho justly celebrated, is but a beginning.\nIt covers merely the end and not more than ten feet of the sides and\nceiling. Most of the prophets are dejected and in despair. Three of\nthem, however, Haggai, Zechariah, and Malachi, point hopefully to the\nwall yet to be painted, where, doubtless, will appear the triumphs of Christianity. In education, as in this masterpiece of art, the best work is yet\nto be done. Education should be dominated by the future, not by the\npast. What prophets shall we follow — those who worship the past or\nthose who hail the future?\nGladly and expectantly do we come to Minneapolis for this convention, believing that to breathe your air and see your progress will inspire\ncourage and turn our eyes toward the future into which we must go and\nfor which we should prepare.\nPRESIDENT\n\nJOSEPH\n\nSWAIN, SWARTHMORE\n\nCOLLEGE,\n\nSWARTHMORE,\n\nPA.\n\nOut on Puget Sound, looking to the eastward, one sees a beautiful\nmountain in the form of a cone. Its base is covered with a dark pine\nforest and its top is wrapped in perennial snow. The people of Seattle\ncall this mountain Mt. Ranier ; those of Tacoma, Mt. Tacoma. As one\ntravels about the Sound region one can tell where the person with whom\nhe is talking lives by the name he gives the mountain. By a similar\ncourse of reasoning I realize this meeting is held in Minneapolis, not in\nSt. Paul.\nI am reminded of a story told of Simon Newcomb. He was attending a wedding. The numerous guests were greeting the bride and\ngroom. The great philosopher stood in a corner of the room, silent.\nHe was asked why he did not greet the newly married pair. In a true\nscientific spirit he responded : \" I have no new facts to communicate.\"\nAt this stage of the program I am placed in the condition of Mr. Newcomb. I have no new facts to communicate. Following the good\nexample of our Methodist brethren, 1 vote to say \"amen\" to the responses\nwhich have been so heartily given to the cordial welcome which the\nNational Educational Association has received today in Minneapolis. I\nam sure also that ail the teachers sympathize with the words of George\nEliot, \"I like to be Joyed, and I like to be ti>ld that I am loved.\" The\nteachers like to be wetcom-e.,: an*'i rheylike to be told that they are wel-\n\n"} {"page": 65, "printed_page": null, "text": "Sessions]\n\nADDRESSES\n\nOF\n\nWELCOME\n\n53\n\nThe Other day, in southern Indiana, I met a successful college graduate, who said to me that he would rather his boy should have a good\neducation and a good character than to have a million dollars. This is\nan old truth, but it was so evidently the prayer of the father's heart that\nhis boy should be a trained, cultured, good man above everything else,\nthat his way of expressing his thought clung to me. This is the prayer\nof the fathers and mothers who send their boys and girls to the schools\nwhich this Association represents today. The two things above everything else which this Association stands for are training and character.\nWhen Booker T. Washington wishes to lift the colored people from\nthe shackles that bind them, he offers them education. When Rockefeller, Stanford, and Carnegie wish to use their millions for the benefit of\nthe race, they endow colleges and build libraries. When the states in\nthis Mississippi valley wish to make strong the civilization of this new\nland, they build educational systems extending from the district school\nto the university. When Cecil Rhodes undertakes to promote the peace\nof the world and extend and perpetuate the ideas and ideals of his country, he gives millions for the education of young men. A president of a\ndenominational school recently said in a pamphlet addressed to his\nchurch, *'If you would save the church you must keep up your colleges,\nfor the church needs and must have educated leaders for her work.\"\nThis one thing upon which church and state and mankind are united\nis the necessity of education for national and individual development and\nprosperity.\nTo intellectual training must be added character. If the stars and\nstripes of our beloved country shall continue to float over a nation of\nfreemen, to knowledge and power must be added conscience and character. *'Character is reiterated choice between good and evil.\" If day\nafter day, as you come to the parting of the ways between the good and\nthe bad, you choose the good, then you have a good character; if the\nbad, then you have a bad character. It was Maria Mitchell who said :\n\"If I were sure of the right way, I could find the strength to follow it.\"\nThis is the essence of character. The beauty of it is that good character\ncan be attained by all. We differ in physical strength. We differ in\nintellectual power. We differ in spiritual insight. But to seek to know\nand to do the right is equally open to all.\nI will probably not be able to prove this proposition to you, that success or failure is more a question of character than of anything else. It\nis like the proof of the existence of God. It does not come by a syllogism. When the idea of His existence once takes hold of the mind,\nwhether it comes as an original intuition, a revelation, or like the nebular\nhypothesis, everything in nature is a witness to its truth ; so when you\ncome to a realization of the importance of good character in a truly successful life, you see its illustration in the life of every man and woman\n\n"} {"page": 66, "printed_page": null, "text": "54\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nwhom you admire and love. You can read it in the life of your friends\nand associates, you can read it in the lives of the greatest men the world\nhas produced.\nIt is confined to no walk of life.\nIf we should make a list of the most successful men of the world\ntoday, certainly Abraham Lincoln would be one. An analysis of his\ncareer will show that the greatest element in his success lay in his high\ncharacter. This is illustrated by an incident which I remember my\nmother told me when a boy. At a cabinet meeting Mr. Lincoln had\nread his great document, the Emancipation Proclamation. His cabinet\nmembers said : \" Mr. President, the time has not come for that document\nto go out to the American people.\" But he had made a thoro study\nof the situation, and it presented itself to him in the light of a duty. He\nhad thought over it day and night, and finally he resolved to do it. Thus,\nwhen the objection came up in the cabinet, he said, *' I will issue that\ndocument, for I promised God I would.\" Having decided what his duty\nwas, he did it. Force of character was the dominating element in his\nlife.\nSo, fellow-teachers, as we gather here today from all parts of this\ngreat republic, accepting the gracious hospitality of this great state and\ncity, we dedicate ourselves anew to the service of the people of this democratic land, to the end that the rising generation of all classes, rich and\npoor, weak and strong, may grow in knowledge, in power, and in character.\n\n"} {"page": 67, "printed_page": null, "text": "Sessions]\n\nPRESIDENTIAL\n\nADDRESS\n\n55\n\nADDRESSES\nPRESIDENTIAL\n\nTHE\nW. M. BEARDSHEAR,\n\nTHREE\n\nPRESIDENT\n\nHS\n\nADDRESS\n\nIN EDUCATION\n\nOF THE\nNATIONAL\nTION, AMES, IOWA\n\nEDUCATIONAL\n\nASSOCIA-\n\nThe progress of education is akin to the evolution of thought in the\nhistory of the art of the Madonnas. The artist first placed the Madonna\nand the child in the consciousness of the Infinite, as suggested by abackground of mist and cloud, thereby sharing largely the magnanimity and\nlimitlessness of early myth, legend, and philosophy. Then came the\nMadonna as enthroned. The Virgin and the child were placed in the\nmost costly enthronement known to history and to art. In the third\nperiod the Madonna is enskied, in which position motherhood and childhood were portrayed upon the limitless expanse of the heavens, environed\nby beauty of cloud and the profundity of the ethereal depths. Next, the\nMadonnas were portrayed in the out-of-doors, in some beautiful landscape, garden, or meadow, so that the matchless envelopment of the\nentire earth, generous and fragrant, formed a background for the expression of motherhood and the innocence of childhood. Finally, the\nMadonna and child were exhibited in the home, prefiguring the sanctities and dignities, emblematic of the fathomless relations of love. This\nis a befitting evolution of a noble life for a human being. The infinity\nand limitlessness of early folklore, the supremacy and royalty arising\nfrom the epoch of enthronement of Madonna and child in art, the enskyment of womanhood and childhood, the generous beauty and expanse of\nmeadow and landscape, and the empicturing in the homes of earth the\nmany mansions of heaven preparing thru the master-love of the truth — all\nthese epochal meanings have enwrought, under the magnanimous influences of education, the primer of knowledge with which our youth is fed.\nBy these we are coming to embody Buisson's definition of education in\nthe International Congress of Education, at Chicago, in '93, and harmoniously build up the character of the child, \"not by means of the three\nR's, but rather by means of the three H's — Head, Heart, and Hand — and\nmake him fit for self-government, self-control, self-help: a living, thinking being.\"\n\n"} {"page": 68, "printed_page": null, "text": "56\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nTHE h's versus THE r's\n\nThe celebrated three R's reciprocate the commercial spirit that gave\nthem birth. One trouble with our educational work today is that the\nthree R's appeal more strongly to the average citizen than do the three\nH's, and a money-value, rather than a soul-value, of education is still\ndominant in the esteem of the masses. Many of the teaching profession\nhave taken up their work for the little ready money there is in it, rather\nthan from the love of learning and a love of life, with their ceaseless unfolding of wondrous possibilities. True education is not merely to give us\nmaterial progress and supremacy. Everyone who does not know how to\nwrite his own love letters and business letters today, and read his own\nballot, is in serious subjection to his fellow, but there are not enough of\nthem living in America, illiterate as it is, to give remunerative employment on this technical ground of the three H's. The opening of mendingparlors gives better returns than the establishment of such a bureau of\ninformation. The three R's are for figures and dates that make full\nmoney- drawers, large bank accounts, and too often scant heads and\nhearts. The three H's assume the stock values of the R's, and make for\na perfected life and a just nation. The three R's study history and\nscience in the light of Roger Ascham's precept \" A small area well cultivated,\" almost solely for the earth of the area, and their highest outcome\ncould be only a paid critic of new books or a salaried professor of belleslettres. The three H's take up history and science to discover what is\ntrue and false, to exalt the noble and dethrone the ignoble, to admire\nthe beautiful and ignore the ugly. Their truest aim is to make an intelligent being still more intelligent. And their highest outcome is the\nperfection and supremacy of our humanity and the making of Bishop\nWilson's \"right reason and the will of God prevail in the world.\"\nThe hand is a twin with the brain. The dispositions, temperaments,\nhabits, thought, and lives are written upon the human hand. There is a\nphrenology in the palms of the hands as well as in the contour of the skull.\nHe that neglects the brains of his hands is as faulty as he that slights the\nbrains of his skull. He who thinks he can't make anything or do some\nthings that are reasonable is plunged into the inabilities of fear and inexperience that besmall the soul. One of the severest blights that can come\ninto the mind of the child or man is the fear of certain inabilities. Fear\nis a Hercules with \"don'ts\" and a weakling in \"lean's.\" A person with\nthe brains of his hand uncultivated is incapacitated in a large measure\nfor usefulness and enjoyment. Whatever our youth expect to do in\nfuture life, the educational worth of the culture of the hands is comparable\nwith that of any other form of education. The intellectual imagination\nof the pupil is appealed to over and over in the books and elementary\nscience, but thru the hand the constructive imagination, which is the\nmost vital to the originality and individuality of the child, is still too\nlargely ignored in education.\n\n"} {"page": 69, "printed_page": null, "text": "Sessions]\n\nSWEETNESS\n\nPRESIDENTIAL\n\nAND\n\nLIGHT\n\nIN\n\nADDRESS\n\nTHE\n\nINDUSTRIAL\n\n57\n\nPROFESSIONS\n\nThe education of the hand still has to struggle against the prejudice\nand vice of the head in past ages. Too many share the sentiment\nMatthew Arnold expressed in the preface to his Culture. He spoke of a\nreally noble monument of munificence, in regard to one of our American\nuniversities, and concluded by stating as to its foundation, \"yet seems\nto rest on a misconception of what culture really is, and to be calculated\nto produce miners, engineers, or architects, not sweetness and light.\"\nBut by what philosophy, other than the rote of custom, are sweetness and\nlight in education confined to the purely Hellenistic culture ? Why cannot reason and the will of God prevail in the hand arts as well as in the\nclassic arts? In fact, the new education of the hand is making reputable\navenues to the completest development of life. The bias of the learned\nprofessors has shut out a vast amount of sweetness from the old education. The laboring professions have not yet caught up with the literary\nprofessions in the scope and efficiency of their culture. Their practical\nutilities, however, have induced new methods and infused fresh life into\nthe so-called learned professions. They have disclosed the warp in the\nprofessions of literary culture of the past. The miner, the engineer, the\nagriculturalist, or the tradesman can be an embodiment of sweetness and\nlight, and this is the ultimate goal of the widest education of the masses.\nWe have educated some of them just enough to be restless and discontented. The need of the hour is a higher spirit of learning, not begotten\nby any hole-and-corner organization, but an outgrowth of the best there\nis in the human mind. A holy discontent is at the foundation of all real\nprogress. How much does the well-directed culture of the hand differ in\nits noble elevation from that of the brain ? It also has an inward activity,\nhaving for its characters \"increased sweetness, increased light, increased\nlife, and increased sympathy.\"\nTHE\n\nSUPREMACY\n\nOF\n\nTHE\n\nHEART\n\nSome belittle sentiment as a work of weakness. Wholesome sentiment is stronger than intellectuality. The heart sees farther than the\neye, feels more deeply than the hand, and understands more profoundly\nthan the brain. The heart is the seer in the kingdom of life. It knows\ndivine writ in sky, in field, in friend, and in God. The heart is the comrade of the hand, and the shekinah of the understanding. Half-hearted\nis half lost ; whole-hearted is the beginning of salvation. The badge of\nthe heart is,\n\" A chaplet from the tree of life.\"\n\nThe plea of a great English writer was for \"a shade more soul\" in the\naristocratic barbarians of his countrymen; and a shade more soul is the\nneed of our civilization and the crying want of our entire educational\nsystem today.\nWe are bound\ntoo much\nby the mechanics of our\n\n"} {"page": 70, "printed_page": null, "text": "58\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nprofession and have stiffened by the whale-bone of preconceived rule.\nWelcome method, hail system of pedagogy, commend convention, and\nhasten interchange of ideas, but, like the hallelujah chorus of the Messiah,\nrise all with reverend heads in honor of the heart in education.\nWith the graduates of our schools and colleges there arises the serious\ndifificulty of leavening the crowd. From one of our great universities we\nhave the striking array of 777 graduates this year. The marked increase\nof attendance in public schools, colleges, and universities must be wisely\nleavened with increased facilities, or it possesses elements threatening the\nscholarship and character of our youth. This gathering of the masses in\nour schools and colleges too frequently means over-crowded classes,\nover-worked teachers, and a low grade of school work. An English poet\nhas said —\n\"Join twenty tapers of unequal height,\nAnd light them joined, and you will see the less\nHow 'twill burn down the taller, and they all\nShall prey upon the tallest.\"\n\nThe teacher is constantly amid these influences that prey upon the tallest. It is a great privilege and honor to be thus preyed upon, but the\ntallest taper cannot exist for any considerable time without the selfestrangement of solitude. We have made of the presidents of our colleges and universities business managers. The tendency is to pervert the\ncity superintendent and town principal along the same line. \" The nurse\nof full-grown souls is solitude.\" And too many of our teachers and\nschool leaders are deprived of this divine nursery. All successful persons, especially in the field of art and letters, have experienced much of\nsolitude.\nCrabbe said —\nMen feel their weaknesses and to numbers run,\nThemselves to strengthen or themselves to shun.\n\nThere is a strength in the crowd, but it is not the strength that will exist,\nenjoy, and aspire without the crowd. It is not the strength that will\ninspire, uplift, and regenerate the crowd. Solitude is the insulation of\nthe Almighty in which a man is filled with electric energies of a higher\nlife, and a great need of the American teacher today is leisure for this\ninsulation. The birds that throng all about us with their sweetest\nsongs are in the highest trees, and their coziest nests the most secluded\nretreats. Solitude is a patch of the infinite letting in the light of a limitless life. It is silence \"open-doored to God,\" and therefore open-skied\nto the heart of man.\nHOUSEHOLD\n\nECONOMICS\n\nIt has been said that young women\n\ntaking higher education in\nAmerica\n\"should\nhave\nmore\nGreek and less gravy.\"^ A number of us\nwho have toiled thru the magnificen\nces and the beneficences of Greek\nhave no fault to find with its culture, but in comparison with the two, it\n\n"} {"page": 71, "printed_page": null, "text": "Sessions]\n\nPRESIDENTIAL\n\nADD!\n\nseems to me the grave need in the domestic education of our youth is\nmore gravy, old fashioned gravy like mother's, abounding in the ingredients of life. This does not mean more grease, more stuffy kitchens, more\nhaphazard cooking and ill-tempered stomachs; but it means more science\nwith practice in the gravy; the be-scenting of the kitchen with the aroma\nof foods, and the enriching of the stomach of the people with the wholesome red blood that shall nerve the brain, sustain the muscle, and fortify\nthe soul in magnanimous livelihood. Victor Hugo conceives man possessed of three centers : the brain, the heart, the stomach, and says,\n\"Civilization is but a mass, science is matter, religion is blessed with\nhams, feudality with digests, royalty is obese.\" He gives the characteristics of the stomach as appetite, satiety, and putrefaction. He makes it\nbreak the equilibrium between the soul and the body, and makes Rabelais\nthe discoverer of the stomach's place in history. This conception of\nHugo is still too prevalent. Education has overlooked this third center\n— the stomach in civilization. Learning and science are beginning to\nhear the divine call of the stomach, to displace its satiety with purity of\nflesh and its putrefaction with nobility of soul. Household economics is\nfundamental in the humanities. It is not a few practical lessons in cooking at the summer Chautauqua, but the crowning of a four-year course of\nhigher education beyond graduation from the high school. Household\neconomics makes for the redemption of this third center in civilization.\nA stomach's god shall no longer be Silenus, as Hugo claims, but the goddess Hygeia; its emperor no longer Vitellius, but the empress Victoria ;\nits animal not the pig, but an exalted man. The stomach shall hot be\nthe weight of history, but the generous stay of its stupendous forces,\nuniting soul and body in safest and wholesomest ministry of life. We\ndetermine scientifically the balanced ration that will fit a steer for the\nmarket, a horse for strength or speed, a sheep for long or short wool ; the\nwhole realm of animal industry is far better provided with scientific\ninformation than the nursery of our youth. Now it is high time to feed\na human being more fittingly to make a man. The skillet is mightier\nthan the sword.\nRE-EMPHASIS\n\nOF\n\nOLD-TIME\n\nVIRTUES\n\nUnder these H's some old-time virtues need re-emphasizing. The\nrapid development of our physical resources, and the consequent ease of\nmulti-millionaires, has begotten a spirit of wrong stature of life. Many\nof our people have roamed the continent for a better place and greater\nease ; many have rushed into the cities in hopes of having less work to\ndo ; parents declare in the presence of their children that these children\nshall not have to work as hard as they ; these children dream of elysian\nfields, in the language of the old hymn \" dressed in living green,\" without the intervention of calloused hands and hardened nerves to produce\nthem.\n\nWe used to hear, \" labor conquers all things.\"\n\nNow, luck, chance.\n\n"} {"page": 72, "printed_page": null, "text": "6o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nand a piece of good fortune secure all things, and the world goes dreaming after it, forgetting that luck is a fool and pluck is a hero. Instead of\nthe certainty and never-failing increase of honest labor, too many have\nchanged the old hymn,\n\" Sure I must fight if I would win,\nIncrease my courage, Lord ! \"\n\nto \"sure I must speculate if I would win,\" and it doesn't make much\ndifference whether the Lord is in it or not. Even the laboring people\nhave taken up the idea of there being a laboring class, and we are all\nmaking false divisions of our American society by wrong standards of\nclassification. In fitting American girls and boys for truest citizenship,\nthe old doctrine of the nobility of labor must be reiterated to the child of\nthe banker as well as to the child of the hod-carrier. The meanest aristocracy in the world is that assumed thru the pocket or the empty brain.\nWe must ground the youth of our schools in that newest of the old-time\ndoctrine, that labor is the basis of the worth of the soul, as well as the\nfoundation of the value of the dollar.\n\" So for all men the law of work is plain ;\nIt gives them food, strength, knowledge, victory, peace ;\nIt makes joy possible and lessens pain ;\nFrom passion's lawless power it wins release,\nConfirms the heart, and widens reason's reign,\nMakes men like God, whose work can never cease.\"\nATHLETICS\n\nThe emphasis of physical culture in the education of these recent years\nmakes the question of athletics ever new. The physical education of the\nyouth should be brought still more nearly to the teacher and the school\nauthorities. There is a great waste in the athletics of the hour. Such a\nwaste cannot be fully estimated. There is a severe waste in the number\nof youngsters that drop out of school because they have gone to seed in\nplay. There is a question about the desirability of an athletic board of a\ncollege spending thousands of money, aggregating in some cases $60,000\nannually, in maintaining the athletics of the season. It is debatable on\nwhich side of the balance sheet will fall the benefits and influences of\nfrequent trips of school and college teams to different sections of the\nstate and of the country fulfilling the reciprocity of games. The matter\nof football still raises serious problems. Useful means of culture must not\ndestroy that which it is designed to build up. The injuring of life and\nlimb in the training of the physical man has ever been incident of severe\nexercises, and the injuries and fatalities attending the developm_ent of\nfootball in our American schools are still causes of rightful alarm. In\naddition to these we have the \"football heart\" and the \"boat heart\"\nadded to the medical terminology of the age. These results emphasize\nthe necessity of the gymnasium, under intelligent management, as the\n\n"} {"page": 73, "printed_page": null, "text": "Sessions]\n\nPRESIDENTIAL\n\nADDRESS\n\nbasis of the severe tests in the athletics of the day. There is a tendency\nto have too many inter-school and inter-collegiate contests ; and a\ndiminution of the number would help greatly. Fair home contests among\nthe individuals and classes of the same institution bring, upon the whole,\nthe most desirable results. Conducted in a spirit of more wholesome\nrivalry, they are freer from abuses, and hence more accordant with the\ntrue purposes of education. They eliminate professionalism and avoid\nthe serious loss of time and extra training and extra trips from college to\ncollege, and the undue anxiety preceding and following inter-collegiate\ncontests. They secure and maintain quite largely the good results incident to public contests.\nBut I am not yet ready to advocate the abolishment of inter-collegiate\ncontests. I believe our American youth ought to be so trained in these\ninitial schools of their lives that they can enter into the most intense and\npartisan struggles with their fellows of other schools and colleges with an\nunswerving regard for honor, integrity, and fair play. They ought to be\nso imbued with the spirit of manly conduct that they would count defeat\nmore honorable, in the face of superior strength and skill, than success by\nfoul play and unmanly endeavor. A serious curse of our politics, our\nbusiness competition, our social emulations, our professional strifes, is the\ntoo frequent prevalence of cut-throat methods that have little regard for\nthe welfare, the honor, or the life of an opponent. The ethics of true\nathletics must make for a higher life among our citizens. I believe that\nit is in the games which not only the children, but the entire youth of the\nschools play, that they learn most thoroly the principles of justice,\nand to yield to public opinion. \"Fair play is the earliest conception of\njustice which enters into the mind of a child,\" and we must keep sweet\nthese fountains of public life for the health of the nation. The spirit of\nthe old-time contests along the highways, at times of military muster and\nfestive gatherings, and the playgrounds of our public schools, in which\neverything in a man's possession, his jack-knife, his gun, his horse, his\nmuscle, and wit were put up in friendly struggle with those of his fellows\nand must come up smiling, even out of defeat, bears wholesome hints for\nour modern athletics. Football is a soldier's game. If we cannot have\nit attended with less maimed bodies, broken necks, and shattered nervous\nsystems, it will have a Clevelandic dose of innocuous desuetude.\nMENTAL\n\nAND\n\nMORAL\n\nGYMNASTICS\n\nThere is a field of athletics whose serious side is still illy understood\nby parents and teachers — that of mental and moral gymnastics. I still\nremember the wonderment excited by a venerable professor in college\nwhen he said to our class, \"Young gentlemen, you have a risky road to\ntravel in coming to be conscious somebodies in the world.\" In after\nmonths the sympathy of his tones became a heaven-born solace, as his\n\n"} {"page": 74, "printed_page": null, "text": "62\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nmeaning dawned thru personal experiences. Unless such periods bring\non nervous prostration or suicide, the people, and too often teachers, are\nlargely ignorant of the risks and dangers of mental and moral gymnastics. A broken limb is serious, but a broken spirit is thrice sad. A\nmaimed body is lamentable, but a maimed soul is doubly so. Deformed\nsouls beget deformed thoughts, defective customs and statutes, warped\ndominance, diseased life and civilization.\n\" A people is but the attempt of many\nTo rise to the completer life of one ;\nAnd those who live as models for the mass\nAre singly of more value than them all.\"\n\nBut a serious problem is that, as in physical parentage so in mental\nparentage, our citizenship and civilization bear the marks of the models,\n** gross and fair,\" living singly and perpetually among the masses.\nUntimely deaths upon the playground in life's young spring tax sympathy\nto its utmost, but when a soul goes out forever by the ungoverned forces\nof its own awakening, we break down in wonderment and despair in view\nof the sad spectacle. Next to the destinies of eternity stand the destinies\nof time's limit and life in the pupil. The average youth does not face\nthe problem of his life's pursuit without the most serious revolutions and\nevolutions of being ; and the finer his metal the keener his struggle. He\nis thus a chaos, a world-former, a miniature philosopher, demi-devil, and\nsemi-god, and the issues largely are fought out that make for diabolism\nor for divinity.\nThe more thoughtful are taking into consideration the seriousness of\nthis life-and-death struggle in the education of the youth. The sanctity\nand the skill embraced in the delicate conception of Socrates that a true\neducator is a sort of midwife in aiding the birth of ideas, has not fully\nentered our method and practice. Too long the spirit prevailed in our\neducational methods that actuated rude boys in teaching each other to\nswim. The subject was caught by head and limb and heaved into water\nover his head, to sink or swim, survive or perish, if he expected to exhibit\nhis personal declaration of educational independence. The hazing and\nrude initiations of beginners and freshmen, that were long-lived in our\ncountry and yet too frequent, were at times the hidden spirit of the master out-cropping wild in his pupils. It was a sort of \" let him prove himself\na man before showing signs of helping him to become a man.\" Even the\npast year a professor in one of our prominent colleges is quoted as favoring hazing because it helps to make a man of a student. Such an\ninstructor has not gotten out of the swaddling clothes of his first summer\ndresses in college. If public education cannot make a youth respectful\nfor law and authority rightfully expressed, it is a signal failure. Of all\nplaces in the world, the student at college must be law-abiding. Barbarous college customs of long-boasted and reputable standing must not\nblind the goddess of justice.\nA law-breaker in college must not be\n\n"} {"page": 75, "printed_page": null, "text": "Sessions]\n\nPRESIDENTIAL\n\nADDRESS\n\n63\n\nallowed to hide behind the nobility of his pursuit or the prestige of class\ncustom, but must answer for his wrongs as any other outlaw. Yet this\nshould be approached with an all-things-are-yours spirit, upon the part of\nthose in authority, that will keep in successful control the world-wide\nclaims of the bounteously generous periods of youthful presumption and\nassumption.\nThe fact that inter-class feeling in our institutions of learning is\nmollified, that the banquet, friendly reception, and good will have taken\nthe place of the pump-spout, the midfield, snipe-like excursions, and midnight orgies is a most wholesome sign of a larger and better heart in our\neducation. The rivalries of our schools and colleges must be saturated\nwith a magnanimity that will appreciate all this soul-worth. The sensitive nature, the right to one's own individuality, feelings, the ideals, the\nlife of each pupil or student, must be sacred and honored by every other.\nThe spirit of the Arab and the barbarian must be abolished from every\nclass, and from rivalries of every character. One does not much blame\nShelley, the poet, for his morbid feelings against conventionality, creed,\nand man himself, after reading the injustice and tyrannies exerted over\nhis delicate nature on the playground by his schoolmates. Yet in school\nand college today the barbarities of the ape and the tiger of the past\ncome to issue on the part of a number of young stalwarts first awakened\nto the conscious power of their physical endowments in measurement\nwith those of their fellows. The school atmosphere is not to be one of\nsickly sentiment, undue fostering, and blind sympathy, but a place of\nfriendly helpfulness, truest fellowship, soul deliverance, and of indirection\nfinding direction out.\nHIGHER\n\nEDUCATION\n\nIN AMERICA\n\nLower forms of education cannot be eminently successful without clear\noutlets above. You cannot place a planet alongside of the world without\nthinking and knowing of the entire system in which it is to serve its part.\nThe most crying need of the times is for the higher education of our\nteachers and people. Many reputable writers claim that a republican form\nof government cannot produce great thinkers and the highest form of\neducation. This I do not believe. Yet, as a nation, we can scarcely claim\nthe credit of one great university in the ranks of world-wide light. A\nvery creditable authority too truthfully says that, for what there is best in\nthought, America, in soberness, is still ''a province of England.\" This\nhumiliates our pride, but should stimulate our holiest ambition. Our\neducational system has succeeded well in reaching the people as a common family of man. Our aim to educate all people alike has rightfully\nattracted the attention of the world.\n\" A noble aim\nFaithfully kept is a noble deed.\"\n\nOur educational system is in touch with the masses yet. \"The popular breath, even when winnowed by the winds of centuries, is hardly\n\n"} {"page": 76, "printed_page": null, "text": "64.\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\npure.\" Our poets and painters have scored their successes from the groundwork of our boundless landscapes, ocean-wide fields, and seas of nature.\n'* Earth's crammed with Heaven,\nEvery common bush afire with God,\nBut only he who sees takes off his shoes.\"\n\nAnd the trouble is many of our people still stand in their shoes amid\nthese wondrous revelations. Grecian culture, the best in the world, has\nthe scent of the outdoors upon it. We have the conditions of a Hellenistic culture, but not yet the attainments. A philosopher has said,\n\" There are ten thousand chances to one that genius, talent, and virtue shall\nissue from a farmhouse rather than from a palace.\" We have the genius\nof the farmhouse prolific, but not the leisure and the ideals to make it\nlive to the strictest and noblest uses. Descartes, an apostle of literary\nhumility, says, ** Those who wish to know how to speak of everything and\nto acquire reputation for learning will succeed most easily if they content\nthemselves with a semblance of truth which may readily be found.\" Too\nsadly, many of our educational folk \"know how to speak of everything,\"\nbut few of them know how to speak everything of anything. We have\nacademic universities, business universities, normal universities, college\nuniversities, but scarcely a university. This should not detract from the\nmerit of many higher institutions of learning in our land that are doing\nthe best they can with~ the material at hand. Higher education is allsidedness. A trenchant writer has said, \" The American people seem\nstill to be somewhat in the position of our new millionaires. Their\nfortune is above them; it overshadows and oppresses them; they live in\nfine houses and have common things, they have costly libraries and cheap\nculture, and their rich clothing poorly hides their coarse breeding.\" We\ncan allow such words only from a fellow countryman and a patriotic\nAmerican. They are the truth for the ears of our inner household circles.\nSome of our millionaires as patrons of learning are doing nobly in establishing great libraries, universities of learning, conservatories of music,\nand museums of art. Emerson says, \" It is a rule that holds in economy\nas. well as in hydraulics that you must have a source higher than your\ntap; the mills, the shops, the theaters, and the caucuses, the college, and\nthe church have all found out this secret.\" But these higher sources on\ntap must be kept scrupulously wholesome. You may remember several\nyears ago how a frightful epidemic raged in one of the cities of the\nAlleghanies because in the water supply of the mountain heights fever\ngerms had gained harborage. Mountain heights alone are not sufficient\nin advanced education.\nOut of the short ranges of today grow the dangers of the school-desk.\nEducational leaders must live back into the ages and then secure new\nbirths and give \" foreign shape,\" as bespoken by Schiller for artists\nincarnated of the centuries and home-made to these youth and this\npresent-day civilization.\nHigher education is myriad-horizoned.\nLike\n\n"} {"page": 77, "printed_page": null, "text": "^^^K\n\nSessions!\nSessior\n\n^P\n\nShak\n\nPRESIDENTIAL\n\nREPORT\n\n65\n\nShakespeare's plays its thousand-mindedness makes the college and the\nuniversity graduate, who is a college and a university graduate, composed\namid many conflicting _planes and visions, theories and doctrines, problems and solutions, conflictions and triumphs, middays and midnights,\na nursling from \"the milk of a better time.\" Metternich said: \"Revolutions begin in the best heads and run steadily down to the populace.\"\nThe higher education of the country leavens our civilization with the\nlearning of the best heads, enlightening like a meridian sun hovel and\nmansion alike. In learning there is a solid gold cham of enlinked\nhighers — higher mathematics, higher English, higher history, higher\nliterature, higher physiology, higher astronomy, higher science, higher\nart, higher philosophy, and now we must add higher business education,\nhigher household economics, higher agriculture, higher mechanic arts,\nhigher government, all culminating in the higher life. The most\nencouraging thing about the system of our higher education is the\n\" Effort and expectation and desire,\nAnd something ever more about to be,\"\n\nSO markedly prevalent in the hearts of our scholars and youth. And,\ntho of Wordsworth's glorious creatures in higher education only one is\nto be found in ten thousand, yet our institutions, our free government,\nand liberal education of the people predict an affirmative answer to the\nquestion of higher education in America.\n\" What one is,\nWhy may not millions^be?\"\nTHE\n\nMOST\n\nRECENT\n\nIMPETUS\n\nOF HIGHER\n\nEDUCATION\n\nThe past year chronicles two centuryfull marvels in effort for higher\neducation: the Carnegie Institution at Washington and the Rhodes'\nbestowal of American scholarships for Oxford. The Carnegie plan of\nresearch is as universal as the aspiration of man for knowledge. Its\nscope is more extensive than that of a university. The Carnegie benefaction bestirs and fosters the originalities of a student, an inventor, or\nan institution aiming at the supreme merit of man and the universal\nwelfare of mankind. The Rhodes benefaction tends to brotherhood and\ncosmopolitanism in education. , Its outcome should be to foster learning\nfor learning's sake and the man's sake, apart from provincialism and\nsectionalism. These bestowments for higher education in the world\nhasten the embodiment of universal life, subordinating station, geography,\nand nation.\nIn the scholarship of the new ages they should prefigure\n\" The season by gifted ones foretold,\nWhen man shall live by reason and not alone by gold,\nWhen man to man united — \"\n\nnot as an American, nor as an Englishman, nor as a Frenchman, nor as\na German, but as a cosmopolitan whose supreme citizenship is of the\nuniverse.\n\n"} {"page": 78, "printed_page": null, "text": "66\n\nNATIONAL\n\nSOME\nDR.\n\nNICHOLAS\n\nMURRAY\n\nEDUCATIONAL\n\nPRESSING\nBUTLER,\nNEW\n\n[General\n\nPROBLEMS\n\nPRESIDENT\nYORK\nCITY\n\n[STENOGRAPHICALLY\n\nASSOCIATION\n\nOF\n\nCOLUMBIA\n\nUNIVERSITY,\n\nREPORTED]\n\nMr. President, My Fellow- Teachers, Ladies and Gentlemen :\nNo one who meets year by year with the membership of this vast\nnational Association, and no one who rises to face an audience like this,\ncan permit himself to doubt for an ipstant the vitality and public importance of our present-day educational problems. As a great people, we\nseem to the world to be more concerned with matters of government, of\nfinance, of commerce, and of trade j but every true American citizen\nknows that deep down in the heart and conscience of the people lies\nserious concern for questions of public education. We have convinced\nourselNjes, and it may prove to be our lot to convince the world, that\neducation lies at the basis of democratic institutions, of material prosperity, and of the public weal.\nWe, who are born, as it were with the golden spoon of a rich and\nripened civilization in our mouths, hardly realize how new this point of\nview is, or how recently it has obtained recognition among the peoples of\nthe earth. It is, as the studious teacher knows, the offspring of the\nthought of the century which has but just closed. So rapidly has that\nthought progressed, so manifold have been its conquests, that we accept\nas axioms propositions of which our grandfathers had hardly ever heard.\nThey might have read of them in the writings of the philosopher or the\npublicist, but it was beyond the dream of their wildest imagination that\nthese great truths and principles should within any reasonable time conquer the intelligence and the conscience of a great nation of freemen.\nI hold that we have not come together here merely to discuss and\nconsider questions of technical and professional concern. Some -of the\nquestions which we consider, and some of the papers and addresses to\nwhich we listen, relate themselves more directly, it is true, to general\npublic interest than do others, but there is no question, whatever the topic,\npresented to the members of this Association assembled in their great\nannual meeting, which is not in a sense a question that touches the public\nwelfare, because it bears upon the life-history of some one individual\nchild.\nIt goes without saying that if we were dealing with a series of problems which had been solved, if we were dealing with a series of events\nwhich had been halted, and with a scientific life which had been lived,\nour task here and elsewhere would be little more than one of anatomical\ndissection. We might pick apart the limbs of the dead body to allay\nand satisfy our curiosity, but the public at large would care little for what\nwe said and did. It is just because the reverse is true, and because we\n\n"} {"page": 79, "printed_page": null, "text": "Sessions]\n\nSOME\n\nPRESSING\n\nPROBLEMS\n\n67\n\nare dealing with living truths, developing before us and thrusting living\nproblems upon us while we speak — it is because of this that these discussions of ours are of such vital and far-reaching public importance.\nIt is because I believe so absolutely in the practical importance of\nthese problems, and because I am so entirely convinced of the general\npublic interest in their right solution, that I shall undertake this evening\nin a few brief moments to discuss with you two matters which seem to\nme at this time to deserve most careful attention from us and from our\nfellow-citizens. I do not undertake to say that I have chosen for discussion the two most important and the two most significant problems,\nbecause as to that we might honestly differ; but I do hold that the two\nmatters which I propose briefly to discuss are problems pressing for solution at your hands and mine, and important in the highest degree.\nI wish to speak, first, of the problem presented by what I conceive to\nbe the waste in our present educational system. My observation and\nreflection have convinced me that as matters now are we take too long to\ndo too little. I wish to expand that thesis for a few moments in order to\nmake clear just what I mean.\nYou do not need to be reminded that among the nations of the world\nwe have the reputation of being a wasteful people. Nature has dealt\nkindly with us, fortune and Providence have smiled upon us, and our\ncolossal growth and great material expansion have produced an economic\nwaste which, if translated into concrete figures, would reach amazing proportions. Ihold that this same element of waste has crept into our\neducational system, and that it has tended to increase during the last generation, and that it has now reached the point where it is our duty to\nconsider seriously whether we may not check and overcome it.\nI judge that there is waste in our educational system because of two\nseries of facts that are open to the observation of anyone. The first is\nthe fact that the boy who goes thru our educational system from top to\nbottom has grown to mature manhood and has used up much more than\none-third of his probable life before he is ready to enter upon a practical\ncareer. Add to the years of the kindergarten the eight and sometimes\nnine years of the elementary school, the four years of the secondary\nschool, the four years of the college, and the three and now four years in\nthe professional schools of law, medicine, engineering, and the rest,\ntogether with the necessary years of almost unpaid apprenticeship, and\nthe boy is quite unprepared to face the world as an independent, selfsupporting man until he is nearly thirty years of age. Those of us who\nhave to deal with the higher education are vitally impressed with that\naspect of the problem, but there is another. I take into consideration\nalso the fact that the average total education of an American citizen is\nfive years of two hundred days each, or only one thousand days.\nThere\n\n"} {"page": 80, "printed_page": null, "text": "68\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nis Still another germane fact, namely, that the average annual attendance of the pupils actually enrolled in the schools is but ninetynine days, and I ask whether we dare waste even one of those precious\ndays in the life of the pupil, the sum total of whose formal education\nwill be completed when that brief period of one thousand days comes\nto an end.\nThis waste in our elementary, secondary, and higher education is a\nmatter which, perhaps, I need not discuss in detail, because I think it is\nvery generally admitted. I am concerned with trying to point out, if you\nplease, what seems to me to be one chief cause of this waste, and then\nto point out what seems to me to be at least a partial remedy.\nWe cannot afford to come to an agreement that there is a proved\ncause for this waste in our .education without making conscientious and\nintelligent effort to remove it. If one student is unsuccessful in assigning the cause and prescribing a remedy, then let other students take the\nproblem up and face it in a scientific spirit, until by our united efforts\nwe have succeeded in solving it.\nIt seems to me patent that waste occurs chiefly at two points in\nour educational work. I am distinctly of the opinion that the four\nlower elementary grades, the primary grades as they are called, and the\nfour years of secondary work in the United States are, on the whole,\nthoroly well and economically occupied. I am convinced that the\nwaste is serious in the four upper elementary, the so-called grammar,\ngrades, and in the college ; and I believe, and believe firmly, that we\nmust shorten the time given to the upper elementary grades and shorten\nthe time given to the college, because we are now taking longer than we\nneed to do the modicum of work allotted by common consent to the\nstudents in these two stages of our education.\nWhy should there be waste in the upper elementary grades and not\nin the lower ? And before answering this question I want to pause long\nenough to say that every year trained European observers from France,\nItaly, Russia, Germany, England, and other countries come over to study\nour educational system, and every trained European observer who has\nvisited our shores during the past five years has asked why it is that our\nupper elementary grades are so much below our lower elementary grades\nin educational efficiency. In other words, I am not resting upon my own\njudgment or on the results of my own personal observations and the\nobservations of those with whom I have conferred. I am resting also\nupon the judgment of trained observers from other lands who have\nlooked upon our work dispassionately from without.\nMy answer to the question is that this undoubted waste is due to two\neasily ascertained causes. First, lack of sufficient scholarship on the part\nof the teacher ; and, second, the growing tendency to exaggerate the\nimportance of method in teaching.\n\n"} {"page": 81, "printed_page": null, "text": "Sessions]\n\nSOME\n\nPRESSING\n\nPROBLEMS\n\n69\n\nLack of scholarship is always wasteful in teaching, for the reason that\nit takes a long time to teach what you do not know.\nAfter a child has been in school for four or five years he is brought\nby the course of study to the point where the subjects begin to divide.\nThey begin to take on separateness. The pupil comes in contact with\nthe higher reaches of knowledge, and no person short of a genius can\ncommand the scholarship to teach wisely and economically the whole\nseries of subjects which are represented in the upper elementary, or\ngrammar, grades. To prepare teachers adequately for the work now\nrequired of them in those grades is an absolute impossibility.\nWe need, first of all, so to rearrange our work in those grades, and so\nto readjust the teaching of the subjects there, that we can command\nbetter scholarship. We cannot do this until we divide the subjects\namong several teachers.\nSecond, I hold that the tendency of the last twenty-five years to exaggerate the importance of method in teaching has resulted in holding back\nstudents who are eager and ready to go forward with the subject-matter.\nLet me illustrate what I mean. 'I'wo generations ago it became\npatent to the people of this country that mere scholarship was not a\nsufficient preparation for teaching, and schools came into existence whose\nobject was to prepare teachers by a study of method. That was a desirable, indeed a necessary, reform if the schools were to increase in efficiency beyond the point they had then reached. But I am clear that\nthat movement has now gone too far, and that teachers of method have\nnow become enamored of method for method's sake. They have forgotten that method is a means and not an end, and their fine-spun\nanalysis and long-continued preparation of a very simple lesson is like\nplacing a great, huge vestibule before a very small and insignificant house.\nIt makes education wasteful in the highest degree.\nNot so many weeks ago I was visiting a grammar-school class in\narithmetic, and I saw forty pupils, bright and intelligent, devote a period\nof forty minutes to one example, most of the time being devoted to\nputting it on the board in a precise and specific fashion. A great deal of\nthat sort of exaggeration is going on in schools on every side. We must\ngo back to first principles and remember that the fundamental matters\nin the training of the teacher are two : scholarship and a firm grasp of\neducational principles. Add to these the true teaching instinct and\nspirit, and this scholarship will develop a sound method from the fundamental educational principles as a matter of course.\nTo attempt to substitute schoolroom method as a special subject of\nstudy for a knowledge of the fundamental principles on which method\nrests, and out of which it proceeds, is absurd ; to attempt to substitute\nit for scholarship, which is the basis of the whole relation between teacher\nand student, is yet more absurd.\n\n"} {"page": 82, "printed_page": null, "text": "70\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nIt seem clear to me that in the upper grades of elementary schoolwork we must come back to a new conception of the relation of the teacher\nto that work, and that we must give opportunity for, and insist upon, greater\nscholarship and cease laying emphasis upon method for method's sake.\nMany of you have read the elaborate instructions given by Quintilian\nfor the building up of an oration. I have no doubt the directions of\nQuintilian were practical and useful, as oratory was practiced in ancient\nRome, but I think one might safely say, woe to the ordinary American\norator who should endeavor to detain his audience while he slowly built\nup his oration according to the strict letter of Quintilian's rules. Just so\nthere is too much machinery, too much artificiality, too much scaffolding\nin our schoolroom method, all of which tends to hide the main structure,\nthe chief purpose of the educational process.\nI have sometimes thought that those who are so fond of exaggerating\nmethod are very much in the position the Good Samaritan would have\nbeen in if, upon finding the poor traveler upon the roadside on the way\nfrom Jerusalem to Jericho, he had taken a good look at him and had then\ngone off and written a monograph on the relief of the suffering. What\nthe traveler wanted was relief, not to be made an item of scientific study.\nExactly the same thing is true of the growing child. He wants a place\nfound for his training, his instruction, his development, and not to be\nmade a mere experiment to serve the purposes of some study carried on\nfor quite a different end.\nMy contention is that we must give up all this exaggeration of method,\nand come back to the ideal teacher's training, namely, that system of\ntraining which puts a new emphasis on scholarship, new emphasis on\neducational principles, new emphasis on the teaching spirit, and which\nsubordinates method to all three of these.\nThis seems to be a matter which has a moral as well as an economic\naspect. I hold, my fellow-teachers, that we have no moral right to practice\nupon a child. And I hold that we have no right to spend time and money\nintrusted to us by the community for the purpose of education for anything\nwhatever but the most direct, the most useful, and the most efficient\nteaching.\nIf we can remove these sources of waste in the elementary school\nthe very first result will be to keep the children, certainly in cities, longer\nin school. I have made sufficient inquiry from principals and parents to\nbecome convinced that a very considerable proportion of those boys and\ngirls who leave school before the completion of the course leave it because\nthey feel they are not getting value for their time. I know that there are\nother reasons, which are repeatedly advanced, and there is force in every\none of them; but I say that some proportion, I am not prepared to say what,\nof the great army of children who never reach the high school at all are\ndeprived of that advantage because they or their parents feel dissatisfied\n\n"} {"page": 83, "printed_page": null, "text": "Sessions]\n\nSOME\n\nPRESSING\n\nPROBLEMS\n\n71\n\nwith the result of the time and effort given to the elementary-school course.\nI am convinced that we ought to be able to accomplish in six years,\nat most in seven, what we are now doing, as a rule, in eight. I commend\nto those of you who are interested in following up the details of this matter\nthe report of the superintendent of schools of the city of Cambridge,\nMass., where it is shown, after carrying the statistics over a period of seven\nyears, that those students who complete the elementary-school course in\nthe shortest time complete the high- school course with the greatest credit;\nthose who complete the elementary-school course in the intermediate time\ncomplete the high-school course with somewhat less credit; and those\nwho complete the elementary-school course in the normal time complete\nthe high school with the lowest degree of credit. This is an actual\nexperiment, worked out in a community of about one hundred thousand\nsouls, and it throws light on just the point which I am making.\nI am not going to detain you with a discussion of this problem, so\nfar as it concerns the college, farther than to say that we are faced there\nby practically the same conditions. The trouble in the colleges is not,\nas has sometimes been thought, too much scholarship; it is lack of appropriate scholarship and lack of teaching spirit that waste the time there. I\nam sure that time can be saved in the college course, and that time must\nand will be saved in the very near future. When this happens, and when\nthe work of the upper elementary grades is properly adjusted, we shall\nhave accomplished two important things:\nFirst, we shall have enriched the life and opportunity of the hundreds\nof thousands of children who must get all of their education from the\nelementary-school course; and we shall have decreased, perhaps by lo per\ncent., the length of time allotted to the task of getting ready for the work\nof professional life or for the highly specialized callings which depend\nupon a college education as preliminary training.\nThis, then, is my view of waste in education as I see it, and these are\nthe rough and brief suggestions which I make for its removal.\nLet me now pass to another matter not at all related to that of which I\nhave spoken, one about which I know there is great difference of opinion.\nIt is partly for that reason that I propose to speak of it with entire\nfrankness.\nI want to call attention to a phenomenon which is so universal that\nwe do not notice it — paradoxical tho that sounds — but which, if it is permitted to continue, will one day produce most startling results in our life\nand civilization.\nI refer to the facts that owing to a series of causes, operating over a\nconsiderable period of years, knowledge of the English Bible is passing\nout of the life of the rising generation, and that with this knowledge of\nthe Bible there is fast disappearing any acquaintance with the religious\nelement which has shaped our civilization from the beginning.\n\n"} {"page": 84, "printed_page": null, "text": "72\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nfGeneral\n\nNot long ago my friend, President Thwing of Western Reserve University, printed in the Century Magazine the results of an ingenious\ninquiry on this subject, which he carried on among college students. His\npurpose was not to find out what they knew about theology or what they\nbelieved about religion. His purpose was to find out what they knew\nabout the greatest work of English literature. Those of you who have\nread that paper will remember the astounding results that his inquiry\nrevealed.\nIn what I am going to say about the English Bible I want to make\nmyself clearly understood. I want to make this fundamental distinction\nclear: I am not now talking about instruction in religion, important as\nmany conceive that to be. I am not talking now about instruction in\ntheology, important as some feel that to be. I am merely laying down\nthis thesis: the neglect of the English Bible incapacitates the rising generation to read and appreciate the masterpieces of English literature, from\nChaucer to Browning, and it strikes out of their consciousness one element, and for centuries the controlling element, in the production of your\ncivilization and mine. 1 hold this to be true, even if there were not one\nperson living in the United States who subscribed to a single article of\nany Christian creed. I am speaking now about literature and life, not\nabout religion or theology.\nI hold in my hand an edition of Milton's Paradise Lost, edited and\nannotated by a member of this Association. I want to read in this presence afew of the opening lines and tell you what happened when I read\nthem in another presence not so long ago :\nOf Man's first disobedience and the fruit\nOf that forbidden tree, whose mortal taste\nBrought death into the world and all our woe.\nWith loss of Eden, till one greater Man\nRestore us and regain the blissful seat,\nSing heav'nly Muse, that on the secret top\nOf Oreb, or of Sinai, didst inspire\nThat shepherd, who first taught the chosen seed.\nIn the beginning how the heav'ns and earth\nRose out of Chaos ; or if Sion hill\nDelight thee more, and Siloa's brook that flowed\nFast by the oracle of God ; thence\nInvoke thy aid to my advent'rous song,\nThat with no middle flight intends to soar\nAbove the Aonian mount, while it pursues\nThings unattempted yet in prose or rhyme.\n\nI read these lines to a company of college students, students who\ncame from cultivated homes, who had enjoyed the advantages of a liberal\ntraining, and in that company of students there was not one who could\nmake sense out of any line but the last, \" Things unattempted yet in\nprose\nrhyme ; \" I submit that the same is probably true of a majority\nof this oraudience.\n\n"} {"page": 85, "printed_page": null, "text": "Sessions]\n\nSOME\n\nPRESSING\n\nPROBLEMS\n73\n\nTeachers all over this land are trying to teach Chaucer and Spenser\nand Shakespeare, Tennyson and Browning. How are they to understand\nmen who refer to the Bible, that veritable treasure-house of literature, on\nevery page, if they cannot take children to the source from which the\nsupply is drawn ? How are they to discuss and interpret the style of\nRuskin, of Carlyle, of Emerson ? How are they to teach the history of\nthe heroes of our own independence, many of whom were religious in\nevery fiber of their being, and whose work will continue to bear the\nstamp put upon it at the beginning, utterly regardless of what has become\nof religious faith in the interval ? How is one to teach the truth as history reveals it, unless he teaches the whole truth ? And yet, see what has\nhappened : The quarreling of religious sects, of churches, each claimin'g\nthis book for its own and denying the truth of what other persons find in\nit, has brought about a state of affairs in which the English Bible, a fountain of English literature, has been practically stricken from the reading\nof a large proportion of the American people.\nSome years ago I was present in the city of Jerusalem at the extraordinary celebration of Easter day in the calendar of the Greek Church.\nThere were gathered in the Church of the Holy Sepulcher representatives\nof Christian communions from beyond the Ural mountains, from the far\nregions of Abyssinia, Copts from Africa, together with representatives of\nthe nations of western Europe. When at high noon the supreme moment\ncame, the visitors were treated to this shameful spectacle : Representatives, many of them clergy and high officials, of churches calling themselves Christian, were engaged in physical struggle for place that they\nmight see, and were held in place and kept from assaulting each other by\nthe sneering Mohammedan soldiery. Have you ever thought of the significance of a sight like that ? Mohammedan soldiers, despised Turks,\nwith cynical sneers on every face, held these devoted Christians from\ntearing each others' eyes out on the most sacred spot in Jerusalem. It is\njust this sort of thing that we are reproducing on a small scale in our bitter\nsectarian controversies over the interpretation of the Bible.\nI contend that we are not only on the point of impoverishing life and\nliterature by the neglect of the English Bible, but that we have already\nimpoverished life and literature. I am not dealing with a problem that\nlies in the future, I am speaking of a condition which is at hand. We are\nimpoverishing life and literature by striking out of our life and our reading one great monument of our literature, the source from which much\nof what is best in later centuries is drawn, the inspiration upon which the\nbest English style has been built.\nMy own feeling is that what has come to pass can only be described\nby one word, shameful ! I regard it as shameful that we have permitted,\nblindly no doubt, this tremendous sacrifice of literature and life and\nknowledge because we cannot agree upon questions of religious and\n\n"} {"page": 86, "printed_page": null, "text": "74\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ntheological interpretation. Why must we wait for agreement in matters of\nexegesis before we study matters of history and literature ? Why should\nwe not go back to a study of the source from which much of our noble\nEnglish speech has come ? More than that. How do you propose to teach\nAmerican history without teaching the pupil who sits in front of you the\ncontrolling motive that drove the pilgrims to the New England shore ?\nHow are you going to explain that migration unless you teach the cause\nfrom which it sprang ? How are you going to teach the history of Europe ?\nHow are you going to teach anything that has happened since the breakup\nof the Roman empire without teaching that the controlling element in\nmost of it was the sum total of the conceptions and feelings which we sum\nup under the name of Christianity ?\nOne does not need to be a Christian to live in a Christian civilization.\nHe lives in it whether he will or no. We are face to face with a series\nof facts which have been in process for nearly two thousand years, and\nthis applies as well to the non-Christian as to the Christian. The nonChristian needs to read this literature, because he wants to understand it.\nMy contention is that we have made it impossible for the pupil to\nunderstand history and literature as they really are, because we have\neliminated from his reading and study that which has been from a very\nearly period a controlling force in both.\nWe study the religious books of other peoples, and hardly know our own.\nWe do not study our own because we do not agree about the theological\ninterpretation of them. We study the religious books of other peoples\nbecause we do not feel a direct personal interest in the theological interpretation ofthem, and the result is that we are today training more pupils\nto understand the elements that make up the life of ancient Rome than we\nare training to understand the life of our twentieth-century civilization.\nI forbear to dwell longer upon this subject. It interests me exceedingly, but I have no reason to assume that it is as interesting to others.\nI want once more to make it perfectly clear that I am not talking\nabout religious teaching in school; that I am not talking about theological influence in education ; but that I am only protesting against sacrificing aknowledge of our civilization to theological differences. I beg\nthat I may be understood distinctly on this point.\nI know that the supreme court of the state of Wisconsin has held the\nBible to be a sectarian book. I know that the state statute-books are full\nof laws prohibiting the reading of the Bible in the school. My view is\nthat this is wrong. I am not in the least concerned in disputing that it\nhas been done, but I think the time has come for us to regard it as a\npressing problem to begin to get it undone.\nAs I said at the outset, I have selected these two subjects to speak of\nhere in your presence, not because you will all agree with me that they\n\n"} {"page": 87, "printed_page": null, "text": "Sessions]\n\nENGLISH\n\nEDUCATION\n\nAND\n\nITS DEBT\n\nTO AMERICA\n\n75\n\nare the most important or most pressing, but because I think they are\nvery important and very pressing, and because I know there is a sharp\ndifference of opinion about both of them. I am very much more interested in discussing things about which there is a sharp difference of\nopinion, and where there is a fair chance for open debate and controversy, than in talking over the old truisms upon which all agree. It is in\nthat spirit that I have ventured to discuss these two problems, (i) waste in\nour educational system, and (2) the situation presented by the lack of\nknowledge of the English Bible as a work of literature, the source of\nknowledge of a controlling element in our historic civilization.\n\nTHE\nMICHAEL\n\nENGLISH\nERNEST\n\nIDEAL\nOF EDUCATION\nDEBT\nTO AMERICA\n\nSADLER,\nLL.D,, DIRECTOR\nOF INQUIRIES\nEDUCATION\nOFFICE, LONDON, ENGLAND\n\nAND\nAND\n\nITS\nREPORTS,\n\nStanding before this great assembly, an English student of education\nwould wish his first words to be words of gratitude for the unstinted\nkindness which is shown to those who come from a distance to gain\nguidance and encouragement from American educators , and American\nschools. We in Europe owe much to your educational experience and\nstill more to your educational faith. Our desire to learn from you has\nnever been so strong as it is today. Your British guests at this convention, and those whom you have welcomed with equal cordiality before,\nhave come to learn, and, like good teachers, you have spared no pains to\nhelp us. Your kindness is all the more appreciated by us because we\nrealize that you show it to us as being, in a measure, representatives —\nspokesmen for a great multitude of British educators who cannot themselves come to America, but who, if they could come, would do so in the\nspirit of admiration for your achievement and of confident hope for the\nfuture of your schools. I wish that I could adequately express to you\nthe deep feeling of friendship and sympathy with which students and\nteachers and pupils in my own country regard American educational\nwork. Profoundly attached as we are to what is strong and good and true\nin our own methods of education, we have learned many lessons at your\nhands, and we are prepared to learn more. We cannot directly imitate\nyou — at least in some things — for every nation is in part controlled by\nits own past and cannot change its methods of education as if they were\nmerely mechanical devices of photogravure or electric traction. Any ideal\nof education which is alive (and that of England is very much alive) has\nits roots deep in history and possesses profound psychological significance. It is not a thing to be lightly tampered with or recklessly\ndestroyed. But if we cannot directly imitate you, we can and do heartily\nand affectionately admire those points in which, by reason of opportunity\n\n"} {"page": 88, "printed_page": null, "text": "76\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nand circumstance and the looser grip of controlling tradition, you\nhave excelled us in the public organization of your schools and universities.\nYou cannot wonder that in our hearts we should be proud to think\nthat the world's belief in the power of education has been deepened by the\nfaith, the undaunted persistence, the liberality, and the business-like idealism of a nation which still has so many ties of kinship and association\nwith the old home. And when, therefore, your President honored me with\nan invitation to address you tonight, I came to the conclusion, tho with\nmuch misgiving as to my power for the task, that I should, perhaps, not\ndo amiss if, during the time which you are so good as to spare to me, I\nwere to attempt to sketch the ideal of English education and to measure\nits debt to America.\nThe keynote of all the best educational thinking of our time is hope.\nNever before has the work of national education been so full of profound\ninterest to the teacher, the student, and the statesman, or so full of promise for the future. We are hopeful because so much has already been\naccomplished, because so many formidable and threatening difficulties\nhave been overcome. Three things especially call for thankfulness. We\nare thankful for, first, the growing and now almost universal recognition\nof the fact that all human beings, however humbly born, have the right\nto the fullest possible measure of that physical, intellectual, and spiritual\ndevelopment which is appropriate to them and for which they are ready to\nmake the necessary personal sacrifice of effort and of time. Secondly,\nwe are thankful for the wonderful results which have followed most conspicuously in the sphere of applied science, but not less in other fields\nof human effort, from brave and single-minded devotion to exact truth.\nThirdly, we are thankful for the proofs — so plain to those who hav^ eyes\nto see — that, stupendous as have been the achievements of men thru the\nmastery over many of the forces of nature which machinery has placed\nin their hands, the greatest of all facts are still the spiritual facts — love,\nwill, faith, endurance, self-sacrifice.\nBut no standing still is possible. Our very success makes further\nadvance imperative. Applied science is rapidly changing the conditions\nof industrial life. It is multiplying certain kinds of opportunity, but\nalso fixing the boundaries within which opportunities must be found.\nMuch forethought and wise guidance will be needed to prevent the\ngrowth of economic and social conditions which would gravely hamper\nsome healthy forms of individual initiative. Much wise teaching, much\nnoble example, will be needed to prevent some of the rising generations,\nwho grow up under the domination of applied science, from suffering\na sort of atrophy of the moral will. Again, in the decay of old restraints,\nit is becoming pathetically plain that some upholding tradition and\nauthority are needed for the welfare of many human lives. And, lastly.\n\n"} {"page": 89, "printed_page": null, "text": "Sessions]\n\nENGLISH\n\nEDUCATION\n\nAND\n\nITS DEBT\n\nTO AMERICA\n\n77\n\nthe instinctive longing of so many hearts for certainty and guidance is\nrevealed on all sides of us by signs of spiritual unrest.\nThese things profoundly affect education, because all true education is\na mirror of life. The result is that all over the world educators are taking counsel with one another, in order that, in the difficult times which\nare coming upon us, we may have at our command a wide knowledge of\nwhat is being done by teachers in countries far away and of what was\ndone by teachers in times remote from our own. Nothing is less characteristic of the educational student of our day than complacency and\nconfidence in his own knowledge. It is, indeed, a difficult problem\nwhich confronts us all. How many things have we not to seek to combine : The stimulus which makes an alert intelligence ; the discipline\nwhich trains to bodily and intellectual self-control ; those deeper\ninfluences which fortify against temptation and help us to bear sorrow\nand loss and pain ; and that highest kind of individuality which purges\nitself of self-seeking thru service to others — dying to live.\nOther causes, too, make it natural and easy for us thus to compare\nour educational experience. Distances are shrinking by reason of swift and\ncheap means of transit : the post, the telegraph, the press and photography\nare bringing distant people into closer contact and are giving them a\nmore vivid realization of one another's lives and needs. And a great\npsychological change is coming over the world thru the spread of education in its wider sense. People are more impressionable to new ideas,\nreadier to welcome new influences. In all quarters of the world we can\nsee opening doors.\nThus it is that we can see gathering before our eyes, as it were, a\ngreat procession of the nations, each bringing into the world's common\nstock its own tradition of excellence, its own' native insight into truth.\nEach, indeed, brings with it much that it would fain forget, but each\nbrings also much that the others would fain receive. Germany comes\nwith her noble idealism and her patient devotion to scientific truth ;\nFrance comes with her insight into the significance of political ideas,\nwith her exquisite lucidity of thought and speech, and with the measured\nbeauty of a still living classical tradition. Scandinavia comes with her\nrefinement of home-life, her skillful training of bodily powers, her care\nfor adult education for laboring men and women, and her wise use of\nhandicraft as a means of intellectual and moral training. America comes\nwith her genius for self-adaptation and for assimilating diverse elements\nunder a common flag ; with her power to seize great opportunities on a\ngreat scale ; with her intense belief in the value of individual development, combined with her not less striking readiness to subordinate, in\nmoments of crisis or danger, individual interests to the claims of collective advantage or to ihe needs of public discipline. Russia, the true\nRussia, comes with her intense love for the plain, common people ; with\n\n"} {"page": 90, "printed_page": null, "text": "78\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nher passion for self-surrender and self-sacrifice ; and with her pathetic resolve\nto see things as they are and to paint things as they are, preferring\nthe beauty even of ugliness and of despair to the illusions of an unreal\nview of life. And then comes, too, the far East, nearer to us all than\never before, and yet how indescribably remote, with her symbolism, her\nquietism, her fatalism, and the mysterious undertones of her immemorial\nphilosophy. These eastern voices may not yet be heard above the hubbub of our trains and cars and industrial activities ; but they are waiting\nto be heard, and their time will surely come when we realize that quietude\nand withdrawal and contemplation are among the better things of life,\nand when we grow weary at last of\n\"that unrest which men miscall delight.\"\n\nI have not yet spoken of what Great Britain and Ireland bring to this\ngathering of experience. Small as those islands are on the map of the\nworld, they have brought, and are bringing still, a very varied gift.\nCeltic Ireland comes with her genius for romance, with her deep springs\nof pathos and of poetry, with her charm of style, and with her allegiance\nto the memories of the past. Scotland comes with her supreme gift of\nmanliness and self-control, with her passion for adventure, her love of the\nopen air, her deepest humor, her iron faith, her philosophical power, and\nher faithfulness of word and deed.\nAnd last I would speak of Eiigland. England, that land of deep,\nsilent feeling, of strange contradictions, and of conflicting ideals, the\ncommon home of Wicklif and Sir Thomas More and Drake and Shakespeare and Bacon ; of George Herbert and Nicholas Fonar ; of Richard\nBaxter and Col. Hutchinson and Oliver Cromwell and George Fox ; of\nPuritan, Anglican, Quaker, and Catholic; England, which has always\nbeen so well and tenderly served by some part of each old regime that\nshe has never at any revolution swept the whole or any one of them\naway; England which cares so much for the things which lie at the root\nof true education that she has never yet been able to agree to any one\nsimple plan for the provision of a common education compulsory and\nuniform for all alike.\nI believe that in no country in the world — considering its size — has\nthere been a deeper concern for education in its wider sense than in\nEngland for the last two generations. The force of educational zeal has\nbeen strong enough to have removed the barriers to reasonable social\nequality, and to have scientifically fertilized our rural districts by a wise\nand far-seeing diffusion of the human residuum of our great cities. But\nthe force has been unhappily divided in its application, and much of it\nhas been spent in a sort of deadlock of pathetically conflicting ideals.\nThere has, indeed, been great advance : public funds have been spent\nwithout stint. The world hardly realizes what strides have been made by\nprimary, secondary, and technical education in England and Wales during\n\n"} {"page": 91, "printed_page": null, "text": "Sessions]\n\nENGLISH\n\nEDUCATION\n\nAND\n\nITS DEBT\n\nTO AMERICA\n\n79\n\nthe last thirty years. But the same effort and outlay would have produced\nmuch more striking, and in some ways more valuable, results, had they\nbeen concentrated on the building up of one system of schools instead of\non the concurrent development of what are in effect different systems\nof schools representing different ideals of education. Tonight I cannot\nenter into the explanation of this contorted, painful growth. It has been\nthe outcome of many ancient causes, not of mere stupidity or extravagance. In the sphere of modern educational administration we in\nEngland have had to pay a heavy price for the intensity of our inherited\nconvictions, and for that wonderful variety of spiritual and racial elements\nin our body politic which has been the secret of the fr-eshness, the elasticity, and the power of our national life.\nBut thru all this mist of misunderstanding and conflict, the student\nfeels that he can trace the lines of agreement among most thinking and\nresponsible Englishmen as to what should be the aims of English national\neducation. This ideal, never yet realized on a commanding scale, but\nnever failing to realize itself in patches here and there, can be stated in a\nvery few words, tho it is the most difficult ideal in the world effectively\nto put into operation.\nEducation, as an Englishman conceives it, is not an affair of schools\nor colleges alone, but of a variety of influences which subtly play upon\nour will and color our thinking and have their outcome in an attitude of mind, in a tendency to certain type of judgment, in a sympathy\ntoward certain forms of life and institutions, and in a deep love for old\nfamiliar ways and faces. How many things go to form these currents of\ninfluence, and how comparatively few of them are affairs of the schoolroom or limited to the brief hours of our school life ! Love of father\nand mother, of sister and brother, of the old home, the public opinion\nof our playmates and of our companions in study or in work, the iteration of\n\" Familiar matters of today,\nSome natural sorrow, loss or pain\nThat has been, and may be again.\"\n\nWords which fall on our hearts in worship, thoughts which cross our\nminds in solitude, the suggestion of some familiar friend, or\n** Tasks in hours of insight willed,\nTo be in hours of gloom fulfilled.\"\n\nAnd far more ancient and mysterious things than these — strange outcrops\nof instinct, dim hints from the depth of our nature, the unspoken assumptions of national life, loyalties which lie too deep for words, but which are\nlearned from example — these, and not direct instruction only, are among\nthe unnumbered influences which in their sum and complex aggregate\nmake up what we mean by education. Some of these Influences the\nschool should focus ; some it should generate ; for others it should\n\n"} {"page": 92, "printed_page": null, "text": "8o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nprepare us. But education is a larger matter than pedagogy ; it is really\nthe training of life.\nAnd therefore such part of education as is formal instruction should\nprepare for life. It is easy to say that, but very hard to say how it is to be\ndone. Yet far harder still is it to say what shall be the kind of life for\nwhich we are to prepare. A national system of education involves, implicitly or explicitly, a definite theory as to the right ordering of national\nlife, alike in its economic and spiritual aspects. The building up of a\nstable form of education for life involves either a stable condition of\nsociety and an equilibrium of social forces, or extraordinary foreknowledge\nof the future and afar-seeing adjustment of means to definitely intended\nends. But all over the modern world the current of social, economic,\nand intellectual change is running like a mill-race, and to whom is it yet\ngiven to foresee the future and to predict how far hence this fierce and\ntossing torrent of social change shall sink into calm rest in some pool, as\nwhen\n\" The swan on still Saint Mary's lake\nFloats double, swan and shadow.\"\n\nNext, we believe that education must train character as well as sharpen\nthe intelligence. By character we mean, in part, the power of saying No\n— the trained power of knowing when, and why, and how, to say No.\nThe greatest things which have been written about education by Englishmen have been written not in treatises on pedagogy but in poetry about\nlife. The ideal outcome of education is\nThe reason firm, the temperate will,\nEndurance, foresight, strength, and skill.\n\nIt is not unfitting to quote these words of Wordsworth in this connection, because Wordsworth is our English Pestalozzi.\nAs it is the root belief of Englishmen that education should\nprepare for life, and as there are many kinds of life, it follows\nthat there will be many types of school training. Our conception\nis that the national system of education in England should be\nan intentionally variegated system : not a pyramid of state schools\nbuilt out of uniform materials (\"standardized,\" as the saying is), but,\nas it were, a free national federation of schools of very different kinds, teaching different things from different standpoints, but\nall jointly recognized as forming part of the national provision of schools ;\nsome mainly literary, some chiefly practical, some predominantly classical,\nsome predominantly modern, but all humane, all enjoying great freedom\nin their choice of studies and methods of teaching, but all in return\nrecognizing as a common obligation the duty of high efficiency and of\ndevotion to the national cause ; and all grouped in a clearly intelligible\nmanner, so that there should be no doubt as to the educational service\nrendered by each of them.\nSuch a system would be costly : but in\n\n"} {"page": 93, "printed_page": null, "text": "Sessions]\n\nENGLISH\n\nEDUCATION\n\nAND\n\nITS DEBT\n\nTO AMERICA\n\n81\n\neducation is it not cheap and pretentious inefficiency which is really dear ?\nIn the Middle Ages the genius of England lay in artistic'handicrafts, in its\nlocal piety, and in the planning of communal recreation. We want to\nrevive all this without its excess and its superstition, but with all the\nresources of modern science, and as a factor in a healthy, keen, aspiring\nnational life. We owe to John Ruskin and to William Morris the warning that too much of our modern life is wastefully ugly, and that a strenuous England may be a merry England, too.\nWe are opposed to anything like uniformity in education, because we\nbelieve that very much depends on the free personality of the teacher and\non the characteristic atmosphere of individual schools. What would\nEnglish secondary education have been without William of Wykeham and\nWinchester; Dean Colet and St. Paul's ; Dr. Arnold and Rugby ; Mr.\nThring and his work at Uppingham.\nSchools are not dead counters in a game : they are centers of living\ninfluence. What John Henry Newman said of Oxford is true of every\ngreat school which makes men and which men love.\nOur view is that the true ideal of national education is not an interlocking system of schools, machine made to pattern, but a free and willing\nunion of self-governing institutions, diverse in their methods and tradition.\nAnd this view is confirmed by the fact that the very process of education\nitself is an ever-varying combination of opposites. It teaches us to\ninquire and to question, but also to obey and to believe. It fails unless\nit strengthens character as well as sharpens intelligence. It has regard to\nthe training of the body and the training of the mind ; to personal\nresponsibility and freedom, but also to the claim of the community on\neach of the individual members of which the community is composed.\nIt calls into its service each and all of the elements of culture : science\nand letters, manual training and artistic expression, physical exercise and\nmoral discipline, according to its judgment of the needs of place and\ntime. It is an artistic and spiritual work ; a communication of life, full\nof diverse and apparently conflicting influences, and yet itself a whole.\nIn the noblest kinds of education there is something that reminds us\nof what was said of the countenance of Fenelon : \"It combined everything, and yet the greatest contradictions produced no want of harmony.\"\nSuch is, as I conceive it, our English ideal of education. It has\nrealized itself far oftener than we know, because the best things in England\nare \"obscurely great.\" But for the last 150 years it has been struggling\nin vain to realize itself on a large national scale. The struggle has been\nfruitless, because during that period we have been passing thru a prolonged crisis of industrial and spiritual change, and the English ideal of\nnational education really postulates a state of economic and intellectual\nstability. Moreover, during the same period of years — and for reasons\nnearly connected with our inner conflicts of national ideals — we have\n\n"} {"page": 94, "printed_page": null, "text": "82\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nbeen building up a vast empire in the East, the claims of which profoundly\naffect the work of our higher schools, and render what was already a\ncomplex task more complex still.\nI would that it were possible to strengthen the ties of personal intercourse between American and English educators. We have very much to\nlearn from you ; perhaps in our multiform variety of schools you would\nfind material of interesting study. It is much to be desired, from an\nEnglishman's point of view, that more of our ablest young men and\nwomen should come to your universities for courses of post-graduate\nstudy, and I hope that ere long our great English universities will do\nmore to organize their provisions of post-graduate work, especially in\nsocial economics, Indian and colonial administration, and in the history\nof British education.\nI cannot help feeling, too, that more might be done to facilitate, as\nhas been already suggested, the interchange of teachers between American\nand English schools. Nothing gives so much insight into the real state\nof national education as an opportunity of teaching in a good school.\nMany of our best teachers would derive very great benefit from temporary\nservice in an American school, and I am certain that the presence of\nclever American teachers in many of our English schools would have a\nmost stimulating influence. It is, perhaps, worth consideration whether\na small international committee could not be formed to register and\nadvertise vacancies, to examine and report on the credentials of candidates and the status of the schools, to provide English and American\ncandidates with the detailed guidance which they would require, and to\nfacilitate their seeing, during their sojourn, a representative variety of\ntypical schools.\nWe owe already a great debt to American influence in our English\neducation. Your influence has been one of the most potent forces in\ndestroying the baser forms of social prejudice in regard to education and\nto the opening of careers in life. The true feudalism expresses itself in\nterms of social duty and service. The baser form of feudalism expresses\nitself in terms of selfish social privilege.\nSecondly, we are under heavy obligations to you for the influence of\nmany of your great writers and students of education. New England has\nhad a profound influence on English thinking, and of all the New\nEngland writers Emerson has meant the most to us. We students of\neducation are constantly drawing suggestion and inspiration from the\nwork of a multitude of American educators, but perhaps I may be\nallowed to say that we are especially indebted to the writings of Dr.\nHarris, of President Butler, of Dr. G. Stanley Hall, of President Eliot,\nof Dr. John Dewey ; to the work of Teachers College and of the Chicago\nUniversity School of Education, and to the periodical and other publications of your educational press.\n\n"} {"page": 95, "printed_page": null, "text": "Sessions]\n\nDEVOTION\n\nTO TRUTH:\n\nCHIEF\n\nVIRTUE\n\nOF TEACHER\n\n83\n\nThirdly, we are learning from you the necessity of re-modeling much of\nour education in the light of modern needs and of the demands of applied\nscience. We shall learn from you to do more in the way of leaving out\nthe non-essentials. You are stirring us up. It is one of our characteristics (good or bad, according to circumstances) to \"stay put.\"\nIt is no accident that we have thus learnt from you. In the deeper\nmatters of life, kinship means a great deal. We seem to be drawing\ncloser together. We differ in the form of our institutions, tho we both\nof us have a balance of freedom and authority in our national life.\nWe differ in the nature of our political tasks, tho we are both coming\nto bear a part in the white man's burden. But we share three things —\nlanguage, practical idealism, and the belief that the ideal of national life\nis to be reached, not in mechanical uniformity of state regulation, but\nin unity thru diversity.\nThese are things which it lies very near the central task of the schools\nto transmit from one generation to another. Is it too much to hope that,\nin years to come, not the United States and Great Britain alone, but\nall the great nations of the world will find themselves drawn more and\nmore, thru union in common tasks and thru the wise influence of just\nteachers, into the spirit of truth, unity, and concord? That is our prayer ;\nthat is our brightest hope.\n\nDEVOTION\nMOST\n\nTO TRUTH:\n\nREV. JOHN\n\nIRELAND,\n\nTHE CHIEF\nTEACHER.\nARCHBISHOP\n\nVIRTUE\n\nOF THE\n\nOF ST. PAUL, ST. PAUL, MINN.\n\nWere I to choose a device to adorn the class-room and inspire teacher\nand pupil, whether in lowliest rural school house or in stateliest university pile, it should be this: \" Devotion to Truth, for Truth's own sake.\"\nDevotion to truth is the prime condition of intellectual life and\nprogress ; it must be the dominating virtue in the work of the pupil whose\nmind is bidden to unfold beneath the sweet and penetrating light from\nHeaven's own skies, and yet more so in the work of the teacher whose\ntask it is to turn this light in its full power and radiance toward the mind\nof a willing, but inexperienced, dependent.\nI should say, too, devotion to truth for truth's own sake, with heart\nundivided, with intellect unbiased. Truth is a jealous and imperious\nqueen ; it has the right to be such, so rapturous its beauty, so sublime its\nmajesty. Truth scorns the wooer whose proffer of homage is not plenary,\nand hides itself indignantly from his gaze.\nWhat is truth? The brief, calm definition, given at first questioning\nby philosophy, is: Truth is that which is ; truth is reality — reality in\nactual existence, reality in causes, reality in effects — the thing itself,\nwhatever that thing be, completely and exactly as it is.\n\n"} {"page": 96, "printed_page": null, "text": "84\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nWhat is, is true ; and what is, is good and beautiful. The three terms\nare substantially convertible: truth, goodness, and beauty.\nThe simplest definition given of truth secures to it our reverence and\nlove, and tells the baseness, the sacrilege of that illusory phantasm which\nfain would put itself in the place of reality, which fain would distort or\ndestroy reality, which has for name error or falsehood.\nThis is not all. Upon further questioning, philosophy soars into its\nhighest altitudes, and there, speaking to us, it exclaims : Truth is divine ;\nit is either God himself or the image and the work of God. Challenged\nwe are to award to truth the devotion, I would say the worship, which is\ndue to the eternal First Cause, the Infinite, the Omnipotent, the Omniscient ;and rightfully are we so challenged.\nTruth is that which is ; truth is reality. But the plentitude of reality,\nand consequently of truth, is God's eternal, infinite essence. We recall the\nbiblical words, God's own definition of Himself : \" I am who am.\" What,\nthen, is truth in its eminent entity but God, the Eternal, the Infinite?\nGod, being the First Cause, the Creator of all else that is, all else is\nthe externalization of ideas eternally resplendent in his uncreated essence,\nand the effects, whether immediate or mediate of his omnipotence ; and\nso, whatever else there is, it is and it is true so far, and so far only, as it\nmirrors the divine essence, and is that which God willed it to be. And\nthus truth is ever divine ; in its eminent entity it is God himself ; in\ntiniest form, it is, in the measure of its special entity, the image of God's\neternal essence, and the fruit of his wisdom and power, being in itself\ntruth only inasmuch as, when seen and judged by his supreme intellect,\nit is in conformity with its prototype within his essence and with the counsel of his will in its actualization.\nEvery being, from the smallest grain of sand on the seashore to the\nmightiest sun in the firmament, from the most diminutive insect to sovereign man, from all that is created to the Creator, is truth ; every act\ngoing out from infinite God or finite creature, every fact or incident\nmarking the flight of time since time began, is truth ; and wherever truth\nis, the divine is there; and it is very religion to approach it with respect,\nand, in opening to it our mind, to bid it enter thither, in its native perfection, unaltered and undimmed.\nIn God and in man there is mind, the ability to know truth.\nGod, infinite mind, knows all truth ; man, finite mind, knows truth\npartially ; so far as man knows truth, so far is he nigh unto the infinite,\npartaking of the life, the beauty, and the power of the infinite.\nAs the bodily eye is made to see bodily things, so the mind is made\nto see truth. The mind lives of truth : it is dead when no truth comes to\nit ; it is dying when false appearances, instead of realities, are set before\nit. With the avoidance of error it is freed from disease ; with the increase\nof truth it grows in vigor and in power.\n\n"} {"page": 97, "printed_page": null, "text": "Sessions]\n\nDEVOTION\n\nTO TRUTH:\n\nCHIEF\n\nVIRTUE\n\nOF\n\nTEACHER\n\nS5\n\nTruth is light, and light is the adornment, the beauty, of the mind.\nEvery being, every fact that is truth is a ray shed upon the mind ; and,\nas ray follows ray, as the slender streak first cleaving the darkness widens\ninto sun-kissed horizons, the mind glows and is afire ; it mirrors more\nand more the intellect of the infinite ; it is ravishing of comeliness and\nsplendor.\nTruth begets strength in the mind. Every reality, which is seen and\nlaid hold of by the mind, transmits to the mind its own force; and as the\nmind travels from reality to reality, absorbing force after force, it\nascends in stature and mightiness, dominating the universe around it,\nmaking its owner, man, what God intended man to be, the sovereign of\ncreation. The strength of the mind is strength to the whole man. All,\nindeed, in man is dependent upon the mind. The several energies in\nhim, thru which he may work and conquer, are set in motion by his will.\nBut the will of itself is blind; it sees not whither it should tend; it needs\nthe light which comes from mind; and the more brilliant this light,\nthe more far-reaching its diffusion, the more capable is the will to discover the pathways over which man's other energies may travel, the\nmore ambitious is the will to issue words of command, and the more\nready are the other energies to obey it.\nThe knowledge of truth is power; it is the condition of all movement,\nof all progress in the individual and in society. And hence it is that all\ncommunities that live and seek to go forward clamor for greater truth,\nand labor that knowledge of truth be co-extensive with their membership, and, at least here and there, rise upward into towering peaks whose\nsummits may bask in the luster of truth's highest and most radiant suns.\nThe noblest and most sublime thing in creation is the human mind.\nIt is the image of the highest attribute in God, the divine intelligence.\nThru mind man is conscious of himself; he knows himself; he knows\nthings outside of himself : ranging far and wide thru the universe, he\ngrasps and appropriates to himself the truths that are within it; he rises\nfar beyond the universe into the regions of ideas and principles ; rising\nstill higher he reposes upon the very bosom of the Infinite — the First\nCause and the Final term, the Alpha and the Omega, from which all\ntruths come and to which all truths lead, and there he enriches himself\nwith the life, the knowledge, the grace, the power, which are God's. \"O\nLord our Lord,\" exclaims the Psalmist, \"how admirable is Thy name in\nthe whole earth ! . . . . What is man that Thou art mindful of him\nThou hast crowned him with glory and honor : Thou hast set him over\nthe work of thy hands . . . . O Lord, our Lord, how admirable is Thy\nname in the whole earth?\" It was the mind which is in man that the\nPsalmist was contemplating while he uttered his hymn of praise.\nDoes not the human mind compel our respect? Does it not, by its\ncapability of beauty, of grandeur, of power, demand from us the homage\n\n"} {"page": 98, "printed_page": null, "text": "86\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nthat we open its portals to that, and to that only, which is for it beauty,\ngrandeur, and power — to truth, and to truth only? To draw darkening\nclouds around it while it craves for purest light, to proffer to it vilest husks\nwhile it hungers for the food of God's skies, to put before it error and\nfalsehood, instead of truth, truth whole and entire in its unpolluted virginal radiance, is treason and sacrilege.\nBe it the device of the class-room : be it the religion of all sanctuaries\nof learning : be it the inspiration of the teacher as he gives guidance to\nthe pupil, and of the pupil as he questions the teacher : \" Devotion to\nTruth for Truth's own sake. \"\nWhat in regard to truth is in every man a sacred duty appeals with\nsingular emphasis to the conscience of the teacher. For the teacher is by\nprofession the apostle of truth and the guardian of the human mind. The\ndignity of the teacher! I say it, when I recall that the subject-matter of\nhis labors is truth, that the purpose of his labors is the introduction of\ntruth into the human mind and, as a consequence, the exaltation of the\nsoul of man into the regions of the divine. The dignity of the teacher!\nI say it, when I recall that the search of truth is the search of the divine,\nthat the search of truth is an act of religion. The profession of teaching\nis the priesthood of truth ; where the teacher speaks there is a sanctuary— the sanctuary of truth ; and the sense of the Divine should permeate the atmosphere.\nIt was the great thinker of France, Joubert, who wrote: \"Study the\nsciences in the light of truth, that is, as before God ; for their business is\nto show the truth, that is to say, God everywhere. Write nothing, say\nnothing, think nothing that you cannot believe to be true before God.\"\nWords sweet and beautiful, those of Joubert! They explain and confirm the device : \"Devotion to Truth, for Truth's own sake.\"\nIs there need that I urge faithfulness to truth. Is not truth at all\ntimes sought out and revered, as it deserves to be? Do not its native\ncharms suffice to open every pathway to its advance, to remove whatever\nobstacles might retard its march?\nWe have but to cast a quick glance over the world of letters and speech\nto be satisfied that to truth its rights are not seldom denied, that not seldom, where truth should be supreme, error and falsehood prevail.\nTruth has enemies. At times it is the inertia of mind and will which\nrecede before the effort that genuine devotion to truth makes necessary;\nat times it is prejudice ; at times, again, it is passion — pride, anger, selfinterest.\nFrequently truth retires to a distance ; it delights, as it were, to hide\nfrom its suitor, and to surrender only to toil and patience. It is not\ntruth ; it is error calling itself truth that they lay hold of who would conquer at first sight, whom indolence impels to quick retreat.\nIt is proposed to study a foreign country.\nA few months, a few\n\n"} {"page": 99, "printed_page": null, "text": "Sessions]\n\nDEVOTION\n\nTO TRUTH:\n\nCHIEF\n\nVIRTUE\n\nOF\n\nTEACHER\n\n87\n\nweeks are made to suffice, the greater part of the time being spent in\nhotels, which in no manner are representative of local thought or custom,\nwhose ciceroni are especially trained to say and show what may flatter the\nnational pride and prejudices of guests. Nevertheless, the volume is\npublished, portraying the whole life of a nation, its moral and intellectual\nconditions, its religion and its politics, its commerce and its industry,\nconcluding with most assured predictions of its approaching rise or fall,\nand with abstruse philosophical disquisitions on nations and races in\ngeneral.\nA book, bearing the name of a litterateur of fame, written to describe\nAmerica and its people, is today widely read in Europe. The writer\nspent in America eight months — five of them in a charming winter resort\nin the heart of Georgia, and one amid the bustle and fashion of Newport :.\nwhat could he know of America as it is and as we expect it to be ? Many\nare the books read in America, written to describe countries foreign to\nus, whose authors spent far less time in those countries than Paul Courget\ndid in America, and without the cosmopolitan information and the keenness of intellectual insight which characterize Paul Bourget.\nMonsieur Bourget's candor of spirit led him not long ago to entitle a\nbook, which he had written as an account of a very rapid journey thru\nItaly, Sensations from Italy.\nHistory, the material from which is woven so largely the texture of\nour thoughts and of our philosophy of life, is very often gathered from\nthe mere surface of things. What was said by writers of yesterday is\nrepeated by writers of today, as what had been said at an earlier date was\nrepeated by writers of yesterday. And readers, unfortunately, are inclined\nto give their faith to the volume which first falls into theirhands. Frequently the sources of our historical store are second-hand statements,\nand, in this manner, egregious historic falsehoods can be pointed out\nthat pass down thru many generations, doing vast injustice, not only to\nindividual names, but to whole nations and whole races. What should\nbe done for history is to go deeply into first sources, study each question\nin the light of the epoch, more or less remote, to which it originally\nbelongs, by impartial investigation of contemporary documents of whatever nature these be ; or, if this is impossible for certain ones among us,\nto seek out, as far as we may, writers who have gone to first sources and\nwho are noted for their fairmindedness ; and, in controverted matters, to\ngive an attentive hearing to witnesses on both sides in the dispute.\nIn late years there is visible a wondrous improvement in the study of\nhistory, for which the worshipers at the shrine of truth cannot but be\nmost grateful. No one is today reputed a worthy historian who has not\ngone, in a most patient and laborious manner, to first sources. Luster of\nname, literary beauty of style win no confidence, if proofs are not given of\nsound erudition and absolute honesty of purpose.\nFacts are in demand,\n\n"} {"page": 100, "printed_page": null, "text": "88\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Genera\n\nand facts must be offered, or the volume is ruthlessly set aside. National\ngovernments honor themselves by lending aid in this search for facts.\nTheir secret archives are opened to investigation, and their treasures, hidden for ages on dusty shelves, are printed for public use, usually at the\nexpense of governments themselves. In this instance I take pride in\nrecalling the act of Leo XIII. twenty years ago, in giving to alUnquirers\nfree and facile access to the archives of the Vatican palace, to which there,\nrepaired in ages gone by, more than to any other center of action, the\nrecords of the plannings and doings of Christendom. But why should\nnot governments, whether of spiritual or of temporal polities, be ever\nready to enlighten the world on the happenings of the past? Governments, or powers whatever, afraid of truth, are doomed : for truth crushed\nand silenced today will rise and speak tomorrow, so surely as the God of\ntruth reigns.\n\"Truth is mighty, and it will prevail.\"\nThen, if we are earnest seekers of truth, caution must be taken, lest\nour judgment be warped by prejudices — opinions previously formed on\ngrounds that are irrational. Says Sir William Hamilton, making the\nwords of another writer his own :\nThere is no one who has not grown up under a load of beliefs — beliefs which he\nowes to the accidents of country and family, to the books he has read, to the society he\nhas frequented, to the education he has received, and, in general, to the circumstances\nwhich have occurred in the formation of his intellectual and moral habits. These beliefs\nmay be true, or they may be false, or, what is more probable, they may be a medley of\ntruths and errors. It is, however, under their influence that he studies, and through them,\nas through a prism, that he views and judges the objects of knowledge. Everything is\ntherefore seen by him in false colors, and in distorted relations. And this is the reason\nwhy philosophy, as the science of truth, requires a renunciation of prejudices, that is,\nconclusions formed without a previous examination of their grounds.\n\nIt is necessary, indeed, in view of the situation in which is cast the\nchild, or the adult even — and there is no reason why we should deplore\nthe fact — that very much of our judgments and opinions come from our\nsurroundings, such as we find them ; and it were fatal to proper intellectual life were we to preach universal and instantaneous rejection of all\nbeliefs which we have not subjected to previous examination. But what,\non the other hand, would be equally fatal and still more unreasonable,\nwould be to- hold fast to what we once had heard or believed, without\nallowing ourselves to imagine that truth may lie in statements now coming\nto us as new, and without giving to such statements the attention which\nthe manner of their presentation, or the gravity of the matters upon which\nthey bear, seem to warrant. How much we have had to revise in our\nscientific and historic judgments ! How much, we are daily made aware,\nwe must revise in our opinions of men, and of institutions, when these\ncome to be thoroly known by us! Readiness to accept truth, whencesoever\nit comes, courage to set all else aside rather than reject it, is the proper\ndisposition of the really rational mind and the really sincere heart.\nAnd\n\n"} {"page": 101, "printed_page": null, "text": "I\n\nSessions]\n\nDEVOTION\n\nTO\n\nTRUTH:\n\nCHIEF\n\nVIRTUE\n\nOF TEACHER\n\n89\n\nthis disposition, of course, is all the more needed, and all the more commanded in the teacher — be this teacher he who instructs in the class room\nyouthful listeners, or he who thru tongue or pen influences the thoughts\nof a whole community. The words of Paul have a philosophical as well\nas a theological application : \"Prove all things : hold fast that which is\ngood.\" Until we have heard those who differ from us, or who bring to us\na message that is new, and weighed their arguments, we have no right to\nscorn their opinions ; the mere fact that we hold other opinions, into the\ngrounds of which we have not seriously peered, should be no justification\nof our contempt or indifference.\nHow much there frequently is of prejudice in the judgments of one\npeople regarding another, of the adherents of one religious creed regarding\nthose of another! How much harm there thence follows, not only in the\ninterests of truth, but in those of social peace, and of the bonds of friendly\namity that should bind together all the members of the human family!\nPrejudice usually springs from narrow-mindedness. Its victims are\nmen who, from very lack of mental vision, cannot see things that are at\nall outside the periphery of their own little circle of thought. They are\nto be pitied rather than blamed ; invincible ignorance gains for them our\nindulgence.\nBut not with equal leniency are we allowed to treat other enemies of\ntruth — those whom passion dominates. There are those whose pride is\nwounded by truth : whose profit it is to combat it. An opponent must\nbe broken down ; a cause, in the success of which we see a coveted prize,\nmust be upheld. What then? The appeal is to sophistry and calumny;\nall that favors the antagonist is kept out of sight ; all that damages him\nis brought into evidence; facts and arguments are distorted; motives are\nmisconstrued ; direct falsehoods are uttered. By dint of arguing, one so\nblinds himself at times that injustice is seen as justice and is championed\nas justice; one's chosen side must be defended, and it is defended, whatever the means — as it was said of o\\d, per fas et nefas.\nYou remember the hero of Goldsmith's rustic school :\nIn arguing, too, the pastor owned his skill :\nFor e'en though vanquished, he could argue still.\n\nYou can remember, also, many disputes among neighbors and associates, sometimes more or less jocose, sometimes growing into bitter\nfeuds — all the results of false reasoning prompted by pride and imaginarv\nself-interest.\nThose, the more innocent forms of the evil, that I deplore.\nThere are other forms of this evil, which drive back into long oblivion\ntruths vital to the welfare of humanity, which lead to bloody contests,\neven to war between nations.\nI am one of those who see in the sequence of the late Spanish-American\nwar the guiding hand of a mighty Providence, and the outburst of forces\nlong gathering- in the bosom of the nation, sure, at one moment or\n\n"} {"page": 102, "printed_page": null, "text": "90\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nanother, to break out in resistless self-assertion. Nevertheless, I shall\nnever deny that among the immediate causes of the war there are to be\nnumbered the exaggerated statements, the lies, too, and the calumnies,\nthe ceaseless appeals to wild and reckless passion which disfigured and\ndisgraced the utterances of certain newspaper writers and of certain other\nmanipulators of public opinion. I know for a fact that the instructions going from the office of a certain newspaper to its European correspondent read this wise: \"Wire all that makes for war, nothing that\ntends to prevent or delay it.\" Grave, indeed, were the causes, demanding\nfrom America a solemn act; strong were the provocations given to ruflde\nthe national temper ; yet we can never approve methods in which falsehood and passion play a large part ; and we cannot but assert that it were\nimmensely better for the country if results attained thru war could have\nbeen reached by other and less direful means.\nHow unguarded and reckless, and how reprehensible are many of\nthe statements published at the present time, as from the Philippine\nIslands, purporting to tell of dreadful deeds of cruelty and of injustice,\nfor which on close examination no foundation in fact is found! I shall\nname in this connection one instance, which I am particularly pleased\nto censure. A little while ago certain Catholic newspapers raised the\nhigh cry, that proselytism was the order of the day in the schools of\nManila; the chief officials in the Department of Instruction, it was said,\nand the teachers in the Normal being regularly ordained ministers, who\ndivided their time between the multiplication table and tract reading.\nThe matter was investigated, and it was discovered that the chief officials\nand the teachers in the Normal were not ministers, and that their own\ngood sense, as well as the strict rules of the government, confined them\nstrictly to secular matters. The newspapers that had admitted into their\ncolumns such statements have since, indeed, repudiated them ; but, meanwhile, much needless excitement was raised and much harm was done.\nIf I were to choose where, outside the class-room, for the general welfare of humanity I should have devotion to truth prevail, I should name\nthe newspaper. The newspaper is today pre-eminently the mentor of the\npeople. It is read by all; it is believed nearly by all. Its influence is\nparamount; its responsibility is tremendous. Its province is to narrate\nfacts — to give the truth, nothing but the truth, and all the truth — to\nallow both parties to a controversy to be heard ; never to palliate or distort; to omit nothing when that which is omitted may be of relevancy\nin the formation of public opinion ; never to publish the doubtful as certain, the mere gossip as well-ascertained news ; never, above all else, to\nput before readers error and falsehood. Facts given, the editor is at\nliberty to argue from them in favor of his own tenets ; but, even then,\nthru limpid lines, there should appear radiant the fair love of truth,\nnever the mere wish to extol party or sect. Journalism that is honest and\n\n"} {"page": 103, "printed_page": null, "text": "Sessions]\n\nDEVOTION\n\nTO TRUTH:\n\nCHIEF\n\nVIRTUE\n\nOF TEACHER\n\n91\n\nhonorable is one of the nation's most precious inheritances; that which\nplaces notoriety ancf pelf above truth and virtue, and adopts as its tactics\nof war the stunning sensation rather than the calm statement of facts, is\none of the nation's direst calamities. Numerous in America is the journalism that is honest and honorable; now and then is found that which\nworships, above all else, notoriety and pelf. There is here a duty of\nconscience and of patriotism for Americans; may they be ever mindful\nof that duty !\nThere is a sphere where, if anywhere, thought should be most serene\nand heart should be kindest ; and even here passion fears not to lower its\nwings of harpy.\nIt is the sphere of religion.\nThe odium theologicum — the most baleful of hatreds — the sternest\nfoe of truth !\nReligion is but another name for peace — the peace sung at the birth\nof Christ in Bethlehem : \" Glory to God in the highest, and peace to\nmen of good will.\" And yet, in religion's name how often families and\ncommunities have been divided, whole nations driven into bloody warfare! In religion's name how often such passions are awakened that the\npursuit of religious truth is made absolutely impossible.\nThis is what happens in religious controversies. We refuse to hear\nthe other side. We are convinced beforehand that we understand our\nopponents better than they understand themselves ; and that the dispute\nmust be waged on our statement of the case. Then we mistrust and\nmisconstrue their motives ; a priori they are the unjust, and we are the\njust; they have no truth, and we have all truth. Why, I ask, should it\nbe thus ? Why not assume that others are as honest as we are, and obey\ntheir consciences as we think we are obeying ours ? And why not\nalways, before we decide one way or another, bid our opponents give us\ntheir statement of the case, instead of taking as the exclusive ground of\nour judgment our own statement or one received from those who are\nnoted as partisans of our own opinions ? With precautions of this kind,\nsuch as simplest justice should ever make imperative, we could argue\nwith a degree of reverence for our intellect, and, before we finished, we\nshould most likely have discovered that at least there is something to be\nsaid on either side, and that there is between us and our opponents much\ncommon ground, upon which to labor for the common good, in peace\nand in love, and with due respect for the consciences even of those from\nwhose principles we may otherwise believe ourselves obliged to differ.\nTruth is impregnable ; it is the reality of things ; nought can alter it,\nnought remove it. Those who know truth partake of its security, and\nhave no fear for it or for themselves. They confide in its beauty and\njustice, and scorn other methods of defense. They who lend themselves to passion, who expose themselves to the peril of irrational or\nunfair warfare, make confession of the weakness\nof their position.\n\n"} {"page": 104, "printed_page": null, "text": "92\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nTruth and its friends are patient : the future belongs to them. Today\nit may be only as the weak dawning of the early sun' thru clouded skies ;\nbut it will grow in splendor, it will rise high in the heavens, brightening\neven the surrounding clouds, dispelling them with its light and heat :\n\"Truth is mighty, and it will prevail.\"\nAnd why do I talk before a convention of America's teachers of the\nperils that crowd the pathways to truth ? Do I not know, beyond a\ndoubt, my hearers' sincere love for truth, and the noble sacrifices they\nmake in the pursuit of it ? All this I do know ; and for all this I praise\nAmerica's teachers. But I have in mind to lay deepest stress upon the\nimportance of truth, that utmost care be taken by them to instill into the\nsouls of their pupils their own love of truth, their own devotion to it.\nTruth is not always loved and served, as it should be, in the world\naround us. How shall it be in the world of tomorrow ? The classroom of today is to be the world of tomorrow. Into whatever the children of today are fashioned in mind and in heart, that will the men and\nwomen of tomorrow be. And the children of today are fashioned in\nmind and in heart by the teachers present or represented in this assembly.\nEach pupil is the Parian marble, now rough-hewn and unformed. Every\nword, every act of the teacher is as the stroke of the chisel falling upon\nthis animate block, to reveal in it the glory of the angel. No Michel\nAngelo had ever vocation so noble, so blessed, as the instructor of the\nyouthful soul. Let the teacher do well his duty ; let the pupil be properly formed, and great will be the America of tomorrow, devoted will it\nbe to truth.\nTeach, I pray you, to your pupils the love of truth ; extol before them\nits beauty ; obtain that they make consecration of themselves before its\nshrine. Tell them that their souls are noble and grand only when no\nclouds of error hover over them, only when truth in its plenary objectivity iso fully reproduced in their minds that those minds are transfigured in the beauty of truth, and are, as it were, in themselves truth.\nAnd tell them that the truth which is in their minds must be the adornment of their lips when those lips part in speech, the adornment of their\npen when that pen moves in writing ; teach them that the lie spoken or\nwritten is yet more baleful and more inglorious than the lie ensconced in\nthe mind ; for from lips or pen it goes out to darken and pervert the\nminds of others.\nI said that truth is divine, that truth, in a very real manner, is God.\nWhen God in human form walked upon earth, he was seen of men as\n\" full of grace and of truth ;\" He said of himself : \" I am the way, the\ntruth, and the life ;\" and, announcing the fruits of his coming, he said\nto his followers : '' Ye shall know the truth, and the truth shall make ye\nfree.\" Christ was in all things, and before all else, truth ; no better manifestation could there have been of the divinity within him.\n\n"} {"page": 105, "printed_page": null, "text": "Q3\n\nEDUCATION\n\nSessions]\n\nOF THE\n\nAMERICAN\n\nFARMER\n\nLet us, in imitation of Christ, be true. His prayer for us to the Father\nwas: \"That they be sanctified thru truth.\" The intellectual grasp of\nthe truth will not suffice unto full sanctification ; there must be, too, the\ngrasp of truth by the heart, the active union of the heart with truth. But\nso potent is truth, that, once thoroly possessed by the mind, it easily\nmakes its way into the heart — \" The truth will make ye free.\" It might\nbe said that Christ's words bore more directly on such truth as reveals\nimmediately divine life in the soul ; I fear not to say, they bore on all\ntruth ; for all form of truth is akin to every other form, the spirit of one\nbeing that of the other, the essence of all being the eternal prototype in\nthe divine entity itself. Moreover, the soul attuned to truth in any form\nwill pursue it under all forms ; and, even if after due labor it reaches not\nunto all truth, it will at least be in its affections truth-like and worthy to\npossess all truth in heaven. Let truth be in smallest pebble, in tiniest\nherb, in mightiest star, on earth or in the firmament, or in the highest\nheavens above earth and firmament ; it is everywhere divine, it is Godlike, and God-like who seek it, know it, and love it.\n\nTHE EDUCATION\nHON.\n\nJAMES\n\nWILSON,\n\nOF THE AMERICAN\n\nUNITED\nSTATES\nWASHINGTON,\n\nSECRETARY\nD. C.\n\nFARMER\nOF\n\nAGRICULTURE,\n\n1 bring to you today the cause of the farmers of our country — the\ncreators of wealth, the foundation on which society rests ; the conservative\nclass that work in the sunlight thru long days, keep level heads when others\nare excited, pay taxes, and reinforce all other classes when they wear out.\nOur country has grown great among the peoples of the earth because\nof industrial activity brought about by the high average intelligence of\nAmericans.\nThe world has never seen such vigorous competition for commercial\nsupremacy as exists at the present time. The teacher is called upon to\nstrengthen commercial lines, so that the highest intelligence shall guide\nand direct the movement and interchange of commodities. The manufacturer has come to the front in competition with the world and challenges the position of artisans, long masters of the secrets of changing\nraw materials into products of skill.\nThe teacher is helping to prepare the manufacturer for this world's\ncontest, and millions are being given by philanthropists to endow technological institutions to train the man who works in the shop. We\nhave the best system of transportation in all respects of any people.\nThe companies educate their men by precept and example, applying\nevery scientific discovery and invention and the results of all experience\nand observation to the carrying of freight and passengers.\nThe railroad\n\n"} {"page": 106, "printed_page": null, "text": "94\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nman is a specialist of the strictest order, and learns how to do things by\ndoing them, taking nothing for granted into which he can inquire, nor\nresting satisfied with anything he can improve. The teacher intervenes\nin this great industry to furnish forth the experts who direct these great\nsystems that shorten time and space and contribute so much to our success and comfort. This may be said of our people in all the different\nlines of activity in which they are engaged — they are educated toward\ntheir life-work.\nOur earliest colleges were organized to teach theologians; the oldest\nschools were instituted to teach the people to read, write, and cipher.\nBoth college and school have extended their courses of study, but neither\nhas greatly extended the original purpose of its creation.\nOur common-school system has so long been the best devised by man\nthat the average intelligence of our people is much higher than any other.\nOur school system reaches all the people, our colleges educate the few.\nWe have adopted much in our systems of education from peoples who have\nnot our responsibilities, peoples who educate men of leisure, fashion,\nclass, privilege, caste, birth, and all that. The people govern here.\nThey should be educated with a view to their development along the lines\nof their life-work, whatever that may be.\nThe problem of educating the producers of wealth presents itself with\nmuch force at the present time. The world is small, and its ends seem\nto come nearer together as invention and enterprise shorten travel and\nthe cost of it, bringing into active competition in the race of life the\nworkers in the fields of all lands.\nWhat can be done for our producers that they may live on higher\nlevels of comfort and happiness, that they may help the weary hand with\na better-trained head, and have more time to devote to intellectual, moral,\nand spiritual life, is the previous question which the educators of the\ngreat producing states of our country are called upon to answer.\nThe four-year college course does not begin soon enough, nor continue long enough, to meet the requirements of our day in this regard.\nTeachers are wanted in primary and secondary schools and in post-graduate work in the university. They are wanted to do work that has not\nbeen done in all the ages, the discovery of truths underlying production\nand their application to the farm.\nLet us see how our professional men and our best equipped educators\nare prepared for their life-work. They attend primary, graded, and\ntraining schools until they are fitted for college; after the bachelor's\ndegree is wrested from the faculty with much tribulation and some vexation of spirit on both sides, post-graduate work at home or abroad for\nthe future teacher is the common road to be traveled. The professional\nenters upon special study, longer or shorter, and finally teacher and\nprofessional begin practice on people's minds, or bodies, or souls, or teeth,\n\n"} {"page": 107, "printed_page": null, "text": "Sessions]\n\nEDUCATION\n\nOF\n\nTHE\n\nAMERICAN\n\nFARMER\n\n95\n\nor misunderstandings, as the case may be. Our educated men travel this\nroad — nearly all of them ; it is a long study from youth to early manhood or womanhood, without intermission — this preparing for professional life-work. It answers a good purpose; it is perfected for those\nwho need it, but it is not sufficient for the farmer.\nThere are self-made men who become strong in certain lines without\nuniversity training, but rarely in more than one line. The West nurtured\nmany of these unique characters thru its vigorous ways of object-lesson\nteaching, but western conditions are changing. The prairie grass, the\nwild flowers, the fierce winds and bad roads, the privations, and the neighborliness among the people are going with the grand men and women\nthey inspired; and, with them, much self-reliance and individuality.\nI would not advise young people to avoid our regular channels of\nlearning and depend upon self-development. They would graduate late\nin life. The education of the youth who is to work in the fields, grow\nplants, and rear animals cannot be pursued as the professional prepares\nfor future usefulness. He attends the district school, secondary schools,\nor the upper grades of our high schools; but they lead to literary or professional studies. Is there a way by which we can enrich primary education with agricultural studies, so that the farmers' boys and girls may\nhave their vision strengthened to see, on clear days, the delectable\nmountains of an educated farmer's life, towering in the distance as high\nas other elevations ?\nThe most useful and valuable educational work in all the world\nappealing to the educator is that of the farmers of the country. Pioneer\nwork along this line is waiting. The organization of faculties to do the\nwork; apparatus, laboratories, text-books, illustrative material from\nprimary to post-graduate and beyond, where studies of specialities must\nbe combined, where research must be broadened, and where specialists\nmust be grouped to reach a desired end and meet the pressing demands\nof producers — all these are waiting. This is the great field of applied\nscience, where the grower seeks the help of the scholar, of the experimenter, and of the observer. The millions of farmers look to you for\nhelp in these directions.\nThe learned professions, so-called, with commerce, manufacturing,\ntransportation, mining, lumbering and the like, have invited young men\nto neglect the study of the sciences that relate to production ; but education has been overdone in several of those lines, and the supply exceeds\nthe demand. The average mechanic earns more than the average professional. The farmers are being educated, but the studies that are offered\nby most educational institutions are not what the producer from the soil\nrequires. He goes to the warehouse to buy, and must be contented with\nwhat he can get. His interests require him to prepare himself for doing\none thing, and his training prepares him to do another ; he needs\n\n"} {"page": 108, "printed_page": null, "text": "96\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ngarments to answer in one kind of work and finds little or nothing for\nsale in his line, so he puts on what is designed for something different\nor designed for mere show. The acquirements of literary and professional\nmen would be only ornamental to the farmer if he acquires nothing else.\nThey are more ornamental than useful to many who rejoice in them in\nour day. There is a pernicious idea abroad among old-time educators\nthat one educational system is a sufficient foundation for future usefulness in all walks of life, and specialization should take place only after\nthat foundation is laid. We find, in preparing scientists for our work in\nthe Department of Agriculture, that no one specialty is sufficient for him\nwhose life-work it is to study soils and their composition, climate and its\neffects, moisture and its potentialities, animals and their uses, insect\nenemies and friends, the microscopic plants and animals and their\ninfluences, the economic growth and disposition of crops, and the like.\nThese are all specialties, to the study of each of which a scientist might\ndevote a lifetime, but concerning which the farmer should have thoro\ninformation to manage his affairs intelligently. Life is too short to make\nacquaintance with these sciences after going thru primary schools, secondary schools, and colleges, and attaining manhood with no knowledge of them. Their study should begin with the primary and continue\nthru life ; then the country will have farmers who will get response from\nthe soil.\nTo bring this about, to organize, inspire, and develop the farmer for\nhis work when necessity calls upon him to assume its burden, is the work\nof the educator, and you should begin with the child in the primary\nschool ; and that you may do this, the state should give you facilities to\nprepare for this work.\nThe Department of Agriculture is educating 260 young men and\nwomen in these sciences at the present time, because the colleges and\nuniversities have not trained them in the sciences relating to agriculture.\nOur scientists should devote their time to research in co-operation with\nstate institutions, and this they do as far as practicable in every state and\nterritory and in the isles of the sea under our flag, but we must educate\nassistants in all lines. I find fault with no system of education in operation for the benefit of any class of men. I assert that systems in vogue\nare not suitable for farmers, because they do nothing, comparatively, to\nmake them use their heads to help their hands when the hands must lift\nthe burden. I am not content to have the husbandman ignorant of the\ntruths of nature ; I am not content to have the American farmer remain\nas ignorant of the sciences that relate to his lifework as the European\nfarmers are; I protest against conditions continuing that give grounds\nfor tracing relationship between the farmer and the ox. A thoro study of\napplied science and modern languages will develop the mind sufficiently\nfor all practical purposes. You will find that the student will acquire any\n\n"} {"page": 109, "printed_page": null, "text": "Sessions]\n\nEDUCATION\n\nOF\n\nTHE\n\nAMERICAN\n\nFARMER\n\n97\n\nmodern language that will help him in the discovery of truth written in a\nforeign vernacular, and it will be the same with regard to other studies\nthat will help the toiler in the field ; but let the necessity for every\nacquirement be apparent before the pupil is required to engage in it.\nThe man who lives by the soil will only devote time to acquiring the\nuseful.\nThe highest aim of the educator should be to educate the people, and\nall of them, along lines of greatest usefulness to them and the commonwealth. The farm is the fallow ground, the neglected outfield, the\nunworked claim, the promising subject that will yield the best returns on\nthe investment.\nI speak of the class that cannot afford an ornamental education and\nwill not have it. In the methods of all farm operations we are in the\nlead of foreign farmers, thru the efforts of the farmers themselves to\nlearn of their own affairs as best they may. We are taking the lead in\nresearch after scientific truth, and have no veneration for the borrowed\neducational systems of the old world. Our American carriers excel, our\nAmerican mechanics excel, our American miners excel, our American\nmanufacturers excel, our systems of government excel. Why should\nnot our systems of education excel also, especially for the creators of\nwealth, who never have had a university adapted to their wants, nor\neven a college, until within the memory of men still in the prime of\nmanhood?\nForeign countries are looking to the United States for educators\nalong these lines. Owners of land properties are inquiring for trained\nagriculturists at home and abroad. The state colleges and experiment\nstations inquire for masters in agricultural science to teach and investigate. Every farm that is being robbed of plant food is crying aloud for\nbetter treatment. The vanishing forests distress us with their dying\nwails, drouth-stricken fields admonish us, inferior animals advertise that\nthe farmer's education has been overlooked. The United States Department of Agriculture, the agricultural colleges, the state experiment\nstations, the high schools of agriculture, agricultural societies, the agricultural press, authors of books on agriculture — all require help in higher\neducation, while the specialist needs facilities to expand into kindred\nspecialties to fit himself for doing some simple thing that has never been\ndone before, to help some producer in wresting from nature some truth\nthat has been hidden in all the past.\nThe American people always find the right man to meet the emergency. We want a man now to organize the education of half the people\nunder our flag, who till the soil and furnish 65 per cent, of our exports,\nwho create the wealth of the country from materials found in earth and\nair and water ; we want organization from the primary school to the\nuniversity and beyond, into fields where things grow ; into the stable\n\n"} {"page": 110, "printed_page": null, "text": "98\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nand yard thru which crops go to market ; into the farm factory, where\nskill should add to value ; into the pasture, where skill should direct\nform, feature, and development ; into cultivation, where science should\ndefy drouth and deluge ; into fertilization, where observation and experience must be supplemented by education regarding soils and their composition.\nThe American farmer is waiting and watching for the coming of this\nman. Are we to look for him in some one of the half-dozen institutions\nthat are doing promising work, or will help come from as many sources,\nand a highway be constructed by several men who realize the needs of\nour country in this regard? We will look for the coming nian in some\nstate where the people see the wisdom of strengthening the producer and\nadmonish their representatives to that effect ; where boards of control\nappreciate the value of this work and apply endowments of state and\nnation to their legitimate uses.\nFive thousand students attend agricultural colleges, but these colleges\nare feeling their way in the dark along untraveled paths. They are\nfitting and trying, as carpenters built barns in old times ; they will at\nlast forge out a system, by comparing notes, that will meet the requirements of producers and be entirely new and suitable to our conditions\nas a people.\nThe farmers of this country asked for and secured the endowments of\n1862 for agricultural colleges for the several states and territories, and\nsupposed that nothing more was to be done. They did not consider\nhow students should be prepared for colleges, nor what they should do\nafter commencement. They forgot to ask where teachers would come\nfrom who would be competent to apply science to the farmer's work.\nHow few teachers the world possesses ! It is interesting to look back\nover the intervening forty years and see the things done and left undone\nby these colleges. How grandly some of them have overcome obstacles,\nand how very little others have done ! They have had no university to\nguide them. They have run like wild trains without a time table, and\nsome of them have used for other purposes the money Congress gave to\neducate the farmers. Boards of trustees and faculties, who would under\nno circumstances break the laws of God or man, do not hesitate a moment\nto substitute students in something else than the sciences relating to\nagriculture. Less and less of this is being done, however. The wonder\ngrows that such far-reaching interests have not had well-defined educational facilities along every special line. Look at the array and consider\nthe want of exact information regarding them. Soils, buildings, grasses,\ngrains, farm animals, fibers, forests, fruits and vegetables, twenty-five\nbillions of dollars in value. The time has fully come when educational\ninstitutions, especially in an agricultural, mining, or manufacturing state,\nshould apply science to industry, and to this end the faculty should be\nconstructed.\n\n"} {"page": 111, "printed_page": null, "text": "Sessions]\n\nEDUCATION\n\nOF\n\nTHE\n\nAMERICAN\n\nFARMER\n\n99\n\nMy highest conception of duty when I went to Washington was to\nhelp to strengthen the state institutions along lines of agricultural education and research. I am still of that opinion, but I found it necessary\nto first strengthen the scientists of the department by better facilities,\napparatus, assistants, salaries, selections from outside, and education\nwithin. Some progress is being made along all these lines. State and\nother institutions and foreign countries are calling on us for strong men.\nThe whole column is marching toward the position of placing our country\nin the front rank of producers of everything that contributes to the happiness of mankind.\nI look to the educators of our country to take into consideration the\nproducing half of the people under our flag. There is good work being\ndone in the Missouri University toward introducing the elements of agricultural science into common and secondary schools, by holding a summer\nschool for the education of the teachers of these schools. This is the\nplace to begin. The average American is the product of the common\nschool. The stream does not rise higher than its source. The teacher\nshould have facilities to learn along these lines at the expense of the\nstate. The faculty of the agricultural college of the state is the repository of this information, and the teachers should have their expenses paid\nwhile they are becoming possessed of it.\nWe need text-books regarding agricultural studies that can now be\ncompiled from work already done by the nation and the states.\nThe Canadians have taken up the work of educating their teachers by\ngrouping the schools and sending instructors to each group. The\nBritish government has been trying to educate the parochial schoolteachers, but the scope of instruction is limited. Something has been\ndone by several institutions thru university extension work in our own\ncountry. Alabama gives $2,500 annually to support a school of agriculture in each congressional district in that state, with a view to making\nthem feeders for their own agricultural college. Minnesota has an\nadmirable school of agriculture, and Nebraska is well along in the work\nof organizing one. Wisconsin has taken the lead in the organization of\nshort courses that will no doubt become feeders of the agricultural college.\nIowa excels in animal husbandry among other things. Several of the\nstates have well-organized and growing colleges that hold out hope of\ngood things in the future, and several states divert the money given by\nCongress for the education of the farmer to education along other lines.\nBut progress is being made in most states, the tillers of the soil are\nappreciating what has been done, and will not rest content until wellequipped faculties are organized in every state and territory of the Union.\nWe find that progress is being made toward the education of the\nfarmer ; that belief is extending regarding its necessity ; that opposition\nis vanishing among educators whose studies did not include the science\n\n"} {"page": 112, "printed_page": null, "text": "lOO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Genera\n\nof the farm ; that demand for instructors and organizers along these\nlines is growing; that, as a nation, our power for good at home and\nabroad depends upon the education of all our citizens; and that all\nclasses, kindreds, tongues, and peoples look to you, the educators of\nAmerica, to lift the whole up to higher intellectual and moral altitudes.\n\nTHE\n\nHOME\nMRS.\n\nAND\n\nCARRIE\n\nTHE\n\nCHAPMAN\n\nHIGHER\n\nEDUCATION\n\nCATT,\n\nYORK\n\nNEW\n\nCITY\n\nWithin a few days there have been graduated from our colleges and\nuniversities an estimate of between four and five thousands of young\nwomen. The fact represents the fruit of a half century of earnest and\nintelligent agitation in behalf of the right of women to receive the higher\neducation and the duty of the public to provide means whereby that education may be acquired. College women are now far too numerous to be\nregarded as an innovation, and their achievements have been too important to consider them longer as an experiment ; yet there is evidence in\nplenty that the college woman, her present sphere, and her future destiny\nstill furnish a problem which vexes the spirit of many a skeptic. Within\nthe year, if the increased number and the character of contributions upon\nthe subject to our periodical literature is a safe criterion of public opinion, there has been a recent re-opening of the old question. The discussion, however, is upon entirely new and certainly unexpected ground.\nThe subtle ridicule which attended the advent of the college woman has\ngiven way to cordial approval, and the world's conversion to the college\nwoman's right to exist seems complete.\nWhen college women were yet rare in this country, a German professor was told that an American woman had written the best answer ever\nmade to Edwards' \" On the Will.\" In horror stricken tones he exclaimed\nin reply : \" Then may Heaven forgive Christopher Columbus for having\ndiscovered America.\" That man represented a type common in his day,\nin our own country as well as in Germany. Unreasoning and intolerant\nas was their attitude of mind, their opposition was founded upon honest\ndoubt. The conversion of intolerance into tolerance, of ridicule into\napplause, is due to the fact that these doubts have been forever quieted by\nthe indisputable demonstration of the fallacy of the four chief claims of\nthe opposition.\n1. Women are mentally capable of grasping a college education, and a great many\nwomen are more capable of doing so than a great many men.\n2. Women are physically able to bear the continued strain of a college course, and\nmany of them are far better able to bear it than many men.\n3. The college woman has no more lost the \"eternal womanly\" than the college\nman has lost the \"eternal manly\" in the struggle for education.\n4. College women, like college men, have not lost their ability and desire to become\nhomemakers, nor their willingness to obey the second law of nature, \" the preservation of\nthe species.\"\n\n"} {"page": 113, "printed_page": null, "text": "Sessions]\n\nTHE HOME\n\nAND HIGHER\n\nEDUCATION\n\nThis demonstration seems to have been generally accepted among the\neducated as final. The new discussion does not dispute the right of\nwomen to receive the higher education, nor deny their ability to grasp it ;\nnor does it seriously question the beneficial effect of the higher education\nupon women themselves nor upon the homes over which they preside. In\nfact, the new criticism represents an entire turning of the tables. The\nwhole spirit of it seems to have been inspired by a belief that in some\nmysterious way men are being defrauded of their rightful prerogatives by\nthe co-educational college women. For fifty years the extension of educational privileges to women has been a concession to the plea for the\nrights of women ; the new question has been raised in defense of the rights\nof men. An impetus was undoubtedly given to the new line of thought\nwhen, in 1898, W. T. Harris, Commissioner of Education, made the prediction that if women students at colleges should continue to increase as\nrapidly, in proportion to men students, as they had done in the past, it\nwould not be many years before there would be more women than men in\nour colleges. Following this announcement, the figures of the Commissioner's report of 1900 may have seemed ominous to those who had\nregarded the college woman as a negative rather than a positive factor of\nsociety. In the years between 1890 and 1900 men students in colleges\nincreased 60.6 per cent,, while women students increased 148.7 per cent.\nThese facts have evidently frightened the conservative, and have aroused\na cautious but firm opposition to co-education. The discussion has\nassumed sufficient importance to alarm many women who fear that the\nadvantages won after years of serious struggle may be lost ; and to lead\nat least three great daily newspapers to predict, editorially, that co-education will be replaced ere long by the separate school. Three incidents\nhave wielded a somewhat potent influence in the discussion. The first\nwas the action taken by Adelbert College, of Cleveland, which closed its\ndoors to women in 1888, after fifteen years' experience in co-education.\nThe college is not of sufficient importance in itself to have added any\nparticular weight to the discussion, had it not been for the significance\nof the cause which led to its act. If reports given by those who claim to\nknow are correct, the women students were in no wise blapiable for the\nstep. Their absences from college exercises on account of sickness averaged less than half as many as those of men ; their average scholarship\nwas creditable, and during the fifteen years they had won a majority of\nthe honors of the school. It was alleged, however, that this condition\nwas a dangerous one, and, should women increase in numbers and\nimprove in standing as rapidly as they had done in the past, men might\nprefer other schools. Women, therefore, lost their privileges at Adelbert\nCollege, not on account of their failures, as would once have been dismally prophesied, but because of their superiority. The second incident,\nwhich is of far more serious moment, since it occurred in the West, which\n\n"} {"page": 114, "printed_page": null, "text": "I02-\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nhas been regarded as the stronghold of co-education, was the action taken\nby Stanford University to limit the number of women students, while the\nnumber of men students should remain unlimited. The excuse offered is\nthe same as that given by Adelbert, that is, the possibility that women\nwould outnumber men if the present rate of increase should continue.\nThe third was the remarkable address of President James, in which he\nsaid : \" In Northwestern University women have increased faster than\nmen, and if the same increase continues, in ten years women will form\nhalf the student body, a condition which many friends of the University\nwould view with concern.\" In this connection it is interesting to note\nthat in the commencements of this year Cornell University graduated a\nclass of 190 students, 75 of whom were women ; Michigan University\ngraduated 261 students, of whom 115 were women.\nIt is probable that the rather discourteous conduct of men students in\nthe Chicago University toward the women students in connection with\nthe convocation exercises, and the position taken by the men of Columbia\nUniversity concerning the use of the campus and baths by the students of\nBarnard College, may have added force to the opinion that men students\nin all colleges would be glad to be rid of the presence of the women\nstudents. The very recent action of the Chicago University, in segregating the women from the men in the freshmen and sophomore classes,\ninexplicable by any other theory than that it has been a concession made\nto the ungallant protests of the men undergraduates, will probably\nstrengthen this point of view. The fact that girls graduate from our\ngrammar and high schools in considerably greater numbers than boys,\nand the even more significant fact that men in our nation now carry a\nlarger per cent, of illiteracy than women, may have added to the general\nalarm of conservatives.\nDenuded of meaningless platitudes, the opinions expressed seem to\nresolve themselves into a fear that a struggle for the \"survival of the fittest \"\nis going on in our educational institutions, from the lowest to the highest,\nwith an alarming possibility that women may gain the final supremacy.\nTo my mind co-education will suffer little from the present flurry of\nopposition. The system is founded upon claims too broad, too sound, and\ntoo progressive to be dislodged without serious and fair reasons; and certainly the objections thus far offered can hardly be considered as either\nlogical or compatible with \"fair play.\"\nNevertheless, the position taken by these new opponents of co-education isworthy of analytical investigation. Why should the friends of any\nuniversity \"view with concern \" the fact that half, or even more than half,\nits students are women ? Is it because the scholarship of the women\nhas fallen below that of men ? No one claims it. Is it because they\nhave in any way failed to meet the demands of college life ? No such\nsuggestion has been made.\n\n"} {"page": 115, "printed_page": null, "text": "Sessions]\n\nTHE\n\nHOME\n\nAND\n\nHIGHER\n\nEDUCATION\n\nReducing the statements made, within the year, to their very lowest\ndenomination, they become simply this: the work of the world has been\nassigned to men, and the work of the home to women. Man's work is\nof more importance in public estimate than the work of women. Therefore, ifeither is to have superior training or superior advantage, it must\nbe men, since the achievements of men accrue more largely to the credit\nof the college. So, these college men would turn women out of the\nco-educational schools because in their opinions their work in after-life\nis not likely to be equal in value to the work of the men graduates. They\ndo not pause to ask why their work is not equal to that of men, or\nwhether it may not be made so.\nDespite the common allusions to the sacredness of home and the\nnobility of motherhood, it is evident these functions are not in reality\nregarded as equal in importance to those accorded to men. One needs\nonly to turn to commencement orations and baccalaureate sermons to be\npostively assured of this fact. In a careful perusal of a number of those\ndelivered this year in co-educational colleges, I have failed to discover a\nsingle reference to the future of the women students. These orations have\nrecounted in elegant terms the opportunity offered in American life for\nthe services of the \"scholar in politics,\" and for the college man in\naffairs; they have painted in glowing colors the fame and fortune and\nsatisfaction of the educated expert in great enterprises; they have\nreviewed the problems which hang unsolved over the heads of our people,\nand in earnest appeal have urged the college man to consider them well\nand, having considered, to speak and to act. Each address seemed redolent with the very \"joy of achievement.\" One may well imagine the\nthousands of young men, with intellects trained to fullest vigor and\nbodies developed to enduring strength, barely able to sit in patience to\nthe end, so anxious might they well have been, when thrilled by such\npromises of conquest, to gird on their armor and to go forth to claim\ntheir destiny. But no word of advice, no inspiration to endeavor, no\nhope of achievement was offered to the women graduates. Nor must it\nbe supposed that these addresses were intended for both sexes. The\nphraseology unmistakably reveals the fact that men, and men alone, were\nheld in the thoughts of the speakers. An uninformed listener might well\nhave thought that while life was just opening to these young men, it had\nsuddenly come to an end for the young women. These addresses are\nsignificant straws which point unmistakably to the direction of the wind\nin this new discussion of co-education.\nWe may sift the reasoning down to a few questions. Is the home the\nsphere wherein the complete possibilities of the lives of women are to be\nconfined? And if it is, then is the work of the home equal in value to\nthe work of the world? If the work of women is not equal in value to\nthe work of men, why is it not, and how may it be made so?\nShould the\n\n"} {"page": 116, "printed_page": null, "text": "I04\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ntraining of college women be reduced to a level with the work they are\nsupposed to do or the work lifted up to meet their training.\nA careful analysis reveals the fact that the whole difficulty lies in the\nfailure of college faculties and boards of trustees to perceive the really\npivotal point in the whole question. The home of today and the home\nof a hundred years ago are two entirely different things. There was a\ntime when the work of women was wisely confined to the home, but the\nmodern woman has been freed from many responsibilities and burdens\nwhich once belonged to the household, and in consequence her time and\ntalents are largely liberated for other work.\nIn common with these conservatives I believe the home is, and always\nwill be, the foundation of our nation's greatness and liberty ; and I also\nagree with them that the home, as we have known it, is passing by; but\nI do not agree with them that anything men can do will stay a change\nwhich is inevitable. The home, as it has been, is passing, not thru\nthe over-education of women, but thru the encroachments of commercial changes which have constantly limited its functions until little of\ndignity remains. It is a popular belief that the \" woman's rights\" movement has encouraged women to get out of their own sphere and into the\nsphere of men, and that the home has been impoverished thereby.\nInstead, the present confusion has arisen because men have gotten out of\ntheir sphere and have entered the sphere of women. One needs to turn\nbackward but a few pages of history to discover the time when the majority of women within their own homes were weavers, knitters, garment\nmakers, soap, starch and tandle makers, bakers, fruit canners, and meat\npreservers. To be a good housewife a woman must have learned many\ntrades. Her work may have been menial, but it was at least skilled labor\nwhich she performed, and the division of labor between the sexes was\nfair and equitable. The work of the woman in the home was quite as\nimportant to the welfare of society, and quite as dignified and as skilled,\nas the money-making labor of the man in the field of outside work. At\nthat time the contribution of the home woman to the welfare of society\nwas quite equal to that made by men.\nThen came the wrecking hand of commercial progress. Just in proportion to the rapidity with which the business sagacity of men has perceived opportunities for profit in the home vocations of women, these\nemployments have left the home and entered the factory. Her labor has\nbeen literally snatched from her hands, and the finished product returned to\nher, paid for with money earned by some other member of her household.\nMen bakers, clad in her discarded apron, bake her bread ; men tailors\nfashion her gown ; and men milliners, with deft fingers, trim her bonnets.\nAs the atom in the chemical reaction, when liberated, grasps some other\natom, thru its affinity, and thus forms a new molecule, so women, freed\nfrom many duties of an earlier day by commercial reactions, have seized\n\n"} {"page": 117, "printed_page": null, "text": "Sessions]\n\nTHE\n\nHOME\n\nAND\n\nHIGHER\n\nEDUCATION\n\n105\n\nnew opportunities and have thus formed new combinations in social life\nwith which college faculties must reckon. In forced reciprocity they\nhave entered the sphere of the work of men ; for industry, energy, and\na desire to perform useful work, are innate in the civilized man and\nwoman.\nIn view of these facts, the reasoning advanced by the new questioners\nof co-education is not complimentary to the trained intellects of college\nmen. To attempt to confine the interests and the work of women to the\nhome of today means an artificial division of work, and also of actual\nbrain power. Surely, from the college point of view at least, the greatest\nthing in the world is a well-trained intellect. The world cannot afford to\nlose one such factor for good, nor can it afford to assign a single trained\nmind to work beneath its abilities. It is not only the right but the duty\nof each human being to give to the world the best service of which he or\nshe is capable. If, then, there is a loss of power when women are consigned to home-making, because its duties do not require so high a degree\nof training as these opponents hold, the logic of the situation is not to\nlessen the training of the woman until it is reduced to a par with homekeeping, but the true logic is to lift the home until it is upon a par with\nthe highest educated woman. The world has no right to bury a single\ntalent, nor to hide one light under a bushel. If work commensurate with\nthe college woman's best abilities cannot be found within the home as it\nis, then the home with the woman at its head will be made a factor in the\nworld's work. This will come as the inevitable, in response to the mighty\ncauses which compel humanity to move forward whether it wills or wills\nnot ; the causes which are never created by men, nor eliminated by human\npower. An artificial division of labor can no longer be made between the\nsexes of today. Some men prefer women's work and do it well, and some\nwomen prefer men's work and do it well. Since liberty to do, to be, to feel,\nto grow according to one's own natural inclination is the keynote of all\nintelligent progress, this condition must continue. Nor must we forget\nthat, if such a division were possible, it would represent a sheer loss to the\nworld of valuable service. We now know that men and women contribute\nequally to the hereditary traits of their children, and that at least half the\nchildren of the world draw their most distinctive characteristics thru crossinheritance ; that is, the girls inherit the leading qualities of the father\nand the boys the chief qualities of the mother. So long as women are\nthe daughters of men, we shall find silly, vain, and irresponsible ones\namong them, because their fathers were so before them ; and we shall find\nothers strong, gifted, and able to achieve the best. So long as men are\nthe sons of women, there will be men whose natural bent will lead them\nto become clerks at a ribbon counter, and there will be others, formed in\nthe image and likeness of their mothers, who will climb the heights of\nhuman endeavor.\nTo limit the liberty of the well-endowed woman to use\n\n"} {"page": 118, "printed_page": null, "text": "io6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nher talent in her own way is as great a crime against race progress as to\nlimit the liberty of a man.\nIn the transition from the eld division of labor to conditions of the\nfuture, amusing confusions have arisen, and this we must expect. I once\nvisited a western college conducted on the dormitory plan. Sitting at the\ndinner table, I complimented the president upon the character of the\nmeal which had been served, since it was superior, from the standpoint\nof hygienic selection and skilled cookery, to those usually served in institutions of that kind. \" Yes,\" replied the president, \"our cook is a man.\nHe is very enthusiastic over his choice of profession and exercises the\ngreatest possible care and intelligence in his work. He earnestly\nbelieves that the quality of the scholarship of our school is directly\ndependent upon the quality of the food he provides.\" \"By the way,\"\nadded the president, \" the lady who sits opposite is his wife. She is the\nprofessor of Greek.\" And why not ? Since men have taken from\nwomen the portion of the world's work which has been theirs since civilization began, they must be generous enough to reciprocate and to divide\ntheirs too. The home has been robbed of nearly all labor requiring\nspecial skill or intelligence, except the care of the children, and even here\nthe former years of care are curtailed by the kindergarten which educators\nnow declare to be a necessary foundation for the best training of the\nchild.\nBut the home, cry out these questioners, is it to perish from the\ncivilization of the world ? We would save it by specially educating\nwomen for its functions. Surely women should yet find their all in the\nduties of motherhood. There is much of pretty sentiment in this theory,\nbut very little of practical common sense. Who is wise enough to teach\nher ? The college woman is a new figure upon the stage of the world's\naction, and we cannot expect her to have evolved a science yet. She has\nbeen forced to expend not a little of her energy in finding a place to\nstand. The science of men may, with comparative certainty, regulate\nthe inheritance, the environment, and the perfect development of all\ndomestic animals, but can the science of men teach a human mother how\nto command the mysterious laws of inheritance so that her child may be\nwell-born ? Nay, not so. Can the philosophy of colleges teach her to\ntrain that child with certainty to its highest and best ? Nay, not so.\nThen who can instruct her ? Alas, the A B C of this \" science of motherhood \"is all the world knows. It may come some day ; and, in the\ninterest of the coming race, we may hope that it will come soon. Let\nus not lose sight of the fact, however, that when it comes it will not be\nthe science of motherhood at all, but the science of parenthood, and it\nwill be the duty of future educators to teach it to fathers as well as to\nmothers.\nNo, we may not find woman's sole contributions to the world's good\n\n"} {"page": 119, "printed_page": null, "text": "I\n\nSessions]\n\nTHE\n\nHOME\n\nAND\n\nHIGHER\n\nEDUCATION\n\n107\n\nin motherhood. In the old days, women had time to perform the duties\nmost vital to the family in addition to motherhood ; now that those functions have been removed from the home, she has even more time for work.\nEven tho there was no other reason for a woman to work outside her\nhome, the full duties of motherhood should make it imperative. That\nmother is the best progenitor whose mind is active thru responsibility and\nwhose soul is filled with the satisfaction which comes from useful, helpful\nwork. That mother is the best care-taker, whose intelligence is constantly receiving new stimulus from a variety of causes. The most serious\nimpediment to her success is monotony in her daily life. If she studies\nchild development she does well, but if that is all she does she will fall\nfar short of her own ideal. Altho this is an age of specialization, that\nspecialist is always the best worker who can bring to his duties a general\ntraining, and this is pre-eminently true of the mother.\nIf we are to expect a coming race of great men, we must provide\ngreat mothers ; and if we are to create a race of great mothers, we must\nprovide great fathers. The race cannot rise by the development of one\nsex alone, but we \"rise or fall together.\" The best training the experience of the world has devised is none too good for the mother.\nI do not know that I can claim any authority to speak, but I may at\nleast testify in the case. In the prosecution of my own work I have\ntraveled in all the states of the Union but two and have been entertained\nin some 1,500 homes. Many were the homes of college women. I have\nbeen permitted to talk intimately with them concerning their modes of\nlife and their aspirations. I have found the comradeship of college husbands and wives upon a high and congenial plane. Their relations have\nbeen lifted out of the commonplace and the material into a realm of intellectual harmony, where there must always be found the truest and most\npermanent satisfaction in marriage. I have found college husbands proud\nof their college wives, and college wives secure in the love of their husbands. But despite this fact I have found many of these women restlessly\ngroping, amid the wreck and confusion of the passing of the old-time\nhome and the coming of the new, for work satisfying to their ambitions\nand abilities. Within the souls of many there is a '* pent-up Niagara.\"\nMany have been childless, many had sent their grown boys and girls to\ncollege, and in the prime of life found themselves sitting with folded,\nidle hands, or frittering away time in social vanities. Still others found\ntime enough, while the little ones were in the home, to feel a nameless\nvoid which could alone be filled by useful work. Drudgery, if it be in\nthe interest of work helpful to humanity and of such nature as to test her\nbest strength, would be welcomed by many a college woman as a boon.\nTo other women, self-satisfied, contented with their own stunted development, itis true the new work would come as a burden to be avoided.\nBut can the world afford the loss of power which comes thru an idle\n\n"} {"page": 120, "printed_page": null, "text": "io8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nwomanhood ? Can it afford the waste of a motherhood not developed\nto its best ? Certainly mind and character, like muscle, grow more\nefficient with use, and to secure the best use there must be incentive.\nWomen of means, robbed of important home duties, find themselves consigned, bythe customs of our time, to lives of wastefulness. No opportunity for relief offers itself to the majority, and no incentive urges them\nto find an outlet for their energy. The real question involved in the\npresent discussion of co-education should be how may an incentive be\nfound for the college woman which will guarantee her continued growth,\nand which will produce work accruing to the credit of her college, her\nsex, and her race ? The new attack upon co-education is based upon the\nmost superficial observations, and the action proposed is cruel and unreasonable. Itis not the loss of a college education to a few women which\nis involved, but the movement is an attack upon race progress. These\ncollege men have attempted to seize the wheels of progress in their\nonward revolution and to turn them backward in their course. Justice\ndemands that an incentive to equal work with men shall be given the\ncollege woman. Mr. Roosevelt talks much of the man who \"can do\nthings.\" We need to create a demand for the woman who can do things.\nSurely, the first duty lies with the colleges themselves. If college professors, now lost in contemplation of the beauties of the stars above or the\nmysteries of creation in the earth beneath, would turn their eyes humanward in serious study of the question of everyday life for a time, a solution might be found.\nIt is plain, however, that this unexpected attack upon co-education\nwill impose a new duty upon its friends. That duty is to protect its\ninterests by securing the appointment of more women upon the faculties\nof our colleges and universities, and especially upon the boards of trustees.\nIf college faculties are really alarmed over the increasing education\nand literacy among women, and give credence to the prediction which\nhas been made by more than one distinguished foreign observer, that the\ntime is not far distant when the average American woman will rise superior to the average man in general intelligence and information, let them\nnot lay a staying hand upon the growth of women, but urge the men of\nthe nation to come up higher. If they fear the antagonism of men students to the women students which has been demonstrated in not a few\ncolleges, let them recognize the spirit for what it really is, the manifestation of the savage, not yet eliminated from the civilized man. Let them\nanalyze well their own attitude of mind to discover whether the action of\nthe men students is not a rough reflection of their own point of view.\nLet them analyze well the present conditions of society, and then in classroom, in chapel, in baccalaureate sermons, in every thought and act,\nmagnify the duty of the college woman in American life, as they now\nemphasize the duty of the college man.\n\n"} {"page": 121, "printed_page": null, "text": "k\n\nSessions]\n\nTHE\n\nHOME\n\nAND\n\nHIGHER\n\nEDUCATION\n\n109\n\nIn a thousand paths the college woman might walk forth to conquest.\nIf she inclines to science she may maintain her laboratory in her own\nhome. She no longer needs to spend her time in canning fruits and\nvegetables, for this work has left her home and gone to the factory ; but\na problem has come to take its place. How is the factory preserving\ndone ? With formaldehyde and salicylic acid, with glucose and analine.\nThen, with crucible and test-tube, let her nominate herself the nation's\ndetective and ferret out the sins or the virtues of every cannery in the\nland. When her facts are in command let her call forth the legions of\nother college women to wage a war in the interest of pure food. Tho\nshe must overcome glucose trusts, political rings, and public credulity, let\nher map out her campaign to save our nation from the wrecked health of\nbody and mind toward which this commercialism is rapidly forcing us.\nThe college woman who may win the victory for pure and honest food,\nwill deserve to rank with our highest and best. If the college woman\ninclines to philanthropy, let her organize her forces to teach the women\nof the poor hygienic cookery and sanitary housekeeping. Men may\nbuild model tenements, schools may try to educate the young to better\nthings, but until trained women teach the housewives of the poor the\nhigher standards of the home, the race will not rise much beyond the\npresent.\nInvite the college women to share freely in the work of the world,\naccording to her inclinations and her abilities. Recognize her as a positive factor in society, as from the character of her endowments we may\nsafely conclude nature intended her to be. Then endow her with the\nballot that she may have authority to enforce her opinions, and to do the\nwork of her choice in the most effective way. In the beginning, the gift\nof education to the people thru our public schools was not given in the\nspirit of philanthropy, but was extended in order that our government\nmight rest upon an intelligent citizenship. Now that a majority of the\nproducts of the public schools are girls, and the preponderance of literacy\nof the nation has tipped to the side of woman; now that the interests of\nwomen can no longer be confined to the home, but are to be found on\nthe outside as well as the inside of that home, the logician will have difficulty to find a sound reason for believing that the government, as well as\nthe home, the school, and the church, may not be safely trusted to the\njoint judgment of men and women.\nSurely college faculties, with their trained powers of observation and\ntheir breadth of view, need feel no paucity of resources in the effort to\nfind incentive for the college woman. The only hindrance is their own\nfailure to perceive that she needs an incentive ; and meanwhile eyes are\nblinded by the shadow of the belief that the sphere of a woman is within\nthe four walls of her home, while the sphere of a man is compassed only\nby the limits of the wide, wide world.\nThere is no sphere for men and\n\n"} {"page": 122, "printed_page": null, "text": "no\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nno sphere for women, but a joint responsibility is laid upon both to give\ntheir best and highest service to the uplift of the race. With perfect liberty of choice each man and each woman will perform that service, and\nin doing so they will find their natural sphere. Perfect freedom of action\nand perfect freedom of training is the need of the hour. If in the evolution of society the home as we have known it, with its rooms to be\nswept and its furniture to be dusted, its food to be cooked and its\ndishes to be washed, shall succumb to the general wrecking process,\nwe may rest assured that the change will come so gradually there will\nbe no jar. The home as it is to be will silently steal in to fill the\nvoid. We may not locate the new home in space. We may not describe\nits material equipment, but we may rest assured that so long as time\nshall last, whenever two congenial souls shall meet, they will unite in\nthe old, sweet way, ever new, and where they pause, there will be a home.\nThat home will continue to be the bulwark of our nation and our race.\nChildren will come to it, more beautiful, better born, and better trained\nthan we have been. The tenderness of mother-love planted ages ago in\nour animal ancestors will never know its divinest flower until women,\nunder the influence of encouragement and incentive, have developed to\ntheir highest and their best. In the transition, which we could not stay\nif we would, the eternal forces of evolution may be trusted to save the\nrace from mistakes too serious. Meanwhile it is our present duty to hail\neach college woman, as well as each college man, as a possible apostle of\nhigher light, and our safest guide will be the motto, \" Liberty to all, curtailment of opportunity and growth to none.\"\n\nEDUCATION\nJACOB GOULD\n\nSCHURMAN,\n\nIN THE\n\nPRESIDENT\n\nPHILIPPINES\n\nOF CORNELL\n\nUNIVERSITY,\n\nITHACA, N. Y.\n\nI shall not at the present time speak of the educational system planted\nin the Philippines by the Spaniards. In the time of the Spanish sovereignty the church was a part of the state, and the church controlled all\neducation. Manila boasted of a university which had a papal charter,\nand the Jesuits had a college there ; and in Manila and all the other organized towns of the archipelago there were public schools for elementary\ninstruction. We do not know statistically the extent or efificiency of\ntheir work, but the masses of the Philippine people are certainly uneducated and grossly ignorant, and it seems no exaggeration to say that only\na minority of them can read or write. But, in estimating the services of\nSpain to the Filipinos, we must remember that she lifted them from barbarism to civilization, and from heathenism to Christianity (excepting\nonly the Mohammedans and heathen in Mindanao, Sulu, Palawan, and\nother remote parts, who together constitute less than one-fifth of the\n\n"} {"page": 123, "printed_page": null, "text": "Sessions]\n\nEDUCATION\n\nIN THE PHILIPPINES\n\nIII\n\nentire population of the archipelago), and that, if she did not accomplish\nthe elementary education of all the people, she did almost as much in that\ndirection as she had done for the people of her own country ; while in\nthe matter of collegiate and professional instruction the educated Filipinos one finds scattered — tho very sparsely, it is true — all over the\nislands, bear living testimony to Spain's desire to bestow the highest\nintellectual gifts upon a select and favored class of young men among her\nsubjects in the Philippines.\nAs I studied and reflected upon educational conditions in the Philippines, itseemed to me that the soil was peculiarly fitted for the kind of\nsowing which American administrators would naturally undertake. Here,\nas at many other points, I discovered a perfect harmony between the\nneeds, desires, and ideals of the Philippine people and the practice and\ntraditions of the American people. The Filipinos wanted free public\nschools for the entire population ; but free public schools for the instruction of the children of all the people is the central feature of the American\neducational system. It is natural, therefore, for us to give them, not only\nwhat they desired, but what they had demanded in every revolutionary\nprogram their patriots had adopted when in rebellion against Spain. I\nnever saw anywhere, in any part of the world, a people who longed more\nardently for education. Conscious of ignorance, the people desire\ninstruction. They feel that a new era is opening for them, and realize\nthat it is only thru popular education they can accomplish their national\nmission. They have seen what schools have done for Japan, and it is the\ndream of every thoughtful Filipino to make of his country another\nJapan — with the additional advantage of being Christianized as well as\ncivilized, and of having a republican instead of a monarchial government.\nAnd so, as I have said, all thru the islands, there is a hungering and\nthirsting after knowledge, and the educated man is the object of popular\nadmiration, and he easily becomes the political leader whom the people\ndelight to follow.\nIn view of these facts the first Philippine Commission, of which I had\nthe honor to be president, recommended in its report that \"public education should be promptly established, and, when established, made free to\nall,\" and also that \" English should be taught in the schools of the archipelago to the utmost extent feasible.\"\nThese recommendations were adopted by President McKinley, and\nincorporated in his instructions to the second Philippine Commission, of\nwhich Judge Taft was appointed president. And the results, short as the\ninterval has been, amply confirm the wisdom and beneficence of the\npolicy. About nine hundred American teachers are now at work in the\nPhilippines, and about one hundred more will soon be appointed.\nBetween three thousand and four thousand Filipinos are employed as\nelementary teachers; and of these about two thousand daily receive at\n\n"} {"page": 124, "printed_page": null, "text": "112\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nleast one hour of instruction in English. Not less than a hundred and\nfifty thousand children are enrolled in the free primary schools. The\nnumber of native adults receiving English instruction in evening schools\nconducted by American teachers was ten thousand in October ; but at the\nrate of increase then exhibited there are probably twenty thousand, or\neven thirty thousand, at the present time. There is a wide and enthusiastic demand for instruction in English in all parts of the archipelago;\nand next to that is the demand for instruction in manual training and the\nmechanic arts, the lack of which has hitherto so greatly retarded the\nprogress of agriculture and other industries in the Philippines. It is\nanother proof of the intelligence of the Filipinos that they so quickly\nrecognize the kind of education they most need : applied science for the\ndevelopment of the vast natural resources of their islands, and English\nfor use in government and in trade and commerce.\nI need not describe the organization of the public-school system of\nthe Philippines. It is, of course, an adaptation of the system of our own\nstates and territories. There is a superintendent for the archipelago with\neighteen district superintendents. Each town has its board of education\nwith advisory functions. The moneys expended are all Philippine,\nnothing coming from the treasury of the United States. Our function is\nto administer the funds of the Filipinos for their educational benefit, but\nin view of the coincidence between the educational desires of the Filipinos and the educational system of the Americans, I am firmly convinced that no other nation on the globe could render the Filipinos such\nvaluable educational service as we are doing at the present time. While\nthe American teachers who went to the archipelago were undoubtedly\nattracted by the compensation offered — the salaries ranged from $900\nto $1,200 — I know that some of them, and I believe that many of them,\nwere actuated by the spirit of educational missionaries, and the letters I\nhave seen from them show that among them are those who are devoting\nthemselves to their noble but difficult work in a spirit of unconscious\nheroism. And they have the earnest support of Judge Taft and the\nother members of the Philippine Commission. But undoubtedly the\nchief praise for the success of our great educational work in the Phillippines\nmust be awarded to the able superintendent, Mr. F. W. Atkinson; and\npersonally it is a great satisfaction to me to recall that when Mr. Atkinson consulted me in his doubts about accepting the appointment, I\nstrongly advised him to take the position and pointed out the possibility\nof such a work and reputation as he has since performed and acquired.\nThere are two unsolved problems, two difficulties, which confront\nour educational work in the Philippines. One is the relation of the\nchurch (by which I mean the Catholic church, for the civilized- Filipinos\nare all Catholics) to education; the other is the relation of the English\nlanguage to other languages as a medium of instruction.\n\n"} {"page": 125, "printed_page": null, "text": "Sessions]\n\nEDUCATION\n\nIN\n\nTHE\n\nPHrUPPINES\n\n113\n\nAs concerns the church, you will recall that it has been for centuries\na part of the state in the Philippines. The two were inseparable; and of\nthe two the ecclesiastical power was undoubtedly more potent than the\ncivil. Spanish officials and military officers came to the Philippines, and\nafter two or three years returned to Spain; but the friar remained in his\nparish, the permanent representation of Spanish sovereignty, and partly\nby law and partly by custom he came to wield the authority and sanctions of the temporal power as naturally as he exercised the functions of his\nown spiritual office. In education his voice was supreme, as you will see\ntragically illustrated in Rizal's Noli me tangere. And education apart\nfrom religion, schools separate from the church, were not only the objects\nof the friar's detestation, but a thing absolutely unknown among the\nFilipinos.\nNow, altho the friar has lost his influence among the people, the\nFilipinos are, and remain, good and loyal Catholics. Consequently the\nsuccess of our educational work in the islands will, in no inconsiderable\ndegree, depend upon its acceptability to the authorities of the church.\nWe have separated church and state, clearly and decisively. We have\nmade public instruction purely secular, tho, in imitation of the Fairibault\nplan, we permit any religious denomination, under certain conditions, to\nuse the schoolhouses for purposes of religious instruction. I believe that\nso far no religious denomination has availed itself of this privilege and,\non the contrary, private and parochial schools are springing up in which\nreligious instruction is given and the Spanish language used as the basis\nof education. Owing to the poverty of the people, it will not be easy to\nmaintain such voluntary institutions as successful rivals of the state-supported schools; yet the Catholic church never shrinks before difficulties,\nand there is always the prospect that the Filipinos, if permitted by\nAmericans to manage their own educational affairs, would vote public\nmoneys for the support of parochial schools, or even combine the public\nand parochial schools under the authority of the church in some such\nfashion as is practiced by the Catholic and French subjects of Great\nBritain in the province of Quebec. From the American point of view,\nit would greatly simplify things if the Catholic church would content\nitself with the extension of the Fairibault plan to the schools of the Philippines. But the outlook at present is not favorable to that hope. And,\nif it comes to a contest of forces, the church has, and is likely to retain,\nthe hearts of the people, and will control their religious faith, including\nthe question of the place of religious instruction in the schools. The\ngovernment, on the other hand, has public funds for the support of its\nschools, which therefore ought to be the more efficient. The people\nthemselves will be divided between the demands of the church and the\nsuperior scholastic attractions of the public school. What the ultimate\nsolution may be, it is impossible to foresee.\nIn the meantime, the rivalry\n\n"} {"page": 126, "printed_page": null, "text": "114\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nbetween public and parochial schools is stimulating each to its best\nefforts, and in that way at least the Philippine people are the gainers.\nThe second difficulty to which I referred is the language question.\nOf the 6,500,000 civilized and Christianized people of Luzon and the\nVisayas, possibly 5 or 10 per cent, speak Spanish. The rest — some\nsix million souls — know only their own vernacular. Of these, 2,500,000 speak the Visayan language; 1,600,000 the Tagalog, 500,000 the\nVicol, 600,000 the Ilocano, and the remaining million the Pampango, Pangasinan, and other dialects. The number of languages\namong the Mohammedans and heathen is very great. But, so far\nas concerns the Filipinos with whose government we have to do —\nthe civilized and christianized Filipinos of Luzon and the Visayan\nislands — two-thirds of them use only two languages, Tagalog and Visayan, while the remaining third have some acquaintance with one or\nother of these dominant languages in addition to their own vernaculars.\nNow, what shall the place of English be in this polyglottal archipelago? That it should be the official language is reasonable enough,\ntho the use of the natives' own tongue should be permitted in the\ncourts of justice, if not also in the legislature (as French is authorized in\nthe parliament as well as in the courts of Canada). As to Spanish, I do\nnot see that any special effort need be made to perpetuate the slight hold\nit has gained upon the Filipinos. But the substitution of English for\nSpanish as the official language will not make it the general language —\nthe popular medium of communication. Great is the schoolmaster, but\neven the schoolmaster cannot eradicate the language which the pupils\nacquired with their mothers' milk. I sometimes think that our American\nadministrators in the Philippines are guilty of overlooking this truth,\nwhich is indeed a truism. English will be indispensable for the politicians at Manila, and the traders there and elsewhere. But does any\nreasonable man suppose that the Philippine peoples in general can be\ninduced to forget their own vernaculars (which come, as it were, by\nnature) and laboriously and painfully acquire English, which the masses\nwill never have occasion to employ? Such an illusion defies, not only the\npsychology of language, but the lessons of history. Why, English\nexperience in Quebec and Spanish experience in the Philippines, to go\nno farther afield, should dispel such a fancy. All history teaches that no\nrace or people ever abandons its vernacular. If the schoolmaster could\nimpart facility in the conversational use of a foreign language, how many\nhundreds of thousands of American children would today be able to\nconverse in French, German, and even Latin or Greek! But everybody\nknows that to speak French or German, even as a bungler, it is necessary\nto go to France or Germany and hear and speak no other language for a\nyear or two. And then, on returning, how soon the acquisition fades\naway, unless you have constant practice in conversation!\nThe naive\n\n"} {"page": 127, "printed_page": null, "text": "Sessions]\n\nEDUCATION\n\nIN THE PHILIPPINES\n\nassumption that we can teach the Filipinos to speak English by scattering\na thousand American teachers among six million or eight million natives\n(who have no use for any language but their own) is surely the climax of\nAmerican energy, self-confidence, and invincible optimism!\nI dwell upon the matter because of the pernicious consequences\nwhich may follow from it. One is pedagogical, the other political. If\nyou undertake to anglicize the Filipino, you may think it your duty to\nteach him everything thru the medium of English. If you adopt\nsuch a policy, very restricted indeed will be the pupil's acquisitions.\nThe foreign language will stand in the way, blocking all progress. Take\nan analogy too favorable to us. Suppose the children in the elementary\nschools of an American town of eight thousand souls, where one German\nlived, were required to learn their arithmetic, reading, writing, history,\nand geography, not thru the medium of their own language, but by\nusing German only, what progress do you think they would make?\nWell, in the same way, if our thousand American teachers are to do the\nmost effective work among six million or eight million Filipinos, they\nmust learn the language of the people among whom they live — Tagalog\nin central Luzon, and Visayan in Panay, Negros, Cebu, Samar, and\nLeyte. Reading, history, civics, geography, and arithmetic are more\nimportant for the rising generation in the Philippines than any foreign\nlanguage — even tho that language be English. The, few officials and\ntraders who need English will undoubtedly learn it, as their fathers\nlearned Spanish. The people as a whole have no need of English, and,\nwhile it should be an optional course in every school that has an English\nteacher, I would not make it compulsory in any elementary school, and\nstill less would I make it the basis of all other instruction.\nStill more pernicious is the political consequence that has been drawn\nfrom this linguistic fallacy. It is claimed that we must train the Filipinos all to speak English in order to make a nation out of them. I have\nalready shown that it is impossible for us to alter the speech of a whole\npeople, and I now go on to add that, tho unity of language is a circumstance favorable to nationally, it does not constitute nationality and is not\nessential to it. The Germans in Austria speak the same language as the\nGermans in Prussia, but they are under a different flag. Indeed, the\nAmerican empire is a congeries of different peoples. And Switzerland\nhas four national languages — French, German, Italian, and Rhaetian ; yet\nthere is no people in the world that has a stronger sense of nationality.\nNationality is compounded of unity of interest, sentiment, and aspiration,\nand it is favored by unity of race, religion, and language. All these\nfactors, with the exception of language, enter into the composition of\nPhilippine nationality ; and that is more than most European nations\ncan boast of ; and, in the matter of language, Luzon and the Visayan\nislands are not worse off than Switzerland, Austria, and Russia. The vital\n\n"} {"page": 128, "printed_page": null, "text": "ii6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nelements of Philippine nationality are separation from the rest of the\nworld, community of interest, unity of race and color, and identity of\nreligion, sentiment, and political aspiration. Philippine nationality is\nalready there ; it does not have to wait for the language lessons of the\nforeign schoolmaster. If there could be no nationality until all Filipinos had learned English, there never would be one. Thank God the\nnational consciousness of the Filipinos is His gift, not our manufacture.\nI repeat that, as nearly two-thirds of the civilized and Christianized\nFilipinos speak either Tagalog or Visayan, they are, in the matter of language, better qualified for nationality than Austria, Russia, or Switzerland; and, since all educated Filipinos, whatever their dialect, speak\nSpanish, the people of the archipelago enjoy a common medium of communication which is denied to the people of Austria, Russia, or Switzerland. Of course, the heathen and Mohammedans of Sulu, Palawan,\nMindanao — perhaps one and a half million souls in all — have multifarious tongues and dialects; but it is not of them, but of the six and a half\nmillion civilized and Christianized Filipinos of the rest of the archipelago\nthat I am speaking. It is these who make what is known as the \"Philippine problem. \" They are the people who fought us. They are the people to whom, on July 4th, President Roosevelt proclaimed amnesty and\non whom he conferred civil government. They are the people who have\nbeen demanding independence and who will demand it in the future.\nThey are the people whom we must eventually either make our fellowcitizens and equal partners in the United States of America or set up as\nan independent republic in the Orient. And my point is this : that their\npresent lingual condition is no bar to independent nationality, but distinctly more favorable to it than the lingual condition of several of the\ngreat nations of Europe; and that a knowledge of English is not, for\nthem, a prerequisite to independent nationality.\nNo one can consider the educational work we are undertaking in the\nPhilippines without wondering what the issue of it all will be. Some of\nthe results are obvious enough. There will, for example, be a great multiplication ofschoolhouses, school furniture and apparatus, and school\nbooks. The rising generation of Filipinos will go to school. Elementary education will be the possession of all the boys and girls of Luzon\nand the Visayas and the civilized portions of Mindanao and other islands.\nIts character, too, will be different from that of the elementary education\ngiven in the time of Spanish sovereignty. It will be secular, not religious ;and it will be more realistic and less formal, developing the powers\nof observation and thought as well as the memory. And high schools,\ncolleges, and universities, with modern subjects — living as well as dead\nlanguages and literatures, history and political science as well as philosophy, yes, and modern physical science — will be established in the Philippines as they are now in America and in Europe.\nAnd, on the side of\n\n"} {"page": 129, "printed_page": null, "text": "i\n\nSessions]\n\nEDUCATION\n\nIN\n\nTHE\n\nPHILIPPINES\n\nU?\n\ny\n\nintellect and scholarship, the Filipinos may be expected to rival the Japanese, as well as in material civilization and the application of the sciences to industrial life, wherein Japan already presents a very American\nappearance.\nThis modern education will undoubtedly lead to an intellectual emancipation of the Filipinos. Physical science, historical criticism, and\nrational philosophy will profoundly leaven existing conceptions, beliefs,\nand views of man and of the universe. In non-Christian countries like\nJapan and India the result of the contact of European science and\nscholarship with oriental modes of thought has generally been the production of skepticism. What the effect upon a Christian people like the\nFilipinos, to whom the Jesuits have already taught astronomy at least,\nmay be, it is difficult to forecast. But, whatever the temporary results,\nwe cannot but believe that the mingling of oriental and occidental intellects will ultimately lead to broader and juster views, both of human\nnature and of the mysterious universe in which men find themselves so\nmysteriously appearing and disappearing.\nBut it is not only the scientific and material elements of American\ncivilization that are destined to reproduce themselves in the Philippines,\ntho these will greatly modify, and perhaps transform, the existing methods of production, transportation, and exchange. While economically\nand industrially the archipelago will take on a new and much improved\ncountenance, there is one other phase of Philippine life — a deeper and\nmore vital phase — that is destined to be still more profoundly influenced\nby all our educational work in the archipelago. If American civilizationdiffers from European, not by the greater excellence of its literary\nand scientific productions, but by the superior skill and inventiveness\nwith which it embodies laws and principles in machinery that nature\noperates, thus increasing man's economic efficiency, it also differs from\nthat older civilization in another respect, which cannot but have momentous consequences when transplanted to the Philippines. I refer to our\npolitical philosophy, which is radically different from that of any European people, past or present. We glory in our applied mechanics, which are\ndestined to develop the physical resources of the Philippine islands; but\nfar more glorious is our political philosophy which is full of hope and promise for the Philippine nation and for every people and race on the globe.\nNow, every teacher we send to the Philippines is a missionary of the\nAmerican gospel of self-government and national independence. For he\nwill tell the Filipinos about the United States, and teach American history in his school. Every Fourth of July will not only record the declaration of American independence, but utter the prophecy of Philippine\nindependence. The birthday of Washington will inspire Filipinos with\nthe patriotic ambition to consecrate themselves to the liberation of their\ncountry.\nThe name of Lincoln will perpetually remind Filipinos than to\n\n"} {"page": 130, "printed_page": null, "text": "1 18\n\nNA\n\nTIONAL\n\nED UCA\n\nTIONAL\n\nASSOCIA\n\nTION\n\n[General\n\npeople, not even the Americans, is good enough to govern itself and to\ngovern another people. The speeches of your orators, from Patrick\nHenry to Wendell Phillips, will be declaimed by Philippine schoolboys\nfrom Aparri to Zamboanga with all the fervor and conviction, with all the\npassionate reference to home and country, that made those eloquent\nAmericans such irresistible champions of the rights of nations and of\nhumanity.\nIn pleading the rights of your oppressed ancestors, Burke said in the\nHouse of Commons that the English people was the last people in the\nworld to argue any other people into slavery. I say that the American\npeople is the best people in the world to educate any other people up\nto independence. Our history, our politics, our books, nay we ourselves\nwould have to be different were the result other than this. The kind of\npeople we are, the way we govern ourselves, the history we have made,\nand the political philosophy we have given to the world, all consecrate us\nAmericans as the advocates and preachers of liberty, democracy, and\nnational independence. And I believe that an independent Philippine\nrepublic will be the final result, as it would be the most glorious consummation, of our great educational work in the Philippine islands.\n\nHOW\n\nTHE SCHOOL\n\nSTRENGTHENS\nTHE INDIVIDUALITY\nOF THE PUPILS\n\nW. T. HARRIS, UNITED\n\nSTATES COMMISSIONER\nWASHINGTON, D. C.\n\nOF EDUCATION,\n\nIt is often said that a common-school system tends to cast all children\nin a common mold, and thus destroys or suppresses individuality. The\ncommon course of study, the three R's, geography, and history; the\nuniform disciplinary pressure insisting on regularity, punctuality, silence,\nand industry ; the action and reaction of one pupil upon another; all these\nresult in a self-adaptation of each pupil to the social standard of the school\nas a whole, and all these things are alleged to have only a leveling influence and to produce a common type of character, almost reminding one\nof the uniformity of product of the machinery of our manufacturing establishments.\nThis view has some plausibility, especially when one believes that the\nschool produces a mechanical effect upon the child ; but its plausibility\ngrows less and less when we consider the actual relation of school\nindustry to the production of individual power.\nThe good school will make its pupils alike in obedience to discipline\nand as to the possession of a knowledge of mathematics, geography, history, language, literature, etc., but this means that it will make its children alike in possessing the power of developing and expressing their\nindividuality.\n\n"} {"page": 131, "printed_page": null, "text": "Sessions]\n\nHOW\n\nTHE\n\nSCHOOL\n\nSTRENGTHENS\n\nINDIVIDUALITY\n\n119\n\nTake first the piost mechanical side of school education, namely, its\ndiscipline. The pupils are required to be regular in attendance on the\nschool sessions, and their coming and going is regulated by minute prescriptions as to time of entering and leaving, as to taking up each study,\nand attendance upon recitations or class exercises. This, in school parlance, iscalled punctuality. Regularity and punctuality secure rhythm of\naction, and each pupil, by the acquirement of these semi-mechanical\nhabits, makes possible school instruction. He learns to combine with\nhis fellows. Without regularity and punctuality one cannot have concert\nof action. The work of a social whole becomes impossible. The sort of\nindividualism that is left after taking away social combination is such as\nbelongs to the isolated man, and, on a large scale, it produces the most\ndegraded specimens of humanity. The Robinson Crusoe who has to do\neverything for himself does nothing well. But when he associates with\nhim Friday as a co-worker he becomes — not twice as powerful, but four\ntimes as powerful. Ten men combined are a hundredfold more powerful\nthan ten men isolated one from another.\nTo give to each person in the social whole the net results of the\nexperience of all his fellows is the object of education, and indeed it is\nthe object of social life as a whole. Man is fitted by his faculties for this\nvicarious process of sharing the experience of others — he can live over in\nhimself the lives of his fellowmen without having actually to make all the\noriginal experiments and suffer all the temporary defeats and disappointments incident to the career of first experience. But the errors and\ndefeats of one person save his fellows from repeating precisely the same\nexperiments. It happens that ninety-nine one-hundredths of one's doing\nand thinking in a well-educated community is guided by the prescriptions of educative agencies of some sort. There are educative influences,\nfirst, in the family; second, in the industrial community; third, in the\npolitical state ; and fourth, in the church, taking the church in a broad\nsense as the collective instrumentalities that teach the accepted view of\nthe world which is expressed in the prevailing civilization. The so-called\nuneducated person who has never been to school is all the more a person\nwho follows the use and wont of his community — he has a little bundle\nof habits that he has learned in infancy from the family, and he follows\nthem as if they were instincts or automatic impulses. He acts mostly\nfrom his spine or occiput — what are called the lower nerve centers — rather\nthan with the cortex of his brain, which is used by the thoughtful person.\nThe lowest savage has his traditions just as the highest representative of\ncivilization has. His traditions enable him to follow the use and wont of\nthe tribe to which he belongs. All of the tribal facilities combined do\nnot suffice to give its individual members an ability to go outside of the\nnarrow limits of the tribal territory and make business combinations with\nsurrounding peoples nor to share with those peoples in their views of the\n\n"} {"page": 132, "printed_page": null, "text": "I20\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nworld, discussing with them their theories and tfiereby^aining more profound views. Each person in a community is continually making some\nobservations upon nature or thinking out the causes and results of facts\nand events in his experience. To share in the aggregate results of the\nobservations and reflections of one's tribe, one's nation, or of the world's\ncivilization, is a very important privilege in any case, but the privilege\nvaries in value enormously according to the scope of the participation\ninvolved. It is a good thing for the unlettered peasant to learn by hearsay from his fellows what they know by experience and what they have\nthought out. But it is incomparably more useful to be able, by means\nof books and the printed page, to have access to the observations of all\nmen who have observed and reflected in all times and places. School education, as distinct from the education of the family, the state, the church,\nand the industrial community aims to give the means of access to the storehouse of observations and reflections of men in all ages and in all climes.\nThis, 1 have already said, is a help to the development of individuality. It\ngives it the necessary means of expression. It stimulates the individual\nto travel out of the beaten paths of his neighborhood, to emulate the\ngreat men of the world and to climb the heights of achievement.\nOne may see what the school means in the development of individuality by going over the traditional course of study in our schools. This\ncourse of study excites our admiration because it has not been made by\nthe wisdom of a few men getting together as a committee, but in its substantial outlines is a growth rather than a conscious product. The use of\nthe written and the printed word is the first object of the school instruction, and it changes the child from ear-mindedness to eye-mindedness.\nConfined to the use of words known only by the ear, the individual has\ngreat difficulty in acquiring or understanding a technical vocabulary.\nThe cultivated man, whether literary or scientific, thinks in the form of\nprinted or written words, and accordingly thinks in accurate technical\nterms and has at his command fine shades of expression.\nStop and consider at this point whether the individuality of the child\nis not reinforced by the power to use these instruments of reading and\nwriting. Without instruments he has a small scope of opportunity to\nact and to express his individuality. Armed with the arts of reading and\nwriting, the opportunity of gaining facts and ideas from his fellow-men\nis increased indefinitely. He may manifest his individuality in a thousand\nnew ways. By this process he will develop his individuality where otherwise itcould not have been developed for the lack of the proper means.\nThe experience of the illiterate is limited to what he can observe in himself and in a small circle of neighbors. But his school-educated companion, who can read and does read, is all the time widening his mental\nview by what he gets from the printed page. He is all the time growing\nand with increasing rate of progress in accuracy of thought, and at the\n\n"} {"page": 133, "printed_page": null, "text": "k\n\nSessions]\n\nHOW\n\nTHE\n\nSCHOOL\n\nSTRENGTHENS\n\nINDIVIDUALITY\n\nI2i\n\nage of fifty years he is growing far more rapidly than at the age of forty.\nIn fact, he continues to grow more rapidly at sixty and at three score and\nten, if he reaches that age, than at any previous epoch. The illiterate,\nafter leaving school, perhaps doubles his power just merely by oral intercommunication with his fellows in the course of thirty years of his life,\nbut the average school-educated person, who can read and does read,\ngrows at least ten times as much.\nWho cares for the individuality of a person that cannot aid heroically\nin the conquest of nature or in creating social combinations and the\ndevelopment of institutions for the benefit of man. The individuality of\nthe illiterate is mostly an unrealized possibility. The school helps the\nchild to realize his individuality by getting hold of the instruments and\nappliances which form the right means for adding to his personal experience the vicarious experience of the race. Hence the school-educated is\nable to reinforce himself by the social whole.\nThe branches of study in the elementary schools include, not only\nreading and writing, but also arithmetic, geography, the grammar of\none's native tongue, and the history of one's nation. Every one of these\nbranches endows the pupil with some insight which gives him an increased\nability to solve the practical questions of his daily life. Take arithmetic,\nfor instance : the savage who cannot count beyond five or ten is limited\nand hampered in making combinations of things and forces. It is next\nto impossible to effect exchange of the most necessary articles without\narithmetic and the merchant class of persons. This class becomes very\nnumerous in the highest civilization. Its sole business it is to collect\nand distribute the productions of industry, and it can scarcely be said to\nexist in the tribe or in the illiterate orders of civilization. Karl Marx in\nhis book on Capital, a book that forms the Bible of modern socialism,\nreduces the employments of mankind to two — (a) the production of\ncommodities and {b) the exchange of them. He invents an algebraic\nformula to express this and to show the relations of labor to capital.\nC — M — C means the circulation of productions thru the aid of the market; C (or commodities) are sold and converted into M (or money), and\nthen the money (M) buys commodities (C) again. The laborer has brought\nhis productions to the world-market and exchanged them for what he\nneeds of food or clothing, creature comfort or culture, and the circle is\ncomplete. Marx would minimize the usefulness of the middle term M (or\nmoney), which represents the class of men who are capitalists and merchants. Their formula is not C — M — C, but M — C — M, he tells us.\nThey start with money (M), and with it buy commodities (C), but they\nbuy only to sell again — they convert their commodities (C) into money\n(M), and aim to increase their capital by the exchange. M — C — M;\nmoney becomes more money by buying and selling commodities. But\nMarx does not seem to notice the importance of a world-market, or.\n\n"} {"page": 134, "printed_page": null, "text": "122\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nindeed, of a market of any kind. He supposes that that will come by\nnature, just as grass grows. But the fact is (and this is my reason for\nmentioning Marx in this paper) that the person who invents the machinery\nof exchange and the world-market is by far the greatest benefactor,\nbecause he takes things from the place where they are not wanted and\ncarries them to the place where they are wanted — he converts mere\nthings into wealth ; he makes them property or capital. He unites\nwidely sundered peoples by ties of mutual service. This gives us a\nglimpse of the way in which the school, with its three R's, performs its\nfunction of stimulating individuality — for the school-educated boy or\ngirl sees more possibilities in each thing of nature than the illiterate sees.\nHe has also acquired an appetite for social combinations and has obtained\ndirective power to put together things into a machine and link man to\nman in a manufactory.\nIf one takes the view that the so-called middlemen, those who collect\nand distribute, are not producers in the sense that they add wealth to the\ncommunity, he should revise his theory, considering that the surplus productions are worth little or nothing unless they are carried from the\nplace where they are superfluous to the community that needs and wants\nthem. The immense peach crop of New Jersey would be of very little\nvalue were it not for the markets of Philadelphia, New York, and the\nmerchant class of the population, as well as the class engaged in transportation. The one billion of dollars annually earned by freight of\ngoods in the United States adds just that amount to the value of the\ngoods transported.\nThe study of geography in the elementary school substitutes for exaggerated, distorted, monstrous, superstitious notions a reasonably accurate\nview of the physical world as the habitat and working field of man. It\ncontributes much to the ability of the child to read and understand the\ndaily-printed information that comes before him regarding the noteworthy events of nations and peoples living on the face of the earth.\nWhat a lameness to the individuality — no matter how much gifted by\nbirth but which labors under the disability of illiteracy — that has not\nlearned anything of geography !\nThink of grammar and its bringing to consciousness the parts of\nspeech. This study develops the power of introspection more than any\nother subject. It enables one to analyze readily and accurately a complex statement or a complex nexus of conditions presented to him, and\ngives him a growing power to separate the essential from the unessential\nand to discriminate things and forces, and reach clearness thru a connected process.\nThen the history of one's country, the story of the rise of its nationality, its collisions with other peoples, the heroic personages in its gallery\nof worthy men who have, by supreme self-sacrifice, earned the respect of\n\n"} {"page": 135, "printed_page": null, "text": "Sessions]\n\nHOW\n\nTHE\n\nSCHOOL\n\nSTRENGTHENS\n\nINDIVIDUALITY\n\n123\n\ntheir countrymen — what a lame individuality would result if the knowledge of one's national history were missing, or if one possessed only such\na knowledge of it as could be obtained by hearing the anecdotes of idle\nmen ; for we must remember that oral information comes mostly from\nidle people. Those who are engaged in the highest and worthiest\nundertakings do not have leisure to recount to their fellow-workers any\nsystematic view of the fragment of history in which they have personally\nborne a part.\nIf the school teaches all the children of the community the good\nhabits of regularity and punctuality it does so much toward enabling\neach pupil to work in the social combinations that exist in every civilized\ncommunity. It gives him some power himself to direct these combinations. Directive power is a higher manifestation of individuality than\nthat which simply obeys direction from a leader. The school habit of\nsilence, the repression of one's tendency to prate and chatter, is another\nelement of directive power, quite important. The ability to dig out one's\nlesson from the printed page and to learn to be critical and exacting in\nsifting the statements of others is also another service which the school\ncontributes to the development of the individuality of the child. One\nkind or method of attention is developed in the school by requiring the\nchild to study the text of the book by himself and master its contents without aid from teacher or fellow-pupil. The child learns to look below the\nsurface and to seize the principle involved. He learns to overcome by\npatient and continued industry difficulties which at first seemed altogether\ninsurmountable. The other kind of attention is that cultivated in the\nclass exercises or recitations. All of the pupils concentrate their attention\non the statements of the pupil who is reciting and on the cross-questioning\nof the teacher. It is a dialectic which calls for alertness and versatility\nof mind in the pupils who take part in it. But this kind of attention is\nnot a substitute for the other one just mentioned. It gives one self-possession in the presence of difficult and unexpected emergencies, but it is\nnot a substitute for the patient industry which absorbs itself in a study of\nthe object and its causal relations.\nThe studies of the school, on the one hand, develop a knowledge of\nnature and arm the mind of the pupil with the experience of those who\nhave conquered or are conquering nature. On the other hand, the school\nstudies relate to human character and arm the pupil with a knowledge of\nhuman nature. Of the latter character are all of the fine literary selections in the school-readers. Each one of them gives a glimpse of human\nnature, which relates to what is generally sub-conscious — below the\nthreshold of consciousness in the ordinary person's mind. The poet or\nliterary man has succeeded in giving a worthy and elaborate expression to\nsome one or more phases of human experience and thereby is making\na conscious expression of this forever the possession of his fellow-men.\n\n"} {"page": 136, "printed_page": null, "text": "124\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\nOne will admit that there is a metaphysical catch involved in this complaint against the school that it has the effect of obliterating the native individuality ofthe child. The history of the United States shows that persons who go out to the frontier as pioneers prove themselves to be full of\nresources in the way of subduing the wilderness and converting it to\nhuman uses, destroying wild beasts, defeating the Indians and banditti,\nand in like adventures. This would be called individualism by most\npeople, but it is a very small part of individualism. The individualism which\none wishes to cultivate in urban society fits one to become self directive\namong his fellowmen, and not merely to be effective against wild nature\nat first hand. In order to hold one's own in the midst of the urban or\nindustrial civilization it is necessary to have a knowledge of human nature\nand a knowledge of the motives and purposes of one's fellow-men — yes,\nand of the essential aims of the civilization in which one lives. It should\nenable one to select his vocation intelligently and make a success of it in\na competitive civilization.\nThe one with small individuality takes his initiative from others and\ndoes not strike out for himself. He is dragged or pushed along, and does\nnot contribute his quota of directive power to the community. This second\nkind of individuality, which can hold its own in an urban civilization, is\nscarcely considered by most of those who talk or write on the development\nof individuality, and the very best training of this kind of individuality —\nnamely, that in our large schools — is therefore popularly supposed to have\nthe effect of obliterating individuality. This same kind of individuality is\nthe most important of all individuality — it is civilized individuality. The\ndevelopment of this higher order of individuality can take two directions.\nFirst, that of resistance to the influence or demands of the social whole.\nThis development of the individual makes him disobedient at school and\na criminal in society, and converts his career into a zero by uniting against\nhim the organized forces of the community.\nSecondly, the development of the individuality may take the normal\ndirection of mastering the motives and purposes of the social whole and\ngrowing into a leader of some one of its manifold interests. This lies\nin the direction of attaining skill in a chosen industry and in attaining\nthru letters a knowledge of science and philosophy, which are social\naggregates of observation and reflection ; a knowledge of history, which\nshows the nature and behavior of social organizations, especially of the\nstate and church and civil society; an acquaintance with literature, which\nreveals the depths of emotion and feeling and shows how feelings become\nconscious, thoughts and actions, literature in this respect being the study,\npar excellence, for giving a knowledge of human nature. Besides this,\nthe pupil needs a training in the control of his individualism for purposes\nof intelligent co-operation with others, and he gets this in a large school\nbetter than in a small school, and he gets it in a school far better than\nwith a private tutor or by himself in the family.\n\n"} {"page": 137, "printed_page": null, "text": "SIMPLIFICATION\n\nSessions]\n\nOF ENGLISH\n\nSPELLING\n\nDr. Thwing, who has written so much and so well on the higher education, has shown by the statistics of men distinguished for letters and\nscience and in the practical fields of activity, that the college graduate is\ntwo hundred times as apt to become distinguished as the rest of society —\nhis chances of originality and for the cultivation of a higher order of individuality that can leave the beaten path and accomplish something that\nearns him the gratitude of his fellow-men are two hundred times those of\nthe ordinary man who has not received a higher education.\nWhatever gives to the mind a larger view increases individuality;\nwhatever gives to the youth the power of self-control and of inhibiting\nhis impulses and whims for the sake of combination with his fellows\nincreases his higher order of individuality and makes him a more worthy\ncitizen, and in doing these things the common-school system is performing\nits greatest work.\n\nTHE\nCHARLES\n\nSIMPLIFICA TION OF ENGLISH\nA PRESENT DUTY\n\nPAYSON\n\nGURLEY\n\nSCOTT,\n\nETYMOLOGICAL\n\nDICTIONARY,\"\n\nRADNOR,\n\nEDITOR\n\nSPELLING\nOF THE\n\nCENTURY\n\nPA.\n\nMr. President, Ladies atid Gentlemen, Members of the National Educational\nAssociation :\nI have been invited to speak to you as a dictionary man, and particularly as an etymologist, an explorer and historian of words, upon the simplification ofEnglish spelling.\nIn the short time allotted to me I can do no more than to make some\ngeneral statements and express some opinions. But I wish it to be understood that what I shall say concerning the treatment of English spelling\nis not merely my personal opinion, but represents, as I can prove, the\ngeneral opinion, the solid judgment, of practically all the recognized\nscholars in English, in America and in England. You may ignore or\nforget my opinions, my utterances. It matters not. But, as teachers\nand writers, you cannot always ignore, you cannot always disregard, the\ndeliberately formed and deliberately expressed opinions, the repeated\nadvice, the serious appeals, of all qualified scholars, on a matter of so\ngreat importance in all teaching and writing as English spelling.\nThe simplification of English spelling is a duty. It is a present duty.\nIt is especially a present duty of you; not of \"all friends of progress,\"\nnot of \" the spirit of the age,\" not of any other vague abstraction, but\noi you; you, the members of the National Educational Association;\nyou, the representative teachers of the United States ; you, the chosen\nleaders, in state and nation, of the great army of teachers ; you, the\ndirectors of the great American system of public schools ; you, the presi-\n\n"} {"page": 138, "printed_page": null, "text": "126\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[General\n\ndents and professors of our great colleges and universities, the engineers\nof all the electric lines of learning.\nIt is the present duty of you.\nThis is a bold statement, but it is true, and for this reason : that you,\nwhom I thus address, are rational beings, reasonable creatures. That is\nanother bold statement, perhaps, Mr. President, but I will risk it. I wish\nto placate the audience, and perhaps they will be reasonable enough to\nallow me a little pleasant exaggeration.\nFor this reason, then : that you are, in the main, rational beings. By\nyour membership in the National Educational Association, by your profession as teachers, by your functions as national and state officers, by\nyour acceptance of leadership in academic learning and instruction, by\nyour manifested interest in the acquisition and spread of knowledge, you\nproclaim yourselves rational beings; and, being entitled to all the rights\nand privileges unto that degree appertaining, you must also accept all the\nresponsibilities and duties of the same. The responsibilities are grave.\nThe duties are numerous.\nFirst among those duties is the duty of being rational, even about\nEnglish spelling — one of the most irrational things in the world. As\nrational beings, you must look at English spelling and see what it is, and\nfind out how it came to be so ; and you must consider, in view of its\npresent condition, what can be done, and ought to be done, to fit it better\nfor its present and future uses. And you must do this, each of you, by\nyourself and for yourself. You must lay aside authority, and tradition,\nand prejudice, and apathy, and must look into the thing itself. Or else\nyou are not rational ; and you must be rational. We must all be rational.\nAs teachers, as writers, we must use our minds, and think. It is uncomfortable, itis a trial, but we must do it.\nWhat is meant by simplification of English spelling? It is spelling\nEnglish words more simply, without useless letters or other dispensable\nirregularities. Simplified spelling is a form of amended spelling or\nimproved spelling. It is in the direction of phonetic spelling, but it is\nnot identical with phonetic spelling. It is a common mistake to confuse\nthe two. No philologist proposes strict phonetic spelling for popular use.\nAll philologists favor simplified spelling, in some form, on a phonetic\nbasis.\nThe simplification of English spelling must be by regulation of the\nexisting forms. That regulation implies a rule or standard. That rule\nor standard is to be found in the actual facts arid prevailing customs and\nanalogies of English spelling, and in the phonetic basis still therein\npresent, tho now partly obscured by the cherished accidents of time and\nthe accepted mis-teaching of spelling-books.\nThe Roman alphabet is that phonetic basis. It can be easily adapted\nto a clear phonetic use and made a satisfactory phonetic standard of\nreference for the regulation of the ordinary spelling.\nThe work has\n\n"} {"page": 139, "printed_page": null, "text": "I\n\nSessions]\n\nSIMPLIFICATION\n\nOF\n\nENGLISH\n\nSPELLING\n\n127\n\nbeen done. There is a general consent among scholars. The principles\nhave been laid down.\nThey may be briefly stated.\nFirst, of course, the letters must have their Roman or European values.\nThe consonants have nearly all the same values in all European forms\nof the Roman alphabet. Only c and z have been seriously distorted. But\nthere is no doubt that c should be kept and used in its Roman power, as in\nAnglo-Saxon, namely, as k. It should not be set aside in favor of k. But\nthe latter acquired values of c, namely, s, ts, tsh {ch), sh, are to be set aside\nas distorted and ambiguous uses, ^and x may stand, and non-ambiguous\ndigraphs may be added.\nIn spelling it is only the ambiguous that kills.\nThe vowels must have their Roman values, the same values, within\nnarrow margins of variation, as they had in Anglo-Saxon, in Middle\nEnglish, and as they still have, within like margins of variation, in the\nprincipal European languages of the present period. On this principle\ndepends the whole alphabet. There- can be no real simplification without it. Better, by far, the present spelling, than one based on the\nso-called \"English\" values.\nThe vowels must be called by the names which they had, and have,\nin Latin, which they had in Anglo-Saxon and Middle English, which\nthey had in early modern English, and which they still have in some\nEnglish dialects ; namely, a (ah), e (ay), t (ee), 0 (oh), u (00), as in arm,\neight, eel, old, ooze {rule). The fourth name (oh) has run a full circle of\nchange, and is now right again in the ordinary use. The vowels must\nnot be called by the recent altered forms of their names (ay, ee, eye,\nyou), acquired under a blind conformity to the general run of phonetic\nchange. We may continue to use this barbarous English rigmarole,\n^'a, e, i, u \" (ay, ee, eye, you), but we are not allowed as rational beings\nto approve it. We must not use this rigmarole as a phonetic standard or\nbasis, in the conventional spelling-book style — a as in fate, erintendent of Public Schools,\nestimate of candidate's fitness\n(i) Moral character ? (2) Success in gaining co-operation of pupils and parents? (3) Tact in directing\nand controlling pupils? (4) Interest in work? (5) Energy? (6) Enthusiasm? (7) Skill in instructing?\n(8) Pover in stimulating pupils to do their best? (g) Influence over pupils out of school? (10) Efforts\nfor self- improvement ? (11) Extent of general reading? (12) Manners as influencing those of pupils?\n(13) Capacity for work ? (14) For what kind of school would you recommend the candidate ?\nSigned\n\nP. O.\nThe candidate does not know which three of the five references are interviewed.\nThe replies received are averaged and recorded on the face of the certificate in a column\nnumbered I, and a record is also made of the preliminary examination on the back of the\ncertificate. This document, when properly filled out, gives a complete pedagogical history of the person holding the same, together with the estimates of three competent\njudges who know personally of the holder and her work. It also includes a license to\nteach in primary, grammar, common schools, or public schools, and is valid for one, three,\nor five years, or for life.\nOn a day previously announced, the candidates assemble at convenient centers, and\nwritten examinations in the several studies are given. These papers are returned to the\ndepartment and are ranked, and the credits are entered upon the certificate in the column\nnumbered 2,\nIt will be seen that three items are taken into consideration in licensing a teacher :\nfirst, her personal and professional record ; second, the testimony furnished by three competent persons as to her ability and her success in the schoolroom ; third, her scholastic\nattainments as manifest in her written examinations.\nThe following advantages are claimed for this system of issuing certificates : first,\nit is just to the candidate ; second, it reveals to the applicant, in tangible form, her\nmerits and defects; third, it gives full credit for ability, scholarship, experience, effort,\nand skill ; fourth, it furnishes school officials with a reliable statement of the quality and\npower of the person applying for a position.\nMiss Margaret A. Haley, of Chicago. — I should like to ask Superintendent Stetson\nif he can get teachers with all the accomplishments he has mentioned for $38 per month.\nSuperintendent Stetson. — Many are giving their time and their best knowledge\nand culture for a sum so small that they are unwilling to reveal it.\nMiss Haley. — Do the graduates of Smith and Wellesley Colleges support themselves\non the small sum mentioned ?\n\n"} {"page": 193, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nVALUE\n\nOF\n\nEXAMINATIONS\n\nl8l\n\nSuperintendent Stetson. — These persons are native-born, Simon-pure maniacs,\nand are waiting for an opportunity to marry men with money enough to support them\nand supply them with the necessary amount of money to carry on their work.\nSuperintendent F. Louis Soldan, of St. Louis. — Examination of principals and\nteachers brings to light other important points aside from determining the academic proficiency in the studies he or she is expected to teach. Examinations aid the superintendent\nand examining committee in determining traits of character and the moral proficiency of the\ncandidate. These traits of character may not always be determined directly, but indirectly. It is sometimes true that the teacher who receives the highest per cent, on an\nexamination is the weakest teacher, but this is the exception, not the rule. It is not generally true that those teachers who pass the best examinations are among the strongest\nteachers. Under our rules for examining teachers, we hold an oral examination as well as\na written. The oral examination always follows the written. We use the oral examination to find out what a teacher really knows about the subject, and thru this medium, by a\ncareful method of questioning, we are enabled to discover something concerning the\nteacher's personality and power. For instance, tke teacher is asked to read a certain\nselection and encouraged to talk about it. He is asked what his favorite book is, and he\nis given a chance to tell what he knows about the book. We find it an easy matter to\nhave the resident teachers of our own cities or state take the examination before election\nto positions in our schools, but it is often impracticable to ask those who live a long way\nfrom St. Louis to come and take the examination in advance. The trip is expensive, and\nwe cannot guarantee them a position in advance of the examination. For these reasons\nour board of education has adopted the plan of permitting principals and supervising\nteachers to come into our schools, after looking them up, and occupy positions upon probation. This gives us an opportunity to gain a knowledge of their practical work and\nspecial fitness for the work to which they have been assigned. If at the close of the\nintervals of probation their work is satisfactory, they are allowed to take an examination\nand certificates are issued to them.\nSuperintendent Charles R. Skinner, of New York. — How does your plan for\nexamining inexperienced teachers differ from that of examining experienced teachers ?\nSuperintendent Soldan. — Inexperienced teachers are not permitted to enter the\nschools upon probation without an examination, while experienced teachers are.\nSuperintendent L. E. Wolfe, Kansas City, Kan. — Is it really worth a teacher's\ntime and efforts to cram for an examination ? I think that examinations should be so set\nthat they will parallel the necessary preparation. Appoint a committee upon examination to prepare a set of questions that will test a teacher's skill on what she will be\nrequired to teach. The questions usually prepared in reading are not at all a test of the\nteacher's ability to teach reading. This same criticism is more or less applicable to many\nother branches upon which teachers are examined for certificates to teach in our city\nschools.\nSuperintendent J. ¥. Keating, Pueblo, Colo., asked Superintendent Soldan why\nhe required a teacher to take an examination after she gave evidence of her fitness as a\nteacher.\nSuperintendent Soldan. — Real scholastic ability goes beyond the ordinary\nrequirements of a schoolroom. A teacher should be broader than the text book and the\nmere outline of work she is expected to present to her pupils.\nSuperintendent Greenwood, Kansas City, Mo. — I should place the names of\nteachers and principals resident in the city who have given evidence of careful preparation and skill for the work on the approved list.\nSuperintendent James A. Foshay, Los Angeles, Cal., asked Superintendent\nSoldan for what time he appointed principals without examination.\n\n"} {"page": 194, "printed_page": null, "text": "1 82\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nSuperintendent Soldan. — For the remainder ol the year at the close of which an\nexamination will be given him. If he is not prepared on all the subjects in the usual list,\nsubstitution of studies of equal value is often permitted.\nSuperintendent C. G. Pearse, Omaha, Neb. — Examination of teachers should\nbe held to protect those whose duty it is to employ them.\nDr. E. E. White, Cincinnati, O. — We have not yet discovered the best method of\nexamining teachers. So long as we make no discrimination between the beginner and\nthe experienced teacher, so long will the profession be unrecognized and unformed. A\nqualification in one state is not usually indorsed in another. The profession of teaching\nought to recognize permanent qualifications for the work. A certain degree of preparation and certain tests that may be made from time to time should be allowed to take the\nplace of any future examinations.\nOur custom is to continue to examine teachers too long.\n\nTHE PRACTICAL\nDAVID\n\nL.\n\nKIEHLE,\n\nAPPLICATION OF ALL LEARNING\nBETTER\nLIVING\n\nPROFESSOR\nOF PEDAGOGY,\nUNIVERSITY\nMINNEAPOLIS,\nMINN.\n\nOF\n\nTO\n\nMINNESOTA,\n\nLife is the supreme treasure of humanity. Whatever it contains,\nwhether much or little, it is still the most desirable of all things. \"All\nthat a man hath will he give for his life.\" Even when reduced to mere\nanimal existence, it is still his precious treasure. And the history of the\nhuman race may be comprehended in the single aim, to make life more\nworth living, to enlarge the content of the ideal, and accordingly to\nappropriate or utilize man's environment to this end.\nEducation, as the handmaid of civilization, may be comprehensively\ndefined as a preparation for living. It has never been dissociated from\nthis dominant idea of life, and therefore has always, in some sense, been\npractical. The form which education has assumed at various times has\nlikewise been determined by the form which these two ideals have\nassumed, namely, (i) who are entitled to a living, interpreted in its highest\nmeaning ? and (2) in what does living consist ?\nIn general, we may say that the governing class — those who represent\nthe institution in its governmental and social capacity — have claimed for\nthemselves the right to represent in themselves the highest ideal of\nliving. This they have claimed in its honors and comforts. They have\nnot only excluded all others from the privileges they have enjoyed, but\nthey have made all others contribute to their living by every necessary\nsacrifice of comfort, of convenience, and even of life itself. Education has\ntherefore always been for the recognized dominant class, who have alone\nbeen given the opportunity to prepare for living. We shall find in our\nstudy of education that, with the expansion of this idea of the dominant\nclass, the forms of education have changed to include the new classification, and also a change in method to prepare for corresponding life.\n\n"} {"page": 195, "printed_page": null, "text": "Superintendence] APPLICATION\n\nOF LEARNING\n\nTO BETTER\n\nLIVING\n\n183\n\nIntroductory to our discussion of modern education, let us recall a few\nprominent historical illustrations.\nThe Athenian state was a pure democracy. The citizens of this citystate numbered some twenty -five thousand, and were the governing element\nof a community ten times as great, consisting of slaves, peasant farmers,\ntradesmen, and the like. The high ideal of these free citizens was philosophic leisure. To this end their education provided a most complete and\nharmonious culture — physical, intellectual, and social — in the palaestra,\nthe gymnasium, the military service, the games, the theater, and the\nforum. But this most remarkable system was confined to the few citizens\nof the state, citizens who were relieved of toil, trade, and all occupations\nof industry, these being left to slaves and foreigners. Their system of\neducation, so complete when considered with reference to their ideal,\nwas correspondingly narrow. Gymnastics for the body, and music for\nthe culture of the soul in aesthe'tics and philosophy, comprehended\nthe entire range of their education. Commerce, manufacturing, and\ndomestic arts being occupations of slaves, foreigners, and women, the\nsubjects themselves could find no place in the curriculum of freemen.\nPassing now to the Middle Ages, when the Christian church was the\neducator of the world, the clergy were the dominant class. Life for them\nwas religious, and education was especially for them as guides and teachers of the people. In this period philosophy was made the handmaid\nof theology. The product of Roman civilization in Roman law was\nmade the foundation of canon law, even as temples and basilicas of pagan\nRome were transformed into the churches of Christian Rome. Later, as\nin the twelfth and thirteenth centuries, as state governments began to\nform and take somewhat independent direction of affairs, Roman law\nbecame the foundation of civil law. Thus it was that the universities of\nEurope developed a curriculum intensely practical in the interest of the\ntwo great and dominant classes, the clergy and the secular aristocracy.\nThis curriculum culminated in philosophy and theology, canon law, and\ncivil law, to which should be added the no less practical one of medicine.\nAgain, as in the sixteenth and seventeen centuries, the democratic\nspirit began to appear, as the people began to realize that life was for\nthem as well as for their lords, and that a share of the comforts of life\nwas for them also; they began to claim for themselves the advantage of\neducation in gaining a livelihood. They instituted guilds for the protection of labor, and schools for the better instruction of the laboring\nclasses. These schools, so imperfect in their beginnings, grew to be the\nBurger- and Realschulen of Germany, the manual-training and polytechnic\nschools of America. Harvard and Yale and Princeton each provided an\neducation of immediate and practical advantage to the clerical and legal\nprofessions, following the traditions of the past. If the representatives\nof labor — and in this I include all secular occupations of trade and the\n\n"} {"page": 196, "printed_page": null, "text": "i84\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nmechanic arts — pursued these collegiate courses, it would be for the general culture afforded by them, and not because they expected to make\nany practical application of learning to their several callings.\nDuring the past century our school system, culminating in the university, has been greatly modified and expanded to satisfy the demands of\nindustrial life. In the University of Minnesota we have colleges of law\nand medicine, of pharmacy, dentistry, civil engineering, electrical engineering, mining engineering, and mechanic arts, and, last of all, agriculture. So bountiful has this provision become that it seems as if no\nform of productive labor had been overlooked in the educational facilities\nof the state.\nIf, now, you will recall the history from which we have selected our\nillustrations, you will observe that as the people have gained freedom and\nrecognition as citizens, with the rights of freemen, the system of education\nhas gradually expanded to give practtcal preparation for the several interests which citizenship represents.\nFirst, you will also observe that there have been two stages of development; the first was that of education for the governing classes, social,\nsecular, and clerical. The second, and that with which we have to do, is\nthat of labor, or productive industry — not to supersede the first, but\nrather to supplement it and give it a more extended application. Thus\nfar, too, the progress of education, as we have considered it, has been\nconfined to men, because citizenship has been for men. Authoritative\ndirection in affairs of church and state, in matters social and industrial,\nhas been limited to men. Accordingly, education in all its history has\nbeen for men.\nIn the earlier periods women were without either social or political\nconsideration, and were consequently excluded from all privileges of education. It is only in recent times that the rights of woman and her\nposition in state and church have come under serious discussion. As her\nrights of citizenship were recognized, she was admitted to the public\nschools, and the era of coeducation began. But the schools to which she\nwas admitted had been planned for the ruling classes. What she was to\nget was because of what she was, and what she wished to pursue, in common with men. This education began in the elementary grades, where\nstudy, like play and work, is quite the same for boys and girls. Later,\nas women have been admitted to colleges of academic and technical\ninstruction, they have found the courses those that are demanded by men\nin the professions and the industries.\nAs women emerged from the seclusion and the limitations of domestic\nlife to assume the responsibilities and to discharge the duties of citizenship, they first asserted their industrial rights — the right to work for pay,\nto undertake enterprises requiring skill — according to their own preferences and abilities.\nThe industries and the technical schools opened to\n\n"} {"page": 197, "printed_page": null, "text": "Superintendence! APPLICATION\n\nOF LEARNING\n\nTO BETTER\n\nLIVING\n\n185\n\nher were planned for men, and from them she must choose those adapted\nto her tastes and capacities. This condition has prevailed and still prevails thruout state institutions with few exceptions. In the University of\nMinnesota we have colleges of law, medicine, dentistry, several colleges\nof engineering, and one of agriculture, including instruction in dairying,\nhorticulture, and general farming. From these women are free to select\ninstruction on equal terms with men, and on the same terms offer their\nservices to the public.\nSurely this is great progress, and in which our own country takes precedence over all others. And yet this is not the goal for women and\ntheir education. The significance of what we have done is that, in so far\nas men and women have common abilities, common rights, and common\naims, they may study and labor together; but beyond the point of differentiation, ina department of life which belongs pre-eminently and exclusively to woman, namely, the home and motherhood, no provision has\nbeen made. So noticeable is this neglect that the criticism has been provoked that we are educating shopkeepers and artisans — money-makers of\nour daughters, instead of wives, and mothers, and home-makers.\nIt is doubtless true that in the development of civilization the first\nattention is given to the forum and the arts of government and conquest ;\nafter these come the shops and the trades for the acquisition of wealth\nand the material comforts. But all this is only the beginning — the\npreparation for a living that is worthy the name. Until wealth brings its\ntreasures from the shop and the bank to the home, in forms of use for the\ncomfort of .the family; until art learns to beautify the dwelling-place of the\nfamily life as well as the cathedral and the capitol ; and until science\ndevotes itself to the healthful rearing of children and the hygiene of the\nhome, all these forces of our modern civilization of which we are so proud\nfall far short of their highest service, and that to which they were\ndestined.\nAnd this final and noblest application of wealth and learning must be\neffected in the education of women. With equal rights to do what they\nmay do in common with men, they must be permitted to continue their\neducation in preparation for their higher duties of the home, which they\nalone are able to make and adorn.\nI do not hesitate to affirm that, if the subject is to be estimated from\nthe standpoint of science and education, there is as much intelligence and\ngood judgment required in applying science to the care of home and its\nchildren as to the care of the stock on the farm ; and that it comports\nwith the dignity of any educational institution to apply the principles of\nchemistry as well to the making of wholesome bread for the maintenance\nof health as to the mixing of drugs for its restoration when lost thru\nignorance of the laws of health.\nSo far in this discussion the progress we have noted has been in our\n\n"} {"page": 198, "printed_page": null, "text": "1 86\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nfChicago\n\nhigher institutions, and for the training of specialists of high grade in the\nseveral industrial lines of modern life. This demand of our times that our\neducation should contribute to the better living of the people has found\ntardy response in the high schools of our states. These high schools are\nthe colleges of the people. They must not only fit the few for the higher\ninstitutions, and for the special courses, but they must give the final preparation for practical life to the majority of its students. The positions to\nbe filled by those who are graduated from these high schools are, in the\nmain, common forms of business, the trades, farming, and, for young\nwomen, the duties of home life.\nThat the high school and every other school should, in its appropriate\nway, represent and keep before its pupils the highest aims of education\nmust not for a moment be lost sight of. Its spirit should be to encourage\nevery youth to make the best of himself and the most of life by the highest\nculture which his circumstances will allow, and by his intelligence and\nskill to make himself a part of the largest world of human interests and\nactivity of which he is capable. Nothing would be more calamitous to\nour high schools than to close the avenues to a high culture, and to give\nundue prominence to mere money-making occupations of life. Having\nguarded this aspect of the high school, I may say, without being misunderstood, that, inasmuch as life must be lived by the largest portion of\nthe people without the privileges of a collegiate education, it is the duty\nof the high school to educate this body of its students to the best ideas\nand the most practical application of them to the station they are to fill.\nThis is especially important in regard to the industries. Until the era of\npopular education, the educated classes were occupied with social, governmental, and professional duties. The industries were followed by the\nuneducated classes. The aristocratic application of education, more properly named training, for the improvement of menial service did nothing\ntoward popularizing industrial life, and in giving it rank with the occupations of the cultivated classes. These young people who are in our high\nschools will not enter the class of menials, no matter how excellent the\ntraining. If, however, the useful industries, as manual training and the\ndomestic arts, are given an educational and a culture value in the curriculum of our high schools, the problem has found a solution. The claims\nof such commercial courses as bookkeeping, typewriting, stenography,\nand the like, that are now being urged upon our schools, in educating\nand social value, are not to be compared in importance with those I have\nnamed, and for reasons such as these :\n1. They are urged by the spirit of trade — a spirit which is already a\ndominating one in our American life.\n2. The elements of commercial transactions ought to be provided as\na practical application of, and within the time given to, writing and\narithmetic.\n\n"} {"page": 199, "printed_page": null, "text": "Superintendence] APPLICA\n\nTJON\n\nOF LEARNING\n\nTO BE TTER\n\nLI VI NG\n\n18 7\n\n3. In educational value the subjects I have named are immeasurably\nsuperior. Domestic science requires skillful application of the best\nresults of the sciences of physiology, hygiene, and chemistry. Manual\ntraining is an application of geometrical conceptions of forms, in accurate observation, comparison, and judgment, in forms of wood and metal,\nand also an aesthetic adaptation of the same to useful ends.\n4. But, above all other considerations, these subjects foster those forms\nof life which, for reasons already given, have been in disrepute, and yet are\nmost important to comfortable living. We are already under the influence of a money-getting, commercial spirit, which is intruding upon the\nquiet comforts of home life, and diverting our youth from occupations\nwhich require diligent and steady application to employments that\npromise moderate yet certain and steady returns in profit. Our young\nwomen have already too many encouragements to take positions of public\nservice in shops, stores, and offices; and our schools as promoters of high\nideals of life and service owe it to themselves that these subjects receive\nthe attention they deserve.\nThe educating policy of continental Europe has been to improve the\nintelligence of the people in order to make them more efficient in their\nrespective spheres of life, and thereby to increase their usefulness to\nsociety above them, as well as to add to their own happiness, but without\ndisturbing the traditional class distinctions as they exist. In America\nthe opposite idea has largely prevailed ; those in humbler life have been\ntaught that education is the avenue of escape from the sphere of life into\nwhich they have been born, and with which the evils of life have been\nassociated. Under this impulse our educational system has fostered a\ngeneral migration from domestic and industrial life. Our daughters are\nheaded away from the home fireside, and are strung along the way from\nthe merchant's counter and stenographer's table up to the practice of law\nand medicine. Our boys have dropped the hoe and the hammer, and are\nheaded for the town to become clerks, doctors, lawyers, and legislators.\nNow, it is not in my mind to condemn this view of education or to\noppose it ; but I do urge that we enlarge our views to include that other\nidea, that education has for its aim a preparation for a life of comfort and\nhonor in every walk of life. It is to furnish our youth with culture of\nmind and heart that will make them noble men and women, and with the\nnecessary skill of hand that will make home a place of refinement and\nhealth, and the shop a place of intelligent and remunerative industry. It\nis to make all industry of cultivated life honorable, to encourage every\nyoung man and woman to seek and to occupy the largest place of usefulness to which he is by nature adapted, to avoid none as if it were menial,\nand to make home life the center to which art, science, and wealth make\ntheir final and choicest contribution.\nIt is not only that education should prepare for a better living, but it\n\n"} {"page": 200, "printed_page": null, "text": "1 88\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nshould teach what a better living is. Next to living, the greatest problem\nof life is, what is good living ? And the greatest obstacle to a good system of education lies in the misconception of society respecting the kind\nof a living that is most worthy of our seeking. No one can object that\nman's first effort is for bread for himself and his children ; and until this\ndemand is satisfied it is useless to interest him in anything else. But\nhaving bread, he should learn that the delights of life do not increase\nwith the accumulations of bread in the forms of money and bonds. Our\nschools and our learned men have also to learn what the proper service\nof education is, and what the final end of its acquisitions in use. Explorers and searchers for things new, whether it be for new continents, new\nlaws of science, or new philosophies of life, are great contributors, and\ndeserve great honor, but these do not rank highest. They are but the\nforerunners of those who apply things new to the better living of the\npeople; those who colonize the new worlds and establish governments of\nfreedom of the oppressed; those who utilize science for the improvement\nof social conditions to make more people happier and better, and who\nmultiply happy homes with happy children.\nOur great men, in great institutions, have too often forgotten this.\nThey have risen so high into the sphere of the general and the abstract\nthat they have forgotten their highest mission. The airalessness of the\nstudy of philosophy was exposed by Malebranche in the confession that\nif he held truth in his hand he would let it escape that he might enjoy\nthe pleasure of its pursuit. Modern science, in a like spirit, assumes that\nall that is not pure science is impure. A German professor objects to\napplying calculus to concrete things as falling bodies and other physical\nphenomena. Another professor has introduced some new phase of\nmathematical science to his audience after this fashion : \" Gentlemen, I\nam pleased to assure you that this is a chapter in mathematics which can\nnot be applied to any practical purpose.\" Those men who devote themselves to investigation and discovery must not forget that their honors\nwill not be awarded until they or others have given their discoveries value\nin some practical application to living. In our day it is the people who\nare supporting education, and not princes nor a scientific aristocracy.\nThe people are interested in nothing so much as living ; and they who\nare nearest the people are the men who take the crude material of discovered truth, which these miners have sent up from the dark chambers of\ntheir hidden lives, and have reduced them to forms of utilitarian beauty,\nto increase and to improve the happiness of men. And this test is being\napplied to our entire educational curriculum. Humanity has no use for\n\"art for art's sake,\" for culture as an end in itself, nor for a science that\ndisappears with its votaries in the realm of the abstract. The supreme\ntest of educational values is: How do these things relate man to life?\nWhat better interpretation of living do they give ? And how do they\ncontribute to better living ?\n\n"} {"page": 201, "printed_page": null, "text": "Superintendence]\n\nAPPLICA\n\nTION\n\nOF LEARNING\n\nTO BE TTER\n\nLIVING\n\nI89\n\nDISCUSSION\nProfessor George E. Vixcent, University of Chicago, Chicago, 111. — I am glad\nthat my extemporaneous remarks are not typewritten and in the custody of the secretary,\nfor Dr. Kiehle's comprehensive discussion drives me to the refuge of the university man\n— the field of the doctrinaire. Bear with me, therefore, while I philosophize briefly in\nwhat may seem far from a practical fashion. At the outset let me assert that in all this\nworld the most practical, accomplishing force is the ideal. This is the one thought which\nI shall try to elaborate in the few minutes assigned to me.\nThree words in the topic of the hour I select as significant and as involving the\nquestions at issue. These words are \" practical,\" \"application,\" and \"better.\" What is\na practical \\xst of all learning; what is involved in its application; and what is better \\i\\ing ? These are the problems.\nIt is our habit to think of the mechanism of life as the chiefly practical thing. We\nnaturally pride ourselves upon the railway, the telegraph, and the telephone, upon the\nfactory and the printing press. But these are, after all, merely the machinery, the means\nof life, not life itself. To exalt the mechanism above the ends which it serves is to blunder sadly. The real motive power, the force which brings things to pass, which is truly\npractical, is the imagery which fills the minds of men, the pictures which arouse their\nenthusiasm, the visions which inspire them to effort. The fundamental problem is to\ntranslate knowledge into ideals, to transmute learning unto an inner light.\nEvery society is to be judged finally, not by its beautiful wares, its cunning contrivances, its treasures of art, but by the mental pictures of character, conduct, and destiny\nwhich arouse purpose and activity in its men and women. The chief task of a nation,\nthen, is to energize its knowledge, to organize its learning into leading.\nThe word \"application\" has for me an unfortunate suggestion. It somehow seems to\nimply an external, inorganic relation. One thinks of something fastened on or added\nfrom without. This may seem merely a quibble about terms, but I fancy a misconception\nlurks beneath the word. The learning which becomes truly practical cannot be applied\nor added to either individual or institution or society. It must be taken up into the life\nof persons and people. It must be a growth in the very fiber of the citizen and the state.\nThe teacher who regards the studies of the school as external entities to be applied to\nthe pupils is hopelessly a machine. Literature, history, art, science become a living,\norganic whole in the personality of the true teacher.\nNor can any educated class in a nation apply learning and art and idealism to their\nhumbler fellow-citizens. These things must live in the minds of the many. Leadership\nand suggestion are powerful forces, but there is no alchemy by which \"leaden instincts\ncan be fused into golden conduct.\" A people becomes wise and brave and just only as\nthe imagery of truth and courage and righteousness fills the minds of its men and women.\nThe glory of democracy lies in its faith that the many may live this richer, fuller life.\nNevertheless, the few must discover the truth, translate it into ideals, and put these at\nthe service of all. It is an inspiring task that may well arouse the noblest souls. Think\nof the devotion of these explorers ! I am not wholly content with Dr. Kiehle's imagery\nof the miners at work in their deep shafts, if that implies narrowness of view and interest. Nor can I feel that \" truth for truth's sake \" is not a noble quest in itself. It may\nbe a subordinate aim in the hierarchy of purposes which the ideal of social service dominates, but it rises far above many of the practical and sordid ends which men and women\nare far too prone to seek. May our scientists never cease the pursuit of truth as an ideal\nend, as well as a means to a larger life for all mankind !\nBut knowledge cannot in itself fire the imagination and urge men to action. Sentiment must provide the motive force. Ideals are impotent unless they arouse instant\nresponse of emotion, resolution, and effort.\nWe cannot neglect this all-important factor.\n\n"} {"page": 202, "printed_page": null, "text": "1 9°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthis passion for realizing the nobler pictures which pass before the mind. However we\nmay conceive religion, its essential part in the life of men cannot be denied. In these\ndays when theological formulae are being revised or translated into the new \"language of\nthe times,\" the thoughtless may fancy that religion is passing ; but those who peer deeper\nsee that the fundamental facts of religion, ideals of righteousness and fervent purpose to\nrealize them, were never more potent than today. Religion as the passion for perfection,\nseeking the divine truth, and pressing ever toward loftier planes of individual and community life, is a permanent force in social evolution.\nI need not dwell upon the meaning of \"better living.\" Life is to be judged finally\nby the imagery, the ideals which pass in ceaseless panorama before the minds of men.\nIn so far as these pictures present the richer, nobler aspects of conduct and aspiration,\nexistence passes over into living. Thus again we reach the assertion that the most fundamentally practical task of every people is to produce and diffuse the imagery which\nwill inspire its citizens to the highest aims.\nTruth, purpose, and effort, then, are the necessary factors of achievement, of practical accomplishment. In a general way, this is no time for nice discriminations. Science,\nphilosophy, and religion stand for these three things : science gathers facts and formulates laws; philosophy unifies these into a theory of life; religion tiansforms this theory\ninto dynamic power. Not one of these factors can be neglected. Each is essential. The\nabsence of science means ignorance and fanaticism ; the neglect of philosophy leads to\nmental anarchy ; the decline of religious fervor spells apathy and stagnation. We rejoice\nin the conquests of science because they contribute to an ever truer philosophy of living,\na more and more accurate picture of what is, a loftier and more imspiring vision of what\nmay be. Philosophy — and with this I include theology — becomes increasingly a social\nphilosophy. All knowledge is brought to bear upon the common life of men, not only to\nproduce more goods, but to give each one a more vivid image of himself as a member of\nsociety. Thus the old artificial individualism yields to a truer picture of social solidarity,\nand the person thinks himself in terms of his fellows. Religious enthusiasm, a zeal for\nrighteousness, seizes upon this new ideal and infuses new fervor into daily duty, civic loyalty, and public service.\nThis in brief outline is the mighty movement by which deeper learning passes into\nricher living. Let us not overlook this fundamental task — the most vital and practical\nwhich we can further. Nor should we waste time in idle disputes as to the relative\nvalue of science, philosophy, and religion. It is vain to give precedence when all are\nessential and interdependent. Science furnishes materials for the ideals of life and conduct which philosophy creates and which religion urges into action.\nThese ideals are. the practical forces which bring things to pass. They are the ends\nwhich mechanism serves. They are, in Watson's phrase, \" the things that are more\nexcellent.\"\nThe grace of friendship, mind and heart,\nLinked with their fellow heart and mind ;\nThe gains of science, gifts of art.\nThe sense of oneness with our kind ;\nThe thirst to know and understand,\nA large and liberal discontent,\n\nThese are the goods in life's rich hand.\nThe things that are more excellent.\n\nN. C. SCHAEFFER, State superintendent of public instruction, Harrisburg, Pa.— '\nTeaching consists in getting another to learn. The word \"learning\" may mean the\nactivity by which the mind acquires knowledge, or it may mean the results of that activity\nand thus be synonymous with the knowledge imparted at school. Using the term in the\nlatter signification, we may say that, as applied to better living, all learning falls under\nthree categories.\n\nFirst, the learning that exerts no influence upon living.\n\nIn the days when Cicero\n\n"} {"page": 203, "printed_page": null, "text": "I\n\nSupcrintendenceJ APPLICATION\n\nOF LEARNING\n\nTO BETTER\n\nLIVING\n\n119^\n\nspoke and Vergil wrote, there were men so rich that they dissolved pearls in goblets\nof wine to make the drink more costly. The names of these millionaires are almost\nforgotten. To teach their names exerts no influence upon the lives of the students.\nWhat application to life can be made of the knowledge implied in questions like the\nfollowing : Name the English king who died in a carriage ; the spy who was caught in\nthe attempt to carry a message in a silver bullet to General Burgoyne ; the soldier who\nescaped at the battle of Thermopylae. Is it the duty of the superintendent to exclude\nfrom the curriculum all knowledge that does not conduce to better living ?\nSecondly, there is the knowledge that is helpful in bread-winning, in money-making,\nTalk against bread studies as much as you please, the struggle for existence compels most pupils to seek knowledge that will be of use in making a living. When man's\npowers are exhausted in the struggle for existence, as during war, the very name of letters is a mockery. The demands of the body must be met if there is to be leisure for the\nthings of the mind and the higher life.\nThirdly, there are kinds of learning or knowledge which conduce to the higher life\nof thought, faith, hope, love. That which makes life worth living is love of kindred and\nfriends, of home and country, of truth and of God, and of all that is highest and best in\nGod's universe. The kind of knowledge, for instance, that stimulates patriotism is of\nsupreme importance in the curriculum. The lessons in civil government should beget a\nlove of country that will make the boys and girls willing to contribute their share of tax\nfor the support of the government and the education of the people. Education is the\ncommon religion of the American people. We all repudiate Herbert Spencer's doctrine\nthat the taxation of one man to educate another man's children is robbery. We all firmly\nbelieve in taxation for school purposes, but we prefer to let the other fellow pay the\ntaxes, even if it is necessary to do this thru the coffers of a corporation. Tax-dodging has\nbecome a fine art. The school should inculcate the knowledge which bears upon this\nand other duties of a citizen.\nLearning may signify the activity by which knowledge is acquired. The test of good\nteaching is thinking. In the act of learning, thinking gives rise to permanent knowledge. No one has been fool enough to advocate the introduction of chess into the curriculum, altho a game of chess begets intense thought. Good teaching cannot rest\nsatisfied with learning that culminates in mere knowledge. Knowledge of history must\nbe applied to life's duties : its lessons must cause a pupil to love his country, make sacrifices in its behalf, and, if necessary, die in its defense. Thru the transformation of\nknowledge all learning should conduce to better living, not merely to the enjoyment of\nphysical comforts, but also to the enjoyment of the things of the mind and the higher\nlife. This is the problem that keeps the superintendents awake at night, and is of\ninfinitely more consequence than the little details of supervision to which some would\nconfine the discussions of the Department of Superintendence.\nMrs. Virginia C. Meredith, St. Anthony Park, Minn. — Dr. Kiehle sounded an\nimportant note when he spoke of the education of woman for the duties of the home and\nmotherhood. The home protects the child. The home is an important institution ; the\nwomen\n\nwho are to direct the affairs of the home should receive special and ample preparation for their work. The knowledge woman possesses regarding the economy of the\nhome will determine the proper expenditure of money for the needs of the home ; hence\nthe importance of a careful training for a wise direction of home affairs.\nSuperintendent Frederick Treudley, Youngstown, O. — I wish to speak of the\nspiritual frontage of life. All living that is possible to the individual is organized from\nthe plains of life. Women should know more of the lives of real spiritual characters\nand possess their strength in order to perform the functions of mother in developing\nchild life in the home. Fathers should remember the duties of the home and society,\nand by their conduct should quietly and unconsciously shape the lives that come under\ntheir influence.\n\n"} {"page": 204, "printed_page": null, "text": "192\n\nNATIONAL\n\nINFLUENCES\nHENRY\n\nP.\n\nEMERSON,\n\nTHAT\n\nEDUCATIONAL\n\nMAKE\n\nSUPERINTENDENT\n\nASSOCIATION\n\nFOR\n\nGOOD\n\nOF\n\nEDUCATION,\n\n[Chicago\n\nCITIZENSHIP\nBUFFALO,\n\nN.\n\nY.\n\nLast September I observed for half an hour the proceedings in the\ntrial of Leon F. Czolgosz, the murderer of President McKinley ; I heard\nthe prisoner say, in answer to the usual questions in regard to his age,\noccupation, and education, that he was born in the United States, and\nhad attended public and parochial schools. Taken in connection with\nhis oft-repeated assertion that he considered it his duty to kill the president, this answer naturally made a deep impression upon at least one\nperson who had given over twenty-five years of his life to the work of\ntraining the young. Believing, as I always have, that a public school is\nin itself a social community where the child learns, if he learns nothing\nelse, the necessity for subordinating his individual will to the welfare of\nthe whole, I determined to learn more, if possible, as to the school life\nof the assassin. Eminent alienists declared him sane, but all that he\nsaid or tried to say bore evidence of illiteracy and neglect. His very\nappearance indicated weakness of mind and body. He. seemed to me a\ntype of character that some of us have become familiar with in city truant\nschools. Czolgosz stated that he had lived in Cleveland, Detroit, and\nAlpena. Replies which I received from the public-school authorities\nof the above-named places make it evident that no public school, and\nprobably no parochial school, is responsible for this abnormal and defective character. He attended an evening school in Cleveland for a few\nweeks only. So far as I have been able to learn, this is the only schooling he ever had. But, even if no school is responsible for Czolgosz, it is\na serious question whether the communities in which he lived while he\nwas of legal school age were not responsible for his lack of training.\nOur compulsory-education laws are based on the theory that a community,\nfor its own protection, as well as for the good of the child, must make it\nimpossible for any boy or girl to grow up in ignorance, a stranger to the\nennobling influences which every good school. exerts.\nWithout regard to who was responsible for such a product as Czolgosz,\nthe terrible tragedy of last September ought to give new importance to\nthe question whether we are doing all we can in the direction of moral\ntraining and preparation for life ; whether we are doing all we can\nto make the young appreciate the necessity for government as a guaranty of law and order and liberty ; whether we are imparting right\nideals as well as information ; whether we are giving as much thought to\nthe work of inspiration as to the work of instruction.\nI admit that any attempt to secure these higher results in education\nis sure to meet with obstacles. In ihe first place, there are always timid\nsouls who fear that the conscience is to be interfered with.\nA leading\n\n"} {"page": 205, "printed_page": null, "text": "Superintendence] INFLUENCES\n\nMAKING\n\nFOR\n\nGOOD\n\nCITIZENSHIP\n\n193\n\nnewspaper of one of our large cities has recently asserted that it is dangerous and un-American to make any attempt to influence the character of\nthe young. Such people somehow confuse religion and morality, and\nclaim that it is the business of the state simply to teach facts. They\nwould secularize education to such an extent that even the emotional\nnature is left untrained and atrophied.\nOne obstacle is found in the lack of co-operation on the part of the\nhome. I am naturally an optimist, and it is hard for me to believe that\npeople at large are less moral or live upon a lower level than thirty years\nago ; but it is plain that there is less moral instruction in the home ; that\nthere is more frivolity; that life is taken less seriously than a generation\nago. You will remember how forcibly Herbert Spencer sets forth the\ninability of the average parent properly to train the child, the bungling\nand often cruel methods adopted to enforce discipline in the family. He\nevidently believes that, as a rule, the parents are more at fault than the\nchildren. Certain it is that when we consider the selfishness, dishonesty,\nand brutality of men as recorded in the newspapers and in police courts,\nand then remember that many of these people are charged with the\ntraining of families, we cannot wonder that the schools do not always\nsucceed in turning out good men and women. The proper province of\nthe school is to strengthen and extend the work of the home in the\ntraining of character, but, if this important matter is neglected in the\nhome, it is all the more true that the welfare of the country is in the\nkeeping of the schools.\nAnother obstacle in the way of this higher kind of education is found\nin a mistaken notion of school discipline. No school can exert a proper\ninfluence on the character of the young if the teacher is a mere martinet\nwho looks upon good order, not as a means, but as an end. Moral training will never result from mere precision and perfection of system.\nRigid courses of study and programs and electric bells will not alone\nbuild character. There must be at work the power and personality of a\nlarge minded and large-hearted teacher interested in the welfare of the\nchildren. The school that runs like clock-work is not necessarily the\nbest. To the ordinary lay mind fine buildings, showy architecture,\nsteam heating, and expensive sanitation are the all-important things about\na school system. They are important, but, after all, they amount to very\nlittle apart from the life and character of the teachers. Machinery is\nhelpless unless the right motive power is applied. There is a tendency\nin all teaching to drop into mechanical methods, to become narrow and\nbookish, to make more of words than of the reality behind the words, to\nforget that the letter killeth but the spirit maketh alive; and a school or\nsystem of schools is successful in the best sense only in so far as it overcomes this tendency.\nWe turn to a pleasanter phase of the question when we consider the\n\n"} {"page": 206, "printed_page": null, "text": "194\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\ninfluences that help in the making of good citizens. Every good school\ndoes a work that we can hardly overestimate in building character.\nHabits of neatness, order, and punctuality; respect for, and obedience to,\nproperly constituted authority; the training in attention when attention\nis necessary; lessons in application, in industry, and systematic method of\ndoing things; the mutual concessions which are essential in school life —\nall these are training in character and preparation for citizenship. The\nsimple fact that children form the habit of dressing for school, of keeping clean, of being on time, of performing certain duties at fixed times\nand in regular ways — these things influence character.\nEvery recitation, if conducted in the right spirit, affords opportunity\nfor direct or indirect building of character. Biography, history, and\nliterature afford the best means of moral culture, but the teacher who\nunderstands how to handle children can make them feel and enjoy the\nmoral power of a principle in arithmetic or a rule in grammar. Any\nstudy, if rightly treated, is productive of ethical influence. Wherever the\nteacher succeeds in inspiring a love of truth, and honest effort in search\nfor it, there character-building is going on.\nA school should give the young something elevating to think about.\nIt should awaken an altruistic sentiment, an interest in the general welfare apart from selfish considerations. Such a school will be a power for\ngood in the coranmnity, altho no preaching is done, and the children\nnever suspect that the teachers are trying to influence them. The power\nof such a school is felt thruout the whole neighborhood, because it sets\nin motion a general waking-up process, interesting the parents in the\nwork of the school, furnishing topics for conversation at home, and\ngenerally arousing an interest in higher things.\nIn Buffalo we have been giving elementary instruction as to our city,\nstate, and national governments, with a view to illustrating the moral\nprinciples which underlie good citizenship. Our object is not merely to\ngive information, but to inculcate a high standard of public duty, the\nobligation of civic pride, a sense of the dangers arising from official\nselfishness and corruption, the need of placing public interest above\nprivate gain. We try to show the necessity for good government, that is,\ngood management of a city in order that it may be clean, healthful, and\nbeautiful, and to emphasize the wickedness of squandering the people's\nmoney in bad work. The necessity for taxes, that is, money to carry on\nthe government, is easily shown in a city by referring to the need of\npublic schools, of a fire department, and of police protection — things\nwhich the children are daily familiar with. In showing that the business\nof government requires a vast outlay of money for buildings, salaries, etc.,\nwhich is collected from the people in taxes, the teacher is expected to\nbring out the fact that taxes are trust funds, and hence should be spent\nmore carefully than private funds.\nThe last year of the grammar-school\n\n"} {"page": 207, "printed_page": null, "text": "Superintendence] INFLUENCES\n\nMAKING\n\nFOR\n\nGOOD\n\nCITIZENSHIP\n\n195\n\ncourse is reserved for the consideration of matters of importance to us as\na city. Such questions as the common council, the powers of the mayor,\nthe important appointments made by him, the city departments, the\nmethods of carrying on public business, the difificulties in the way of\ngood government in large cities, are presented and discussed.\nIt is the business of a school to furnish proper nourishment for the\nhigher life and aspirations of the young. Appropriate literature is one\nof the best means of imparting right sentiments, and of leading the\nchildren to appreciate self-sacrificing deeds and noble thoughts. By\nbringing the better emotions into play the sympathies are aroused, the\nspiritual nature cultivated, and the foundation laid for right conduct.\nThe mind grows with what it feeds upon. We are dependent, not\nonly upon our habits, upon the established trend of mental action produced by exercise and discipline, but also upon our acquired ideas, upon\nthe thought materials stored up and organized in the mind. This\nmaterial seems to possess a kind of vitality, an energy, an attractive or\nrepulsive power. When ideals once gain a place in the mind they become\nactive agents. They are not only the material with which the mind\nbuilds, they are a part of the mind itself.\nThe power to feel needs development as much as the power to know.\nThe muscles of the body are developed by use. We make the mind\nstrong and active by giving it exercise. So right feelings may be cultivated by calling them into exercise. If the nobler feelings are often\nappealed to, nobler feelings become easier, and, finally, habitual. If\nthere is any truth in this philosophy, how important a teacher becomes\nas compared with the book he uses ! If there is any truth in it, the age\nof the mere giver-out of information is going ; the age of the inspirer is\ncoming.\nIn an address delivered before this department three years ago. Supervisor Martin, of Boston, impressively showed that true moral teaching\naffects conduct indirectly by the general elevation of ideals ; that it cannot be separated from the general discipline, instruction, and moral\natmosphere of the school ; that it must be the air which the young\nunconsciously breathe ; that the stuff out of which the ideal is made is\nalways character in the concrete, qualities incarnate — not precepts nor\ncodes of ethics. He cited the case of Abraham Lincoln. While this\ngreat man lived and was carrying burdens such as no president ever\ncarried before or since, men wondered how such a man could come from\nsuch a beginning. From a child he lived seemingly without one gleam\nof light or of fair surroundings. Such largeness of understanding, such\nloftiness of purpose, such singleness of aim, such grasp of great moral\nquestions and questions of state — they seemed an effect without a cause ;\nbut when, after his death and under the influence of his growing fame,\nmen began to scrutinize all the details of his early life and to find that\n\n"} {"page": 208, "printed_page": null, "text": "196\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nhis early associates had been, not merely the rough pioneers of the frontier\nsettlements, but the men and women of the Bible, of Pilgrim's Progress,\nof Plutarch and Shakespeare, the mystery was in a large measure\nexplained. He had been associated with the great characters of the\nworld and had grown into their likeness.\nResults such as I have described are not a matter of buildings, or\nsystems, or text-books, or courses of study, but of teachers. It is essential that the individual teacher possess those elements of sincerity and\nearnestness which belong to high personal character. Some of the most\neffective functions of a teacher are really performed when he seems least\nto be teaching, because the power of his own personal character is constantly creating ideals in a way not laid down in any book. Every teacher\nmoves thru the school, and before the pupils, the constant and visible\nembodiment of some type of manhood or womanhood. The pupils feel\nthe contagion of a selfish or a generous spirit, of an honest or a tricky\ndisposition, of a soul cast in a large or a little mold. It is not easy to\nexplain the power of a born teacher to influence character, to create right\nmotives. The truth is that selfishness begets selfishness, and noblemindedness begets noble-mindedness. The child unconsciously takes\nthe measure of his teacher. If, in reality, teachers are disinterested, if\ntheir chief aim is to be of service to those under their charge, and if they\nat the same time are really skillful, the children, tho they may never\nhave reasoned it out, feel and recognize the influence of their personality.\nI have never known an instance where a class, as a whole, proved an\nexception to this rule.\nThe forming of right character, no less than the gaining of mental\npower, depends on the self-activity of the pupil. For this reason it is\nnecessary to diminish, so far as possible, the element of coercion in discipline and substitute for it self-control. It is easier, of course, to govern\nby force. You can make a troublesome boy obey you by flogging him,\nbut you cannot change his moral attitude on the general question of obligation and duty except by long-continued patience and persistent effort.\nThe less we repress and tyrannize over children, the greater their tendency\nto assert their freedom, sometimes in disagreeable ways ; but there is no\nother method of leading them into that self-government which is the end\nof education. We must give them some liberty in order that they may\nlearn how to use liberty. Where there is no choice, no putting upon\nhonor, no confidence shown, there can be no development of self-control.\nI trust I shall not be considered unorthodox and reactionary if I\nexpress a fear that our new methods of education, as carried on by\nextremists, easily degenerate into a source of weakness because they fail\nto develop the power of self-reliance and individual initiative, which are\nmore and more necessary elements of success in life. The complaint is\nsometimes made, and justly I think, that the tendency of the new methods\n\n"} {"page": 209, "printed_page": null, "text": "I\n\nSuperintendence J INFLUENCES\n\nMAKING\n\nFOR\n\nGOOD\n\nCITIZENSHIP\n\n197\n\nis to give pupils a many-sided interest, but less vigor of mind and purpose than the old way, that the power of the teacher to im^part knowledge\nand smooth out difficulties has been developed out of proportion to the\npupil's power to acquire, and that the latter are less reliant and less prepared to attack and overcome difficulties than in former years. While we\nrightly try to make the schoolroom more homelike and attractive, we should\nat the same time remember that the world which the boy is to enter is no\nrespecter of persons. While we attach less and less importance to examinations and aim to make the studies interesting and attractive, we must\nalso remember that no education is complete that ignores the overcoming\nof difficulties as a factor in character-building. The human race has been\ndeveloped by exertion. Except for care and struggle and pain man would\nnever have risen above the intellectual and physical stature of Polynesian\nsavages. As the chief argument against socialism is that nobody can\nexplain what would spur on the lagging faculties of man when the incentive of want is taken away, so it would be difficult to show how the child\nis to be prepared for the struggle of life where he is allowed to proceed\nalong the lines of least resistance, where there is no real downright hard\nwork required, and where the boy thinks if he is not interested it is always\nthe teacher's fault.\nIt is taken for granted in this country that children are to make their\nown way in the world, that they will have to look out for themselves, that\nthey are not to depend on their parents, or on society, or on the government. If at school they form the habit of relying on the teacher, of\nhaving things made easy, the more likely they are to rely on help from\nothers, from the community, or the state. Why is it that a boy who\nleaves school early and goes to work so often proves more than a match\nfor the graduate ? Because he is put on his own resources in circumstances\nwhere he has to sink or swim.\nIn an article written since the Spanish war, President Eliot insists\nthat, when it comes to a pinch, the source of victory in modern warfare\nis in the personal initiative of each individual commander, private soldier,\nor sailor. \"When all preparation is made,\" he says, \" when all appliances have been perfected and brought together, in the particular\nthicket or mined strait in which the work of the moment is to be\ndone, it is the perceptive power or moral resolution of the individual that\ncommands success.\" In industries as in warfare the automaton counts for\nless and less, and the thinking, resourceful individual for more and more.\nWhat has made the English-speaking peoples the leaders in the modern world, whether in planting colonies, or in maintaining self-government, or in extending commerce, or in storming forts, or in boarding\nships ? It is their common-sense, their readiness of combination, their\nrealistic logic, their power of individual initiative. Surely this type of\ncharacter is not developed where boys are coddled and entertained to\n\n"} {"page": 210, "printed_page": null, "text": "198\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLChicaeo\n\nsuch an extent that nothing is actually learned, and where the memory is\nso far Underrated that even the learning of the multiplication table is\nconsidered to be unpedagogical.\nI plead for schools where there is freedom enough in matters of conduct to develop the power of self-control, where the requirements are\ndefinite and exacting enough to develop the power of self-reliance and\nindividual initiative, and where there is inspiration enough to implant\nhigh ideals and right ambitions to the end that the power gained in\nschool may not be selfishly used.\nI am aware that a school cannot, in this higher sense any more than\nin the lower sense, fully educate the young. It can only make the beginning, give the right bent, supply the means ; the rest depends on the\nindividual. The important question in regard to the products of our\nschools is not alone, What do they know? but, What do they love, and what\ndo they hate ? What is their attitude toward life ? What is their notion\nof success? Is duty to them only a myth? If they think that success\nconsists in wealth or position obtained at no matter what cost of character and honor, then their education has not done for them what it should.\nThe bad, the unscrupulous, are never successful. When we speak of them\nas successful, when we envy them, we simply pass judgment on ourselves,\nand show that our own estimate of true character and worth needs toning\nup. The men who are the strength of society, who in times of stress and\ndanger stand as beacon lights in the storm, are not men who simply look\nout for themselves, but men who are moved by some inner principle and\nare faithful to eternal verities. Whatever else we teach, let us inculcate\nthis simple lesson : that no melancholy failure can possibly be in store for\nthe youth who adheres to the simple purpose to be upright and useful;\nthat plain living and high thinking is better than high living and no\nthinking; that self-denial is greater than self-indulgence; that selfishness cannot develop our highest capabilities, while a proper understanding of the higher meaning of life and its responsibilities has power to lift\nus above what is petty and trifling, make common life heroic, and give\neven to humble conditions something of greatness and joy.\n\nDISCUSSION\nWilliam\n\nE. Hatch, superintendent of schools, New\n\nBedford, Mass. — 'The subject\n\nthat I was first asked to discuss and consented to speak upon was \" The Tenure of Office\nof Superintendents and Teachers. \" I cannot refrain from saying that I regret the subject was changed.\nIt is said that \" in Spain to this day they bar the windows and leave open the door.\"\nThe thought sometimes comes to me whether we, as superintendents, do not avoid the\ndiscussion of direct issues for the safer and more pleasing task of considering generalities. Itmay be that this view is due to my narrowness of vision, but 1 have always felt\n\n"} {"page": 211, "printed_page": null, "text": "Superintendence! INFLUENCES\n\nMAKING\n\nFOR\n\nGOOD\n\nCITIZENSHIP\n\n199\n\nthat as a body we have been rather weak in offensive warfare. I trust I may be pardoned\nif I say a word on the original subject. ,\nThe question of the tenure of office of superintendents and teachers is one of great\nimportance, and one that touches closely the future welfare of the schools. In Massachusetts, bythe Report of the Board of Education for /8Q7-g8, one-third of the cities and\ntowns of the state had availed themselves of the provisions of the statute by which teachers may be elected to serve during the pleasure of the school committee. This is the\nlatest report which deals with the subject. Since that report was made other cities and\ntowns have adopted the measure, among them my own.\nNow, either this is a movement in the right direction or it is not. I had hoped to\nhear the views of superintendents serving in various parts of the country on this\nimportant subject, and I am disappointed in not being able to do so.\n** But to return to our muttons. \" We can but agree with the speaker in his main\ncontentions. No one would argue that an encyclopaedic man is a worthy product of the\nschools unless he can bring his knowledge to bear with force upon the problems of life\nthat he is to meet. But I do believe that the field for improvement in fixing valuable\nknowledge in the minds of the pupils is yet wide. Full and exact knowledge is necessary ifthere is to be skill in application.\nThat the schools are accomplishing all that they might in moral training may well\nbe questioned, but that they are doing their part and doing it well under present conditions can scarcely be gainsaid.\nThat the home is not doing all it ought in the development and the training of the\nchildren we all must feel who have thought much upon the subject. There is a\ntendency in parents, even among the best, to shift their responsibility upon others.\nThis is as noticeable from the early age at which the wealthy pack off their boys to the\nboarding school as from the sad neglect to be observed in the homes of the poor. The\nspirit that causes the constant increase in urban population — the desire for companionship and the enjoyment of social pleasures, whether in the gilded ball-room on the one\nhand or the saloon and the cheap theater on the other — is characteristic of the age, and\nmakes the problem of creating a strong and clean citizenship in the future a difficult one.\nBut withal the rich and the poor are the extremes, and there is a large and dominating middle class who are God-fearing and serious in their lives, whose children are\nworthy of their sires ; and I am optimist enough to believe that America is in no danger\nfrom the degeneration of its youth as yet.\nWe are absorbing much of the very dregs of Europe, and in a generation or two\nmaking of their sons and daughters men and women, able, upright, and to be honored.\nIn my travels thru Europe I have never seen children so happy, so strong, so interesting\nas our American boys and girls.\nThis is the children's age, at least in this country. It may be that we have swung\nto the extreme of the pendulum ; that we are moved more by our sympathies in our treatment of children than by our judgment. But it seems to me that we must always\nremember that men and women are only boys and girls grown a little older. Children\nare influenced more by example than by precept, as are their elders. I think sometimes\nthat we give them tithe of anise and cumin, and expect them to render tribute in the\ncoin of the realm.\nIf, as the speaker has said, the true welfare of the country is in the keeping of the\nschools, we as guardians and directors of those schools have grave responsibilities. In\norganizing them, in planning the courses of study, in directing their administration, do we\nproceed from a thoro knowledge of the conditions of the community in which we serve ?\nDo we know the various classes of children who are to be the victims of our planning ?\nDo we look sufficiently into the future ? If the welfare of the nation depends upon the\npublic schools, we and the teachers are the conservators of that destiny.\nAnd the teachers are the most important of all. If the schools are to send forth\n\n"} {"page": 212, "printed_page": null, "text": "200\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\ngraduates healthy in mind and body, with convictions of right and wrong, and with courage to uphold the right, with ability to think,and with courage to act, they must be taught\nby strong, honest, just. God-fearing men and women who are properly educated and\ntrained for their vocation, who take a pride in it and realize its responsibilities. That\nthese things may be true, the teaching force must become a more stable body than it is\ntoday. The occupation of school-teacher is still used too much as a stepping-stone to\nsome profession, or a place to earn a living while waiting for a husband. Teaching\nmust become a profession recognized as equal in dignity to the so-called liberal professions, ifthe work in them is to be of the quality desired.\nThe proportion of strong men in the schools must be larger than it is today. The\npercentage of woman teachers and weak men in them is by tar too large.\nThat teaching may be raised to a profession the remuneration must be larger and\nthe tenure of office secure during efficiency and good behavior. When these things are\naccomplished stronger persons will enter the vocation and will remain longer in it.\nWith skilled supervision securing good organization and good management, and\nwith able teachers, those conditions that produce neatness, order, punctuality, industry,\nand systematic work will prevail naturally as a result.\nFormal introduction in civics and ethics should form a part of the course of study\nin the schools from the lowest grades up. Children should be taught the reason for\ngovernment and order in the social organism and learn to respect it. They should participate ingovernment itself while in school, and learn by it self-control and how to direct\nothers. In the great English schools this is a marked feature in their training that has\nborne good fruit. This does not mean a letting down of control or freedom from restraint.\n1 heartily agree with the speaker as to the value of acquaintance with good literature\nas a force in the development of the moral nature and its effects upon character. From\nhis entrance into school to his finish the child should have presented to him the thoughts\nof the great writers both in prose and poetry. It is exceedingly important that this work\nshould be begun when young, that his taste may be cultivated so well in the good that\nlater he will have no desire for the trashy and bad.\nI am no sharer in the belief that modern methods of education, which introduce a\nchild to a great variety of interests in the early stages of his education and provide for\nhim a wide field of electives in the secondary schools, necessarily tend to less vigor of\nthought and purpose than the old. They are not responsible for any apparent weakness.\nThe cause must be sought for elsewhere. 1 believe this change is proving the salvation\nof many a boy and girl who otherwise would grow up useless members of the community. Today we live in a many-sided world as compared with fifty years ago, and the\nschools must be many-sided to meet the new conditions. The danger to the future of\nAmerican citizenship lies not here. It lies rather in that spirit that makes pleasure and\nease the chief consideration ; the spirit that shirks honest, manly toil ; the spirit that fears\nany privation if in the performance of duty.\nIt is the spirit that leads the well-to-do to neglect their civic duties ; the spirit that\ncauses them to remain at home and grumble at the corrupt administration of our cities\ninstead of exerting themselves to change it. It leads to a molly-coddling of the children\nthat gives them no duties to perform outside of school ; that makes them think that they\ncannot go to school if it sprinkles, and demands the signal for no school to be struck\nfrequently; the spirit that influences teachers to do work for their pupils that they should\ndo themselves. Among the poor the same spirit leads them to neglect their children and\ntheir homes that they may seek such pleasures as are within their means and reach.\nTheir children become enfeebled in mind and body thru neglect, and make the country\nhoodlum and the city criminal and tough. In one primary room in my own city one\nmorning it was found that seven children had come to school without any nourishment;\nand there is equal neglect everywhere. The courts show us that juvenile crime is on the\nincrease in every community, notwithstanding all that is done to guard against it.\n\n"} {"page": 213, "printed_page": null, "text": "Superintendence] INFLUENCES\n\nMAKING\n\nFOR\n\nGOOD\n\nCITIZENSHIP\n\n20 1\n\nRudyard Kipling has stirred England to its depths with his \" Islanders.\" The London Globe, in a vigorous article recently published, deplores the molly-coddling that has\nbegun to invade the great historic public schools of England. It says: \" Boys* characters\nare built up at school ; and, if their slackness and softness is the rule, it is little wonder\nthat so many fail when they have to face the stern realities of life.\"\nWe think that we are doing much for the children and youth of our land, but there is\nscarcely a community that is doing what it ought. The people have thrown the responsibility of the training and education of the children upon the schools. They do not realize\nit, but they have, and they must be made to see and supply the means that the schools\nmay meet the responsibility.\nMore must be done by the schools for the health and bodily development of the\nchildren than they are doing today. The lack of proper physical training is one of the\nmost serious defects in the public schools of this country.\nThe next ten years will produce as marked an advance in the schools in this respect\nas the past ten have produced in manual training.\nWe have the best material in the world from which to create a future citizenship\nworthy the nation and the age, the American boys and girls. Coming to join them every\nyear are thousands ignorant of the American language and life. To assimilate these\nlatter and make of all American citizens possessed of healthy bodies and trained minds,\nhonest, law-abiding, and self-respecting citizens, is a task that demands high talent in the\nschools and a co-operation of all the social forces.\nThis country is fortunate in possessing great agricultural regions. Every citizen\nshould thank God for the boundless prairies of the great West. When the urban population of our country exceeds that of the rural population, the problem of creating and\nmaintaining a citizenship equal to that of today even will be a ' task immeasurably\ngreater than at present.\nH. O. R. SiEFERT, superintendent of schools, Milwaukee, Wis. — Of the various\nmeans which have been mentioned as being of importance in forming the character of\nthe young American there is one which seems to deserve special attention — appropriate\nliterature.\nIn order to waste no time we will accept the conventional definition of the dictionary,\nwhich says : \" Literature embraces all compositions resulting from observation, thought,\nor fancy.\" And by appropriate literature we mean that which is fit to be read by a child,\nand in which he can be interested. This would include true stories of animals, fables\n(with the moral unexpressed), and fairy tales for the youngest children; legends, myths,\nbiographies, and historical tales for the middle^grades ; masterpieces of literature for the\nupper grades ; poetry for all grades.\nWhile the literary treasures of many peoples will furnish material for our purpose, the\nchild must, above all, be made familiar with the literature of his own country. The great\ndeeds of the warriors, the sublime wisdom of the statesmen, the lofty thoughts of the poets of\nother lands, doubtless have a wholesome influence in forming the views and sentiments of\nthe child, but it is primarily the contemplation of the virtues and deeds of his own\ncountrymen that will make the most lasting impression upon the plastic mind ; not so\nmuch because the heroes of his own country surpass all others in the greatness of their\nachievements, but because the mentioning of their very names carries with it that feeling\nof affinity which engenders a degree of sympathy not likely to assert itself under other conditions. Itmakes quite a difference whether the author of a certain beautiful poem once\nlived m England or in some other country, or whether you can tell a child that such an author\nwas born in Boston or New York, and that he lies buried in a place not far from the child's\nhome, where some day he may go, and, as a tribute of gratitude and veneration, lay a\nwreath of flowers on the resting-place of a great compatriot.\nThere was a time when the critics outside of this country considered Edgar Allan\n\n"} {"page": 214, "printed_page": null, "text": "202\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\niChicago\n\nPoe about the only American writer of real genius. But it is no longer denied that there\nis a galaxy of American authors scarcely inferior to the best of other lands.\nOne particular trait not often found in foreign authors seems to be common to our\nown — making their productions pre-eminently suitable for children's reading. It is the\npurity of sentiment. The erotic element which in the works of many of the world's\ngreatest authors dominates to such an extent as to render them unfit in their original\nform to be read by the young, or — I say it boldly — by any man, is, in its objectionable aspect, almost entirely absent in the works of our best writers, and in its place we\nfind filial affection, philanthropy, and love of country. For these reasons, and others\nwhich might be advanced, I hold that in our common schools the children should be\nmade acquainted with the best American authors thru those of their works which are\nbest suited for that purpose. The following may serve as a suggestive list : Benjamin\nFranklin, Autobiography ; Irving, Sketch Book, History of New York, Alhambra; Cooper,\n\" Leather-Stocking Tales,\" The Spy, The Pilot; Bryant, Lines to a Waterfowl, The Yellow Violet, and other poems ; Drake, The American Flag; Hawthorne, Wonder Book,\nTanglewood Tales; Longfellow, Evangeline, Hiawatha, and a number of the shorter\npoems; Harriet Beecher Stowe, Uncle To?n's Cabin; Whittier, The Barefoot Boyy Barbara\nFrietchie, and other poems; Poe, 7%^ Raven; Holmes, Old Ironsides; Low™, The\nFountain; Parkman, Histories; poems by the Gary Sisters, Thomas Baily Aldrich, and\nothers too numerous to mention.\nOf the world's great books which every child should read I will mention only Plutarch's\nLives, The Pilgrim's Progress, Robinson Crusoe, and Ivanhoe. In the regular school\nreading-books there might be, without offense to anybody, a selection of the parables\nfrom the New Testament, the Sermon on the Mount, and a few of the psalms of David,\nsuch as the twenty-third, for example.\nThe question may be asked, \" How can all these books and selections be read in\nschool?\" It is not intended that this should be done. Some of them can be read\nduring the time that is set aside for supplementary reading, but the majority must be read\nby the children at home. It is the teacher's function to get the child interested in a book\nby reading, or, still better, relating, portions of it at some suitable time. This may be\ndone in connection with the various studies of the curriculum, thereby making the studies\nmuch more interesting. For example, it is much to be desired that the study of geography\nshould be correlated with history.' 1 remember from my own school days that I cared\nlittle about the West Indies until 1 read the story of Columbus. Mexico and Peru, with\ntheir quaint institutions, became wonderlands to me through Cortes and Pizarro.\nWhen a young child 1 was made to study zoology from a regular text-book. The\nlessons were dry and tedious, and I took no interest in my work. The colored pictures\nin the book were the only things I cared about. One day I found an old book in which\nthe animals were made to describe themselves and tell their own stories of life and\npeculiarities. My interest was at once aroused, and in a few days I had not only read\nthe whole book, but I had learned more about animals than 1 should otherwise have learned\nin a year.\nThe right kind of literature had animated the dry bones of a technical study.\nPoetry has a wonderful influence on the receptive and unpolluted mind of the child,\nand it should be made use of more than it is. The very young child will enjoy the\nnursery rhyme for its jingle and innocent fun. Gradually and unconsciously, as he grows\nolder, he will learn to love the music of the meter, and finally he will feel the whole beauty\nof the thought clothed in regular form. Poetry should be read and recited to the children\nand by the children, and, if suited for the purpose, it should be sung.\nTo sum up : Keep the children away from the harmful influence of bad literature ;\nteach them to appreciate and love that which is pure and patriotic and elevating ; be\nnot merely their instructors and governors, but their monitors and pastors, and they will\ngrow up the noble sons and daughters of a noble country, and bless the teachers who led\nthem in the ways of righteousness.\n\n"} {"page": 215, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nIDEAL\n\nNORMAL\n\nSCHOOL\n\n203\n\nJohn MacDonald, editor Western School Journal, Topeka, Kan. — I do not agree\nwith Superintendent Emerson when he says our schools are deteriorating. Our schools\nare better than they were years ago; they are better today than they were yesterday;\nthey will be better tomorrow than they are today.\nLet us pray for Brother Emerson.\nSuperintendent Emerson (in closing). — Superintendent Hatch is not as much of\na martyr as he represented himself to be. While it is true that the general subject was\nchanged, it is also true that he was notified of the change at least a month before this\nmeeting. I feel warranted in saying that very few, if any, of those who are on the program began the preparation of their papers more than a month before the meeting. In\nreply to Mr. MacDonald, I simply wish to reaffirm the statements I made in my paper,\ncontrasting the present and past conditions of the public-school work done in this\ncountry.\n\nTHE\nWILLIAM\n\nIDEAL\n\nNORMAL\n\nH. PAYNE,\nPROFESSOR\nOF THE\nUNIVERSITY\nOF MICHIGAN,\n\nSCHOOL\n\nSCIENCE\nAND\nANN\nARBOR,\n\nART\nOF\nMICH.\n\nTEACHING,\n\nI foresee that the term \" typical normal school,\" or \" the normal\nschool of the future,\" will best indicate my treatment of the subject\nwhich has been assigned me. I do not propose to set up a normal\nschool in Utopia, certainly not within the space of thirty minutes. The\nschool that is to be is the school that is, of course with modifications. .\nHuman institutions acquire a momentum which carries them forward,\noftentimes without regard to rhyme or reason. Institutions also obey the\nlaw of growth. They emerge from one stage of growth and gradually pass\ninto a new and more advanced stage. Humanity as a whole is to have a\nbetter future, but this better future is to be an evolution out of a relatively\ngood past.' A sudden break with tradition is seldom justifiable. We\nmay be quite sure that any policy that has had the long sanction of the\nwise and the good has a large measure of truth in it. An idiot or a\nmadman ^may destroy, but only wisdom and prudence can build. What\nwe need, to use Mr. Spencer's happy phrase, is \"to take stock of our\nprogress,\" to try our work by some rational standard, and to introduce\nneeded revisions and amendments.\nIn order to simplify this discussion, I shall limit my treatment to one\ntype of the normal school, to what may be called the prevalent type,\nnamely, the state normal school. It is no part of my purpose to discuss\neither the schools which lie below this plane or those which lie above it.\nWe sometimes make substantial progress by judicious and prudent\nretreat. In our haste to grasp the new we sometimes lose our hold on\nthe old and the true. I have been much struck with this sentence from\nJohn Morley's account of Diderot and the Encyclopedists : \"Alas,\" he\nsays, \" it is one of the discouragements of the student of history that he\nI \" The thing that hath been, it is that which shall be ; and that which is done is that which shall be\ndone.\"\n\n"} {"page": 216, "printed_page": null, "text": "264\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\noften finds highly civilized remarks made one or two or twenty centuries\nago which are just as useful and just as little heeded now as they were\nwhen they were made.\" '^ During the period from 1839 to the present\ntime the type of the American normal school has radically changed, or,\nrather, there has been a change in the center of interest. Possibly this\ndisplacement has not been wise. Possibly it may be prudent to return to\nan abandoned ideal.\nThe law of a piece of mechanism is the product which is to issue from\nit. If the product must be modified, some special modification must be\nintroduced into the mechanism. The governing law of a school is a clear\nconception of what its pupils should be. The normal school stands in\nthis case. By observation and prophecy we determine what a teacher\nshould be, and then we organize the forces necessary for realizing this\nconception. It is simply a case of adapting means to ends. Obviously,\nin the minds of those who mold public opinion there has been a change\nin the conception of what a teacher should be, and as a result there has\nbeen a corresponding change in the policy of our normal schools. If we\ncan agree as to the required attainments of the teacher, we shall hardly\ndisagree as to the means for producing these attainments. But there is\nroom for sane and honest disagreement. Just now we are passing thru\nthe period of discussion in which disagreements and differences are\ninevitable and pardonable.\nI shall not waste time by dwelling on details. In such discussions we\nshould move only along main lines, not losing ourselves in by-ways. If\nwe find our way along the highways of our science, we shall economize\nboth effort and speed.\nIt is doing but deserved justice to our normal schools to state that\ntheir fortunes are being directed by the best educational talent of the\nday, by men who are alive to the spirit of the age, and who have the gift\nof serious and solid thinking. In no other department of educational\nenterprise is there a keener search for truth or a more determined effort\nin the line of substantial improvement.\nFollowing the line of procedure already indicated, I shall venture to\nState some opinions as to the qualifications and attainments needed by\nthe ideal teacher, and shall suggest what seems to me the rational means\nof securing these endowments. I prefer to speak in the potential, or in\nthe interrogative, mode, but if I sometimes resort to the indicative, it is\nnot that I would dogmatize, but that I may give expression to an honest\nopinion. To discuss this large subject within the prescribed limit, my\ntreatment must needs be fragmentary and incomplete.\nThe capital fact, the one that antedates all others in importance, is\nthis ; The teacher should be an artist rather than artisan. An instance\nof what I have called the displacement of interest is the movement from\n3 Diderot, p. 185.\n\n"} {"page": 217, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nWEAL\n\nNORMAL\n\nSCHOOL\n\n205\n\nscholarship to technique. Is it not a false analogy which likens the art\nof teaching, which deals with spirit, to the mechanic arts, which deal with\nmatter ? '' Training \" is a term of sinister import, as it seems to put the\nemphasis on sleight of hand and to suggest limited acquirements and\nendowments. It is freely admitted that in school administration there\nmust be some degree of mechanism, but it is a gross error to regard the\nschool simply as a piece of cunning machinery. If it is a machine at all,\nit is a machine animated, inspired, and directed by spirit, the spirit of\nhim or her who teaches. Is it not absurd to think that teachers are to\nlearn their art by methods analogous to those that prevail in mills and\nshops? The shop deals with the matter that is uniform in quality, and it\naims at products that are uniform in style and finish. The school, on the\ncontrary, deals with impalpable spirit, multiform in its manifestations,\nand necessarily and properly multiform and variable in its transformations. Isthere a truer conception of teaching than that it is a process of\ninduction, a process by which plastic spirit is molded and fashioned by a\nmaster-spirit richly endowed with the finer qualities of mind and heart ?\nIn the last analysis it is not the linguist, or the scientist, or the specialist\nof any sort that educates, but the man or the woman inspired by scholarship and culture. In illustration of what I mean, I will repeat for the\nhundredth time the saying, attributed to President Garfield, that the real\nessentials of a college are an impressible boy on one end of a bench and\na Mark Hopkins on the other. It is the net personality of the teacher\nthat educates, and schools that profess to educate teachers should preserve\nthis net personality rather than allow it to be broken up into disjecta\nmembra. Mere specialists are a menace to a school in which teachers are\nto be educated for high and efficient service. A specialist may instruct,\nbut he cannot educate, as education implies what is wholesome, that is,\nwholeness. If the specialist must needs be, his destructive work must be\noffset by culture subjects, such as literature and history, which appeal to\nthe whole man, and tend to preserve his essential integrity. Ultimate\nanalysis destroys a work of art as an educating instrument. It is a desecration to dissect a piece of literary art by grammatical and linguistic\nanalysis. I shall not be misunderstood when I say that the scientific\ntreatment of a subject, that is, its analysis into its molecules, and then\nthe inspection and evaluation of its fragments, destroys it for purposes of\neducation proper. This so-called scientific process which is now in vogue\nis very like the application of a microscope to a painting. It resolves a\nmasterpiece into shreds of canvas and patches of paint. All this amounts\nto saying that studies of the culture type should have a large place in a\nschool whose aim is the education of teachers.\nA normal school should teach chemistry, but it is not its function to\neducate chemists ; it should also teach language, but it should not aim\nto produce\nlinguists, etymologists, or philologists.\nThe unwisdom of\n\n"} {"page": 218, "printed_page": null, "text": "2o6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthis specializing process is seen when each of a half dozen instructors\nattempts to make a specialist out of the same pupil.\nMore than once I have tried to reconcile myself to the contention,\nsometimes made, that geometry in a high school and geometry in a\nnormal school should be taught by methods essentially different. This\ncontention is made, doubtless, partly to differentiate the normal school\nfrom the high school, and partly to conform to the dictum of Mr. Spencer\nthat the method of instruction should conform to the method of discovery. Of one thing I think there can be no doubt: a normal school\nshould teach a given subject, as geometry, just as its students should\nteach it when they in turn become teachers. It is not true that teachers\nas a class are to be investigators, discoverers, or specialists, but that their\nfunction in the main is that of disseminating and distributing. The vice,\nof vivisection lies in the assumption that a long-discovered fact is to be\nrediscovered for the ten-thousandth time. Perhaps in the distant future\nwe may have normal schools like the famous Ecole Normale Superieure\nof Paris, whose function is the education and training of specialists ; but\nwe have not yet reached this stage, and the becoming function of our\nstate normal schools is to prepare young, men and women for diffusing\ncapitalized knowledge ; not for creating a new chemistry, but for teaching\nthe chemistry already created. In saying this I am mindful of the fact\nthat the communication of knowledge is only one aim of the school ;\nbut it is one of its principal aims.\nIn his terse way Alexander Bain declares that one of the needful conditions for learning is the \"quiescence of the emotions.\" A normal\nschool should live in a state of peace. It should ever be in a condition\nof stable equilibrium. Its function should not be the discovery or even\nthe rediscovery of educational truth. It should have a settled policy and\na prevalent doctrine, but it should not be militant or revolutionary. It\nshould not lend itself to doubtful disputations. It should be religious\nin tone and spirit, but it should not teach a controversial theology. So\nit should be inspired and guided by a real tho unannounced educational\ncreed ; but it should be sheltered from the warring factions of educational\ndoctrinaires. Its purpose is not to recruit the ranks of educational\ntheorists and reformers, or even to recast our educational philosophy.\nPer se these are legitimate functions, but they lie far above the plane of\nthe normal school, and far beyond the ability of the normal-school\nstudent.\nAll this said in the way of reasonable limitation.\nIn the future toward which the term \"ideal\" points, our educational\nphilosophers will continue to speak from their high vantage ground, but\nbetween them and us who move on a lower plain there should be authorized interpreters who can bring these larger utterances within the comprehension ofthe ordinary mind. It must have occurred to many who\nhave attempted to comprehend the new pedagogy that a new philosophical\n\n"} {"page": 219, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nIDEAL\n\nNORMAL\n\nSCHOOL\n\n20?\n\nlanguage is in progress of formation, which is almost utterly unintelligible\nto the lay reader or student.' There is some reason to fear that this new\nsymbolism may invade the normal schools to distress and bewilder their\nstudents, and that they will finally issue from their \"laboratories\" to\ninflict the new speech on helpless children. In our profession we need\nanother Rousseau to teach the virtue of simplicity and to preach a return\nto the use of simple, frugal, transparent English. What is to be feared\nis the downward diffusion of jargon. What is to be desired is the prevalence, in school and out of school, of the beautiful and wholesome\nEnglish of the New Testament, of the English of De Foe, of Addison,\nand of Bunyan. In the way of philosophy it should be remembered that\nthe colossal common sense of John Locke expressed itself in terms easily\nintelligible by the ordinary reader and thinker; it did not attempt to\nclothe obscure conceptions in obscure symbols. As the normal schools\nare now dwelling so much on technique, it is to be feared that the new\njargon may become sporadic. It should be one of the professional missions of the normal school to insist on the use, in speaking and in writing, of clear idiomatic English. This problem is now complicated by\nthe feeling, far too common, that obscure utterance bespeaks profundity\nof thought. Philosophical language, as used by some of our writers,\neasily shades off into congenial obscurity; but it should be regarded as a\nmental weakness to make a thought vague by clothing it in unintelligible\nterms.'\nAll instruction should aim at what Macaulay calls \"intellectual emancipation,\" that is, the creation within the pupil of the ability to deal with\nthe problems of life, general and professional, at first hand. In other\nwords, men should be taught to do their own thinking and to come to\ntheir own conclusions on all matters coming within their proper province.\nA Greek proverb says that a mob has no brains, and it is not a bad\ndescription of the aim of education to say that it should supply men and\nwomen with individual brains. The routine work of the school encourages routine thinking, and this in turn produces teaching that is dreary\nand wooden. In Carlyle's phrase a teacher should be a live coal rather\nthan a dead cinder, and this simile points to versatility, variety, and\noriginality; and so far as instruction can produce these endowments, they\nflow from studies and disciplines of the liberal type. I fear it must be\nsaid of many normal schools that they do not produce liberal scholarship\nand the ability to do independent thinking. There is a necessary incompatibility between technique and liberal training; and so long as the\nI \" Will is actualized in an object which is itself will, and this is a will which wills will. Such an object\nwhich is existent in the world as will, whose end and purpose is to secure will, is an institution.\"\n2\" There is a well -recognized literary disease which may be called logomania, and which subjects its\nvictims to the irrational influence of words. The intoxication at times becomes complete, and the victim\nreels under the dominance of the poison, though maintaining a semblance of coherence and occasionally of\nwisdom.\" — The Dial.\n\n"} {"page": 220, "printed_page": null, "text": "2o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLChicago\n\nStress is placed on empirical method, there is no hope that the prevailing\nspirit of the school will be liberal and scholarly.\nA liberal art is best learned thru the science which underlies it.\nThe mastery of a prolific principle or doctrine is a rational art by implication. The most that should be required of the methods by which a\ngiven subject is taught is that they should have a typical resemblance.\nThey should find their unity in some principle which implicitly contains\nthem. Methods, to be wholesome and inspiring, should reflect the personality of the teacher who employs them, just as a dress should reflect\nthe personality of the wearer. Dull uniformity has become a school\ndisease, and its only cure is to be found in that broad intelligence\nwhich can interpret a general principle or doctrine. Stated in the order\nof their importance, the three aims of the normal school will stand as\nfollows: scholarship, science or doctrine, method.\nIt is a widely prevalent error that psychology, as a whole, is convertible into an art — the art of teaching. It would be almost as sane to\nsay that astronomy is convertible into an art — that we can draw utilities\nfrom the stars. I suppose the truth is that only the more obvious and\nsimple principles of psychology can serve as a basis for the educating\nart. Teachers who are overzealous in the interests of the new education\nseem to think that the road to success lies in a study of the occult and\nabstruse psychology now in vogue. I have in mind the principal of a\nlittle school who has placed his teachers on a course of study in the\n\"application of psychology to education.\" It is not difficult to see the\nresult of this dreadful infliction: a groping in darkness, a bewilderment\nof spirit, a disgust with the higher pedagogy. It is pathetic to see good\nintent so utterly misplaced. The psychology of the normal school\nshould be simple, comprehensible, and descriptive of the more obvious\nfacts of the intellectual life. Its relation to psychology, as a whole, is\nabout the same as the relation of hygiene to the general science of\nphysiology. In fact, there are two psychologies, a simple, plain, commonsense treatment for the use of the lay members of our profession, and an\nabstruse, transcendental science for the use of our discoverers and expositors. The first is a psychology in action, written from the standpoint of\nthe mind as it is engaged in the act of learning. The other is a purely\nabstract science, lifeless and inert, as remote from human use as the\n'^ m'echanique celeste.'' The psychology taught in the normal school should\nbe the science which will give its students practical guidance in the practice\nof their art.^\nI Since writing the above paragraph my eye has fallen on the following lines from the pen of Dr. Miinsterberg: \" I do not believe in it [the new psychology], and that overwhelming movement toward psychology\namong the elementary teachers seems to me a high tide of confusion and dilettantism, and the only thing\nabout which 1 am doubtful is which of the two necessary results is the worse, the results with the superficial\nteachers or the results with the earnest ones. The superficial teachers torture the poor children with experiments, and deceive themselves with empty phrases about reaction times and psycho-physic laws. The\nearnest and sincere teachers feel very soon that all those woodcuts of pyramidal ganglion cells and pendulum\n\n"} {"page": 221, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nIDEAL\n\nNORMAL\n\nSCHOOL\n\n209\n\nIt should be remembered that our main source of professional\nimprovement is the study and interpretation of our classical writers on\neducation, such writers as Plato, Aristotle, Quintilian, Plutarch, Comenius, Montaigne, Rabelais, Rousseau, Kant, Pestalozzi, Richter, Rosenkranz, Ascham, Milton, Locke, Spencer, Bain, Horace Mann. These may\nall be found in intelligible English, and it is as reasonable to expect that\nteachers should be familiar with these books as that physicians, lawyers,\nand clergymen should be familiar with the great writers in their respective professions. So far as the higher interests of our profession are concerned, would it not be a clear and wholesome gain to devote more time\nto the study and interpretation of our classical literature, and, if necessary, a little less time to practice teaching and the discussion of\nmethods ? '\nBoth on its own account, and as an offset to the scientific trend that\nseems to be prevailing in our education, the art of literary interpretation\nshould be urged on all who aspire to do educational work of a noble\ntype. Of course, the sciences which deal with matter should have a place,\nand an important place, in every scheme of instruction ; but they should\nnot overshadow the sciences which deal with spirit. Not only the art of\nreading good books, but, even more, the appreciation of good books,\nshould hold a high place in the education of teachers. To construct and\nfurnish natural history cabinets is a pleasing and educative occupation,\nbut to construct and furnish a good library is an achievement of transcendent value. To read and interpret the Republic is to join company\nwith Plato as he moves on his high intellectual plane. To enter into\nhearty communion with the poet is to experience an upward transformation of spirit. There is a vital relationship between literature and life,\nthe life of the soul. The purpose of the literary art, so far as it concerns\nthe students in our normal schools, is not criticism, but appreciation. It\nis a sorry business to see striplings sitting in judgment on the masters of\nthe literary art. Their becoming and ennobling attitude is that of appreciation and enjoyment.\nIn one of the picturesque cities of New England I once discovered a\nnormal school sheltered in an art gallery. Nothing could be more\nbecoming or more wholesome. To be in daily communion with the\nbeautiful and the graceful in art is to inherit the endowments necessary\nfor interpreting the beautiful world which is our habitation.\nSuch a\nchronoscopes do not help them a bit, and they then become disappointed, lose their confidence in their own\nability, and try and try again with the ganglion cells till they are tired, and till their natural teachers'\ninstincts are scattered and ruined. Call me conservative, call me reactionary, call me ignorant, but I adhere\nto my belief that the individual teacher, for his teaching methods, does not need any scientific\ni>sychology, and that tact and sympathy and interest are more important for him than all the\ntwenty-seven psychological laboratories of this country.\"\nI \" Printing ink,\" says Richter, \" now is like sympathetic ink, it becomes as quickly invisible as visible;\nwherefore it is good to repeat old thoughts in the newest books, because the old works in which they stand are\nnot read.\"\n\n"} {"page": 222, "printed_page": null, "text": "2IO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nculture may not be needed for teaching the multiplication table or lists\nof names and dates in history, but it is needful for producing that spiritual transformation which is the secret of education proper. There is a\ngood reason for furnishing a normal school with maps and globes and\nwith apparatus, physical and chemical, but there is even a better reason\nfor furnishing it with engravings, paintings, and statuary.\nWe must transport into the school of the future many of the good\nthings to be found in the school of the present. In the way of science,\nit is hazardous to declare that certain things cannot be ; yet there are\nsome things so good that it is hard to see how they can be mended.\nThese reflections occur to me as I recall incidents connected with visits\nto several of the larger normal schools of the South. It was at Rock\nHill that I observed what seemed to me then an ideal system of school\nhygiene. The buildings, tho large, were scrupulously neat and clean ;\nthe ventilation of schoolrooms and dormitories was thoro and effective ;\nthere was a gymnasium with baths attached ; a bowling alley and a\nlaundry; by means of a covered walk the dormitories were connected\nwith an infirmary; at the head of this infirmary was a trained nurse ;\nthere was a well-appointed kitchen in which the skillful cook prepared\nfood for the sick; and over all there was a resident physician.\nIncidentally I have spoken of liberal scholarship as one of the foremost aims of normal-school instruction, and since we are dealing somewhat in ideals, I beg leave to present the lineaments of the ideal scholar\nas I find them set forth in a very ancient book :\nA lover, not of a part of wisdom, but of .the whole ; who has a taste for every sort of\nknowledge, and is curious to learn and is never satisfied ; who has magnificence of mind\nand is the spectator of all time and all existence ; who is harmoniously constituted ; of a\nwell-proportioned and gracious mind ; whose own nature will move spontaneously toward\nthe true being of every thing ; who has a good memory and is quick to learn ; noble,\ngracious, the friend of truth, justice, courage, temperance.^\n\nI may now fitly close this list of suggestions by quoting another\nancient ideal which twenty-three centuries have not overtaken :\nThere remains the minister of the education of youth\nHe who is elected, and\nhe who is the elector, should consider that, of all the great offices of state, this is the\ngreatest; for the first shoot of any plant rightly tending to the perfection of its own\nnature has the greatest effect on its maturity; and this is not only true of plants, but of\nanimals wild and tame, and also of men. Man, as we say, is a tame or civilized animal ;\nnevertheless, he requires proper instruction and a fortunate nature, and then, of all animals, he becomes the most divine and most civilized ; but if he be insufficiently or ill\neducated, he is the most savage of earthly creatures. Wherefore the legislator ought not\nto allow the education of children to become a secondary or accidental matter. In the\nfirst place, he who would be rightly provident about them should begin by taking care\nthat he is elected who, of all the citizens, is in every respect the best ; him they shall do\ntheir best to appoint as guardian and superintendent. To this end all the magistrates,\nwith the exception of the council and the prytanes, shall go to the temple of Apollo, and\nelect by ballot him of the guardians of the law whom they severally think will be the best\nI Republic, passim, 475-87.\n\n"} {"page": 223, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nIDEAL\n\nNORMAL\n\nSCHOOL\n\n2 11\n\nsuperintendent of education. And he who has the greatest number of votes, after he has\nundergone a scrutiny at the hands of all the magistrates who have been his electors, with\nthe exception of the guardians of the law, shall hold office for five years ; and in the\nsixth year let another be chosen in like manner to fill his office.^\n\nDISCUSSION\nFrank L. Jones, state superintendent of public instruction of Indiana. — 1 am\nsure that we find ourselves so much in accord with the fundamental statements of the\npaper that it is hardly necessary to restate them even for the sake of emphasis. That\n\"the teacher should be an artist rather than an artisan;\" that \"mere specialists are a\nmenace to a school in which teachers are to be educated for high and efficient service ;\"\nthat \"the normal should prepare young men and women for diffusing capitalized knowledge, not for creating a new knowledge ;\" that there should be no hindrances to educational progress due to the haziness in which it is often shrouded, as seen particularly in\nthe indefiniteness of its purposes and the generalities of its statement; that the education\nshould be liberal, tho somewhat limited; that \"the psychology of the normal school\nshould be simple, comprehensive, and descriptive of the more obvious facts of life;\"\nand, above all, \"that it should be democratic,\" are so obvious that they might safely be\nstated as educational principles. There remains one point, however, the first one raised\nby the reader of the paper, which should be enlarged upon in the discussion — it is this:\n\"The governing law of a school is a clear conception of what its pupils should be.\"\nIn this statement of the law it is wise to lay emphasis upon the w^ord pupils. It would\ncertainly be false doctrine to assume that the law of the school is a clear conception of\nwhat the pupil should be — the former enables us to evolve the ideal group ; the latter,\nthe individual. The classification of the school, its administration, its recitations, its\nexercises, and its study are based almost wholly upon the notion that the group is fundamental, each pupil relating himself to the whole, and estimating his standing in it by his\nvariance from the general standards of it.\nThe ideal normal school, therefore, must surely take first account of the possibilities\nof the entire group of teachers and place its emphasis upon a standard of efficiency which\nwill enable that group as such to maintain itself upon as high professional basis as all of\nthe attending conditions will admit of. It would be a waste of time to elaborate a system\ndesigned to make each teacher a master, or indeed to make each teacher a graduate from\na course of study covering three or four years of academic and professional work subsequent to his completion of either the common- or high-school courses. The promulgation\nof such a system as this thru the statuses of a state would make necessary the withdrawal of 85 per cent, of its teaching corps, and would leave the schools in a condition of chaos.\nA study of the qualifications and training of teachers in the ten states, Indiana,\nKansas, Michigan, Missouri, New York, Ohio, Pennsylvania, Wisconsin, Illinois, and\nIowa (from 600 to 13,000 reported in each state), shows the following :\n1. The number of college or university graduates in the profession of teaching varies\nfrom the highest, 6.4 per cent, in one state, to the lowest, i.i per cent, in another.\n2. The number of normal-school graduates, including all grades of these schools and\nall courses from one to four years, varies from the highest, 53.1 per cent, in one state, to\nthe lowest, 2.8 per cent, in another. The large number of normal-school graduates in the\nfirst is due to a low standard of entrance requirements and a short course of study.\n3. The number of teachers who have had no training above the high school varies\nfrom the highest, 68 per cent, in one state, to the lowest, 30.1 per cent, in another.\nI Laws, 765, 766.\n\n"} {"page": 224, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chirago\n\n4. The number of teachers who have had no training above the common branches in\nthe common schools varies from the highest, 45 per cent, in one state, to the lowest, 13.3\nper cent, in another.\n5. The number of teachers who are teaching this year without previous experience\nvaries from the highest, 23.9 per cent, in one state, to the lowest, 5.5 percent, in another.\n6. In a total of 20,662 teachers studied in ten states, including all of the teachers in\neach county reporting, 12.4 per cent, are teaching without previous experience, 23.7 per\ncent, are teaching without qualifications above a common-school training in the common\nbranches, 40.8 are teaching without qualifications above a high-school education, and 7.3\nper cent, have had less than one year in normal schools.\nA condition which admits of the return of more than one-half of the graduates of\nour public schools, without further training, to become teachers of their former associates\non the playground and in the class-room, possessing no insight beyond the educational\nstandards required of their pupils for graduation, makes much progress impossible, and\nplaces before the normal school a practical problem.\nIn view of this low standard of teaching ability and experience it is at once apparent\nthat two very different views of the essentials of an ideal normal school may be had, each\nmeritorious in certain large aspects. The one looks toward the maintenance of a high\nstandard of entrance requirements, four or more years of careful study in residence,\nstandard courses in the theory and practice of teaching, and one or more years of trainingschool experience under the supervision of critic-teachers ; the other looks toward a\nshort course, tho thoro and efficient, following at once the common- and high-school\ncourses, with a view of striking contact with the great body of teachers, tho for a brief\nperiod. Who can say which of these views, consciously followed thru a period of years,\nwould strengthen more the teaching ^roup? If the first be followed, we keep before the\nteacher an ideal difficult of attainment, great individual expense, and the expenditure of\nmuch time in study. Under present standards of promotion and compensation this\narrangement presents difficulties to the average teacher impossible for him to overcome ;\nhe sees the immense labor, the large outlay of money, the very inadequate compensation\nat the other end of the course, and as a consequence decides to obtain a license at once,\nand by fairly acceptable' teaching, local, political, or social influences, or otherwise, keep\nhimself in the schools, tho wholly unequipped, just as long as possible, rather than face\nthe normal course and professional training on so large a scale. The larger course has\nits chief virtues in its ability to set high standards, to educate leaders, and to equip supervisors and superintendents. The sprinkling of this leaven thruout a commonwealth\nexerts a powerful influence for good and disseminates lofty ideals and standards, f)ut fails\nin large measure to elevate sufficiently the whole teaching group, as is attested by the\nfact that only 8.1 per cent, of the teaching corps of eight states can lay claim to normal\ngraduation, even reckoning all grades of those schools.\nIt may seem educational heresy to advocate lower standards in normal courses, but\nonly in such, it seems to me, can we remove the barriers to an early uplift of the teaching\ngroup. The ideal normal school should first of all seek to come into contact with as\nmany of the state's teachers as possible. To do this, would it not be wise to maintain\ncourses of study and practice that will not present impossible barriers to the majority of\nthe group ? Let us equip our normal schools with brief tho vigorous courses of study\nand practice. Issue graduate diplomas at the end of two years of resident study ; limit\nthe courses to the common branches — literature, music, general history, the theory and\npractice of teaching, and composition — and the teaching by the graduates from such a\ncourse to the common schools; make the diploma a state license valid to teach in only the\ncommon schools for a period of years, conditioning its renewal as a license after that\nperiod upon a high degree of success in teaching and a fair degree of progress ; in this\nbrief course give to each student-teacher ample opportunity to do practice-teaching or to\nobserve the daily work of a skilled teacher, not indeed to mimic, but to catch inspiration\n\n"} {"page": 225, "printed_page": null, "text": "Superintendence]\n\nTHE\n\nIDEAL\n\nNORMAL\n\nSCHOOL\n\n2 13\n\n— the observation of how a master works has its compensation not so much in the ability\nto go elsewhere and do likewise as in the consciousness of the attitude, self-mastery, complacency, tact, skill, and ability of the master by which such work is made possible. The\nvalue of such observation is that it reflects the master in the doing, and thus enables each\nobserver to become a master.\nI am convinced, however, that the practice and observation in training schools as\nnow established, where the whole organization is based upon the social and educational\nconditions in cities, have in them very little help for the teacher who gives his time to the\nrural and village schools. It should be required by the state that model rural schools,\naccessible to normal-school students, be maintained for purposes of observation in connection with and under the direction of all normal schools.\nIn addition to this course, continuing thru two years, there should be one extending\nthru four years, encompassing all in the briefer, and adding the necessary academic and\nprofessional courses to equip teachers for high-school instruction, principalships, and\nsupenntendencies. The completion of such a course should entitle the holder to a life\nstate license to teach in all grades of schools.\nIt seems to me that an arrangement as here suggested would hold as many students\nin the longer courses as we have now, and in addition would encourage hundreds of\nteachers to take at least the briefer course, with a possibility of creating such a good taste\nfor better training that many would continue thruout the entire course.\nRichard G. Boone, superintendent of schools, Cincinnati, O. — I am sure I voice\nthe common sentiment of many of my hearers in saying it has given us genuine pleasure\nto hear again our friend Dr. Payne. His theme is one that has been familiar to him for\nyears. His phrasing of it is all the better for the changing of a word. The maturest,\nbest-considered current notion of the normal-school type has an abiding interest for those\nwho employ or supervise teachers. What are the really vital qualities in the teacher\nwhich the normal school must stimulate and cultivate ?\nI am not sure that limiting the discussion to state normal schools is important.\nIndeed, it is not quite apparent that the leader has observed the limit. Every qualification mentioned as needed by the ideal teacher would be valid for one trained in a city\nor private or secondary normal school, not less than in the elementary normal schools\nsupported by the state. Nevertheless, the discussion is made simpler by thinking of the\npreparation of teachers for elementary schools chiefly.\nI think I should agree with the general statement that the great change in the normalschool ideal in a generation has been in working away from wholeness of culture toward\nspecific training. The movement has often led to short courses and pedagogical tables\nand formal steps and syllabi and manuals and plan books and device inventories. Graduates have carried away with them the coat-of-arms of their school. They have mastered a way of doing things, and arguments to justify the way. They have been trained,\nbut not educated. They are artisans, tho skilled withal. Some things may be done\nexpertly well ; but there is often lacking a breadth of view because there there is no\nbreadth of foundation. Scholarship is wanting, and so the rich character results of\nscholarship. Paucity and provincialism of experience easily pauperize character. To\nhave thought little and narrowly and chiefly of one's own time and region is not conducive\nto a deep personality nor to the uplift of one's teaching. In the words of the speaker,\n\"it is the net personality of the teacher that educates,\" not his learning, not his discoveries, not his scientific or linguistic attainments. He reveals his teaching power rather\nin his large heart, his good sense, his receptive, alert mind, a resourceful interest in his\ncharge, and a masterful grip on the much or little learning he has. Next to being born\nwith these qualities, a course in those subjects that converge upon human interests and\nfix the human relations, especially upon the planes of the fine and industrial arts, conduct, personal and social responsibility and privilege, man and his institutions, and the\n\n"} {"page": 226, "printed_page": null, "text": "214\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nconditions of race and individual improvement, will probably do most for the intending\nteacher. There is wanting then \" not so much scientific analysis as scholarly interpretation\" in the fitting of teachers; a fine and liberal appreciation of what is best and most\ninspiring and wholesome among the incentives to right living and effective doing.\nIt may well be questioned, however, whether a familiar and sympathetic acquaintance with nature, a knowledge of and interest in growing things as they grow, and forces\nat work in the material world, will not open doors for as effective teaching as any or all\nstudies of the \" culture type.\" Among these phenomena child experiences begin.; among\nthem are the occasions for sense-training and manifold interests and mental alertness.\nIf these qualities of mind and heart are to be secured to the child, they must have been\nmastered by the teacher. The laboratory and the field will yield some lessons that\ncannot be derived from books ; lessons that are vital in the education of the young. I\nhave great faith in the scientific mind as a factor in the training of teachers.\nBut here again, as mentioned in a previous paragraph, what is needed perhaps in\nthe preparation of the teacher is interpretation, sympathetic, intelligent appreciation, not\ncriticism and an analytic system ; clear insights, a sane and balanced joy in watching\nand directing the processes of growth, a familiar knowledge of how the mind behaves in\nlearning, and the tools it best uses.\nI have been quite as much interested, Mr. President and fellow-teachers, in noting\nwhat the leader omitted from his discussion as in what he said. No mention was made of\nconditions of entrance upon the formal preparation, of length of course, of cadet or practice schools, of supplementary and optional courses for teachers of different grades of\nschools, or of method, except to class it under general scholarship and self-initiative. I\nfully agree with the paper as to the order of the three aims of the normal school, viz.,\nscholarship, science or doctrine, and method, but believe that more importance should be\nattached to the mental processes involved in learning and a sound method of procedure\nas conditioned by that process. The main source of improvement for teachers may be\n\"the study and interpretation of our classical writers on education,\" from Plato to Horace\nMann ; but, if so, the improvement will probably be because the study has made them\nthoughtful of their acts of teaching and learning, and the most effective methods of\neffecting results. The handling of the elementary branches and school exercises as\ninstruments of education is an art, a fine art, and has its body of principles, expertness\nin applying which may be cultivated in many persons under favorable conditions ; else\nthere is no call for normal schools. There may be very satisfactory scholarship, and a\nprofound knowledge of educational doctrine, and a lack of teaching skill. To have\naccomplished the first and second aims and to have failed in the last is to have failed in\nan essential. The normal school is to turn out as its product teachers, not scholars\nmerely, or doctrinaires.\nC. F. Carroll, superintendent of schools, Worcester, Mass. — It seems to me that\none business of the normal school is to eliminate the candidates for the teaching profession who do not have natural ability. Such persons can be worn out in the normal\nschool by requiring them to repeat the work of the course. I want to add that I am in\ncomplete accord with Mr. Payne. I have never heard anybody maintain any opinions\ncontrary to those of the paper. The normal schools in Massachusetts formerly gave\npractice to students by letting them practice upon each other. I had some hesitation in\nopening up at New Britain the first practice school of another kind. Oswego has been\nreported as having 500 in the largest practice school in the world. There are 1,500 in\nthe New Britain practice school. That idea has spread, and there are now three normal\nschools in Connecticut instead of one. I believe that every normal school in New Engand is now shaping its work in the same direction. Let us give to Dr. Sheldon, of\nOswego, that grand old hero, credit for what was done. The superintendents of Massachusetts now say to a girl who has graduated from college : \" We wish you to go to a\nnormal school and into a practice school before you apply for a position as a teacher.\"\n\n"} {"page": 227, "printed_page": null, "text": "Superintendence] BIOLOGICAL\n\nANALOGIES\n\nIN EDUCA\n\nTIONAL\n\nSUBJECTS\n\n2 15\n\nSuperintendent Greenwood, of Kansas City.— I wish we miglit have a definition\nfrom the speaker as to his meaning in the remark that a specialist in a normal-school\nfaculty is a menace. It does not follow because one is a specialist that he is ignorant of\nother subjects. Those who believe in the subjects they teach and are well-bred people,\ngood thmkers and good workers, are a help and an inspiration to all the students in a\nnormal school. I stand for that kind of specialist. The great danger is that persons\nwho are teaching in the normal school may lack both scholarship and inspiration. The\nspecialist is worth a great deal if he does not insist on putting his drawing harness on all\nthe children.\nMiss M. Elizabeth Farson, district superintendent of Chicago. — The normal\nschool is in need of open vision. We believe that the normal-trained school teacher\nshould come to us able to see things from every point of view.\n\nTHE\n\nW.\n\nDANGER\nOF\nREASONING\nT.\n\nHARRIS,\n\nUNITED\n\nUSING\nBIOLOGICAL\nON EDUCATIONAL\n\nSTATES\n\nCOMMISSIONER\nTON, D. C.\n\nOF\n\nANALOGIES\nSUBJECTS\nEDUCATION,\n\nIN\n\nWASHING-\n\nFor many years I have been attracted and afterwards repelled by one\ntheory and another relating to education, which undertook to reason from\nthe body to the mind — from the brain to the soul — from the events of\nanimal life to the events of spiritual life, and to explain the latter thru the\nformer. The attempt to reform the school in some particular by the light\nof physiology, or by phrenology, or by the study of prehistoric beginnings of civilization, has often been successful; but quite as often it has\nbeen unsuccessful. In the former case some waste of bodily power has\nbeen prevented ; in the latter case some more important spiritual power\nhas been dwarfed or paralyzed to gain some less valuable advantage for\nthe body.\nWhen one first begins to think on a subject which has hitherto been\npurely a matter of routine and tradition with him, he falls too readily into\na habit of criticism of the established order and condemns with undue\nhaste. As a consequence his corrections and would-be reforms all need\nreadjustment to prevent them from doing more harm than good. For he\nhas seen only one evil out of many, or only one phase of an evil instead of\nthe whole of it. On this account he may, by removing one evil, let in\nanother and worse evil that has been held in check by the choice of the\nless noxious one.\nI must confess, with a degree of sadness, that I have become from year\nto year more skeptical in regard to reforms advocated in the name of\nschool hygiene. Not that I doubt tne importance of hygiene, but rather\nthat I doubt the attainments of those who talk so glibly about it. For I\nsee them unduly securing minor advantages at the expense of great and\npermanent injuries to health and normal growth.\n\n"} {"page": 228, "printed_page": null, "text": "2 16\n\nNA TIONAL\n\nEDUCA\n\nTIONAL\n\nASSOCIA\n\nTION\n\nLChicago\n\nThe schoolhouse, at first, was only a slight modification on the dwelling-house. There was light and ventilation sufficient for two, three, or\nfour persons in the room. The dark parts of the room were light enough\nfor many purposes of housework, and if one wished to read or to sew or\nperform the work of cleansing or separating such articles of food as had\nbeen ground and needed sifting, or as were composed of small grains or\nkernels and needed picking over, a seat near the window secured the\nrequisite light.\nBut the school needed a room lighted in all parts as nearly equally as\npossible, and with a constant supply of fresh air, heated properly. It was\ngradually discovered that the room of the dwelling-house was poorly\nadapted for school purposes. Some pupils got too little light and became\nnear-sighted by holding their books too close to their eyes; some came to\nhave weak eyes by having too much light. For the glare of a page on\nwhich the sunlight falls is sufficient to produce partial blindness. Even\npure sky light, without the direct rays of the sun, will tend to do this.\nMany have been the so-called improvements which, in correcting the evil\nof insufficient light, ignored entirely the great injury done to those pupils\nwho sat in the full glare of the sun or of the clear sky, and for hours, each\nday, tried their eyes on perceiving letters and figures in small print. I\nneed not speak here of the various attempts to light the room from the\nfront of the pupil, forcing him to strain his eyes in order to make out the\nwords of the page when seen in the direction of the source of light ; the\nexperiment of lighting from two sides, the left and the right, with its\nattendant impossibility of getting the light upon the book from either\nside without at the same time facing the light of the other side. The\nlight was tried from the right side alone, and the pupil had to have the\nshadow of his hand on the place where he was writing. Light from the\nleft and rear came at last to be adopted with much unanimity by educational experts in this country in 1876. But the tendency to make large\nbuildings has since that time permitted and encouraged the construction\nof schoolhouses with one-half of the rooms lighted from one side only ;\nthis, too, without due consideration of the relation between the height of\nthe tops of the windows and the width of the room. The consequence of\nthis is that most of our cities have schoolrooms in which there is a row of\ndesks where pupils sit in a twilight and acquire the habit of holding their\nbooks too near the eyes ; and another row of desks where the pupils have\nthe glare of light that I have described, and the effort of nature to adjust\nthe retina to the overplus of light dims the power of vision below the\nnormal standard.\nIn the schoolroom of a building altered over from a dwelling-house\nthere is also another attendant evil. The pupils in a row of seats placed\ndirectly under the windows are exposed in cold weather to chilling currents of air which are constantly flowing down the sides of the wall and\n\n"} {"page": 229, "printed_page": null, "text": "I\n\nSuperintendence! BIOLOGICAL\n\nANALOGIES\n\nIN EDUCA\n\nTIONAL\n\nSUBJECTS\n\n217\n\nespecially down the window surface. Children not of robust constitution\noften lay the foundation of much bodily disease in this way. Improper\nlighting, by reason of the sympathy of the eyes with the stomach, produces in pupils of delicate constitution a tendency to nervous dyspepsia.\nIndeed, the errors in lighting and in avoiding drafts of cold air seem\nto me so serious that I cannot listen patiently to those who praise the\ncountless devices which are invented for one and another trifling advantage in the hygiene of the schoolroom. For it were better that they had\nnot been discovered than to distract, as they do, the attention from the\nfar weightier matters of light and temperature and ventilation.\nOne idea crowds out another in some cases, altho in other cases one\nidea leads to or brings in another. The general idea suggests its applications. But the particular idea having small scope may get in the way\nof more fruitful ideas. We have to measure ideas as to their relative value\nand decide for ourselves which may properly give way to the other. For\nexample, take the unhygienic school as it existed and now exists in the\ncountries that are backward in this matter of school architecture, and we\nmust admit that the great purposes of the school were secured and are\nsecured in the log schoolhouse, in the dark, ill-ventilated tenement\nbuilding rented for a school in a slum district, or in a mere shanty school\nin the west of Ireland. The great purpose of learning to know printed\nlanguage ; to become eye-minded instead of ear-minded ; to gain besides\none's colloquial vocabulary also a vocabulary of science and literature and\nphilosophy ; to become able to understand and use technical language —\nall these things came then and come now to the gifted youth without the\nimprovements in hygiene that we clamor for. ^Abraham Lincoln read by\nthe firelight of the blazing hearth and fed his mighty mind.\nIt is true that the average of life in those unhygienic days was far less\nthan now. But the illiterate savage does not reach a life average so great\nas the unhygienic but civilized man, and, what is more to the point, fifty\nyears of Europe is worth a cycle of Cathay. A rational life, growing in\nthe production of science and art and literature, and in diffusing the\nblessing of civilization, is better than a savage life, even if the latter were\nto have an average of eighty years, while the former were to have an\naverage of thirty years. According to the merely biologic point of view,\nlife is life, whether of plant or animal or man, and the more of it the\nbetter.\nBut such is not the spiritual point of view.\nSome years ago Max Miiller wrote up the theory of the sun-myth as\nfound in the beginnings of mythology. The stories of the heathen gods\nwere thinly veiled allegories of the solar year, or of the four seasons, or\nof the diurnal revolution. The words signifying divine things are originally words describing the phenomena connected with the progress of\nthe sun in the equinox, or thru the hours of the day and night. Later\non, the sun-myth theory was used to explain all religion.\nIt is all\n\n"} {"page": 230, "printed_page": null, "text": "2l8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nfounded on sun -myths. The conclusion was drawn by many devotees to\nphilology that the basis of religion is only a personification of natural\nphenomena, and that there is no reality corresponding to religious conceptions. Itwas said that the sun- myth is a disease of language. Then\nreligion came to be regarded also by this school of philologues as also a\ndisease of language. Outsiders who observed this extension of the sunmyth theory began to expect that sooner or later the theory would be\ncarried one step farther, and that philosophic thought would be declared\nto be a disease of language; and, sure enough, this appears to be the\nupshot of the book of Professor Max Miiller on the Science of Thought.\nThis is made plausible by the following step : The words of a language\nstand for classes and species of objects, and not for mere individuals.\nTohn is a boy says that John belongs to the class of beings known as boy.\nThe word \"is\" has universal significance as copula expressing subsumption ; the article \"a\" expresses the general concept '* one of,\" and even\nthe word \"John\" says any boy who is called John. We have to add to\nlanguage a meaning of our own to make it apply to a particular individual being, and no one person's meaning of a word is absolutely what\nanother person means by it.\nNow, add to this view another one with reference to the nature of\nobjects that exist — namely, that all that exists is composed of some one\nor more definite things ; that only particular individuals exist ; and\nthat language has made all its words stand for general classes of beings,\nactions, and relations, and in so doing has made it entirely symbolic,\ninstead of corresponding, literally and in detail, to reality — and we now\nbegin to see where we are going. It is only one step to the conclusion\nthat all general thought relations rest on the scaffolding of language, and\nare baseless as regards their truth. Generalizations of thought regarding\nthe world and its destiny are the product of a disease of language. In fact,\nwe might as well call language itself a disease.\nBut where can we stop ? If the anthropoid ape invented the disease\nof language, his animal relatives who could not yet talk were not for that\nreason any more healthy. For all animal life is a disease as compared\nwith plant life. The animal feels, perceives with his senses, and acts by\nimpulse or instinct. To feel is to set up an activity within a self and\nafter a sort to make one's self an object, or, so to speak, to exist for one's\nself. Hence to perceive other beings is to represent them by one's own\nactivity, and thus to create within one's self a semblance of other realities.\nPerception thus rests upon creating within the perceiving being an\nappearance or semblance of a reality.\nThis is almost as bad a disease as language is, and we may see that\nthe misfortune of language goes farther back and attaches to sense-perception itself. For the animal that feels or perceives makes for himself\nan image or representation, in fact, a seeming or make-believe, or some\nsort of untruth, to stand for the reality.\n\n"} {"page": 231, "printed_page": null, "text": "Superintendence] BIOLOGICAL\n\nANALOGIES\n\nIN EDUCA\n\nTIONAL\n\nSUBJECTS\n\n2 19\n\nThe plant, it would seem, does not feel nor perceive nor move itself.\nIt does not, like the animal, \"dally with false surmise.\" It feeds on its\nenvironment, however. Its life is a life of assimilation and nutrition\nThe plant is engaged in seizing upon its environment, and converting it\ninto vegetable cells, and adding them to its own structure. Here we have\nreached soundness and health at last, for we have realities at every step.\nWe have the plant a reality which acts upon inorganic substances in the\nsoil and the air, and gathering them to itself makes them over into vegetable cells of its own kind or species. But after the plant has thus acted,\nit has destroyed the individuality that previously existed in that part of\nits environment now appropriated for food. It has annulled other individuality tobuild up its own. What was real as carbon and oxygen and\nsilica and soda no longer is real in that form. As real they are united\nand converted into organic compounds that form the cells of the plant.\nAs ideal they may be still only carbon and oxygen and silica and soda.\nIf the plant dies, its vegetable cells will be captured by inorganic forces,\nand these elements (carbon, oxygen, silica, and soda) will reappear in\ntheir old form.\nHere we have to ask whether the plant life is not itself also a disease.\nIs it not a masquerade ? Does it not act to enshroud the inorganic\nmatter in new forms, making it as vegetable cells possess entirely new\nproperties and lose its old properties ? Does it not, after the death of the\nplant, let the old individuality of the elements reappear ? But which is\nthe true reality under the appearance ? Is it the inorganic elements, or\nthe organic compounds ? Why should we not say that the inorganic is a\nstate of helpless abstraction in which it does not realize its true being ?\nAnd is it not the life of the plant that lifts up the inorganic into a higher\nand more concrete and perfect form of existence wherein the inorganic\nelements reveal the wondrous possibilities that were in them, but not\nmade manifest or brought into actual reality ?\nAnd again, if the inorganic is only itself a masquerade, hiding its\nhigher life until by the aid of the plant it comes to actualize or make real\nits true self, why shall we not say that the plant, also, takes on a higher\nform of realization when it in turn becomes feeling, perceiving, and willing, on being taken up into the animal organism ? For the representation of another existence than one's own is, after all, a higher form of\nreality for the being that represents. For the inorganic does not fully\nrealize itself until it comes in the plant and the animal to show what\nsyntheses it is capable of, and in what ways it can be instrumental in the\nprocess of self representation. Self-representation in the form of feeling\nis, indeed, something that belongs to the order of the miraculous, as\nlooked^ at from the standpoint of the inorganic — it stubbornly resists a\nmechanical explanation.\nBut now, if we admit this new view of the subject, we must go farther\n\n"} {"page": 232, "printed_page": null, "text": "2 20\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nand claim that man, by inventing language, creates a still more wonderful reality. For he produces a sort of counterpart to the general process\nthat appears in chemism, in plant life, and in animal sensation. He gives\nan appropriate form to universals. Words make fast the fleeting manifestation that goes on in the lower orders of being. Words as tools of\nthought make possible the grasp of a deeper reality in the universe,\nwhich the inorganic cannot compass, nor the plant, nor the mere animal.\nFor thought can grasp the process in which the individuality of the lower\norder of beings is immersed. Thought can perceive particular things in\ntheir causes, and it can think a unity of all causes in a final cause.\nWe have to return to our first statement, or the statement of the\nphilologist, and entering our protest say, therefore, that religion is not a\ndisease of language nor a disease of any kind. But religion is an insight\ninto the final and deepest order of being — the truth which is under all\nseeming or imperfect being, whether inorganic, or plant, or animal, or\nhuman.\nNeither is thought to be called a disease of language because it deals\nwith generalities. For the general process which is revealed in the\nchanges that inorganic matter undergoes, and which take on new forms\nin plant and animal life, is first seized as the deeper reality by philosophic\nthought become possible thru language. Thought reaches this deeper\nreality underlying all actualities, and it joins the voice of religion in saying that the deeper reality is a divine personal reason that reveals itself in\nthe world. That absolute reason has a divine purpose which is the creation of personal beings — training them to individuality in the cradle of\ntime and space.\nIn the light of this divine purpose, all imperfect realizations, such as\nthe inorganic, may be seen to be more or less appearances having each\nsome fragmentary or imperfect form of being that does not fully and\nadequately explain itself, altho each step above the inorganic is a nearer\napproach to the absolute reality. Reversing the biologic standpoint,\nthose lower forms of existence maybe called disease. Plants, just because\nthey do not possess feeling and sensation, may be said to be diseased.\nThen, too, the animal that is less deeply diseased because he possesses\nsensation and locomotion as well as nutrition — the animal is diseased\nbecause he does not possess language. He cannot reach religion or thought.\nBut man is more healthy and less diseased than any other being on\nearth, because he can form some adequate idea of the divine purpose of\nthe world, and by that reach ultimate ideals thru which to guide his life.\nBy his thought he can see what the fullness of reality means.\nAccording to biology as it is, many, or indeed all, of the higher facts\nand activities of man may be regarded as diseases of vital functions.\nBut, on the same ground, life itself may be regarded as a disease forced\non the inorganic.\n\n"} {"page": 233, "printed_page": null, "text": "Superintendence J BIOLOGICAL\n\nANAL\n\nOGIES\n\nIN ED UCA TIONAL\n\nSUBJECTS\n\n22 I\n\nThis use of the analogy, however, which makes life itself a disease,\nleads us to suspect the truth of the biologic view of religion and philosophy, and suggests to us the necessity of turning abound the measuring\nprocess. We must interpret the lower from the standpoint of the higher.\nThe lower is the incomplete and imperfect being. The higher is the\nmore realized being, the more perfect, and it explains to us the existence\nof the lower by showing its purpose.\nThe analogy of the lower order of being does not suffice to explain\nthe higher orders of being. The scale must be inverted before the human\ncan be understood.\n\nDISCUSSION\n\nI\n\nDr. G. Stanley Hall followed Dr. Harris' paper in discussion, saying first that he\nfailed to see in it any practical application to the work of superintendents. Again, he\nbelieved that modern psychology today almost repudiated the old phrenology of bumps.\nExpert students of brain localization still differ much as to the extent of even the centers\nfor the upper and lower limbs, eye, and speech, which are best established, and some reject\nall further localization ; but, despite Hollander's absurd book to the contrary, there is\nessentially nothing in common between modern brain studies and phrenology, which is\nessentially dead today so far as localization of function is concerned, while its conception of faculties is, if possible, more outgrown and worthless.\nAs to biological analogies, Dr. Hall held that one of the greatest advances toward a\nspiritual conception of the universe was the slow but progressive substitution of these\nlife-forms of thought for the old mechanical forms. To bring this about was one\nof the chief endeavors of Lotze, one of the greatest of modern philosophers. The study\nof life-forms has given man a vast number of new figures, tropes, forms of thought,\nterms by which we can both grasp and express the phenomena of life and mind with\nprogressive clearness and accuracy. No one who knows biology can possibly speak of it\nas Dr. Harris does. For myself I will only say that I associate the divine logos, or word,\nmore and more with the great bio-logos, or spirit of life, that has brooded over the universe and developed all the ascending orders of existence. 1 he fact that students of\nthe mind and soul are casting off the old mechanical conceptions of the world and the\nmachine logic that hammered them out, substituting vital thought-forms, is an immense\nstep upward and onward toward a true spiritual view of the universe.\nDr. Harris. — The same old trouble that met the phrenologist comes now to the\nexperimental psychologist. The question is : How much does the school exercise the\nbrain? In how much does it give power for the solving of the problem of humanity?\nWe should put the whole brain to school, as Professor Woodward would say if here. As\nmanual training does much in that line, let us have manual training.\nIn the study of past life, the study of man as an animal, and of other animals in\nreference to man, is necessary to find what has been done in all these ages. The study\nof prehistoric man is good for many purposes, but not for the drawing of lessons in education. As we go back, we shall find a period of walking on all fours, a period of fish\nlife — perhaps man was a microbe some time.\nThe books of life are biological, of course. When the child comes to school, the\nteacher asks him what he has been learning in reading, arithmetic, etc., and wishes him\nto go on getting power. He does not care so much about his age or really how far he\nhas advanced.\nIf the child is nine, and understands algebra and geometry, the teacher\n\n"} {"page": 234, "printed_page": null, "text": "22 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLChicago\n\ndoes not say: \" You are in the period of arithmetic.\" Neither would the teacher undertake to grade a person anywhere on the basis of age. In the grammar school are those\nwho do not seem able to get hold of geometry or algebra, and yet they may be mature in\nbody.\nThere is a great deal written about adolescence as extending from the age of twelve\nto thirty, more or less. It is evident that it is not possible to tell much from a biological\nclassification what you should put in the course of study. In the writings I have read it\nis suggested that this period is the period of sentiment. Would the psychologist say\nthat adolescence is the period of the imagination ? Children from the age of one to\ntwelve are more imaginative. Adolescence is the age of thinking. From the standpoint\nof biology, one to twelve is the age of dolls, and, therefore, to be consistent, every child\nshould be put to playing with dolls. I think the good teacher carefully avoids the\nimaginative with the adolescent children.\n\nROUND\n\nTABLE\nROUND\n\nFIRST\n\nL.\n\nD.\n\nPAPERS\n\nAND\n\nDISCUSSIONS\n\nTABLE OF STATE AND\nSUPERINTENDENTS\n\nTOPIC : INSTRUCTION IN THE ELEMENTS\nIN RURAL COMMUNITIES\nHARVEY,\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nCOUNTY\n\nOF AGRICULTURE\n\nINSTRUCTION,\n\nMADISON,\n\nWIS.\n\n[an abstract]\n\nThis question is one that is attracting attention in a number of states, especially of\nthe north-central group. There is a general feeling that elementary agriculture should\nbe made a part of the course of study in rural schools. Last winter a bill was introduced\ninto the legislature of Wisconsin making such instruction compulsory. This bill was\nquietly killed. The amount that can be accomplished in this line in rural schools is very\nlimited, for two reasons : in the first place, the majority of children are too young to\ncomprehend the subject; in the second place, teachers lack sufficient training to accomplish practical results. This may not seem a very optimistic view, but it is based on\nresults in countries where it has been tried ; for in not one instance has it been a success.\nIn 1872 Canada tried the plan, which proved a. dismal failure. Later it was tried again,\nwith like result because of lack of preparation of teachers. Ireland, France, Prussia, Belgium, Norway, Sweden, and Finland have had nearly the same experience. But in these\ncountries the work done in schools higher than the elementary grades has been successful.\nIn the north-central states there is at present a feeling of unrest in rural communities,\noften a demand for elements of agriculture. The farmers themselves do not know exactly\nwhat they want, but ask for something practical. There is a feeling that the pupils of\nrural schools (and 90 per cent, of them complete their education here) are not fitted adequately to meet the responsibilities of life, especially farm life. A number of the strongest\neducational men of Wisconsin insisted that a compulsory law be enacted for securing this\ninstruction in rural schools. But this would amount to nothing unless teachers were\ntrained to make the work efficient.\n\n"} {"page": 235, "printed_page": null, "text": "Superintendence J\n\nSTATE\n\nAND\n\nCOUNTY\n\nSUPERINTENDENTS\n\n223\n\nIn district schools the conditions are very different now from what they were twenty\nor thirty years ago. Instead of young men and women, we find children, a great majority\nunder fourteen years of age. In eighteen schools visited recently, only ten pupils over\nfourteen years of age were found. The same condition prevails in other states. The first\nthing needed is that parents send their children to school longer. The courses in our\npresent rural school cannot be extended, but a school may be provided giving a kind of\ntraining not found in schools now organized, a training for rural life, an opportunity for\nintellectual life on the farm. At first this may be considered on a money basis, but after\na practical interest is aroused, higher motives may and will follow.\nI would advocate a class of secondary schools to meet the needs of those completing\nthe course in rural schools. As an illustration, in Wisconsin, county schools of agriculture\nand domestic economy are being founded. These have a two-years' course, which may\ngrow into a longer course, designed to meet the needs of boys and girls from the farm.\nThese schools undertake three lines of work : first, the elements of agriculture, including\nthe study of soils, relations of crops to soils, and similar practical topics; second, the\nstudy of plant life on the farm, from the economical as well as the scientific standpoint,\nbeginning with the seed and continuing to its care before marketing the product ; the\nsame course is pursued with regard to animal life ; the use of farmers' tools is also\ntaught; third, such high-school branches of practical value as may be carried along\nwith the above. In these schools girls are taught domestic economy, practically applied\nto such home problems as preparation of foods, selection and adaptation of foods, with\nthe scientific basis of the same; the ventilation, lighting, and heating of the home. Two\ncounties have voted liberally for the erection of such schools. Similar schools are found\nall over Europe, adapted to the particular needs of various communities. From these\ncountry schools the plan will work down into rural schools in suitable form. This year\nWisconsin will try a six-million-dollar experiment. Last year there was a loss of six or\nseven millions due to the smut in oats. The prevention of this would cost one cent per\nbushel on seed. The plan of prevention will be put in an Arbor Day Manual sent out\nto all the teachers, and thru them reach the farmers.\n\nDISCUSSION\nMrs. Virginia C. Meredith, State Agricultural School, St. Anthony Park, Minn. —\nI agree with Superintendent Harvey as to giving instruction in rural schools. Minnesota\nhas an agricultural high schoul in connection with its university. Here are five hundred\nstudents, one hundred of them girls. There is a six-months' term, which is one of the\nfoundations of its success. A nine-mouths' term trains the taste away from the farm.\nMost states have an agricultural college, but no training to make boys and girls eligible\nfor admission. The greatest obstacle in the way of such training schools is their expensive equipment. In the Minnesota school, girls are given the same instruction as boys.\nGirls also learn something of sewing in connection with a knowledge of fabrics, and of\ncooking and of foods. The cause of families leaving the farm is often the dissatisfaction\nof the women, who do not sympathize with farm work because they do not understand it.\nThe future of farming depends largely on what women put into the farm home.\nYoung men attended this school ten years before girls were admitted, their admission coming by request of the young men. It is a good thing to keep boys and girls\ntogether at work, espricially at work for the farm.\nHere is an illustration of what one of our students accomplished after leaving our\nschool : A girl of twenty began teaching in a country school. In addition to her regular\nwork she gave lectures on plant life; also instruction in sewing, which the boys wanted as\nwell as the girls.\nAs a result, the attendance in this school was the best in its history,\n\n"} {"page": 236, "printed_page": null, "text": "2 24\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nfChicago\n\nand the teacher's wages were raised by the board without request on the part of the\nteacher. If she had added cookery to her subjects, how many homes she might have\naffected in that community!\nIn pliysiology the child learns that the skin is an organ of excretion, and immediately forgets it. The fact would be of some practical benefit if taught in connection with\nhome life, including bathing, changing and airing of clothing, airing of beds, use of\nsleep, etc. Man. agricultural high schools are needed in each state, fitting the boys and\ngirls for the life they will lead. Girls often become property owners, and hence have a\nright to know how to take care of the farm.\nSuperintendent Schaeffer, of Pennsylvania. — From what area do the students\ncome ? Answer : From hundreds of miles, even beyond state limits.\nSuperintendent Barrett, of Iowa.— Are these students enrolled in the college?\nAnswer : No, there are about forty students in the college proper.\nSuperintendent Carrington, of Missouri. — In Missouri the state is trying to\nprepare teachers in such subjects as nature work, preparatory to the work of the more\nadvanced schools. Summer courses in the elements of agriculture are offered to teachers.\nIn twelve weeks much is learned that has proved beneficial to ordinary rural schools,\nimproving and modifying the work as a whole. In southern Missouri a fruit experiment\nstation has been established. This year a summer school will offer a course in horticulture. Some work is also done in the normal schools, each of which has an agricultural\ndepartment.\nSuperintendent J. W. Olsen, of Minnesota. — Do district ofificers show appreciation of these efforts by offering and paying teachers thus prepared better wages ? Answer:\nSalaries are raised, and such teachers are in demand.\nSuperintendent Roberts, of Peoria, 111.— I was much disappointed that the\nleaders both led away from the subject of agriculture in the rural schools. Superintendent\nHarvey pronounced the work in the district schools a failure. I think something can be\ndone in a simple, practical way in the rural schools to awaken the interest in the commu\nnity before they are ready for high school or county school. Many boys never will get to\neither. There should be something done to get the work down to the district school as\nan incentive to go on to higher work. An experiment was tried in Illinois; work was\nplanned at the university and outlined and presented to the teachers. Seventy-five per\ncent, of them tried to carry out instructions. The course was very simple, including such\nsubjects as the kind of chickens raised in the district, lists of vegetables raised in the\nneighborhood, the baking and boiling of potatoes, garden work, keeping accounts, etc.\nThis work can be done in rural schools.\n\nSECOND\n\nCHARLES\n\nTOPIC:\n\nA. VAN\n\nTHE\n\nMATRE,\n\nFINANCIAL PHASE OF\nRURAL SCHOOLS\nCOUNTY\n\nSUPERINTENDENT\n\nTHE\n\nOF\n\nCONSOLIDATION\n\nSCHOOLS,\n\nMUNCIE,\n\nOF\n\nIND.\n\nTo the end that knowledge and learning be generally diffused thruout a community,\nthe various states have provided for a general and uniform system of common schools, to\nbe supported by a public tax. Schools have been established in each community within\nconvenient walking distances of the homes. Owing to the uneven distribution of the\npopulation, some communities may have very large schools, in which the per capita cost\nis small, while the adjoining communities may have small schools, in which the per capita\ncost is comparatively large. A school of fifty pupils may be maintained at practically\nthe same expense as a school of ten. The principal items of expense are tuition, fuel,\nsupplies, repairs, and buildings.\nA small school must have the same provisions as a\n\n"} {"page": 237, "printed_page": null, "text": "Superintendence]\n\nf\n\nSTATE\n\nAND\n\nCOUNTY\n\nSUPERINTENDENTS\n\nlarger one in all these items. The per capita cost cannot be reduced by maintaining\neach separate school. The only solution to the difficulty is to combine two or more such\nschools, or to combine them with larger schools. In this manner it may be possible to\nreduce the cost of tuition by reducing the number of teachers, of fuel by reducing the\nnumber of rooms to be heated, and consequently the cost of supplies, repairs, and buildings. While there is a saving in all of these items, another factor is introduced by the\nconsolidation — the cost of transportation of the pupils of the abandoned schools. That\nthe per capita cost of the small schools may be reduced, this cost of transportation must not\nbe greater than the saving in the other items of expense. The reduction in per capita\ncost and the expense of transportation will depend wholly upon local conditions — the\nnumber of pupils to be conveyed, the distance, and the condition of the roads.\nThe subject may be best presented\nby studying special cases.\nThe following\nstatistics have been collected from places where the experiment has been made :\n\nNumber of teachers employed in\nthe consolidated school\nNumber of teachers added because\nof consolidation .\nNumber of teachers fewer in the\ndistricts\nNumber of teachers doing grade\nwork in the school\nNumber of teachers doing highschool work in the school . . .\nTotal daily salary of the teachers\nin the grades\n195\n$12.25\nTota daily salary of the teachers\nin the high school\nTotal number of pupils in the\n$3.50\nconsolidated school\nTotal number of pupils in the\ngrades\nTotal number of pupils in the\nhigh school . .\nNumber of schools abandoned in\nthe township\nNumber of pupils conveyed\nat\npublic expense\nNumber of pupils conveyed\nin\npublic conveyance\nNumber of pupils conveyed\nin\nprivate conveyance\nNumber of wagons used\nDaily expense of drivers\nDaily expense for private conveyance\nCost of wagons\nCost of fuel per room per year . . .\nCost of all other supplies per\n$25\nroom per year\n$30\n\n5\n3\n\n119\n\n5\n\n3\n\n4\n\n154\n\n3\n\n4\n\nI\n\nI\n\nI\n\n175\n$10.30\n\n$S\n\n24\n\n$5- 10\n\n$7.00\n141\n$3-50\n\n24\n\n190\n129\n\n$3-2o\n\n25\n25\n\n$3-25\n$7-50\n140\n122\n\n14\n\n25\n130\n$9.10\n110\n$3.50\n20\n\n$5-40\n80\n\n$7.20\n\n18\n5\n\n3\n\n4\n\n5\n150\n500\n\n2\n\nII\n$0.75\n\n500\n5\n\n$1.25\n$1.50\n$2.20\n\n$25\n$30\n\n$25\n$100\n\n$25\n$500\n\n$2.20\n\n$0.40\n$15\n\n96\n$37\n$25\n50\n\n$30\n\n$12\n$30\nFrom the above list it may be seen that Daleville,\nInd., has a school employing\nsix\n$32\nteachers. Five are doing grade work, while one is doing\nhigh-school work. A small\n$20\n$20\n$50\nschool of seven pupils is conveyed to this school. No additional expense is incurred\nin\nthe Daleville school because of the admission of these seven pupils. The only expense\nfor these seven pupils is the cost of transportation, which is $1.25 per day. To maintain\na separate school for them would cost much more than* this amount. Other district\nschools in the township in which this school is situated cost from ^5^2. 75 to $3 per day.\nThe same results would be secured had the school as many as twenty or twenty five\npupils.\nAll could be conveyed in one wagon, and the large school would still admit\n\n"} {"page": 238, "printed_page": null, "text": "2 26\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthem, since they would be distributed thru the grades. No one teacher would receive\nall of them.\nCross Roads, Ind., shows similar conditions. A school of seven pupils is conveyed\nto this school, which employs two teachers, at the daily expense of ^1.25. The saving\nin this case is the same as at Daleville. These two schools are located in the same\ntownship. The wagons are provided by their drivers. Thus the total expense for each\nis ^1.25 per day. The saving to the township is from ^3 to ^3.50 per day. For a sevenand-a-half-months' term of school the saving is from ^450 to $500 per year.\nSelma, Ind., shows even greater results. Two schools have been abandoned and\ncombined with the Selma school. The pupils — twenty-four in number — are conveyed\nin one wagon at a daily expense of $1.50. No additional teaching force is required in\nthe Selma school.\nThe saving to the township is about ^600 per vear.\nAs a solution to the rural-school problem, the school at Royerton, Ind., is a fruitful\nfield for study. Six districts, comprising an area of about eighteen square miles, have\nbeen combined into one. The union school is located at Royerton. Under the separatedistrict plan seven teachers were employed — two at Royerton and one in each of the\nother districts. Now five are employed in the union school, a difference of two teachers\nresulting from the change. Three teachers are doing grade work, one does high-school\nwork, and one divides his time between grade and high-school work. Some little highschool work w^as given when there were but two teachers in the Royerton school, but no\nhigh-school work was given in the district schools outside of the Royerton school. Under\nthe separate-district plan seven rooms were maintained. Now there are but four, and a\nsmall room used for recitations, which adds no expense. No additional buildings were\nneeded at Royerton, due to the fact that there was an old building which had not been\nin use for several years. Thus there has been a saving in tuition by reducing the number\nof teachers. Not considering the high school, four teachers do the work formerly done\nby seven teachers — a difference of three. The cost of fuel, supplies, and repairs for\nseven rooms has been reduced to the cost of four. There are 190 pupils enrolled in the\nschool, 129 of whom are conveyed from the abandoned schools — about two-thirds of the\nnumber enrolled in the union school. The daily expense for transportation is $8.75.\nThe following will show the comparative cost of the two plans :\nDISTRICT PLAN\nSalaries for seven teachers for seven months\nInstitute fee for seven institutes\nFuel for seven rooms at $30 per room\nSupplies for seven rooms at $10 per room\nRepairs at $20 per room\n\n$2,492.00\n124.60\n210.00\n70.00\n140.00\n\nTotal\n\n$3,036.60\nCONSOLIDATION\n\nPLAN\n\nSalaries for four teachers for seven months\nInstitute fee for seven institutes\nFuel for four rooms at $30 per room\nSupplies for four rooms at $10 per room\nRepairs at $20 per room\n\n$1,442.00\n72.10\n120.00\n40.00\n80. 00\n\nTotal\nTransportation, at $8.87 per day\n\n$1,754.10\n1,225.00\n\nDifference in favor of consolidation\n\n57 50\n$2,979.10\n\nThe salaries shown in the above estimate are the actual salaries paid the teachers.\n$3,036.60\nThe cost of the fuel has bgen estimated upon a coal or wood basis. The supplies\ninclude maps, globes, charts, desks, books of reference, etc. The repairs include fencing, wells, pumps, floors, windows, papering, janitor work, etc. These are only estimates. Ifthere is any error, it has been in making them too low.\nHowever, this\n\n"} {"page": 239, "printed_page": null, "text": "SuperintendenceJ\n\nSTATE\n\nAND\n\nCOUNTY\n\nSUPERINTENDENTS\n\nwould only make the saving greater, and does not interfere with the argument.\nings are not included.\nThere was no additional expense for buildings.\n\n227\nBuild-\n\nPER CAPITA COST\nConsolidated Plan\nTuition per day\nTransportation per day\nOther items\n-\n\n-\n\n$0.060\n- 0.067\n0.012\n\nDistrict Plan\n\n-\n\n$0,100\n\"\n\n\"\n\n\"\n\n$0,139\n\n•\n\n•\n0.041\n$0,141\n\nThe pupils of the original Royerton school are not transported, which makes a\nreduction from 14. i to 7.2 cents per capita. There are about sixty pupils in this districtIn the township in which Royerton is situated there are other schools not centralized\nat Royerton. Each of them enrolls more than thirty pupils. The cost of tuition cannot\nbe greater than 8 cents per capita, using as a basis the same rate as used in the other\nestimates — $2.50 per day. The cost of transportation cannot be much less than 6 cents\nper day per capita, considering that the average cost of driver, wagon, and team is j^l.25,\nand that a wagon may convey from twenty to twenty-five pupils. If there be thirty\npupils, two wagons may be needed, which would increase the per capita cost. To consolidate such schools would be more expensive than to maintain separate schools.\nWebster township, Wayne county, Indiana, has centralized all its schools at one\npoint — the town of Webster. But two wagons are used. The township is sniall, and\nmuch of the school population is centered near Webster. The outlying districts have a\nvery small school enumeration. It has been found very much more satisfactory to convey the pupils from the three out-districts to the Webster school than to maintain these\nsmall schools. Three schools have been abandt)ned. To maintain these schools would\ncost from ^8 to ^9 per day. Aside from the high school but one teacher has been added\nto the Webster school because of the consolidation, at an expense of ^2.50 per day.\nTwenty-five pupils are conveyed in two wagons at a daily expense of $2.20. Twentyfive pupils are conveyed in private conveyances at about the same expense.\nPerry township, Wayne county, Indiana, shows similar conditions. The township\nhas one school at Economy. The rural population is scattering. Twenty-five pupils are\nconveyed at a daily expense of $1.15. Formerly there were four schools maintained in\naddition to the Economy school ; now there are but twenty-five pupils not within convenient distance of the Economy school.\nMASSACHUSETTS\n\nSix years ago Warwick\n\nmaintained nine schools twenty-four weeks per year. The\n\naverage attendance xjf pupils in the town was eighty-seven. Teachers' wages in the\neight outside schools were %% per week ; in the center school, ^6 per week. With few\nexceptions, the teachers were young and without experience, educated in the district\nschools. Some were under sixteen years of age — one term a pupil in a school, the next\nterm a teacher. Occasionally, in recent years, a teacher of marked ability and successful experience has been employed, but the number of schools made it impossible to pay\nwages that would retain the services of well-qualified teachers many terms. The schools\nwere poorly supplied with books and materials.\nNow all the pupils in town are in three rooms of one modern, well-lighted, heated,\nventilated building, pleasantly situated in the center of the town. The rooms are supplied\nwith good blackboards, and with books and appliances for the use of pupils. The school\nhas three teachers — normal-school graduates of exceptional ability. The average wages\npaid are $9 a week ; the school year is thirty-six weeks. Special teachers of music and\ndrawing visit the schools each week. Pupils are conveyed to the center union school\nfrom distant part« of the town. The average attendance in the fall term was ninety-six\n— a gain over the attendance in all of the nine schools six years ago. The schools are\nwell-graded from lowest primary to highest grammar grade, three classes in a room.\n\n"} {"page": 240, "printed_page": null, "text": "228\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Chicago\n\nTeachers are selected whose qualifications are especially adapted to the ability and needs\nof the pupils under their charge. The number of recitations being less than in ungraded\nschools, the teachers and pupils do much more effective work. The relation of the\nteachers to one another is one of mutual helpfulness, and the association of so many\npupils in the schoolrooms and on the grounds under the supervision of the teachers is\npleasant and beneficial.\nAs a result of the consolidation of its schools and a wise administration of school\naffairs, the town has in six years lengthened the school year 50 per cent., increased the\nteachers' wages 75 per cent., and employed special teachers for drawing and music, without materially increasing the school tax of the town. Because of the reduction of the\nnumber of schools thru consolidation, the cost of instruction by the regular teachers has\nbeen lessened. A large increase in the amount of money received from the income of\nthe state school fund has been of great benefit to the schools.\nMuch time that would be needed for travel by the superintendents and special\nteachers in reaching many small scattered schools is saved for profitable use in the one\nbuilding in the union school.\nThe citizens of Warwick have manifested a deep interest in their public schools by\nthe employment of an efficient superintendent, the erection of a school building which is\na ^credit to the town, the consolidation of its schools, and the employment of efficient\nteachers.\nIn general, it may be said that any school in which the daily per capita cost exceeds\n15 cents maybe consolidated with other schools without increasing the expense. This\nestimate will be true when the cost of tuition is ^2.40 per day. This rate will be reached\nwhen the enrollment of the school falls below twenty, and the conveyance may be made\nwith one wagon.\nConsidering that a teacher may successively teach a school of fifty pupils, provided that\nbut one or two grades be represented, and that he receive ^50 per month for his services, the\nminimum cost of tuition will be $i per month per capita. Also considering thiat wagons\nmay convey from twenty to twenty-five pupils, and that the cost of wagons, drivers, and\nteams will be from $1.25 to $\\.^Q per day, the minimum cost of transportation of pupils\nwill be $1.10 per month per capita. The cost of repairs, supplies, and fuel will be about\n20 cents per month per capita. The total cost of maintaining the school of fifty pupils\nwill be ^2.40 per month per capita. With this estimate as a working basis the following\ns compiled :\nTABLE\n\nSHOWING\nA\n\nNumber\n\nTHE\nRATE\nLEVY\nGIVEN\nLENGTH\n\nPER ^1,000\nFOR\nA GIVEN\nOF TIME WHEN\nALL ARE\n\n300.\n400.\n500,\n\nNumber\n\nof Months\n\nand Rates\n\n6 Months\n\n7 Alonths\n\n8 Months\n\n51.48\n6.72\n8.40\n5-04\n\n$1.92\n\nPUPILS\n\nFOR\n\nof Pupils\nI Month\n\n100.\n200,\n\nNUMBER\nOF\nCONVEYED\n\n9 Months\n8.64\n\n$1.44\n$0.24\n\n.48\n\n.72\n.96\n\n1.20\n\n2.88\n4-32\n5-76\n\n3-36\n\n6.48\n3-84\n5.76\n\n10.80\n$2.16\n4-32\n\nThe rate of tax levy may be computed from 7.20\nthis table for any number of $1,000 for\n7.68\na given number of months and for a given number of pupils. Divide the rate of tax levy\nshown by the table for a given number of pupils for the given number 9.60\nof months by the\ngiven number of ;^ 1,000, and the result will be the rate of tax levy on the dollar.\nl^or instance, the number of pupils in a certain township is 400 ; the desired length\nof school term is eight months; the assessed valuation property is $1,000,000. By\nreferring to the table the rate is $7.68; dividing this amount by 1,000 gives $0.00768\n\n"} {"page": 241, "printed_page": null, "text": "Superintendence]\n\nSTATE\n\nAND\n\nCOUNTY\n\nSUPERINTENDENTS\n\n229\n\n— the rate on %\\, or ^0.768 on $100. This rate would be excessive for the state\nof Indiana. The maximum rate established by law is ^0.96 on the ;^ioo. The\nmaximum special school levy which must provide for all expense other than tuition is\n50.50 on the $\\0Q. The maximum tuition levy is $0,35 on the $\\oo. These are the local\nlevies. In addition to these levies the state levies a tax of ^o.ii on the $100, which is\ncollected from the various counties and redistributed, together with the revenue on the\npermanent school fund, in proportion to the school enumeration. Deducting the $0.1 1\nlevied by the state in the case cited above, the local levy would need be $0,658 on the\n$100. Not having made provisions for buildings in the estimate for this levy, the rate\napproaches too near the maximum local levy — $0.85 on the $100. A margin of $0.30 on the\n$100 should be left for cost of buildings, the remaining $0.^^ should pay all other expense\nfor maintaining the school. However, in the township being considered no more than\none-half the pupils would need be conveyed. By centralizing at two points the other\none-half would be within convenient walking distance from the union schools. To convey but one-half would reduce the levy from $0,658 to $0,466 on the $100. This rate\nwould not be excessive.\nMost cities and towns levy higher rates.\nFor additional illustration another specific case is given. A certain township enrolls\n300 pupils ; the desired length of school term is seven months ; the assessed valuation of\nproperty is $850,000. By referring to the table the rate is $5.04. Dividing this amount\nby 850 the rate is $0.00593 on the $1, or $0,593 on the $100. Deducting the $0.1 1 levied\nby the state, the local levy is $0,483 on the $100. If no more than two-thirds of the\npupils would need be conveyed, the rate would be $0.39 on the $100. The conditions in\nthis particular township are such that not more than one-half would need be conveyed.\nIn such case the levy would be $0.33 on the $100.\nThe illustrations given cannot be universally applied. However, the following summary may have general application :\n1. To convey all pupils will require an excessive rate of tax, unless the number of\npupils be small and the assessed valuation property large.\n2. The township with a school enrollment of one hundred to an assessed property\nvaluation of $250,000 may convey one-half the number of pupils with a reasonable rate of\ntax levy.\n3. Any school with an enrollment of fewer than twenty pupils may be combined\nwith a similar or larger school at no increased expense, provided the distance be not too\ngreat for the transportation, and the roads permit of easy and rapid transit.\n\nDISCUSSION\nSuperintendent Sch aeffer, of Pennsylvania. — Is the consolidation law compulsory\nin Indiana ? Answer : It is not. Districts on petition vote themselves in, but trustees\nmay join a school of less than twelve pupils without waiting for a petition.\nDr. Schaeffer, — What is the usual cost of transportation? Answer:\nto $1.50 per day.\nIn Ohio from $8 to $45 per month; average $18 or $19.\n\nFrom $1.25\n\nSuperintendent Bayliss, of Illinois, asked Superintendent Bonebrake, of Ohio, if\nany schools in that state had discontinued the plan. Answer : A very few, where the\nopposition had gained control of the board ; but sentiment in favor of the movement is\nconstantly growing, as is shown by the numerous calls upon the state superintendent to\nspeak on this subject.\n\nI\n\nSuperintendent Fall, of Michigan. — While the plan is not in operation in Michigan, there is a great and growing interest in the subject. In comparing the school\nexpenses of the city of Jackson with the cost of the ungraded schools in the twenty townships\nabout it, it was found that the per capita tax in Jackson was $1.27, while in the country\n\n"} {"page": 242, "printed_page": null, "text": "2 30\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nIt was ^l.6o. This shows that the country children should have at least as good an education as the city children, for their parents pay more for it. In eight country schools\nvisited in one area the highest enrollment was thirteen, the lowest six ; each of these\ncontained worthless reading charts costing $37.50 apiece.\nSuperintendent B. E. York, of Kingsville, O. — The consolidation of rural\nschools in Ohio began at Kingsville six years ago. Now the whole town is consolidated ;\nat the last election the vote carried six to one in favor of the plan. The gross expense is a\nlittle more, but the per capita expense is less. A high-school course of four years has\nbeen established, and there are seventy-four pupils in the high school.\nSuperintendent Collins, of South Dakota. — The advantages of the system more\nthan outweigh any small increase in cost. Farmers will be willing to pay a little more if\nthey see results. Great interest is shown in South Dakota. Many are opposed, but do\nnot give the cost as the reason for opposition. Social conditions must settle the question.\nIn prairie states probably three-fourths of the towns might save money.\nwere large, consolidation would add to the cost ; if small, it would not.\n\nIf the schools\n\nSuperintendent Bright, of Cook county. 111. — The two subjects on the program\nare closely related. There would be a good opportunity for instruction in the elements\nof agriculture in the high schools established by consolidation of the districts.\nCounty Superintendent W. G. Hartranft, of Seattle, Wash., said he had come\nto the meeting expressly to hear this topic discussed. There are so many schools in\nWashington of three or four pupils that something should be done. He is urging consolidation. He reaches the farmers by a paper explaining and commending the plan.\nSuperintendent BoNEBRAKE,of Ohio. — Centralization not only gives better results\nin the grades, but results in the formation of high schools. Such has been the experience\nin the townships of Ohio. Sixty-three new high schools have been established this year.\nGrowth of libraries and the bringing in of lecture courses have also followed consolidation.\nThese high schools should not imitate too closely the high schools in large cities. Review\nwork in the common branches should receive attention as well as advanced subjects.\n\nB.\n\nROUND\nTOPIC\n\nTABLE\n\nI: FOUR\n\nI. C. MCNEILL,\n\nMINOR\n\nPRESIDENT\n\nOF CITY SUPERINTENDENTS\nDUTIES\n\nOF A SUPERINTENDENT\n\nSTATE, NORMAL\n\nSCHOOL,\n\nSUPERIOR,\n\nWIS.\n\nThe four topics I am asked to touch upon in this short discussion relate to the selection of teachers, the elimination of teachers who are not intellectually prepared, the\nelimination of teachers who are not morally prepared, and the stimulation of teachers to\nreach the fullest measure of individual strength so as to render, thru active co operation,\nthe most efficient service.\nSELECTION\n\nOF\n\nTEACHERS\n\nEvery superintendent is confronted with serious problems in the selection of new\nteachers. There are economic, practical, and prudential reasons for selecting some\npeople of little experience from one's own city. The superintendent and the school board\nhave opportunities, because of their residence in the neighborhood, to make closer\nanalyses of the intellectual and moral fitness of inexperienced home applicants than they\ncan make of nonresidents. Worthy and loyal teachers who are important factors in the\ncommunity life can render abler service in interpreting the schools to the patrons, and the\npatrons to the system, than equally well-prepared strangers can give.\n\n"} {"page": 243, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLE\n\nOF CITY\n\nSUPERINTENDENTS\n\n231\n\nNotwithstanding these facts, it is exceedingly dangerous to employ young teachers\nfresh from the high schools. They have vague notions of the duties teachers must\nassume, and are able to give no better reason for their employment than Micawber could\ngive for the practice of law. Untrained high school graduates have been in contact with\nteaching processes as pupils, while Micawber had been in contact with legal processes\nmany times as defendant.\nHigh-school graduates of worthy character and exemplary habits should be encouraged to take two-years' courses in good normal schools, supported at public expense or\nby ample endowment, where subject matter, ideals, and work can in no way be influenced\nby fees paid for tuition. After the training and the close sifting of well-equipped and\nwell-conducted n'^rmal or training schools, the young teachers will be anchored to some\nfundamental notions so that they can begin to adapt themselves, subject-matter, methods,\nand government to the capability of the taught. With very few exceptions, the most able\nand successful teachers in any large system are they who have had professional training\nin normal schools. It is the experience of most superintendents who have studied the\nquestion in all its phases that the probability that young teachers will succeed is greatly\nincreased after graduating from a well-conducted training course.\nNew blood should be infused into the city school system by selecting some teachers\nof recognized training, scholarship, successful experience, and pleasing and worthy character from outside every year. It is a menace to the best interests of the schools to erect\na wall so high that it is not possible to scale it and secure the most efficient service without regard to municipal or state lines.\nThe superintendent should base his recommendations for the selection of new teachers upon his own knowledge when possible ; and, in other cases, upon honest, expert,\ndisinterested advice from people who, thru contact and visitation, know the teacher at\nwork, and have given attention to the personality, the scholarship, the organization of\nknowledge as illustrated in the recitation, and the kind and efficiency of his or her discipline. Special care needs to be exercised to distinguish between the personality that\nwins the visitor because of blandishments, and the personality which guides the children\nto cheerful and independent work because of the presence of character. As a matter of\nfact, many selections must be made upon information given by interested parties, such as\npersonal friends and teachers' agencies. In such instances the information should be\nconsidered as tentative rather than final ; and verification of it ought to be sought from\nall other sources at command ; for all mistakes reflect upon the judgment of the superintendent. The more confidence the community has in the honesty and soundness of the\nsuperintendent's judgment, the more hearty and generous will be the support given his\nschool administration.\nELIMINATION\n\nOF\n\nTEACHERS\n\nWHO\n\nARE\n\nNOT\n\nINTELLECTUALLY\n\nPREPARED\n\nThere is hope for the teacher who is weak in scholarship but strong in character.\nElimination does not necessarily mean retirement. Weak scholarship in many instances\nmay be overcome.\nAs a general line of action, it is my opinion that the superintendent should attempt\nto stimulate self-culture, and thus eliminate weak scholarship by study, observation, and\nreflection, rather than by dismissals ; yet, retirements because of weak scholastic attainments sometimes act as a powerful spur and cause intellectually inefficient teachers to\nembrace every opportunity to grow in knowledge of facts and plans of organizing them,\nas well as in methods of teaching. The problem of inefficiency cannot be solved by\nretiring all teachers of poor scholarship; for frequent changes in teaching force usually\nlower the vitality of a system of schools. It is well for the superintendent to be animated\nby a desire to stimulate poor teachers to become fair teachers and fair teachers to become\nexcellent.\nTeachers who are inefficient in one grade may sometimes do better work in another\n\n"} {"page": 244, "printed_page": null, "text": "232\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nwhere tact and management count for more than scholarship. Such teachers will usually\nbe found ready and anxious to follow courses of study for self-improvement. The superintendent, or someone under his direction, may form classes in which the facts of the\nbranches, one branch at a time, and the organization of the facts into teaching plans, are\ntaught at stated intervals until the fundamental branches are understood and organized\nin the minds of teachers of poor scholarship. Teaching plans, such as State Superintendent L. D. Harvey, of Wisconsin, has promulgated, are heartily commended, and\nmight well test both scholarship and the organization of subject-matter with teachers of\nthe class now under consideration.\nSummer schools, conducted by educational experts, in which teachers attempt not\nmore than two branches, often help teachers rich in character but poor in scholarship to\nbe able to approach their duties in such a way as to do violence to no child brought\nunder them for instruction and moral guidance.\nThe most effective means of helping is to win the confidence of teachers of this class\nand induce them to ask for leave of absence for one or two years to enter upon a scientific\nstudy of the branches and the general subject of education in a well-equipped normal\nschool. When they shall have completed the course of study, their places in the system\nshould be opened to them without doubt. I personally know superintendents who have\nfollowed this last-mentioned plan to the decided betterment of their schools. Many of the\nteachers who are thus helped soon prove themselves superior and are in line for promotion\nwhen better places are open.\nIn dealing with all teachers of the class now considered the utmost frankness and\nthe fullest sympathy should characterize the intercourse of the superintendent with them.\nThey need the uplifting influence of honest hearts and friendly hands in overcoming\nobstacles which stand between them and due proficiency. One of the greatest rewards\nthat may come to a superintendent is the consciousness of having placed about a teacher\nof poor scholarship and beautiful character such influences as induced her to make preparation for a larger and a fuller life which culture and training enabled her to reach.\nELIMINATION\n\nOF\n\nTEACHERS\n\nWHO\n\nARE\n\nNOT\n\nMORALLY\n\nPREPARED\n\nThis topic is one that causes the superintendent the greatest concern. Teachers who\nare morally prepared have trained and logical minds, high ideals of right and eq'iity,\nactive and sensitive consciences, steady wills, persistent purposes, keen sympathies, and an\nabundance of common-sense. The teacher who is weak in character lacks in development of mind, of ideals, of manners, of conscience, of steadiness and persistence of will,\nof sympathy, or of common-sense, but not of all. The teacher who is positively depraved\nrepresents arrested development or active degeneration in intellectual or moral lines.\nSuch a person is short sighted and looks to present selfish gratification.\nA very few forms of moral disqualification may be overcome. The indiscreet teacher\nin her actions outside the schoolroom may sometimes be saved by a frank request from\nthe superintendent that she change her course of conduct concerning the things he sets\nforth in a firm but pleasant manner. The passive teacher, correct in her own personal\nhabits, lacking power to exert an active, positive influence for right in her pupils, by\nassociation as assistant with a positive, aggressive type of teacher may sometimes, but not\noften, thru imitation, be brought into the light of clearer ideals and caused to take on a\ndisposition to guide the energies of children and secure a power to control.\nThe nagging teacher, the fuming teacher, the vindictive teacher, the slovenly teacher,\nthe untruthful teacher, the giddy teacher, and many other types of teachers who are not\nmorally prepared, should in very many cases be advised to find other avenues of employment. The school's great aim is to train the character of the pupils, not the character of\nthe teachers. Elimination by substitution is the safest method of dealing with teachers\nwho are morally unfit for their duties.\n\n"} {"page": 245, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLE\n\nSTIMULATION\n\nOF\n\nOF CITY\nTEACHERS\n\nSUPERINTENDENTS\nTO\n\nFOLLOW\n\nRIGHT\n\n23s\n\nIDEALS\n\nThe superintendent's task of stimulating each individual to do his best in teaching,\nin managing, and in carrying out plans for private practice or public policy is one that\ntests training and common-sense. The superintendent who, thru a laudable desire to\nsecure the greatest efificiency, insists that his plans in the minutest details shall be the only\nguide for individual faith and practice, soon finds himself rated as an educational czar.\nThere is danger that such a man, no matter how great an educator he may be, will kill off\nby the \"starvation plan\" individual initiative and hearty support which are always needed\nto give tone and public confidence.\nOn the other hand, the \"good fellow,\" who makes it his chief business to \"stand in'*\neverywhere in the course of time, is looked upon as a person without educational character. Such a superintendent is often made the tool of designing egotists with their factional organizations. He becomes unable to enlist effort to improve, because he lacks the\npower or courage to recognize individual merit by directing attention to personal worth\nor by promoting deserving persons when opportunity arises.\nThe superintendent needs, thru contact with teachers and thru observation of their\nclass-room work, where he may estimate the intellectual and moral development of pupils,\nto have an intimate knowledge of the working power, scholarship, educational philosophy,\nhabits, and abilities of the teachers, that he may encourage them to keep on doing well\nthe things that are done well and to change ideals and practices regarding the duties that\nare done poorly. Monthly teachers' institutes and grade teachers' meetings at stated\nintervals, if planned to establish clearer notions of teaching or managing and led by\ninspiring persons who because of ackaoivledged success or skill stand for ideas, will give\nzest and purpose to the system. The best interests of the schools will come from a carefully articulated course which starts with conditions as found and leads to consistent and\npersistent effort to avoid waste and to move in a straight rather than a broken line of\nprogress.\nSchools and teachers, because of standing on the solid ground of right adjustment of\nmatter and method to the pupils, should be pointed out so that they may be studied and\nthe sources of superior merit discovered by less forceful workers. When teachers are\nbusy trying to reach safest methods in guiding activity of pupils so as to result in power\nand character, they are constructive and positive ; they lose no time in tearing down good\nthings.\nThe superintendent should be secure and steadfast, not easily turned aside by the\npetty worries and sordid cares of the daily turmoil. Some work may be done by the\nsuperintendent whose views are narrow and whose ideals are low, but the best work is\ndone only by the man of large heart, broad views, and habitual singleness of purpose.\nThe great superintendent, who realizes that education is a constant force that operates\nwherever ideas for good or for evil are alive, lives in the minds of associates as an exemplar of honesty, justice, courage, and courtesy. He should have a personality and stand\nfor something in the educational world and out of it. The elements of leadership will\nenable him to\n\"Allure to brighter worlds\nAnd lead the way.\"\n\nTOPIC\nW.\n\nA.\n\nII:\n\nMODERNIZING\n\nTHE\n\nHESTER,\n\nSUPERINTENDENT\n\nOF\n\nCOURSE\n\nSCHOOLS,\n\nOF STUDY\n\nEVANSVILLE,\n\nIND.\n\nIn his efforts to modernize the course of study, to what extent should the superintendent be governed by: (i) the crack of the college professor's whip? (2) the\nnervous woman writer's tirade on the \" crowded curriculum \" ? (3) the conclusions of\n\n"} {"page": 246, "printed_page": null, "text": "234\n\nNATIONAL\n\nthe notoriety-seeking\n\nschoolroom\n\nEDUCATIONAL\n\nASSOCIATION\n\nexperimenter ? (4) the\n\ndemands\n\n[Chicago\n\nof the old-school\n\nmen that all be eliminated from the course of study excepting the \" three R's\" ?\nI have a bright young school friend whom I shall call, for the sake of convenience,\nCharles Merrill. Mr. Merrill is college-bred, thoughtful, sober, sensitive, and almost\npainfully conscientious. He voluntarily entered the profession of teaching when quite a\nyoung man, and, because of his superior intelligence, close study of his work, tactfulness,\nand devotion to duty, he was rapidly and deservedly promoted, his last position, and the\none which he now holds and has held for nearly six years, being the superintendency of\na system of schools in a prosperous western town of about thirty thousand people. As a\nsuperintendent he has had what may be termed a rich experience. He related much of\nit to me during last Christmas holiday week, and it was to me so interesting, so suggestive, and is, withal, so similar to that of many other young superintendents, that 1 venture to present a portion of it for our discussion here today.\nHe stated that before he took charge of the schools his board told him that their\nschools were not up to the standard of certain other schools which they named, and that\nthey would expect him to bring them to such standard as soon as it could be done.\nHaving given the superintendency of schools but little attention, said he, I began at once\na careful reading of everything bearing on school management that I could find, and\nwrote to a number of the writers of articles that had impressed me most deeply for fuller\nstatements of their views.\nSeveral of them replied promptly and elaborately, and their letters have been of\ngreat help to me many times since their receipt ; but others made assertions and expressed\nopinions that I could not but regard as bemg dangerously heterodox, they were so diametrically opposed to what 1 had been taught to believe was good pedagogy. 1, therefore,\nlaid their communications aside, determined to allow the writers to prove the pedagogical\nworth of their theories themselves, rather than risk testing them myself or allowing them\nto be tested in the schools for the success of which 1 should be held personally responsible.\nThe first and most important duty which the new position brought to me was the\nrevision and improvement of the course of study. The old course, as 1 found it, provided\nfor work in what we usually term the \" eight common-school branches,\" none of the\nso-called \" fads \" finding a place in it.\nAbout the first thing which I did, therefore, was to recommend the introduction of a\nsystem of drawing, to which I held with a blind faith in the efficacy of the system, tho I\nknew little of its real educational value, notwithstanding the fun that was poked at our\n\"mud-pie making,\" our \"scissor-cutting nonsense,\" and our \"failure to turn out artists.\"\nA proficient and popular supervisor soon quieted the spirit of unrest, however, and things\nhave gone serenely on in that department of our schools ever since.\nThe necessity for a complete course of nature work for the grades was also urged\nupon me, and what appeared to me to be a carefully worked out scheme of nature study\nwas presented to the board, which readily adopted it, and then to the teachers, who sighed,\nbut acquiesced and went faithfully to work to master the new subject as it applied to their\nrespective grades.\nOf course, time had to be set apart for the two new subjects of drawing and nature\nwork, and it had to be taken from the time formerly devoted to instruction in the other\nbranches.\nRight here the college professor offered his assistance. He commended\n\nme for what\n\nI had done in \" shortening and enriching \" the course of study; but said that my work\nhad not gone far enough. He insisted that further eliminations and contraction should\nbe effected in the old-time subjects, and that a full eight year course in history should be\ngiven to the pupils of the grades ; that Latin should be begun in the seventh, and that\nelementary algebra and geometry should be made a part of the eighth-year assignment.\nI was persuaded that all this must be done if we would\n\nbe \" up with the times ; \"\n\n"} {"page": 247, "printed_page": null, "text": "Superintendence]\n\nROUND\n\nTABLE\n\nOF CITY\n\nSUPERINTENDENTS\n\n235\n\nand, as my board had said this must be our condition as soon as practicable, and as our\nadvisors made it so emphatic that all the changes enumerated were essential in any attempt\nto modernize a course of study, the new subjects were introduced as rapidly as could\nbe done without creating a panic and general strike among the teachers.\nIn the process of elimination and contraction of the old course much of the technical\npart of the grammar was sacrificed. This, of course, created dissatisfaction among the\nadvocates of parsing and analyzing, and much complaint was heard from high-school\nteachers of English, German, and Latin when the pupils began to enter their classes.\nBesides this, many of the topics in arithmetic previously dwelt upon by teachers and\nlabored with by pupils were stricken from the assignment and the course in that branch\nshortened a full year. The criticisms which this elicited from a number of our pioneer,\nbut substantial and highly respected citizens, products of the old school, were such as 1\ndo not care to repeat. It is sufficient to say that no argument presented to them was\nstrong enough to convince them that the new was a great improvement over the old.\nThey held tenaciously to their demand that the \" new-fangled notions\" be dropped and\nthe \"three R's\" be emphasized.\nThe course of study in geography was next abbreviated by substituting a one-book\ncourse for the two-book course then in use. One year's work in geography was thus\nsaved and the time given to the new subjects.\nBut this was not the end. The vertical-writing wave reached us, and in its mighty\nroll threatened to submerge us and thus to consign us to oblivion ; but we mounted its\ncrest with the other progressives, and the change from the more rapidly written but now\ncondemned slant to the slower but popular vertical was soon effected. Altho the penmanship of the older pupils was for a time almost illegible, all ere long were writing\nthe so-called vertical script, which in most instances was a plain backhand.\nThese changes, together with the addition of two oral lessons per week in scientific temperance, made necessary by a recently enacted law in response to a demand of\nthe Woman's Christian Temperance Union ; two oral lessons per week in patriotism, as\nrequested by the Grand Army of the Republic and the Daughters of the American Revolution ;two five-minute exercises each day in calisthenics ; and one ten- or twenty-minute\nperiod each day given to vocal music, afford some idea of the evolution thru which those\nschools passed during the first three years of my superintendency.\nMuch of the time during the next two years I spent in defending the schools against\nwhat I felt were unjust attacks from evil-disposed persons. But these did not disturb me\nquite so much, nor have they been so difficult for me to meet, as the criticisms of persons\nwho I have had every reason to believe were friends of the schools.\nIntelligent and ambitious parents claimed that their children, their daughters particularly, were being unduly burdened with work. As gentle reminders, some of them\nsent to me marked copies of magazines and pamphlets that contained long and scathing\ncriticisms on the public-school system in general because of its \"death-dealing work with\nthe youth of the country.\"\nOn investigation I learned that many, tho not all, of our girls who were reported to\nbe slowly breaking down were naturally delicate or very nervous in temperament and\nincapable of sustained effort; or were members of society, whose demands on their time\nand strength consumed the better part of their vitality, and their school work, too\noften a secondary consideration, was a consequent sufferer. Many of the boys, yet not\nall of them either, who were reported as not being able to keep up with their classes\nwere found to be cigarette fiends, a condition which seemed to have rendered them\nalm'ost wholly incapable of steady and continuous mental application ; while others realized as keenly as did the girls the demands of the social circle on them, and they felt\nconstrained to respond to this demand even to the detriment of their school work.\nTo meet these difficulties and to allay them, if possible, by affording the patrons of\nthe schools a fuller knowledge of the policy of the schools in their changed conditions, and\n\n"} {"page": 248, "printed_page": null, "text": "236\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthereby bringing the patrons into closertouch and sympathy with the schools, mothers' meetings were held in various parts of the city. While some of these meetings were deemed\nsuccessful and profitable, many of them were dominated by persons of strong personality\nand good following who criticised in such severe and convincing terms much of the\nreally good work of the schools, which they could not understand nor appreciate, that\nharm to the schools rather than good resulted from them. We have not tried fathers'\nmeetings, said he. We fear it would not be wise.\nDuring the third year of my term of service, one of the members of my board learned\nthat written examinations had been tabooed in several schools that he was told were\nthoroly \" up to date,\" and he insisted on .their being abandoned, as an experiment at\nleast, in our schools. He was so enthusiastic, yet so kind, in the expression of his wishes\nin this respect, that the experiment was tried, and now nothing but written tests are\nknown in the schools ; and, tho there are now two or three times as many written tests\nas there were formerly written examinations and tests together (a condition which seems\nto prevail also in the schools to which he referred), he is pleased and claims credit for\nthe change, and is congratulated by certain patrons who called his attention to the\n\"desirable improvement.\"\nAs tho this were not enough, a movement, the strength of which I have not yet been\nable to determine, has lately been started by the mothers' clubs of our city, having for its\npurpose the breaking up of gradation in the schools and the substitution of individual\ninstruction. It is claimed that this system of instruction is in successful operation in a\nnumber of good schools ; that it is now no longer an experiment ; and that it is certain to\nsupersede the graded system or class teaching. Their immediate presentation to our\nboard of the superior claims of individualism is prevented, I understand, by the difficulty\nwhich the ladies are experiencing in determining which of the several *' best individual\nsystems\" is the best for our schools. As soon as they reach a mutually satisfactory conclusion in this respect, we shall doubtless hear from them.\nWhile the ladies have been busying themselves about this \"great cure all\" for the\nills of the schools, I have been endeavoring to find our true bearings and to determine, if\npossible, whither we are drifting. I have questioned myself with all the sincerity of an\nhonest questioner, and have been trying to answer the questions just as honestly: Have\nwe really improved on the old as much as we have tried to convince ourselves and our\nfriends that we have ? Does our present course provide for solidly progressive work ?\nIs it a pedagogical unity ? Is the work as now outlined well articulated and wisely purposeful, or does it encourage and almost compel scrappy and superficial work ?\nTo be candid with you, I am not satisfied with present conditions, and, tho I am\nready to acknowledge having made mistakes, if 1 can be satisfied that such is the case,\nand I am willing to rectify where defects occur, still 1 am more or less uncertain where to\nbegin or just what to do.\nIn the first place, I am becoming more and more strongly of the impression that\nthere is truth in the statement that the majority of our school children have too much to\ndo. Both they and the teachers, 1 fear, are overburdened. Nor do I feel that we can\nprune the old course any more than we have by way of relief. I am not certain but that\nsome of the old citizens are about right in their statements that we have already crossed\nthe danger line in our eliminations. I am now sorely tempted to undo some of the things\nwhich we have done in the name of progressiveness and modernization.\nTo be specific : While I see some virtue in the work done by the pupils of the\neighth grade in concrete geometry as a help to them in mensuration, I have little faith in\nthe value of the smattering of algebra which they get, and less faith in the educational\nworth of the Latin which the seventh-years learn in a year's time. I am persuaded, too, that\nwe ought, in the interest of a more thoro grounding of the children in the essentials of an\nelementary education, attempt to do less in history below the seventh grade and less in\nnature work above the third, and concentrate our efforts on the other subjects.\nThe use\n\n"} {"page": 249, "printed_page": null, "text": "SuperintendenceJ\n\nROUND\n\nTABLE\n\nOF CITY\n\nSUPERINTENDENTS\n\n237\n\nof nature work as a basis for the development of the power of expression in the first three\nprimary grades, its formal and regular teaching in those grades, render it so valuable as\nto make it really indispensable there, and it should be retained. Above the third grade all\nthat is of especial value in nature study, it seems to me, can be taught incidentally in connection with the teaching and illustration of the other subjects and in correlation with\nthose subjects.\nAlmost the same thing may be said of history, with the exception that its regular\nand formal teaching be begun in the seventh-year grade, but that in every grade below\nthe seventh the reading assignment be so made as to give large attention to biographical\nand historical sketches and nature stories. 1 would retain the course in drawing, but\ncause it to take two distinct lines, one looking to industrial training Work and the other\nto the development of the artistic sense. I do not expect to worry about the work in penmanship. Itwill take care of itself, and sooner or later the natural slant will take the\nplace of either a forced vertical or a prescribed slant.\nThese eliminations and combinations — call it retrogression, if you will — will greatly\nlighten our work and will give two or three periods each day for manual-training work\nin the grades, the kind of education that, in my judgment, is well worth planning and\nsacrificing for; for I believe that the good accruing to the boys and girls from such\ntraining is by no means equaled by that which they can realize from the effort and time\nwhich they must give to the subjects I am proposing to eliminate, and which have heretofore stood in the way of manual-training work.\nWhat think you, said he in a most appealing way, of my conclusions ? Do you\nnot think that the interests of my boys and girls demand such action on my part ?\n\nTOPIC\nLOUIS\n\nP.\n\nNASH,\n\nIII:\n\nHOW\n\nTO MEET\n\nSUPERINTENDENT\n\nOF\n\nTHE\n\nPEOPLE\n\nSCHOOLS,\n\nHOLYOKE,\n\nMASS.\n\nI say nothing here of one's private friendships or social relations. The superintendent will meet the people, if he is inclined to do so, by appearing at various public\nand semi-public occasions, before associations, etc. It is well to respond to such calls.\nThe superintendent has to exercise leadership in the community, and there is economy in\ngetting hold of a group of people .perhaps representative of a class in the community.\nThey may be a set of people that he would never come to know at all in any other way.\nOf course, one will not take up these things so as to use too much time or to admit the\nimpression that the superintendent likes to pose before the public.\nThen there are the interviews with people at the office. I suppose we all have a\ngreat many of these interviews, and some that are mere waste of time. Yet it is my\nopinion that we should encourage the people to come. If there is friction or dissatisfaction anywhere in the system, it is great good fortune if the people affected will come\nstraight to headquarters and give an early opportunity to set matters right. Every such\ninterview gives the superintendent a chance to find out the exact feeling toward the\nschools of some individual, and he may represent a great many moie. It also gives a\nchance to show that person the right course to take, and, if possible, to secure his support.\n\nThe superintendent of schools ought to be the most accessible man in the city. That\ndoes not mean that one must be on call all the time. We should keep definite office\nhours ; but we must have time for study. We are false to our own selves and to the\nhigher needs of our schools if we do not take definite times for our own study in professional lines, and in philosophical or literary lines as well. But by being accessible I\nmean especially the attribute that welcomes approach by the people.\nWe have to teach\n\n"} {"page": 250, "printed_page": null, "text": "238\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthe people ; very well, we should get as close to the people and to as many of them as possible, and 1 think it is an error for the superintendent to want to be free from approach or\nsuggestion by the people.\nThere is a movement now in the development of civic life to make the heads of\ndepartments practically free from control. \" Responsibility of the heads of departments\"\nis the cry, and it has been helped along by writers whose opinions harmonize with those\nof Mr. Bryce. Upon this principle, there are school superintendents who wish to be autocrats. The movement, however, is a mere eddy in the great development of government\nin this country, as well as all over the world, which is making for greater dependence\nupon the whole mass of the people. We have started out in this country to realize the\ndemocratic ideal ; we believe that on the whole and in the long run, despite errors that\ncan doubtless be shown, it is better to put the direction of affairs into the control of all\nthe people. So far the results are fairly satisfactory. City government is not a failure ;\nthe people are going to exert more direct power, rather than less, and we ought to bend\nour work and influence in accordance with that tendency. This ought to be a matter of\nconscience with us. It goes far deeper than mere policy. Abraham Lincoln said that\nthe nation could not long endure half slave and half free, so it would not long endure\nhalf moving toward democratic ways and half toward autocratic ways. Growth is sure\nto be along democratic lines. Even the president, burdened with a load of cares without\nprecedent in history, finds it a benefit to take time to meet all the people. It is not mere\npolicy; there is a strange, spiritual influence ; the president gains strength from feeling\nthat he is \"in touch\" with the mass of the people.\nThe superintendent of schools, in his own field, needs that same support. If he is a\nleader of men, then the more he meets them, the more surely and successfully he will\nlead. The more he meets the people and knows them, the better superintendent he\nwill be.\nThe teachers' association may contribute to mutual acquaintance, helpfulness, stimulation, inspiration among the teachers. It encourages initiative. It is better for us\nalways to do things for ourselves, even badly, rather than to have things done for us. The\nplanning and carrying on of general teachers' meetings may be done largely by the\nteachers' association. There is no danger that the superintendent will not have influence\nin shaping affairs. The teachers' association should have sections or committees\nengaged in special lines of work : a particular committee to read and advise as to th.e\npolicy of the public library; a committee on reading, or other subjects ; a committee to\nreport on educational progress.\nAbove and beyond this I think there is a future for the teachers' association, which\nat present we can only dream, tho some things done or attempted at Chicago, at my\nneighbor city of Springfield, and elsewhere may give a hint. If our medical association\nissues a declaration upon some question of public policy that is within its sphere, that\ndeclaration is received with great respect. Why should not the teachers' association in\nlike manner exercise leadership and be the recognized authority upon any question that\nhas to do with public education ? Why should not its advice be sought and accepted as\nsure to be courageous, high-minded, wise, the best guidance to be had ?\nThe grade meeting has its peculiar place and usefulness. It is here, in a small\nmeeting, that the superintendent can come close to the individual needs of his teachers.\nThe grade meeting is the place for discussion rather than for lecture or exhortation. Every\nteacher, tho of briefest experience, should be encouraged to give her views, and the\npart taken by the teacher, whether of discussion or of exemplification of class work, ought\nto be at least as prominent as the part taken by the superintendent. Here is the place\nto go into details of class work, impossible in the general meetings. Here is the place,\ntoo, for the superintendent to show his teachers how to be students. Many of our teachers\ndo not know how to study. They are not in the track of the best ideas. They do not\nknow the great currents of thought nor the best books.\nIdeas are in the air, like Hertzian\n\n"} {"page": 251, "printed_page": null, "text": "Superintendence]\n\nNORMAL\n\nSCHOOLS\n\nAND\n\nTRAINING\n\nTEACHERS\n\n239\n\nwaves ; the teacher should have the means to get their impulse. In the grade meetings\nthe superintendent has a good chance to lead the minds of his teachers into the danger\nzone, where they are liable to be struck by new ideas.\nPay-rolls and financial statements : In a little city, where one man must do everything, with but little clerical help, clear and economical methods of arranging the office\nroutine are important. I have a city of less than fifty thousand people, and no assistant\nsuperintendent. It is necessary that the committee should be kept fully informed, especially on financial matters.\nHere is my plan for a pay-roll : The name of each teacher and substitute is written\nonce, for the year. There is a space for every school day. A call comes in for a substitute. A clerk turns to the substitute list ; sees who is available ; writes the school opposite\nthe name, in the space for that date ; sends the substitute ; then, in the corresponding\nspace opposite the teacher's name, sets down the name of the substitute. At the end of\nthe month, here are the days all accounted for, and the amount is set down in this space.\nMy principals send a report, but I do not find that report free from errors. At the end of\nthe month the total expense in each ledger account is carried forward into an account of\nmonthly totals. From that it is copied upon a sheet like this : (i) appropriation for each\naccount; (2) expenditure to date; (3) balance to date; (4) bills and orders; (5) fixed\ncharges to end of fiscal year ; (6) appoint balance.\nThis account goes to the board meeting. Some expenditure is contemplated — perhaps new kindergartens to be established. The question always is: \"Have we the\nmoney ? \" Here is the positive answer. We have such a balance in sight for the end of\nthe fiscal year. Here is a definite, positive thing that the average school-committee man\ncan understand. He does not know much about pedagogy, but he knows a definite\nstatement of business. And the superintendent who can prove that his estimate comes\nout just right has gained power and respect which he can use elsewhere.\n\nC.\n\nROUND\n\nTABLE\n\nOF NORMAL SCHOOLS\nTEACHERS\n\nCONFERENCE\n\nA.— NORMAL\n\nTOPIC I:\nWHAT ASPECTS OF PSYCHOLOGY\nSUITABLE SUBJECTS FOR INSTRUCTION\n\nAND\n\nTRAINING\n\nSCHOOLS\nAND CHILD STUDY ARE\nIN NORMAL SCHOOLS?\n\nDISCUSSION\nProfessor Daniel Putnam, State Normal College, Ypsilanti, Mich. — The necessity for brevity must be my apology for the dogmatic style of this paper.\nIt is assumed that all agree that the normal school is a special and professional\nschool, having a specific and definite purpose, the preparation of teachers, mainly, for\ngrades of schools below the high school. While broad general culture is very desirable\nin teachers for such schools, as indeed for all schools, it is not the function of the ordinary normal school to provide the means for such culture. If this becomes its chief aim,\nits existence cannot be justified. The nature and extent of its courses of study and\ninstruction must be determined by the purpose of the institution. Studies and portions of\nstudies may be included in the curriculum of the normal school for any one of three\nreasons :\nI. Studies which its students are expecting to teach.\n\nThe instruction in such studies\n\n"} {"page": 252, "printed_page": null, "text": "240\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nwill be, to a large extent, in the way of reviews, with direct reference to methods of\nteaching.\n2. Some studies which the students may not expect to teach, but a knowledge of\nwhich will be of great service in the presentation, explanation, and illustration of the\nbranches which they do teach. Of this kind are algebra for its aid in teaching arithmetic,\nrhetoric and literature for their help in teaching language and grammar, and English\nhistory for its service in teaching United States history. Other examples will readily\noccur. Instruction in these branches will, in most cases, be reviews with a definite professional end in view. Incidentally such studies tend toward extending the general\nknowledge and culture of students.\n3. Studies a knowledge of which gives the intending teacher a thoro insight into his\nown nature, into the natures of his pupils, into the nature of the processes of learning,\nand of the correlative processes of teaching, and most of all into the springs of human\nconduct, and into the forces, motives, and influences which are most potent in molding\nand fashioning human character, and in giving right direction to human activities ; in\nother words, the forces and influences most effective in the production of such men and\nwomen as are needed in the community for the uplifting of society and of humanity\ngenerally.\nAmong the studies of this third class are psychology, ethics, and sesthetics. Psychology is the only one with which we are now directly concerned ; and the inquiry is :\nWhat aspects of this study should be presented and especially emphasized in the normal\nschool ?\nThe obvious answer must be: Those aspects best adapted to aid in securing the objects\njust spoken of. This general answer of course settles nothing. It remains to find a\nmore definite reply by determining, if possible, what are these aspects. In respect to this\nevidently considerable differences of opinion exist among normal-school men, if one may\njudge from the varying courses found in normal-school catalogs and yearbooks. It is\nexpected that this paper will present the views of the writer without apology or begging\npardon. The same liberty is freely accorded to those holding different opinions. Time\npermits only the statement of conclusions without the grounds upon which they are based,\nor the processes which have led to them.\nI. All intelligent study of psychology must of necessity begin with the study of self.\nThe intending teacher must, first of all, become consciously acquainted with the various\nactivities of his own mind ; with the occasions and conditions of their normal manifestation. In a final analysis, the personal consciousness must be the arbiter upon all\nquestions of internal psychic action, and the authoritative interpreter of all outward manifestations supposed to involve psychic elements or to result from psychic forces. The\nmind of the normal, sane, intelligent, and fairly developed man is, for the student and\nfor us all, the typical, ideal mind, the criterion or standard by which the powers, activities, and manifestations of all other minds, whether human, super-human, semi-human, or\nanimal, are examined, compared, measured, and estimated. The activities of other minds\nmay be greater or less than our own, but only so far as they can be compared with our\nown, thru either similarity or contrast, is it possible for us to comprehend or understand\nthem. This fact determines the point of departure and the general method to be pursued\n.in the study of children. If the child is altogether unlike the adult, a different being in\nkind, it will be a waste of time and energy to attempt to study him. The same may be\nsaid of the study of animals, if psychic manifestations in them are in their nature wholly\nunlike our own.\nThis aspect of psychology should be especially emphasized in the normal school to\nprepare its students for intelligent and fruitful study of human nature in the schoolroom\nand in the community, and for the study of comparative psychology. So far the discussion has been of a general character. It will be necessary to make it more specific\nand definite.\n\n"} {"page": 253, "printed_page": null, "text": "Superintendence J NORMAL\n\nSCHOOLS\n\nAND\n\nTRAINING\n\nTEACHERS\n\n241\n\n2. In order to know himself the student must have a fairly thoro knowledge of his\nphysical organism and of the relation of this to what we call mind. Hence we have that\naspect of psychology named physiological. This bears to psychology proper a relation\nsimilar to that of the vestibule to the temple, or of the gateways and doors to the park\nand the house. When a new aspect of an old science is discovered and presented, it\nusually for a time commands and absorbs attention. It seems to many students and to\nsome others \"to be the whole thing,\" if one may borrow a phrase bordering on \"slang.\"\nThis has happened in the case of psychology. The recent tendency has been to give an\nundue share of time and attention to the doors and the vestibule. An illustration of this\ntendency has been described in an article in a recent number of the Forum.\nPhysiological psychology and its near relative, experimental psychology, have\nproperly large room in the laboratories of universities and other higher institutions, but\nonly a limited place in the ordinary normal school. It is to be assumed that the students\nof a normal school have a tolerable acquaintance with the structure of the brain and the\nnervous system, and with their functions in general. Some additional instruction may\nappropriately be given on their special functions in connection with sensation and perception, with experiments requiring but little apparatus, and in most cases no apparatus\nat all.\n3. That aspect of psychology which treats of the powers and processes of thinking\nshould receive a large share of time and attention. Apperception, so-called, belongs to\nthis aspect. The processes embraced under this term are among the most important of\nthe mental activities, and are, at the same time, very easily and readily understood, provided they are not obscured and mystified by learned explanations and awe-inspiring\nterms.\nThe processes involved in the exercise of judgment and in reaching valid conclusions\nby the processes of reasoning should be so taught, in a simple and elementary way, that\nteachers will not impose upon themselves or upon their pupils, or be imposed upon by\nspecious or unsound arguments. The ability to think, and to think correctly and readily,\nand to express one's thoughts and conclusions clearly and convincingly, is of the highest\nimportance to every instructor. A course in psychology which does not, at least, aim to\ndevelop and cultivate this power has small claim to respect.\n4. Another aspect of psychology which should have a comparatively large place in\nthe normal school is that which includes the emotions and the sentiments, especially those\nsentiments which are essential elements in the highest and noblest types of human\ncharacter. The ethical sentiments are also properly embraced in this group, unless the\nstudy of ethics has a separate place in the school curriculum. An extended study of\nethical theories is not of great value to the teacher in the common schools and is out of\nplace in the normal school, but practical ethics from a common-sense point of view should\nreceive a good share of attention, either separately or in connection with psychology.\nThe power of a teacher to build character upon a solid basis, and to give right direction to the activities of those under his charge, to make of them good men and women,\ndepends upon his skill in exciting the best emotions and allaying the bad ones, in bringing into activity the highest and purest sentiments in place of lower and baser ones, and\nin leading his pupils to act habitually in harmony with the promptings of the best elements\nof their natures.\n5. One other aspect of psychology should receive special attention — that aspect which\ntreats of the self-determining power of man, and of the supreme importance of this power\nin the practical work of educating and elevating human beings. The psychology which\nin effect eliminates the power of self-determination from the human soul and reduces the\nwill to the rank of one of its functions, voluntary attention, upturns the real foundation\nupon which true character must be built, and takes away the strongest incentive to effort\nfor the improvement of the individual and of society as a whole. Extended study and\ndiscussion of\n\ntheories concerning\n\n\"fate\n\nand freewill,\" or \"determinism and liberty,\"\n\n"} {"page": 254, "printed_page": null, "text": "242\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nare altogether inappropriate in an ordinary normal school, whatever they may be elsewhere.\nImmature minds generally, and mature minds frequently, are confused by such discussions, and left in a condition of unstable equilibrium. They are unfitted to a large degree\nfor giving instruction upon questions of duty and responsibility. Wherever the logic of\nthe book or the inductions of so-called science may appear to lead, there is no question\nas to the direction in which consciousness, human experience, and the logic of commonsense impel us. They all affirm human responsibility, and consequently some good\nmeasure of liberty of choice and self-determination. It is this aspect of what may be\ntermed the psychology of common-sense and experience which needs to be taught and\nemphasized in the normal school. There is very nearly a crying demand for such teaching, and it should have a place in proportion to its importance.\nNo one questions the influence of heredity or the power of environment ; but the\nchildren need to be taught that they possess power which, if resolutely employed, will\nenable them to overcome, to a large degree at least, the influences of inherited characteristics, and to resist the forces of environment. Besides this, teachers have need to\ncomprehend the truth that they will not develop men and women with abiding characters\nof moral worth and sterling integrity, characters which will withstand the \" storm and\nstress \" of real everyday life, by any process of veneering thru the influence of improved\nsurroundings. These are of value and will be greatly helpful. But true, permanent\ncharacter must have its roots within, in the power of choice, in self-determination, in\nconscious personal effort. The child must feel that he can do something toward his own\nelevation and improvement, and that consequently he ought to do something. The\npsychology that fails to do this has no rightful place in a school, one of whose primary\nfunctions is the development and upbuilding of character.\nDr. W. B. Carpenter wrote, some years ago : \" To myself it seems as if nothing was\nwanting, either in my own self-consciousness or in what I know of the conscious experiences of other men, to establish the existence of the 'self-determining power' for which I\ncontend. I cannot conceive of any kind of evidence of its existence more cogent than\nthat which I already possess. And feeling assured that the sources of my belief in it lie\ndeep down in the nature of every normally constituted human being, I cannot anticipate\nthe time when that belief will be eliminated from the thought of mankind — when the\nwcids 'right,' 'duty,' 'responsibility,' 'choice,' ' self-control,' and the like will cease to\nhave the meaning we at present attach to them ; and when we shall treat each other as\nautomatons who cannot help doing whatever our ' heredity ' and ' environment ' necessitate.\"\nPresident Homer H. Seerley, State Normal School, Cedar P'alls, la. — Everything taught in a normal school should be definitely and decidedly helpful. There is no\ntime for studies whose provinces and results are not clear and certain. Psychology has\nsuch a place and does perform the right service for the teacher, as it gives him the knowledge that enables him to grow in power and efficiency as he extends his tests and ideas\nthru his experience in the schoolroom.\nPsychology may be studied for itself alone, without any relation to vocation or utility,\nthe same as any other science or art ; but in a normal school its province is limited to such\nphases and investigations as will give the key to a successful career as a teacher of\nchildren and youth. Such limitation upon the province of the study excludes at once\nmany parts that are interesting and even instructive, because they have no real bearing\nupon the business of teaching children and youth.\nThe teacher of psychology in a normal school has plenty to do when he limits his\nwork to the fields of thought and investigation that have a bearing upon educational\nwork. He has no time at all to spend on the obscure, the peculiar, or the eccentric, as\nthere is plenty of the common, the definite, and the 'real to employ all the time and attention of his classes and to meet their lajgest needs.\n\n"} {"page": 255, "printed_page": null, "text": "SuperintendenceJ\n\nNORMAL\n\nSCHOOLS\n\nAND\n\nTRAINING\n\nTEACHERS\n\n243\n\n1. There must be a certain knowledge of the science that is general and preliminary.\nThose beginnings should consist ol the main features of the permanently developed normal\nmind, the greatest stress to be placed upon those features that should have the largest\nbearing when applications are made to the years of infancy, childhood, and youth. This\nnaturally places the most definite emphasis upon sense-training, memory, imagination, and\nreasoning as the chief features to be comprehended and identified.\nSince these are constantly affected by the emotions and sentiments in their action,\nthere must be a comprehension of these elements of the human mind as a key to the great\ndiversity found in the human family when application is attempted.\n2. These fundamental studies furnish a basis for individual investigation of personal\ncases of the normal type. The interpretation of concrete cases is a constant necessity, and\nthe power to instruct and manage and govern and direct, as well as to assist and to influence, enlarges a person's usefulness in proportion as he can apply his knowledge to the\nunraveling of human nature.\n3. There is no such a person as an \" average child,\" and the normal-school student\nmust know early that he is a scientific myth — suitable for books and discussions, as an\nideal to be regarded in the making of courses of study, in planning a program of studies,\netc.; but that it is necessary at last to adjust everything to suit the needs of the real normal\nindividual, with all the many variations in which he appears — never being repeated again,\nand adjustment and approximation never being completed or ended.\nThe following lines are therefore thought to be profitable and practicable in a normal\nschool :\n1. Analogically — the extensive — the training of the ability to institute comparisons\nand make classifications which will involve the variations and similarities that he constantly encounters in the investigations he must daily conduct in the carrying on of his\nwork as a teacher.\n\nI\n\n2. Analogically — the intensive — as regards comparisons of a child's development\nand modification in his own career, such as are consequences of the results of advancing\nage, experience, and training. By this means a teacher is prepared to anticipate the\nchanges that must occur, and welcome the need to adapt his management and instruction\nto the expanding human career in every direction that is occurring. This is necessary to\nmake the teacher fully acceptable to the demands.\n3. Genetically — as to recent and remote heredity, showing the good and bad conditions that give promise or that may indicate hindrance. Heredity is a factor, but not a\npermanent one, as latent conditions do not need to be developed, and can be retarded and\ndwarfed by proper care, culture, and management. Such a knowledge is not the acceptance of fatalism, but is a guide to the proper nurture and protection that will bless and\nsave and sanctify.\nIndications are interpretations of the possible and the probable, not of the necessary\nor the absolute.\nThe normal child is the rule, not the exception, but he is not the so-called average\nchild. The phenomena that we commonly classify among the abnormal and the hereditarily unfit are generally types of the incomplete, of the immature, of the undeveloped,\nrather than of the irregular, the unfortunate, or the unfit.\nThe normal child is possessed of the moderateness of the mediocre, not the extravagance of extra brightness, of unusual ability to respond, of largeness of gifts and talents\nin acquirement. These much-lauded phenomena, ranked as greatest and best by the\nschools and the teachers, are evidences of abnormal status and prospects rather than of\nthe best and most hopeful.\nThe exceptional, the eccentric, as well as the defective, must be recognized ; but they\nare the few rather than the many, and school work deals with the normal and the ordinary, and it is for those that the studies of the normal school must prepare. Such a personality isnot perfect, not complete, not trained, not good in judgment, not skilled in\n\n"} {"page": 256, "printed_page": null, "text": "244\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nanything, not effective in planning — as he is needing all that education and civilization\ncan do for him and his career.\n4. There should be a study of (l) normal inhibition ; (2) movement; (3) imitation;\n(4) emotional life ; (5) impressionability; (6) simple and complex action ; etc., etc.\nAttention should also be given to a full knowledge of the field opened for study in\nthe applications of the gift of language. This has probably the largest field of actual\nusefulness to these ages and grades of teaching.\nThe development of the individual in speaking, writing, acting, etc., to convey his\nthoughts, and in the training necessary to attain the acquisition of these elements of power,\nis among the most important in pedagogy. Even a partial knowledge in these directions will enable the teacher to avoid many mistakes, while a complete and careful\nknowledge of these fundamental elements will always guarantee efficiency and skill, if\ngood judgment is used in adapting the teaching to the pupils.\nIt is very essential also to recognize the effect of the spirit of the school and the\nteacher upon the work of the pupils. The pupil is always subject to misunderstandings,\nmisinterpretings, false conceptions, deceptive indications, teacher's accusations — all of\nwhich interfere with happiness, prosperity, and success. Fundamentals of happiness, the\nconditions that make such experience possible — as it comes from indirection — are among\nthe essentials that cannot well be omitted, as the power to touch the emotions and the\nsentiments is a power that can be used for the greatest good or the greatest evil.\n5. Each child is an individual problem — -the sole edition of his kind, having his\nown province to fulfill, his own career to work out, his own message to give, his own service to humanity to perform. Hence his problems, his difficulties, and his perplexities\nare always to be considered and thoughtfully assisted toward a solution as far as the\nteacher's knowledge and experience can contribute.\nPsychology and child study has limitations, and very definite ones at that. It is no\nsubstitute for judgment and common-sense. It is rather an assistant than a guide, even\nto common-sense. It will help one to interpret, but it is not an interpreter, as that is the\nteacher's own work.\nIts greatest effectiveness is found in the vital side of affairs, not in the formal side.\nLife is not a classification, but a unity. The mind is not a lot of faculties working at\nvariance, but in co-operation.\n\nIts study must not end in analysis, but in synthesis.\n\nPresident Albert Salisbury, State Normal School, Whitewater, Wis. — We teach\none course orally and one in the text-book. We have tried nine different books, and\nthen we have returned to some of them a second time and have again discarded. We are\nnot able to recommend any particular book. We cannot find a place for child study\nexcept as a part of psychology. There seems to me something unwholesome about carrying this subject to the extent of sentimentality.\nPresident Livingston C. Lord, Eastern Illinois Normal School, Charleston, 111. —\nIt seems to me that the study of psychology in the normal school should result in some\nculture, how much I do not know. If the normal school stands for the cultural side of\npsychology, it could get some grasp of that subject in the study of Shakespeare, Thackeray, George Eliot, Hawthorne. There is a knowledge of the mind which is valuable to\nthe teacher, and this is something more than merely a knowledge of human nature which\nmakes for a teacher's success. The knowledge of mind set forth by great writers is the\nknowledge to which I now refer as valuable. The mass of knowledge possessed by a\nstudent coming to me is greater than all I can add ; the teacher does a great service by\narranging for the student knowledge already in his possession.\nThe cultivation of the power of attention is important. Interest is the result of\nattention. Memory, including imagination, of course, ought to be given very high place.\nSo many people talk about cultivating higher faculties, forgetting that the lower faculties\nmust furnish the matter.\nA man cannot remember what he has not clearly sensed.\n\n"} {"page": 257, "printed_page": null, "text": "Superintendence]\n\nNORMAL\n\nSCHOOLS\n\nAND\n\nTRAINING\n\nTEACHERS\n\n245\n\nPrincipal James M. Green, State Normal School, Trenton, N. J.— The highest\nculture that I know about is the culture that comes from the mastery of subjects. When\nyou talk to me about a cultured man, I want to see a man who knows his subject; if it is\nphysics, I want him to know physics ; if it is mathematics, I want him to know that.\nWhen it comes to the normal school, we must be practical. We are directly in contact\nwith the taxpayers. We want to help the one who goes out into the schools. We want\nto send out teachers who can give a knowledge of these branches in the best and quickest\nway.\nThe psychology we want is to help in that direction.\nI have noticed, in my work as superintendent and as principal, certain very marked\nfaults. There is the teaching of symbols that do not symbolize anything. I have seen\ncollege graduates in a primary grade trying sentences which convey no impression to the\nmind of the child similar to that in the mind of the teacher, and the teacher did not know\nhow to test the child to see whether he was getting the idea. In other words, it seems to\nme that the art of making an impression must be studied.\nSome years ago it was decided in a city in our region that we do not do enough\nobject-teaching. I think Oswego was working in that line. In the school referred to, a\ncertain number of objects — blocks, etc. — were purchased, and the teacher was required for\nsix months to teach from these, and pretty generally they became blockheads. There\nwas no knowledge on the part of the teachers of the things to be symbolized. It seems\nto me that the normal teacher must know psychology to give force to symbols. I have\nknown of certain schools that decided that the proper way to teach spelling was by writing; no oral teaching whatever. They made no test to see whether something was\ngained thru the ear.\nNot a great while ago there came into our section of country the theory that we must\nteach the spiral system in arithmetic. We must select from the higher subjects what was\nsimple, and teach ifin the lower. The pupil would leave school before reaching the subject, and the spiral system was so worked out that not enough time was given you to\nmake an impression that would endure. There were so many impressions made that\nnone were deep enough to be lasting. It was not very long before very severe criticism\ncame upon that school ; the bankers and merchants knew that their boys could not work\narithmetic. The banker's children had spent more time on arithmetic than the father\never had, but it was scattered.\nI wish to close with this statement : that I think the psychology we are to study\nmust show us the habit of the mind in learning. I do not ignore that physiological\npsychology which teaches us to know what it means to be tired, the study of a sort of\nphenomenon psychology. For the normal schools, in our field of labor, we must remember that we come in contact with the children of all classes, and we must teach that psychology which will most help the children.\nJohn A. H. Keith, of Northern Illinois Normal School, De Kalb, 111., was asked to\nstate President Cook's point of view on this subject. — I am reluctant to attempt this,\nbecause I have not heard the discussion. The teacher who is to study psychology should\nget out of it the knowledge of the process. She should be prepared to give the children the\nconditions for learning. We believe that the teacher should learn how the .child utilizes\nthe things which he gets by his senses. She should get this from the child's point of\nview. The child-mind changes gradually from image-making to the more abstract processes. We are making less rigorous use of terms, and there is less of division between\nsome of the terms used in psychology. The making of definitions so exact is not true to\nthe reality. One-fourth waf our work centers around these two topics, attention and interest. We are also paying more attention than formerly to the agencies of the child's\nemotions. We believe that his interest depends on his attitude toward things. We pay\nconsiderable attention to the study of the genesis of the child's emotions in the formation\nof habit, also to how the child's experiences are shaped to form the self of the child.\n\n"} {"page": 258, "printed_page": null, "text": "246\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nwhich is not a fixed but a changing personality. This is the important thing to be\nreached in the teaching process. It all centers around this principle — that the teacher\nshould learn how the child -mind acts, rather than judge by the adult's consciousness.\n\nTOPIC\n\nIf:\n\nSHALL\n\nTHE INSTRUCTION IN PSYCHOLOGY\nSHALL A text-boor: BE USED?\n\nBE\n\nOPAL,\n\nOR\n\nDISCUSSION\nGrant Karr, superintendent of practice, State Normal School, Oswego, N. Y. —\nThe question whether the text-book shall be used, or oral instruction, is a very large\nquestion, and what is applicable to other studies is applicable to psychology. It seems\nto me best to note briefly what method is. Method is usually considered simply a means\nof conveying knowledge. I do not believe in that notion of method. Mind is a thing\nthat makes itself, and method is some sort of a procedure that takes into account this selfactivity. Otherwise the teacher must be a sort of divinity that creates. The teachers\nwho hold the theory of total depravity, and who aim to put into the minds of children\nideas that are not now there, must have some such theory of method. Method is simply\nan environment. A mechanic is not a person who creates natural forces, but one who\nenvirons natural forces; no person creates electricity; the farmer does not create the\nforces that grow the grain. All the process that the teacher goes thru with might well be\ncalled method.\nTaking that view of it, there are four or five different varieties of method.\nThe first, most common and easiest, is the oral method ; another is the method of\npresenting the book ; another is that of experiment ; another is that method of development which results from discussion. The text-book method is perhaps not the best\nmethod, and it cannot be used wholly and solely. The teacher has to know the individual. To present the book first is unduly hastening the matter. I do not think that\nthe text-book, however good it may be, can ever replace the teacher. As a general\nthing, the book will be better than any outline that the teacher can construct. The\nauthor is usually a specialist. The person who teaches psychology must be a master of\nhis subject ; he is the one who is expected to interpret the subject.\nThere are decided advantages in using a text-book ; the subject is well outlined ;\nthe book is gotten up in good form, is more easily read than notes, and is permanent.\nThe book will shut up when you get tired of it. The disadvantages are those which pertain to books in general — the chance to memorize, so that the pupils may recite without\nhaving ideas. Again, they may get the idea that the whole subject of psychology is in a\nbook, and only one book. If they read many books, they may get confused because of\nconflicting opinions.\nTo sum up : In the teaching of psychology both the text-book and the oral methods\nare valuable. To do without oral instruction does away with the teacher ; correspondence instruction would be very unsatisfactory. Whether the oral instruction shall precede\nand the reading come after, depends on the teacher's view and his previous training. If he has a broad view, he can outline his course and put his work thru orally, and\nlead each student to make his own summary; but the student may get to think that writing notes is studying psychology. If they are to read books at all, they should know\nwhat conflicts they are to find.\nI would, therefore, recommend that both the oral and the text-book methods be\nused, the text-book, as a general thing, to follow oral instruction.\nThomas H. Gentle, director of training school. State Normal School, Platteville,\nWis. — My work lies just between the children, on the one hand, and the teachers, on the\n\n"} {"page": 259, "printed_page": null, "text": "Superintendence]\n\nNORMAL\n\nSCHOOLS\n\nAND\n\nTRAINING\n\nTEACHERS\n\n2^1\n\nother. In many of our normal schools there are two courses in psychology — the elementary a'nd the advanced. I think the advanced course has not much bearing on the\nwork of the teacher in the training courses.\nThe instructor in elementary psychology would better select a few principles which\nhe thinks of value, and use children to illustrate the principles. Let the students take\nnotes of what is done. After two or three such recitations have been held, let the students meet the instructor and hold a discussion. More lessons may then be given, putting\nthese principles into application. 'After thus bringing out the principles, let the pupils go\nto the library and read on method rather than on psychology. I do not mean to crowd\nout the text book ; I think the teacher should have the text-book close to him. Teachers\nare likely to throw away psychological training, and fall back on tradition. If the student-teacher gets his psychological data from seeing it applied, he will see how his\ntheory fits the pupils.\n\nCONFERENCE\n\nB.~TRAINING\n\nTOPIC : CRITICISM—\nINTRODUCTORY\n\nADDRESS,\n\nJAMES\n\nTEACHERS\n\nWHA T SHALL\n\nIT BE ?\n\nE. RUSSELL, DEAN\nOF TEACHERS\nUNIVERSITY,\nNEW\nYORK\n\nCOLLEGE,\n\nCOLUMBIA\n\n[an abstract)\nWe take for granted this afternoon that teachers can be trained for their work. The\nproblem before us is how best to assist the young teacher in acquiring the skill which\nmakes for success in class instruction. Or, from another point of view, how shall .the\nyoung teacher acquire those habits in class work which will leave him free to exert personal influence upon his pupils ?\nTeaching is an art, and, like other arts, certain habits must be acquired in order to\nachieve the greatest success. Some light, it seems to me, can be had from the analogy of\nthe ordinary workman. When an artisan is asked to make an object — for example, the\ncolumns in this room — we must supply him with material. In this instance the material\nis a hard wood. We must then give him the instruments which he requires and the\nmeans for carrying on his work — in this instance, tools for working in wood and a suitable workshop. We must then provide him with a plan, showing the elevation and giving the details required in the execution. If he is able to improve upon the plans given\nhim, or to form his own plans in such a way as to meet our requirements and arouse our\nadmiration, we no longer call the workman an artisan; he then becomes the artist.\nIt is possible, however, for a man to invent very elaborate plans, to have the best of\ntools and instruments, and to be provided with an abundance of choice material, and still\nbe unable to do the work required. He must have skill in the use of tools which are\nadapted for work upon the material, if he would shape this material in conformity with\nthe ends to be obtained. How does the workman, acquire this skill ? If we applied this\nanalogy to the work of the teacher, the material which is supplied is the pupil, the means\nand instruments are the subjects of instruction and all the school equipment which are\nessential in education. The ends to be attained are suggested by the study of the history\nand philosophy of education, and by the requirements of modern life. The skill which is\nlooked for in the teacher comes from experience in doing the work of the teacher.\nThe teacher who works blindly and who uses the means and instruments of instruction thoughtlessly, or who is incapable of giving a personal touch to all that he does, is\nan artisan, not an artist.\nIn the work of our normal schools we hope to make every student somewhat of an\nartist, but it should be borne in mind that artistic qualities are dependent upon clearness\n\n"} {"page": 260, "printed_page": null, "text": "248\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nof vision and strength of intellect. In the training of the teacher, therefore, due allowance\nmust be made for these qualities. The person who has no considerable grasp upon either\nthe ends of education or the means of instruction must approximate in his training the\ntrainmg of the artisan. The normal school that has to do with students without elementary training ought not to pursue the same methods as the normal school which deals\nwith students of higher academic attainments. The difference, however, consists mainly\nin the amount of drill required in fixing the necessary habits.\nEvery workman, whether artisan or artist, must know the nature of the material with\nwhich he is dealing. Both alike must have some idea of what is to be accomplished.\nThe knowledge of these two factors will determine what instruments and means must be\nemployed in the work. The study of the child and of the society of which the child is a\npart, of psychology, sociology, of the history and principles of education, may be expected\nto give a better knowledge of the pupil and of his possibilities, and a clearer understanding of what is worth working for in education. This knowledge, coupled with an understanding of the requirements of the life which the pupil ought eventually to lead, must\ndetermine the nature of the influences which can be brought to bear upon the pupil.\nImportant among these influences are the subjects of instruction in our schools and the\nmanifold activities of school life. These are the teacher's tools. Of course, all teachers\nmust know the subjects which they teach.\nBut how about the skill which is required in adapting the means to the material and\nin doing the work in such a manner as to attain the desired results ? If the apprentice\nbe ignorant, relatively speaking, we put him under a master-workman, and that masterworkman will show him what he is to do. He will teach him how to use the instruments ;\nif necessary, he will guide his hand in doing what he is told to do, and he will keep him\nat it until the habit is fixed. In other words, the apprentice is (i) given to understand\nwhat he is to do, (2) shown how to do it, and (3) compelled to perform the action until\nsatisfactory results are obtained.\nWith a higher degree of intelligence the workman can be taught something of the\nquality and strength of materials, of the laws of mechanics, physics, and chemistry, and\nof other subjects which have a bearing upon his work. The man who is well trained in\nmechanical engineering may be unable to make the simplest implement or bit of\nmachinery used in his profession ; but it is. safe to say that, if such a man is thoroly\nanxious to perfect himself in any mechanical art, he will not only acquire the skill more\nquickly than a more ignorant workman, but he will always be the better prepared to\nimprove upon his art. So it is in the training of teachers — an important consideration\nis the degree of intellectual strength which we have a right to expect of the pupil-teacher.\nIf he is weak intellectually and the period of special training is short, it is impossible to\nget very far away from the apprentice's method. He must be told what to do, shown how\nto do it, and keep doing it until desirable habits are fixed.\nOf course, we expect in the teacher — certainly in the teacher with normal-school\ntraining — something more than we find in the artisan; hence, the normal school does\nsomething more than instruct in methods and give practice in teaching. But whether the\npupil-teacher be strong or weak, the skill which he acquires in teaching must come from\nexperience under proper direction.\nThe topic for our discussion this afternoon, as I understand it, is : What shall be the\nnature of this direction ? Taking into account what the pupil-teacher brings from his\nother instructors in a normal school, what further directions should be given for teaching,\nand how can that teaching be improved thru criticism ?\nI think we ought to realize that criticism is not picking and nagging pupil-teachers.\nIt dres not consist in telling them that this way is right and that wrong. There must be\ncriticism both affirmative and negative, which must be categorically stated. But criticism, as we understand it, must be constructive.\nI have attempted to outline some of the most important matters which may properly\n\n"} {"page": 261, "printed_page": null, "text": "Superintendence]\n\nNORMAL\n\nSCHOOLS\n\nbe considered under this head.\nnoon. They are as follows :\n\nAND\n\nTRAINING\n\nTEACHERS\n\n249\n\nI put them before you for your consideration this after-\n\n1. General aims of criticism: («) to illustrate and apply theory; (3) to detect mannerisms and to\ncheck bad habits and practice ; {c) to secure acceptable methods of teaching.\n2. Special objects of criticism: (a) teacher's personal appearance, dress, etc.; (3) use of language,\nvoice, etc. ; (t) appreciation of personal peculiarities and needs of pupils in class; {d) knowledge of subjectmatter to be taught ; {e) selection and arrangement of materials of instruction; lesson plans; (/) methods\nof instruction; reviews; presentation of new facts; summing up; fixing lesson by drill and application;\nig) securing attention and interest; use of subject-matter; art of questioning; discipline; {h) personal\ninfluence of teacher upon pupils.\n3. Persons to give criticism: (a) instructors in psychology and general methods; (3) instructors in\nacademic subjects ; (c) special critic-teachers.\n\nDISCUSSION\nPresident J. N. Wilkinson, State Normal School, Emporia, Kan. — President\nWilkinson said that he would make no attempt to cover the points given in the outline in the program. It had been well prepared and gave valuable suggestions in every\nitem. It might be worth while to add as a general purpose of criticism the fixing of\ngood habits in teaching. It is not enough to know that the student-teacher has done a\nlittle good work. A small sample, however good it may be, does not assure the\nexcellence of the whole future product. The student-teacher, nerved up to a special\neffort or a few special efforts, may drop to a much lower standard unless this excellent\nteaching becomes a fixed habit. This consideration would suggest that a student-teacher\nwho has already had some years of experience may need to do more work under criticism,\nin order to overcome bad habits and form good ones, than would a student-teacher who\nhas never formed any bad habits in teaching.\nThere must be such formation of habits in the line of scientific teaching as will make\nthe teacher safe to do at once the thing that is philosophically correct without pausing to\nreflect. The teacher who must reason out the method for each new case cannot move\nswiftly enough to meet the new emergencies as they arise. The best theoretical preparation that can be given will not prepare for dealing with the peculiarities of individual\npupils. The illustration that the master of a trade must understand his material does not\nindicate the power that the teacher must acquire. His material could never be brought\nto uniform excellence, nor can anyone tell in advance how the pupil will behave under\nany given conditions. The teacher must acquire a sufficient surplus, a sufficient reserve\npower, to enable him to meet firmly any emergency that may arise. The student-teacher\nneeds criticism and help until he has fixed good habits, so that it is easier to do good\nteaching than poor teaching.\nGuy E. Maxwell, superintendent of training department, State Normal School,\nWinona, Minn. — For the purposes of this discussion the elements of teaching skill maybe\nthought of as of three kinds : (l) The mechanics of tae schoolroom ; for example, the passing of material, the seating of pupils, the regulation of temperature, and the like. These\nthings are easily open to direction or change thru criticism. (2) What we may call the\ntechnics of teaching, which has to do with questioning, lesson plans, method of instruction,\nand so forth. These things are also open to change and direction thru suggestion and\ncriticism, tho they are much less objective than the first kind, and thus less easily influenced\nby the critic. (3) Lastly, there is the vital phase of the art, dependent upon the subtle\npower of personality, and having to do with such things as the interpretation of the child's\nmental states, the knowing what to do next, and the like. This element springs from the\nteacher's inner self, and is pretty largely born in him. It is open to change only thru\nslow growth and thru the most skillful suggestions. Having the last of these three\nphases of teaching skill, tho without the other two, few teachers have been known to fail.\n\n"} {"page": 262, "printed_page": null, "text": "250\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nHaving the first two without the last, few have been known to succeed. In what I shall\nhave to say I shal have in mind the third phase of the art only.\nOne part of this vital element in teaching is spontaneity or naturalness, the giving\nforth of one's best effort with entire lack of self-consciousness. Criticism, it seems to me,\nshould be influenced constantly by the necessity of preserving this life-element. The\nbest part of teaching is so fully a spiritual process, is so fully dependent upon the subtle\nintercourse of mind with mind, that conscious efforts at following externals, devices, or\nimposed directions may easily destroy this delicate relationship. Overmuch criticism is\nlike overmuch pruning. Pruning is a necessary process in the symmetrical development\nof a tree, but the pruning should be pretty fully governed by the vigor of growth, for it\nis more largely an incident in the tree's growth than a cause of it.\nIn the first place, then, criticism should be in the large. Aims should be emphasized,\nresults carefully examined, and the general tendencies of the work studied and directed.\nJust as in reading we desire to take the child's mind away from himself, and instead of\nsaying to him, \" You're reading with too little force,\" or even saying, \" Read more distinctly,\" we prefer to say, \" Read so we may all hear,\" so whenever possible the aim to be\nreached should be made the objective point. The student's attitude, then, is not so much\na matter of inhibition, or even self-exertion, as a desire to reach a clearly defined aim in\nthe best way that the personality and temperament of the student may suggest or make\npossible. If we say to a student teacher, \"Make these pupils more fully appreciate this\nlesson,\" he does not need to think so much wherein he is failing as to think whereby he\nmay reach this end. If we direct the teacher's mind to the object sought, then gesticulation, facial expression, forceful illustration, or what not, will result in terms of the teacher's own personality.\nAgain, critics should permit much latitude in the planning of subject wholes, while\nholding the teacher responsible for results, and for a statement of the principles upon\nwhich his practice is based. There is a temptation to permit, or to encourage, studentteachers to work by the day; to be related to the critic as the laborer to his foreman, or the\napprentice to his master. When this is true, no large grasp of the work is secured, no\nrational and self-directed efforts are put forth, and at the end any success is due to the\nskill of the critic, and not to that of the student. I believe that some student-teachers\nare over-criticised, and that passivity rather than activity is their resulting attitude. The\n\"inverse Socratic\" method should largely obtain, that in which the pupil comes to the\ncritic with questions, having found his own difficulties, or at least having doubted his\nsuccess. Too often the prospective teacher's attitude is: \"Well, here I am, ready to be\nmade into a teacher. What criticisms have you to offer?\" This shows that the cart has\nbeen put before the horse, and that the critic may have helped to put it there. The\nstudent must pretty largely work out his own salvation, else he is not saved. Patience is\nthe virtue on the critic's part that permits the learner to get the victory for himself, while\ntoo much criticism steals, not only the victory, but the possibility of it.\nAgain, we ought to avoid the harsh criticism of minor errors and personal idiosyncrasies which cannot be changed because too deeply rooted. The criticism of these\nthings should be made in constant reference to their subordination to fundamentals. The\nperfect sympathy between teacher and student should not be jeopardized by leaving to\nthe critic the work of reforming his \"personal appearance, dress, etc.,\" or the \"use of\nlanguage, voice, etc.,\" as noted in the outline. The teacher of academic subjects in the\nnormal department should attend to these faults before the student-teacher ever comes to\nthe children. Moreover, the fact that these things are matters of habit, and are\nchanged only thru long effort, is an additional reason why their correction should be\nbegun early in the course, and not left until near the end.\nThe critic's attitude of mind is to be that of full sympathy with the student-teacher.\nTo make the work sympathetic it must be mutually helpful. There should be mutual\ngrowth on the part of the critic and pupil.\nThey should together talk over the work in\n\n"} {"page": 263, "printed_page": null, "text": "SuperintendenceJ\n\nNORMAL\n\nSCHOOLS\n\nAND\n\nTRAINING\n\nTEACHERS\n\n251\n\nthe light of general aims, principles, and results, and not so much in the light of the\ncritic's personal methods, which of course are individual. Thus criticism has a social\nrather than an individual aim, and is sympathetic rather than antipathetic. In other\nwords, tho intellectual progress may be made when the teacher is not closely in touch\nwith the inner life of the pupil, when one is teaching a fine art, where personality rather\nthan intellect is to be influenced, the union of mind must be perfect.\nJoseph Landon summarizes the matter in these words :\nIt is the Clitic's business to put himself in harmony with the work, and to mentally adjust himself to the\nteacher's condition He has to interpret as well as appraise, to see deeply, to expound clearly, and to judge\njustly and intelligently. Sympathy with the work is essential. Good criticism is not intolerant, and is simply\nneither praise nor blam^; it is broader and more helpful than opinion alone, no matter how correct. It is an\nintense illumination of the inner and finer qualities of the work, a full recognition of its spirit and purpose,\nand an accurate display of its meaning and value.\n\nFinally, then, the mechanics of teaching is open to instruction, the technic of teaching is open to illumination, but the spirit of teaching is open to inspiration.\nMiss Sarah\n\nJ. Walter,\n\nprincipal of training department, State Normal School,\n\nWillimantic, Conn. — It is important, first, to determine what is meant by criticism from a\ntraining teacher's point of view. To one group of teachers it means one thing, and quite a\ndifferent thing to another group. It may mean individual and personal talks concerning\nerrors in daily teaching ; or conferences held for the purpose of discussing class-room\nproblems ; or general talks upon discipline and pedagogy.\nCriticism should be the expression of judgment, based upon pedagogical principles,\non the teaching work, and on the effect of this teaching upon the activities of the child.\nThe general motive or aim of criticism should be to surround the individual preparing\nfor the work of teaching with such influences as shall help him to form and accept ideals,\nand, further, to enable him to become self-directive in the realization of these ideals.\nAll criticism should be constructive and never destructive. Nothing so discourages\na young teacher and tends to make her pessimistic as to receive criticisms which dwell\nunduly upon her faults. It is more helpful for the critic to point out the better way and\nto encourage the teacher to attain that. The model — the ideal, and not the defect —\nshould be constantly before the worker.\nCriticism should demand active self -direction on the part of the student- teacher, and\nshould not leave a way open for imitation. Thus only can the individuality of the teacher\nbe preserved. No branch of educational work demands such rare qualifications as the\nwork of the training teacher.\nCriticisms of teaching work should follow soon after the exercise itself, that the\nmemory of each feature may be fresh. This criticism should always leave the student at\nthe close of the discussion stronger and more hopeful than he was at the opening. All\npersonal criticism should be given in private, and this should be searching, honest,\nfriendly, tho sometimes severe.\nOne of the most important duties of a critic-teacher is to maintain such a standard in\npractice as to prevent weak or immature students, especially those who have not shown\nstrong professional tendencies, from going out as teachers. The true test of criticism in\na normal school is the work of the graduate after he has left school.\nPrincipal Theodore B, Noss, State Normal School, Pa. — I think it unfortunate\nthat we have certain words in our educational vocabulary. I think there is no place for\nthe word \"criticism.\" It was common, years ago, to have a feeling of antagonism\nbetween the training teacher and the student-teacher. We are much helped by criticism,\nif it is given in a kindly spirit. The training teacher who does not submit herself to the\nsame test that the student-teachers have to submit to is not doing the right kind of work.\nProfessor\n\nF. G. Blair, of the Eastern Illinois Normal School. — I admire Mr.\n\nMaxwell's clear presentation, but I think the tendency is to withhold frank criticism. I\nknow that after a night of tossing, because of criticism by a person now in this room,\nI came back the next dav resolved to succeed.\n\n"} {"page": 264, "printed_page": null, "text": "252\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIAJTION\n\n[Chicago\n\nMr. Wilkinson has suggested that a student-teacher must learn to stand on his own\nfeet and must not be an imitator. The student-teacher must see good teaching. I am\nnot afraid of imitation. We must lead them to see a few things, that they may see more.\nI rather think that this point should be added, that the teacher must be brought to feel\nhis weakness.\nPresident Z. X. Snyuer, State Normal School, Greeley, Colo. — There are three\nrelations to be considered : First, the relation of the normal department to the training\nschool. There must be a sympathetic, intelligent interrelation of these two departments.\nThe training school is the center of interest. Second, each department should know the\nwork of the other. Third, it is important that they know that they are doing the same\nwork. There is no place in a normal school for an academic department which does not\nrealize itself in the training school. When I find schools where the heads of the departments disparage the work of the training school, I am sure the condition is bad. To the\npractitioner in the training school I would say: Keep your mouth shut, seek criticism,\nlove the children.\nProfessor Edwin C. Page, of Northern Illinois Normal School, De Kalb, 111. — Mr.\nNoss has suggested what I should like to speak of particularly. We recognize the danger\nto the student-teacher of criticism, which should always be so given as to make studentteachers critics of themselves. At our institution members of the faculty teach model\nlessons twice a week, teaching in the model school. In the following discussion our\nstudent-teachers are expected to criticise the conduct of that recitation. The result is, first,\nthat it conveys to those student-teachers the true ideal of criticism. In the second place,\nthe student learns correct methods of criticism by criticising his instructor, and gains at\nthe same time ability to criticise his own teaching. One great benefit is the effect on the\nfaculty. Every member is certain to be careful in planning and conducting his lesson, if\nit is to be criticised by the student-teachers. He has to deal with the very questions with\nwhich his student-teachers deal. The plan is beneficial from every standpoint, as we see\nit, and we have tried it three years.\nDr. Frank\n\nM. McMqrry,\n\nprofessor of theory and practice of teaching, Teachers\n\nCollege, Columbia University, New York. — If we eliminate the personal element in criticism, we must give full reason for the fault we point .out. We should avoid giving the\nstudent-teacher the feeling of being deluged with criticism. Good criticisms, in general,\nare subject to the same principles as recitations. Any recitation should leave the child\nfeeling that only one, two, or three points are talked about. No matter how many criticisms we have to offer, we should reduce them to two or three points. The critic-teacher\nmay point out every fault, and by this means absolutely check the growth of the studentteacher.\nJohn H. Glotfelter,\n\nprincipal of training department. State Normal School,\n\nEmporia, Kan.— It seems to me the function of the critic-teacher is primarily to see\nthat the practice-teacher has an ideal ; secondarily, to review the result of the effort.\nThat will take away from the teacher, perhaps, the feeling that he is under criticism, and\nwill give him that bearing which he cannot have if self-conscious all the time. The\nresult of this will be an interview with the teacher, which may be either of two kinds —\none purpose to show the teacher how near he came to hitting the ideal, the other to show\nhow far he missed the ideal. That leads to looking at the fault as rather an impersonal\nthing. Perhaps you will say that this is ignoring good form in teaching. Perhaps that\nmay come in as a secondary matter; the vital thing is to get at results.\nPresident Livingston C. Lord, Northern Illinois Normal School, Charleston, III.,\nsuggested that too much is being said about making criticism mild and pleasant, and this\nraises the question whether dogmatic statement is not an element of necessity in life.\nThere is such a thing as wasting time in attempting to soften criticism.\nThe person\n\n"} {"page": 265, "printed_page": null, "text": "SuperintendcnceJ\n\nPROGRESS\n\nOF EDUCA\n\nTION\n\nIN FOR TO RICO\n\n253\n\nshould not be chloroformed when criticised. Sweetness is a good thing, but sometimes in\nthis criticism there is more sweetness than light.\nProfessor N. A. Harvey, of the Chicago Normal School. — Criticism should always\nbe generic rather than specific. We have here a list of possible faults that practice,\nteachers are subject to. These possible faults are, in general, symptoms of disease.\nSome of these faults refer to character. One of the worst possible criticisms is that the\ncharacter is weak or colorless.\nDean Russell closed the discussion, saying that if the teacher did not have an\ninfinitely more complex material than the ordinary builder, his task would, as Mr. Wilkinson suggests, be much easier than it is. It has been said that criticism must cause\ndiscomfort to the person criticised. If criticism leads to discouragement, it is bad.\nCriticism may give temporary pam, but ultimate improvement. I cannot close this conference without suggesting that the self-criticism which has been commended must lead\nto efforts for improvement. I know no better plan for self-criticism than careful work by\nthe critic-teacher with the pupil-teacher.\n\nPROGRESS\nMARTIN\n\nG.\n\nBRUMBAUGH,\n\nOF EDUCATION\nCOMMISSIONER\n\nOF\n\nIN PORTO\nEDUCATION\n\nRICO\nFOR\n\nPORTO\n\nRICO\n\n[an abstract]\n\nWhen the smoke of the Spanish-American war lifted from the islands\nof the sea, our government found itself in possession of new territory and\nnew problems. Among these new acquisitions the most interesting and\nthe most hopeful is Porto Rico. The people of the island not only did\nnot oppose, but they joyously welcomed American occupation. When,\ntherefore, we took the island under our protective care and began to study\nit, we found an island approximately one hundred miles long and forty\nmiles wide, lying at the gateway to the new canal, and containing about\n3,600 square miles. Along the coast is a level alluvial plain rich in sugar\nestates. The interior rises abruptly to an altitude of almost four thousand\nfeet at the peak '* El Yunca,\" and upon the slopes of these mountains\ngrows an excellent quality of coffee. In the rich inland valleys, caused\nby the rushing torrents, grows tobacco. Coffee, sugar, and tobacco are\nthe chief productions of the soil. Tropical fruits grow wild and in great\nprofusion. Hat-making and lace-work are also significant hand industries.\nUpon this area are crowded almost one million human beings — 28 per\ncent, being of the black race, and about 90 per cent, of the remainder\npoor whites with some admixture of old Borenquin Indian blood, and\nthe remainder the rich landlords and professional men. These latter,\nbeing for the most part pure Spaniards, were the only element who at any\ntime gave the American government any concern or opposition. Eightyeight per cent, of the population was illiterate.\nBy an act of the Congress of the United States civil government was\nestablished in the island May i, 1900.\nIt was the first attempt of this\n\n"} {"page": 266, "printed_page": null, "text": "2 54\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATIOA\n\n[Chicago\n\ngovernment to establish a colonial policy, and its results were destined\nto be far-reaching, because it not only involved the destiny of the people\nof the island, but also as an experiment it was destined to become a\nprecedent for government in all our other possessions.\nBy the terms of this act the executive function of the government was\nvested in a governor and a cabinet of six Americans, all appointed by the\npresident of the United States. This cabinet, with five natives similarly\nappointed, is the executive council or senate, and the people choose a\nhouse of delegates consisting of thirty-five members. These two bodies\nconstitute the legislative function of the government. The judicial functions rest in sixty-seven police judges, five district courts, and one supreme\ncourt. All these judicial positions are appointive. The governor appoints\nall save the highest court ; its five members are named by the president.\nWithout precedent in the annals of our nation, this civil government\nbegan its arduous duties and gradually gained the sympathy and later the\nfull support of almost the entire population. Spain in four hundred\nyears had not erected one schoolhouse in the island. The one erected\nby the United States military government was destroyed by fire July i,\n1900, and civil government faced a population of one million souls without one building at its disposal that was constructed for school purposes.\nIn the meantime the schools had taken a prominent place in the uplift of\nthe people. Under military rule, 612 schools were opened and about 23,000\npupils were enrolled. Under civil government, the first year, $400,000\nwas set aside for schools, and 800 schools, with 36,000 pupils, were opened\nand maintained for nine months. During the second year, 1901-02,\n$501,000 was appropriated by the local legislature, and now 1,000 schools,\nwith 50,000 pupils, are in operation. Illiteracy has been lessened by ten\nper cent, and the demand for schools is steadily growing. In fact, were\nwe able to pay the salaries of the teachers and had we the teachers in\nsufficient number, we could now have at least 150,000 pupils in the schools.\nThe average monthly attendance in 1900-01 was 75 per cent., being i\nper cent, more than Pennsylvania in 1898, and only i per cent, less than\nMassachusetts in the same year.\nThe funds for the maintenance of the government are derived from\nthree sources : from tax upon property, $500,000 ; from internal revenues,\n$750,000; and from import duties, $750,000. These sums were estimated,\nand in each case the income has exceeded the estimates. The credit for\nthis healthy financial condition is due to Dr. Hollander, our treasurer,\nand Porto Rico today does not owe one dollar, and has over $1,000,000\nin the treasury. The island has not cost the United States one cent. This\nsplendid financial condition is perhaps without a parallel in the history of\nSpanish -American countries.\nThe school system has become the pride and the hope of the people.\nWhen additional schools are to be opened, our only difficulty is the lack\n\n"} {"page": 267, "printed_page": null, "text": "Superintendence]\n\nPROGRESS\n\nOF EDUCATION\n\nIN PORTO\n\nRICO\n\n255\n\nof teachers. To overcome this a normal school at Rio Piedras has been\nestablished. This school is the survival of a farcical school at Fajardo and\nthe outgrowth of the summer school at San Juan. When it was proposed\nthat a ten-weeks' summer training school should be opened during vacation, itwas freely asserted by prudent advisers that not more than one\nhundred pupils could be secured, owing to the poverty of the teachers.\nA circular was issued explaining the school and appealing to the young\nmen and women of the island. When the school opened July 14, 1901,\nwe had 806 pupils. It was the most magnificent indorsement of the\nsystem. At the end of ten weeks these young men and women asked the\ncommissioner to set half the questions for a teacher's certificate in the\nEnglish language. In fact, English is a common language in the island\ntoday. Some English is taught in all the schools. Everywhere the\nchildren speak it, and many parents attend night schools to acquire it.\nAll the national songs of America are sung in the English language.\nPorto Rico had not one public schoolhouse until civil government\nwas established. One structure for school purposes was erected by the\nmilitary government. Fire destroyed it July i, 1900. Two hundred\nthousand dollars was given the commissioner to begin the work of erecting schoolhouses in Porto Rico. Today there are forty-six first-class\nAmerican schoolhouses, some of ten, six, four, and two rooms, and some\nare one-room agricultural schools. Each building stands on a large campus, usually of one acre, and the agricultural scholars cultivate the soil\none-half of each school day. Over 1,200 pupils are thus receiving systematic, practical agricultural education. These buildings all carry the\nnames of prominent Americans, as \"Washington School,\" \"Lincoln\nSchool,\" \"Penn School,\" \"Jefferson School, \" McKinley School,\" \"Irving\nSchool,\" \" Horace Mann School,\" etc. The American flag flies over every\nschool while it is in session. The patriotism of these people is equal to\nthat of our most advanced communities.\nA young man came forty miles afoot to the summer normal school,\nslept on a bare floor, begged his food, and studied so diligently that he\nreceived a rural certificate, and is now teaching in a shack schoolhouse\nunder the palms on the mountain side. A boy in a school at Juncos had\nonly the front of a shirt and trousers to cover his naked body. He preferred coming to school half-clothed to growing up in ignorance. In a\nmountain school Mr. Wood, one of our supervisors, found a boy wearing\nhis father's shirt, because the boy's shirt (the only one he had) was being\nwashed. The father's shirt bore on its back the legend \" Pillsbury's\nXXX.\" In the little coast town of Loiza the laborers in the cane-fields\nand the poor laborers in the streets are attending a night school. There\nis not a lamp in the town. These men bring candles, and in groups of\nthree cluster around the candles and patiently spell out the beginnings of\nan education.\nThe Porto Rican is anxious to learn.\nHe can learn.\n\n"} {"page": 268, "printed_page": null, "text": "256\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nThe ambition of these people is to acquire a knowledge of American\ninstitutions, and thus hasten the day when the star of the island of the\nsea shall nestle in the folds of the flag they with us so fondly love. They\nhave accepted the lesson a republic needs ever to impress : that the door\nof the public school is the door to statehood in the federal union.\nFinally and briefly then, with a system of elementary schools thoroly\norganized and in full operation ; with the new school law, prepared by\nthe commissioner and enacted by the insular legislature, in full force and\neffect; with efficient supervision provided: with new school buildings in\nall towns and cities and in many rural places in daily use; with systematic\nagricultural education ; with a thoroly reorganized corps of teachers ; with\na summer institute happily ended ; with a normal-school building at a cost\nof $40,000 completed and the normal school in successful operation ;\nwith a model high school in San Juan ; with the annual budget for schools\ngaining annually from $400,000 to $500,000, and now to $600,000 ; with\nover 250 chosen pupils in schools in the states; with $100,000 donated\nfor a library in San Juan by Hon. Andrew Carnegie and a foundation of\n8,000 volumes already in daily use ; with a first-class departmental pedagogical library ; with all the schools thoroly equipped with free books and\nsupplies ; with a nine-months' term in all the schools ; with an average\nsalary of over $40 per month ; with local school boards chosen by the\npeople and managing the material phases of education ; and with a rapidly\ngrowing sentiment in favor of free, popular education — it is eminently fair\nto claim that education in Porto Rico has made, and will continue to\nmake, most satisfactory progress.\n\nALTRUISM\nARNOLD\n\nTOMPKINS,\n\nAS A LAW\n\nOF EDUCATION\n\nPRINCIPAL\nOF CHICAGO\nCHICAGO,\nILL.\n\nNORMAL\n\nSCHOOL,\n\nAltruism and egoism are not antagonistic, as often implied in current\nspeech, but are complementary aspects of the same truth. It would be as\neasy to affirm that egoism is the law of education as to affirm that altruism\nis such a law.\nIn fact, it is easy to make it appear that egoism is the supreme law of\neducation, for man's whole duty is to realize his possibilities. No criticism can be made on the conduct of a man who devotes the whole energy\nof his being to realizing within himself all the beauty and worth of human\nnature possible to him.\nYet, in seeking the highest good of self, man must forget himself in\nsome disinterested objective good. Man may conceive for himself a high\nideal of personal qualities, but in the process of realizing these he himself, as having these qualities, must pass out of thought in the process of\n\n"} {"page": 269, "printed_page": null, "text": "Superintendence]\n\nALTR UISM\n\nAS\n\nA LAW\n\nOF\n\nED UCA TION\n\n257\n\nsecuring them. For instance, an individual may set up for himself as an\nideal the attainment of a higher form of charity than he is now living up\nto; and, if in pursuance of this aim, he should take some gift to the\nneedy, and be saying to himself all the time, \"Now, this is good for me,\nfor I am growing in charity,\" he would not be growing in charity, but in\nselfishness. He must lose his life in the other in order to find it there.\nNo man ever rose in moral character or attained unto eloquent speech\nexcept thru self-forgetfulness in some disinterested objective good. In\nfact, genius itself is only the power of self-forgetfulness. The lives of\ngreat men, such as Lincoln or Herbert Spencer, are characterized by this\npower of losing the self in a great problem of life and thought.\nI use altruism in the broadest sense of losing the life in any object\nor problem, whether persons or things, animate or inanimate. The most\nstriking instance of altruism is that of the love of the parent for the child.\nIn this case the parent does completely lose himself or herself for the child.\nThe only test of love is that of complete preference of the other to the self.\nThe history of the human race is marked by the increasing power of the\nindividual to feel kinship with another. As history has progressed,\nmiddle walls of partition have been broken down, and man more and\nmore becomes sensitive to the life of another, whether of different blood,\nrace, or country.\nBut man has feeling of kinship with animals as well as with persons.\nLincoln, on his way to a trial, passed by a wounded bird thrown from its\nnest, but he was so uncomfortable that he returned and placed it in its\nnest again. This was as true an act of altruism as John Howard performed in the prisons of England. Macaulay says that at an early period\nin the history of London horses were driven into that city, jaded, abused,\nand galled ; but that at a later period such treatment was prohibited by law.\nThis was a clear case of growth in altruistic sentiment. There has been\na marvelous change in farmers' treatment of their stock. While this may\nhave been prompted by economic reasons, it certainly could be justified\non the score of sympathy for dumb animals. Man waters a withering\nplant by the same kind of sympathy as he extends a cup of water to the\nfamishing soldier on the battlefield. The story goes that Charney, the\nprisoner, bent over the little flower that grew up between the stones in the\nprison yard and received the hail on his own back to protect the flower.\nThe engineer sympathizes with his engine, and thus, as the engineers say,\nsecures better speed than a cold, heartless engineer.\nIn short, man feels kinship with all the world about him. He cannot\navoid the feeling, if he would, that everything about him has a nature\nakin to his own. All human life moves in this \" primal sympathy \" between\nthe self and the objective world. Thus the altruistic spirit is as universal\nand as deep as life. The love of truth, as well as the love of people or\nanimate things, is altruistic.\n\n"} {"page": 270, "printed_page": null, "text": "258\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nIn fact, the law of altruism is the law of existence and life in the\nworld everywhere. Everything has its being in and thru some other\nthing. Evolution has taught us the great truth that nothing can live unto\nitself alone. The finger lives in and thru the hand, and the hand in and\nthru the finger. The plant lives in and thru the soil, and the soil in and\nthru the plant. A thing is as essential to its environment as the environment is to the thing.\nEven in competition and grasping monopolies the law of altruism still\nholds. Competing industries and organizations to thrive must come to\nterms dictated by those who patronize them. No greater kindness was\never done to man than that done by a heartless, grasping railroad corporation. If some charity organization had put itself to work to do the\nvery best thing it could do for humanity, it could do no better than has\nbeen done by so-called heartless corporations. Suppose that mankind had\nwaited for the church and benevolent institutions to have built up the\nindustrial system by which man attains his physical and spiritual freedom, we should still be in utter bondage. I am not claiming that it is\nthe conscious purpose of a corporation to benefit others, but, to all intents\nand purposes, what is done under com^petition works to that end. God\nmakes the wrath of man to praise him. There is a spirit that rules in\nthese matters above the individual consciousness. There is such a thing\nas true and honest competition. It is the method by which civilization is\nworked out. In true competition both parties are benefited — both he\nwho competes and the one whose patronage is sought.\nNo case can be found in which altruistic and egoistic duties are in\nconflict. The young lady who misses school to take care of her invalid\nmother seems to be very self-sacrificing ; but what would she sacrifice if\nshe deserted her mother ? Her duty to her mother is likewise a duty to\nherself. Man's duty is to be polite to his fellow-man, but it is a duty\nwhich he owes to himself. An obligation on one side is equally binding\non the other. Man can love his neighbor as himself. Man's standard of\nself-love is this : he will do nothing to mar the jewel of the soul, and\nhe will do everything possible to realize his highest manhood. This\nstandard of self-love applied to one's neighbor proves that one can love\nhis neighbor as himself. For man may say, \" I will do nothing to harm\nmy fellow-man, and I will do everything in my power to aid him in the\npursuit of the highest good.\" Altruism does not require one who has\nearned a dollar to give it to another. If so, it would require the other\nwho earned a dollar to give it to the first. In this case there would be\nshuffling of dollars to no purpose. In fact, if the law of altruism is onesided in its requirements, the man who is offered the dollar would be\ncompelled to refuse it. The whole movement of life is blocked on a onesided altruism.\n\n"} {"page": 271, "printed_page": null, "text": "SuperintendenceJ\n\nAL TRUISM\n\nAS\n\nA LAW\n\nOF\n\nEDUCA TION\n\n259\n\nNow, we shall come to the root of this whole matter if we examine\ninto the nature of self. Self is the organic unity of this self and the other\nself. If at this moment I should say \"myself,\" and then, after mastering the struggle for American independence by the study of history, I\nshould say \"myself\" again, I would include in myself the period of\nhistory which I had mastered. If this history is myself after its mastery,\nit was myself before. I read a poem and am flushed with a new life. The\npoem now is a part of myself, and it must have been my future, my possible self before. No conception of self can be formed which does not\ninclude both subject and object. And here we have the gist of the whole\nmatter. A child is prompted to study by its altruistic impulse. It craves\nthe other world as another self. The child in thinking is striving to\nbreak down the distinction between subject and object. The teacher's\nchief work is to set up tension between subject and object, and to stimulate such processes of thought as will release the tension.\nThe value of a subject of study can only be estimated in terms of the\nbreadth of outlook which it gives into the world about. Studies cannot\nbe estimated in terms of discipline, but in terms of outlook, and therefore\nof increase of self. No one would undertake to compare the disciplinary\nvalues of Choctaw and Latin. But, in terms of outlook and of subjective\nincrease, the comparative value is strikingly in favor of Latin. Latin\nopens the way out into laws of language in general, and reveals to us the\nthought and spirit of a marvelous people.\nIt thus appears that no reason can be given for studying a thing except\nin terms of the life of the learner. It is often said that we teach history\nin order to make good citizens, but I think that no one ever studied\nhistory under such a motive. What he really craves is a larger life\nthru the touch of the spirit of the race. Man climbs the mountain and\nviews the landscape under the rising sun ; he does it again and again,\nand can make no explanation other than the sense of the larger life thru\nhis broader outlook. Man sits upon the seashore and looks out into the\ninfinite surging sea, and finds no answer, except in terms of his infinite\nsurging self. Teachers have too long been trying to explain and justify\nwhat they do in terms which do not ultimately explain. The objects of\nstudy and fields of thought mastered must be transformed into the life of\nthe student. It is \" more life and fuller that we want.\" The spirit of\nman longs for that which is not itself ; having mastered this, he is more\nof a self. Thus the two sides of egoism and altruism are inseparably\nlinked in every life process. Man goes forth to realize himself, but there\nis no way of self-realization except thru self-sacrifice ; that is, losing\nthe self in the truth and beauty of the world about, which is the other self\nwhich every individual strives to become.\n\n"} {"page": 272, "printed_page": null, "text": "2 6o\n\nTHE\nG.\n\nSTANLEY\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nHIGH\n\nSCHOOL\n\nAS THE\n\nPEOPLE'S\n\nCOLLEGE\n\nHALL,\n\nPRESIDENT\n\nOF\n\nUNIVERSITY,\n\nWORCESTER,\n\nCLARK\n\n[Chicago\n\nMASS.\n\nEducation may fit the youth to live in the past, the present, or the\nfuture ; and systems maybe distinguished according to the relative influence of each. In the Renaissance, which was the golden dawn of\nsecondary education, the past ruled. The literature and life of ancient\nGreece and Rome were revived. Sturm's goal was so to train his pupils\nthat if they were suddenly transported to Rome or Athens they would be\nat home in the language, history, and customs. The vernacular was formed\non the model of the ponderous Ciceronian sentence which set all the\nfashions in style. Latin was the language of the school and the playground. The games and the whole atmosphere harked back to antiquity.\nThere was no contemporary literature, history, science deemed worth\nwhile. The fashion and the earmark of culture was to write a style interlarded with classical quotations and allusions. Liberal education consisted in reviving the dead past, and the results were remarkable. The\nboys became young Greeks and Romans.\nHow have we fallen away! Years of the study of Latin and Greek\ndo not accomplish what months did then. Methods and results alike are\ndegenerate. The baby Latin and Greek taught in our high schools is\nbut a sanctified relic, the ghost of a ghost ; and we find today almost\nevery degree of degeneration from the golden age of secondary classical\ntraining. This is confessed even by its representatives in the German\nGymnasia, where the old ideal is still best maintained in the modern\nworld. An informed writer says that this high-school fetich no more\nrevives antique culture than the soil is fertilized by the smell of the\ndung-cart driven over it ; says that he has been incapacitated for his\nduties in modern life by the seductions of this phantom, and that his\ngrandfather, the president of the United States, was injured by it, altho,\npathetic to relate, he always praised it. The German emperor, in his\nfamous rescript, declared it a shame to the modern youth to excel in\nLatin composition, and declared that he would have no more Gymnasia or\nProfessor Hintzpeters. Norway forbids and Sweden has almost banished\nit from the secondary schools. The well-known Frankfurt method substitutes three years of modern languages for this, and finds at the end of five\nyears pupils have more than made up. Mr. Reddie at Abbotsholme,\nLietz at Ilsenburg, Demolins at L'ecole de Roche, have set back fires that\nare spreading in their respective countries. Booker T. Washington says\nthe two chief desires of the colored youth during all the reconstruction\nperiod were to hold office and to study Latin, and that his life-work for\nhis race has been directed against these two evils.\nI raise no question of the great value of these studies for those who\n\n"} {"page": 273, "printed_page": null, "text": "Superintendence]\n\nHIGH\n\nSCHOOL\n\nAS THE\n\nPEOPLE'S\n\nCOLLEGE\n\n261\n\ngo deeply into them. I acknowledge an inestimable debt to antiquity. I\nbelieve in humanistic culture. But when I find that during the past ten\nyears, in which our high-school population has more than doubled, Latin\nhas increased from 34 per cent, in 1890 to about 50 per cent, in 1900,\nwhile the proportion of those who go to college has decreased from 14 to\nII per cent., I believe. the educational waste and devastation, in view of\nthe growing claims and growing neglect of modern subjects, are calamitous to the point of pathos.\nDespite vigorous denials, I am convinced that the general complaint\nof imperfect command of the mother-tongue by high-school youth is\ndue largely to translation English, and I cite the report of the Harvard\nentrance committee which challenges comparison for slovenness and\nmutilation of good English style; and yet it is just at this stage, before\nthe power to read without translating is acquired, that a recent writer\nsays the chief benefit for the vernacular is acquired. Most high-school\nLatinists do not go on to college. Beginnings that leave abandoned\ntracks in the brain because there is no relation to after-life are evil.\nMoreover, it is a purely formal discipline with almost no content as now\ntaught. Its practical relations to life, arts, literature, which are so magnified, are of the slightest. Thirty-four per cent, of those who drop out of\nthe high school do so from loss of interest and enchantment, and this is\ntrue mainly with the classics.\nWhat keeps these studies alive ? First, their traditional respectability.\nThe high school was the Latin school, and children and parents feel they\nhave launched on a higher stage in development when they are known to\nbe students of Latin and perhaps algebra ; especially is this true of\nCatholics. Moreover, Latin is often required in the first high-school year,\nstill more often strongly advised. Again, it is probably the easiest and\ncheapest of all subjects to teach. I would undertake to hire a hundred\nfemale Latin teachers at shorter notice and for less cost than in any other\ntopic. Again, college requirements and possibilities are an enormous\nbribe, and our secondary education is losing its independence by the\nexcessive interference and dominance from ^bove ; and, finally, one can\nteach Latin and break in the youthful mind with more authority and ease\nthan in any other topic. The voice of its defects is either hoarse or thin\nand piping with age. They are the rear guard in the retreat of what was\nonce a great army; but the grasp of this dead hand from the tombs of\nculture must be relaxed.\nHow different when we turn from the too exclusive dominance of the\npast, which has its stronghold in that most conservative of all institutions, perhaps the church not excepted, to the training that fits for\nmodern life in the present ! Happily there is always a rapidly growing\ntendency in every modern race and nation to make its schools in its\nown image, and to measure their efficiency by how well they fit for the\n\n"} {"page": 274, "printed_page": null, "text": "2 62\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLChic«eo\n\ndomestic, social, political, industrial present. It is the burden of the\nGerman Kaiser's complaint that the schools do not give him good\nsoldiers, well-trained civil servants, competent administrators, intelligent\npatriots. The ministry, and still more the law, show progressive inadequacy to the demands laid upon them. Mr. Kidd would test schools by\nthe maximal social efficiency. Our own Dr. Harris measures them by\nthe thoroness with which they prepare for the life of state, church, school,\nand home. We often imagine the enormous stimulus which would follow\nif educational requirements were as thoroly enforced here for our 120,000\noffice-holders as they are in Germany, where, to fill the lowest office, one\nmust have attained a certain state schooling, and each higher stage up\nthru secondary and university grades opens the possibility of higher and\nhigher government appointments. Business and trades also have their\nrequirements.\nTo interpret \"fitting for life\" to mean fitting for the best service in\nexisting institutions of the present, altho immeasurably better than fitting for the past, brings, along with all its inspiration, a growing danger\nof narrowness. It is a Roman postulate dear to organizers and to those\nwho love to impart prepared knowledge, which the mature intellect\nselects as most useful. It tends to utilitarianism and is illiberal, whether\none is fitting for a trade or for college. Standards are external, and the\nquestion is : Will it pay, whether in money or in passing examinations ?\nThose who thus conceive education place the social organism first and\nsubordinate the individual to his place in it. Citizenship bulks large\ncompared with manhood and womanhood. Their philosophy of education, if they have one, is clear and convenient. Napoleon organized\nFrench education on this plan that it might give him good officials.\nThree-fourths of the students of the iycees look forward to snug little\nberths, and those who fail, after weary years of eating their hearts out,\nturn to independent careers from necessity, a$ a last resort. An office,\nwith badge, uniform, and permanence, is the French parent's ideal. The\nhopelessness of reforms in secondary education here is due to the excessive surveillance of the school to the needs of the social and political\ncommunity. The French boy's spur to graduate early is that he may get\nin the line of promotion in office, which is always by seniority. Families\nhave to be small, because every addition diminishes each child's share of\nthe parents' property, and no girl and few boys can marry without a\ndowry. The French schoolboy thus foresees everything in his career at\nthe start, save only the date of his death, unless he fails of appointment\nand remains a candidate for starvation. In China the evils of this system\nare more fully developed. Demolins well says : \"That system of education which attempts to adapt the young to existing institutions is bad and\nmust fail.\" It tends to make young graduates tuft-hunters and placeseekers, hoping to secure by influence soft berths, instead of launching\n\n"} {"page": 275, "printed_page": null, "text": "SuperintendenceJ\n\nHIGH\n\nSCHOOL\n\nAS THE\n\nPEOPLE'S\n\nCOLLEGE\n\n263\n\nforth and carving out a career for themselves. They are always fitting\nfor something, accumulating learning for the highest market, and the\naroma of the trade school penetrates academic halls and causes premature,\nundue specialization.\nBut there is a third muse, the inspirations of which are now more and\nmore felt, which teaches that the school should be the bud and nursery of\nthe world that is to be ; that it should not be made in the image of the present, but should fit man for the next stage of development in the race and\nnation. In the present age of rapid transition and expansion of our\nrace, the future and the ideal must be more dominant than ever before,\nor we are dwarfed as a nation. This is a good age to'be young in. It\nis the psychologic moment for new pedagogic aims, topics, and methods,\nwhen the pulses of the old are quickened as with a new adolescence.\nOur children must not be trained merely to defend the old fortresses of\ncivilization, but to carry on offensive and defensive warfare in fields as\nyet unexplored. We must not only augment present, but projected,\nefficiency. Altho the method of fitting for the future is to overflow the\nneeds of the present, just as outgrowing our old soul is the best way to\nmolt a new one in an age of moving equilibrium, we must remember that\nvery much that we praise is deciduous ; that the present is not a finality;\nis a germ and not a blossom, and still less a fruit; and that, unless we\nare to be jingoes and chauvinists, after knowing the spirit of the age,\nwe must quite as often oppose as serve it. Youth is prophecy, for which\nits ideals are proverbially the best material. The battles of nations are\nsometimes won decades before on the school playgrounds. \"As Oxford\nfeels and thinks,\" runs the old slogan, \"England thirty years later will\nact, for it is here that her history is preformed.\" Otherwise we turn out\ngraduates like the man born just too late, who spent his after-life trying\nto make up for the last quarter of an hour. Thus we teachers must\nalways, and especially today, be dual personalities : on the one hand,\nheld to our primary organism, and careful that no good in the past be\nlost; but, on the other, smitten with a divine discontent with the present\nand its works and ways, trying to make our own lives* more honest and\nexemplary, and more hopeful and worth living, because we give life to\nothers, and worshiping the god of the present but as an ex- or emeritus\ndeity when the god of the future shows his face.\nWhat will the high school, as the people's college, be and do? I\nanswer — if you will pardon summary phrases for the sake of brevity:\nFirst, it will teach English with the chief stress, not upon language or\nform, but upon content, literature, history, and science. It will not exclude\nthe Bible — man's chief text-book in psychology, human nature, selfknowledge, self-reverence, and self-control ; its prophecies as the best\nschool of the future; its appeal to faith as the substance of things hoped\nfor ; its poetry of nature, of morals, aesthetics, and of the true piety of\n\n"} {"page": 276, "printed_page": null, "text": "264\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthe heart as that out of which are the issues of life; as that which follows the order of the soul's unfoldment thru boyhood, adolescence,\nmaturity, and old age, for which one American university already gives\ncredits on admission.\nSecond, the people's college will teach oratory. I have found fourteen widely used books on rhetoric which dilate on punctuation, paragraphing, the subtleties of style and good use, proofreading, correct and\nincorrect use of idioms, theories of poetic structure, narration, description, and, above all, composition, which A. S. Hill's Rhetoric says is the\n\"main business of the teacher of English.\" \"Rhetoric is proper words\nin proper places, and the teacher must be all the time on the watch for\nerrors,\" altho not one student in ten thousand has anything to say ; and\nrhetoric, it is said, does \"not teach or imply thinking clearly.\" Now,\nthe very word \" rhetoric \" means oratory. To Aristotle it meant giving truth\nthe superiority which belongs to it by its nature. It means the art of\ninfluencing conduct with the truth sent home by the living man. Rome\nknew no other education, and only in her decadence did rhetoric of our\ntype arise, with its trifling, artificial, sophistical way. Some of this the\nEnglish of the people's college should. restore.\nThird, the drama at its best is an incomparable school of life. The\ncharacters stand out clear and distinct ; both they and the action are far\neasier to comprehend than in life, where all is more complex. Dramatic\nreading suits youth, and very much can be done in a single high-school\nyear, even without a school theater, if we would only abandon our senseless worship of notes. I visited a high-school class which had spent three\nweeks on Othello^ not one of whom yet knew how the story ended. The\ngood drama is moral, because it rewards the good and punishes the villains. The lid of conventionality is taken off human nature, which is\nseen in its pure types, and a wholesome carthasis against evil is applied.\nThere is always conflict, collision, and passion, which suits youth and\nmakes the theater often truer than history, teaching the power that makes\nfor righteousness. The decay of the modern theater from its happy ideal\nis hardest on youth.\nAnother content study in English work should be the great mediaeval\nepics. Quintilian said that such \"contribute more to the unfoldment of\nstudents than all the treatises that all the rhetoricians ever wrote.\" Highschool boys have passed the age of chief interest in Homer content, but\nit is the age of King Arthur, the Sangreal, Parsifal, Sir Galahad, Siegfried, and Lohengrin. This is the quarry where Chaucer, Shakespeare,\nScott, Tennyson, Wagner, Ibsen, and scores of artists have found their\ninspiration. The theme of it all is chivalry and honor — the noblest\nthing in feudalism. It means reverence for womanhood, pity, valor, loyalty, courtesy, munificence, justice, obedience, and heroism. Here grew\nthe ideals of the gentleman, who was tender, generous, and helpful as well\n\n"} {"page": 277, "printed_page": null, "text": "Superintendence]\n\nHIGH\n\nSCHOOL\n\nAS THE\n\nPEOPLE'S\n\nCOLLEGE\n\n265\n\nas brave. Morals and aesthetics have never been blended in a way which\nbetter fits the nature and needs of youth.\nThus the purpose of literature in the high school is supremely ethical,\nand the talk of art for art's sake here is degeneration. The receptive\nfaculties are indefinitely ahead of the creative, hence to read, and, above\nall, see, should take great precedence over composition, which comes\nhard and late; unless we wish to teach youth fluency with nothing that\nburns or is worth saying.\nNext to English in the people's college should come science, which\nteaches love and knowledge of nature — the great mother of us all, and\nfrom which religion, art, and literature, as well as science, have sprung.\nThe sciences chosen should be those that give largeness of view rather\nthan precocious accuracy, and we should remember that man was a naturalist long before the laboratory. Youthful curiosity always strangely\ngravitates to frontier questions, where we are all children, and loves to\nplay with great ideas — force, atoms, vast astronomic space, and geological time; is curious about remote lands, primitive people, strange animals and plants, the origins of things, and perhaps their end and destiny.\nThe high school has laid too great and early emphasis upon physics,\nwhich, in the last few years, owing to college forcing and bad methods,\nas I have elsewhere pointed out, has declined. First, high-school science\nshould always include the elements of astronomy. Natural curiosity\nabout the heavens is now almost at its strongest and best, and the result\nis reverence, for \"the undevout astronomer is mad.\" Very little celestial\nmathematics is needed; that came late; little calculation of eclipses\nor tides, or minute work with noon marks, but a meaty body of facts\nabout nebulae, the number of stars, the distances of those that are most\nremote, their motions in systems very different from our own ; collisions,\ncomets, the dead planets ; the sun and moon, than which Plato and Aristotle knew no higher gods; the hero-ology of astronomy, which has had\nits saints and martyrs ; its epochs, its culture-history, and astrology; and\nwhat the great astronomers are now doing.\nAgain, geology should have a place. It takes little children out of\ndoors, interests them in landscape, teaches them to understand it ; glaciers and the ice-age; the dynamic side of air, water, heat, and life from\nthe palaeozoic age down ; a little structural geology, with the composition\nof rocks, ripple marks, beaches, and shores ; the history of the globe from\nits origin ; something of cartography, with knowledge as well as love of\nthe face of nature ; large views of time, and how the ascending orders of\nplants and animals arose. This is far harder to teach than chemistry and\nphysics, and the nose cannot be held to the grindstone so steadily and\nsecurely. It requires a larger body of information and more real teaching.\nBiology should certainly have a place. Not necessarily the technique\nof histology or the microscope;\nless about the cell, and more about\n\n"} {"page": 278, "printed_page": null, "text": "2 66\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nnatural history than nomenclature or classification. The fertilization of\nplants by insects and flowers opens a great opportunity for the skillful\nteacher to instill great moral lessons at an age \\yhen they are most\nneeded, and with most unconsciousness. While migration, habitat, economic and human aspects; our knowledge of animal instinct; noxious\nand healthful plants, insects, and animals ; domestication ; nests and\nhomes; laws of growth in man, and his general anatomy and physiology,\nshould have place, with themes wisely chosen from anthropology.\nThese three are real or substantial content studies, while all language\nwork and even mathematics are relatively formal. I would by no means\nexclude mathematics or modern languages, but would give them a secondary and more elective place in a high school that is to be truly American.\nThe third group of topics in a secondary system that fits present\nnature and needs is distinctly motor or efferent, and involves the training\nof the muscles and the will, more or less inseparable at this age. I have\nno space here to describe how either the games or the manual training\nshould be conducted in detail, but will only state its goal and ideal,\nwhich is efficiency. Here boys should be rated by what they can do.\nThere must be the germs and educative extracts of just as many trades\nand industries as possible. On this practical side no better ideal can be\nconceived than that of fitting young men for success in the newer and\nmore unsettled parts of the country or in our new colonies. Horace\nGreeley's \" Go west, young man\" fits for life in a way almost ideal at\nadolescence. The younger sons of British nobility and the middle classes\nare beginning thus to be best trained. If we do not fit our youths for the\ngeographical frontier, we should inspire them with the idea of beginning\nat the bottom, so low they cannot sink lower, but where every change\nmust be a rise. They should take their places between younger and\nless trained men, and trust to merit, with blood and iron enough in them\nto scorn sedentary ideals or the easiest way, and be, in Daudet's phrase, a\nstruggleforlifeur. We must not forget that agriculture, mining, farming,\ntrade, and commerce are the basis of all national life, and in a sense\neverything else is dependent on and parasitic to these. The mighty\nengine of business absorbs more and more of our best talent and requires\never greater energy, larger knowledge, breadth of view, and, especially,\npenetration into the future. It dominates statesmanship and the professions ;its prizes are the greatest. Thus trained, our youths will plunge\ninto strenuous life of achievement, and every man-Jack of them will want\nto bring his whole self to bear where he can compete and meet the verdict of his peers. If he is truly American, he will want to begin at the\nbottom, because he has a fundamental instinct of thoroness and fundamentality, and the wise parent will at the critical moment cut the navel\nstring and toss the young out into the current of life to sink or swim.\nThe Abbotsholme boys found their school a rubbish heap, overgrown with\n\n"} {"page": 279, "printed_page": null, "text": "Superintendence]\n\nHIGH\n\nSCHOOL\n\nAS THE\n\nPEOPLE'S\n\nCOLLEGE\n\n267\n\nweeds, and took pleasure for years in cleaning it up. The man who\nmeans railroading will begin as a trackman; as a recent book says, will\nwant to peasantize himself and fall in love with the soil, machine grease,\ncoal, or cattle. If he is city-bred, he will plunge far into the country;\nand if a country larrikin, he will go into the city and strive to work to\nthe top. If he is philanthropic, he will go into slum work and its\nsqualor; if he is to teach, he will teach anywhere and anybody; or if he\nis to be a professor, he will fill half a dozen chairs at once in a monotypic college, because he loves independence and the satisfaction of\ndoing.\nHow is this attained? In answer, I point to Hampton and some of\nthe half or three-fourths industrial schools for the nation's Indian wards.\nNowhere does education work such changes and improvements in so brief\na space of time, and it is all because these youths touch life. Here we\nmust find our norm ; this is part of the people's college which we must\nimprove on if we can. Personally, I am sometimes proud that I know\nhow to do every kind of old-fashioned farm work; that in my German\nstudent days I took lessons so that I can bind, gild, and cover a book ;\nmake a shoe and a broom complete, do a little glass-blowing, plumbing,\nand gold-beating. But my pride is humbled when I see. young men who\ncan also make harnesses and saddles ; are good blacksmiths ; can apply\na bandage, and do various kinds of rope-splicing; are amateur wheelwrights, carpenters, and coastguards ; can print and do onyx work ; understand ice-making, tinning, and electrical machines ; are at home in the\ndairy, poultry yard, and garden ; know the rudiments of forestry, beekeeping, drainage, and photography — this is liberal motor education,\nand I bow to my masters. They are armed cap-a-pie and come down\nsolidly on all fours, wherever life plants them. This is a part of the\nliberal education of the future. It gives character and makes men who\nwill make our future social and political institutions in their own image\nand inspire them with their own soul.\nThis kind of people's college, with these three elements — English,\nscience, motor training — and others added ad libitum, will say to the\nconservative endowed cellege of the East which, as is the case with three\nin New England, still gives no credits whatever in entrance examinations\nfor any degree of proficiency in any of these things save English alone:\nHere are our graduates ; we have done for them the best we could to\nrealize all the possibilities of their golden age. We have given them a\ntaste both of life and of learning; if our graduates can now do better\nwith you than with us, you must take them. We high schools will now\norganize by ourselves; we know this stage of youth best; we will make\nour certificate and diploma system the best possible ; and if our graduates are articled to you upon our word of honor, that must sufifice. We\nowe you a great debt for training our teachers and for stimulating us in\n\n"} {"page": 280, "printed_page": null, "text": "268\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthe past. That debt we will now pay, but you must no longer prescribe\nour work or define .our field any more than your own is prescribed. It\nmay be a hard lesson at first, as was yours to us, but it will be no less\nwholesome; both in numbers and stimulus, your work will improve.\nFinally, I am more and more persuaded that in its highest sense\nteaching ought to be a universal vocation. Guyau says that it should be\nthe only education for women, I would add, and for men as well.\nStatesmanship, religion, and science all become precious according as\nthey tend to the ever higher development of man. Education involves\nall other topics, and is that in which the education of all should culminate. The greatest of all reforms are educational reforms, and none\nothers are complete without it. It is the best measure of progress. The\nphilosophy of education is the highest and only philosophy. It is our\nchief obligation to the future. Its work consists in making an ideal\nenvironment for the development of the super-man that is to be ; and,\nwhile we must train the intellect, the will is far larger and the heart\nlarger yet. Aristotle defined education as teaching men to fear aright ;\nfor Jesus it was to teach them to love aright, to fix the affections on the\nhighest and wean them from the lowest. Some have conceived it as\nteaching men to be angry aright; not to fret at trifles, but to generate\ntorrents of consuming wrath at great abuses ; or to pity aright and shape\nthe charity of the heart toward fit objects. In a single word, it is human\nevolution, and its goal is so to construct experience and knowledge as to\nadvance growth. An age of growth like the present lays upon us new\nand larger opportunities and duties, and history waits to see if we can\ndevelop the wisdom and the vigor which our age demands. It wants not\ntalk, but deeds ; not theories, but practical and in some respects radical\nreconstructions.\n\nDISCUSSION\nIrwen Leviston, superintendent of schools, St. Paul, Minn. — We who are thoroly\nacquainted with the present status of the modern high school are more than pleased by\nhaving such men as Dr. Hall turn their attention to this subject. And we are more or\nless pleased with what he has said upon this subject today — at times less, at most times\nmore. The question whether we have degenerated since the time of Cicero, or, for that\nmatter, since Adam, does not concern us ; but has the high school degenerated since Dr.\nHall attended it ?\nThe high school has not only needed, but deserves, more consideration than it has\nreceived in the past from our educators of national reputation. Of late the universities\nhave been receiving endowments, heretofore unheard of, and thereby commanding the\ntalent, experience, and genius of the great scholars and educators ; while the high schools\nhave received only niggardly and grudging support from a protesting public, resulting\nin poor equipment in the matter of apparatus, libraries, and quantity if not quality of\nteachers.\nAgain, the high schools have for years occupied a difficult position in the educational\n\n"} {"page": 281, "printed_page": null, "text": "Superintendence]\n\nMIGM\n\nSCHOOL\n\nAS THE\n\nPEOPLE'S\n\nCOLLEGE\n\n269\n\nsystem ; for, on the one hand, they have been compelled to accept pupils whose preparation and qualifications have been determined without their consent, and, on the other\nhand, have been obliged to furnish pupils fitted for fixed and undebatable requirements\non the part of the universities ; and the high school must give what the university demands\nor be rated as second-class. At the same time they have taken the teachers that the\nuniversity sends to them, trained in special lines, but not in simplification of knowledge.\nAlong with all this comes the demand for practical teaching in business courses, with\ncommercial geography, industrial history, modern language speaking, domestic science,\neconomics, etc., etc., until it is little to be wondered at that the mind attempting to\nformulate a course of study becomes befuddled and bewildered.\nAgain, not a few parents are attempting to make the schools entirely responsible for\nthe moral status of our pupils, compelling us seriously to consider what sort of a course\nin ethics applied thru the few school hours of the day will safely carry the boys and girls\nof the high-school\nage thru the dangers that surround them outside of school hours.\nNotwithstanding its difficult position and the demands made upon it, I believe the\nhigh school of today is a success, and worthy of the name which is applied to it in our\nsubject ; that it is proving a rapid developer of intellect and teaching its pupils the\nenjoyment of mental excitement beyond all material pleasures ; that in character-building\nit today outranks every other department of education, not excepting our old wellmannered colleges and those fitting schools making special claims to high moral training ;\nthat in its associations there is the most and best of preparation for any kind of future\nliving.\nIf I am right in these assumptions, the only true plan to pursue in merging the high\nschool more completely into the people's college is to strengthen, adapt, and perfect what\nwe already have. A hastily planned structure on poor foundation furnishes an excuse\nfor pulling down to build better; but a steady natural growth cannot be treated in this\nmanner. No variety of the tree of knowledge will be made to bear better fruit by tearing up its roots.\nGradually and steadily the high school has been widening its field of work, to adapt\nitself to universal needs. Those who wish to assist it must help to popularize it, and\nfeed \\i funds, direct into it teachers of capacity, give it sympathetic suggestion rather\nthan violent criticism.\nTo show the worthiness of the high school, I should like to take time for details\nconcerning the development that all the lines of study have undergone during the last\ndecade, but that would be too great an abuse of your patience. Will you bear with me\nwhile I briefly outline some changes that have taken place and are being considered in\none course ? I select the business course, because it is, perhaps, below the middle stage\nof development in most schools. It was at first, as you all know, forced into the curriculum to satisfy demands wholly and materially practical. It was then generally a short\ncourse, furnishing two years of so-called commercial arithmetic, bookkeeping, stenography, and an early graduation.\nThose engaged to carry on the work had no claims as educators, and seldom any\nknowledge of the methods of teaching. This course invariably became a sort of wastebasket into which was conveniently dumped all the poor and unwilling pupils of the\nschool, and it became simply unendurable and wholly incompatible with the good oldfashioned work that was being done in other departments. It was too bad to stand, and\nmany schools rejected it entirely. Others combined with it the so-called regular studies\nthru four years. This plan was better, in that the pupil employed a smaller portion of his\nime upon these subjects, but the commercial course itself was very little improved. It\nwas, however, a right beginning, in that it insisted upon some education. A little later\nsome dignity was added to the course by including at least one modern language as one\nof its regular studies. Commercial law was added, and now commercial geography and\nindustrial history have a place, and the first benefit that the school as a whole is deriving\n\n"} {"page": 282, "printed_page": null, "text": "2 70\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLChicago\n\nfrom It is shown in a better teaching of civics. A few steps more and we shall have a\nfine course of correlated subjects, the graduate from vjrhich will not be fitted merely for\nclerkship, but will find himself introduced to the whole wide field of business effort in the\nworld of today, and at least ready to make a decent bow to the authorities in it. He will\nbe able to distinguish the controlling influence from the loud-toned wishes to control ; the\nsolid from the speculative ; true economy from miserly scrimping ; capable, masterly\nhandling of large productive powers from schemes for grasping what is already produced.\nHe will have been made thoroly acquainted with a few important materials of commerce,\nthe manner of their production, distribution, and consumption, not only in a historic\nway, but with an intimate knowledge that will discover the faults as well as the fashions\nof trade.\nWith competent teaching he will be led, not only to an understanding of natural\neconomic laws, but also to discern how the human factor enters into and disturbs every\ndepartment of commerce ; how personal interest may, and does at times, interfere with all\nthe laws of political economy. When we have brought our business course to this point,\nis there not opportunity for the application of psychology ? Cannot the idealist and\nmaterialism both find common cause for quarrel in this as well as any other course ? I\ndo not know that 1 have been able to make this one line of development in the high\nschool toward the general college clear. It in itself would furnish a subject that is worthy\nof much time and consideration. And in other courses the development has been just as\nevident to those in the work.\nI hope to show only good cause for continuing and perfecting the present plans in\nhigh-school work, and for strengthening the hands of those laying out these plans, and\nto head off any radical changes that might be proposed by those outside of the actual\nhigh school work. In short, I do not wish, to be asked to stand over the tomb of the\nhigh school while attending the christening of the people's college.\nWm. T. Harris, United States Commissioner of Education. — I have listened many\ntimes, and always with the greatest pleasure and interest, to Dr. Hall's speeches. I\nread every line he writes. I do not always agree with him, but I find him always\nsuggestive. I have never read a paper of his with which I find myself so thoroly in\nagreement as with the general thought of the address just delivered. I will, however,\ncall attention to a few points in the paper from which I must dissent.\nThe first point concerns the tendency toward the study of less Latin in Germany. I\ndo not agree that this calls for change in America, because we give to the subject much\nless time than is given in Germany. 1 believe in the study of Latin. Yet we can have\ntoo much of a good thing, and it is not good to study Latin eight years. The movement\nin Germany means that they will give to this subject but five years, and I think that is\nalmost too much.\nIn his emphatic way Dr. Hall demands content, not form. We are taught by the\nhighest philosophers of art that the content should make its form. If what he says, and\nwhat other earnest people with him say, can free us from namby-pamby composition, I\nwill rejoice. I would not have the study of a masterpiece of literature carried on by\nparsing it, taking it to pieces, studying the allusions. What he said on that point is a\nsplendid utterance, and what he said about drama is a magnificent utterance. Drama\ngoes over into thought, and then becomes action, and therefore furnishes the greatest\nessons in life, whether gained in college or in lower school. I always remember with\ngreat pleasure that, in the earlier years of my life, we had in St. Louis a teacher who\ntaught Shakespeare. It was taught there by a man who made some of the best Shakespearean students in the world.\nI agree with the portion of the address which refers to the study of physics. I would\nhave the pupils study physics in the high school, but not the kind of physics which\nrequires calculus in order to appreciate it. I read Dr. Hall's debate in Massachusetts on\nthat question, and I agreed with him in his position that, if you demand more accuracy in\n\n"} {"page": 283, "printed_page": null, "text": "Superintendence]\n\nHIGH\n\nSCHOOL\n\nAS THE\n\nPEOPLE'S\n\nCOLLEGE\n\n271\n\nthe high school, you may go too far in that direction ; you may dry up the soul by putting\nit at things too remote. I would have pupils begin to s'udy the phenomena of physics in\nthe third grade.\nI was sorry to note that Dr. Hall omitted any allusion to history. It is one of the\ngreat fundamental branches, that should be begun early and carried on thru the high\nschool. Instead of saying, as he does, that we do not want to fasten to the past, I would\nsay: \" Fasten our chains to the past in order to bring under tribute the good things of all\ntime.\" The school is that instifution which says : \" I will show you how to get the great\nthings from the past.\" One of the great branches, showing the human race acting as a\nwhole, is history, and nothing else can be a substitute.\nThe past reaches back even to the lower animals. God did not begin with man, but\nback with lower animals, plants, and the inorganic world. In this matter of history,\ntherefore, certain things have been contributed to the race that are so far below the\nhorizon of the past that we have no record of them, but we know that the effects have\nimpressed themselves on the human brain ; but when it begins to be unfolded in science,\nwhen this science yields its fruition, we can tell whether its history roots in the Greeks or\nin Siberia or in the isles of the sea. The great struggle of the Romans extended thru a\nthousand years, and they struggled to find out just how the individual acts could reinforce\nthe whole people. After some eleven hundred years, in the time of Justinian, these acts\nwere formulated into the common law, because the Roman was gifted in seeing how the\ndeed fitted into the social whole, just as the Greek religion saw how freedom could fit into\nthe pose of the body.\nNow, that is the reason why Latin has made for itself so great a place in the schools\nof modern times. It will not be pushed aside. I have always regretted that Dr. Hall\nin his grasp of modern science does not seem to see it in its true perspective with modern\nhistory. He should have said that Latin keeps this place because of its importance.\nThe Roman invented a way so that the social whole should not crush the individual. The\nnorthern tribes, when they had been Romans\ntance of Latin.\n\ntwo hundred years, recognized the impor-\n\nDr. Hall's technical terms are Latin. Sixteen thousand words sum up the Saxon in\nour vocabulary; seventy-five thousand in common use are from the Latin, storing up the\nfine distinctions in the minds of the people. If you can study Latin only one week, you\nwill have new thoughts that you can never get rid of ; you will have new environment ;\npreaching from the pulpit will mean more. Therefore I do not agree that we must keep\nLatin for those only who can study it thoroly. I suppose Dr. Hall has in mind some old\nperson who has taught for thirty years and can tell all the exceptions of Latin syntax.\nThe word \"recapitulation\" is an important word ; it is a whole book in itself, in this active\nperiod of recapitulation in anthropology. This is the battle-ax with which Dr. Hall wins\nvictories. I always wish to give three cheers for Dr. G. Stanley Hall. May he help us\nto think and to see once in a while how absurd some of his views are ! He puts these\nthings in a way to arouse us; he does not wish us to become his disciples — he wishes to\narouse us by saying something absurd.\nDr. Hall. — It was somewhat of a surprise to me that when Dr. Harris entered this\narena he grasped my hand, as pugilists shake hands before beginning a contest. My\nsurprise was continued when he said that he in the main agreed with me. To kick at\nnothing gives one a feeling of a wrench. I thought I had attacked some things Dr.\nHarris has defended for years.\nI now feel as if I was wrenched.\nDr. Harris and I have inherited every feature of our faces, every muscle, and every\norgan from the anthropoid apes. Must all therefore study monkeys ? Of course, we use\nLatin phraseology.\nWhen Dr. Harris says we all should study Latin a week, I agree.\nIn regard to the study of Latin in Germany, I think Dr. Harris did not understand\nwhat I said. I am aware that Latin and Greek are more firmly intrenched there. The\nemperor said he wanted no more Gymnasia, no more Latin teachers, but instead a great\n\n"} {"page": 284, "printed_page": null, "text": "272\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nmany Realschulen. When we come to that, I believe it may be said that a larger proportion of time in the preparatory schools is given to Latin in this country than in Germany,\nbut I have not the statistics.\nThe proportion is decreasing there and is increasing here.\nDr. Harris thinks that absurd things must be said to arouse us. Perhaps under the\ndirection and guidance of such a mentor, who has been for so many years such a correct\npruner of my sentences, I may have become lax, because I knew Dr. Harris was on hand\nand all would be set right.\nI am, however, inclined to think men reach an age when the new seems absurd.\nWhen roots are so wrapped about ancient things that the past begins to loom up and the\nfuture to seem smaller, there is danger that we shall worship the past and live for it alone.\nI prefer the future, because all the best things are in the future, and I believe that the\npast should be subordinated to it.\nI had only one word in my paper about history. I said that the first of these subordinate topics should be history. I agree with what Dr. Harris says on history, and I am\nglad to close this discussion with the acknowledgment of agreement with him.\n\nCOLLEGE\nTHOMAS\n\nM.\n\nGRADUATES\n\nBALLIET,\n\nIN ELEMENTARY\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSCHOOLS\n\nSPRINGFIELD,\n\nMASS.\n\nIf a visitor from western continental Europe, after inspecting our\nAmerican educational system from the primary school to the university,\nwere asked to compare it with that of his own country, he would in all\nprobability express an opinion as to the relative merits of the various grades\nof schools which would in many respects be the direct opposite of that\nwhich is held among ourselves. He would no doubt say that the best\nAmerican primary schools are not excelled, and are rarely equaled, in\nany other country in the world. He would note the absence of the dead\nformalism and mechanical routine which still prevail in his own country\nto a large extent in schools of similar grade, and he would especially note\nthe sympathetic relations existing between teacher and pupils, the mildness of the methods of discipline, and the superior skill of the teacher in\narousing the interest of his pupils and in stimulating thought and mental\ngrowth. He would probably say that the best American grammar schools\ncompare on the whole not unfavorably with similar schools in his own\ncountry, but that they have certain defects which at first sight are not\napparent, but which on closer inspection cannot escape the trained\nobserver. He would probably say that the American high school excels\nin its superior equipments for the teaching of the sciences and in the\nflexibility of its courses of study, but that in other respects it does not\ncompare favorably with similar schools in his own country. He would\nnote the inferior training, both academic and professional, of the average\nAmerican high-school teacher, and he would be impressed with the lack\nof forcefulness, clearness, and definiteness of much of the teaching. He\nwould be surprised to find that between the secondary school and the\n\n"} {"page": 285, "printed_page": null, "text": "I\n\nSuperintendence] COLLEGE\n\nGRADUATES\n\nIN ELEMENTARY\n\nSCHOOLS\n\n273\n\nuniversity there comes an institution, called the ** college,\" which is not\nfound in his own country, and which continues the work of the secondary\nschool for two or three years and then attempts university work without\nthe necessary equipment for such work. His verdict would probably be\nthat much of the teaching of the lower classes of our colleges is inferior\nin quality to the teaching in the upper classes of the secondary schools in\nhis own country, and that none of the attempts at university work in\nthese colleges is equal to the university work with which he is familiar.\nHe would probably say that of the many institutions known by the name\nof university in America not more than ten or twelve properly deserve\nthe designation. He would recognize that our universities are only in\nprocess of evolution ; and he would have to admit that, while they have\naccomplished comparatively little as yet, the conditions exist for a brilliant development in the near future.\nIn a word, taking our educational system as it now exists and comparing it part by part with that of his own country, this visitor would\nprobably have to say that, speaking generally, it is relatively strongest at\nthe bottom and grows weaker as you approach the top.\nIt is not the purpose of this paper to discuss the question as to how\nmuch truth there may be in such a general verdict;, but it may be\nremarked in passing that, whatever truth it may contain, it is not wholly\nuncomplimentary to American education, for it implies that this country\nhas placed the emphasis on the education of the masses, while less democratic countries have placed it on the education of the classes. It may be\nsaid, furthermore, that indiscriminate praise of the schools of one's own\ncountry is not necessarily patriotism ; it may be blind provincialism,\nlargely the result of ignorance of what other nations are doing. It\nbehooves us, therefore, to view our educational system in the spirit of\nimpartial and impersonal criticism, to discover its weak features, and to\ndevise means for remedying them.\nI take it that the chairman, in assigning the subject of my paper, had\nin mind certain defects in our elementary schools which the introduction\nof the college graduate as teacher may possibly remedy. It is the discussion of this very limited subdivision of a large and very interesting question to which this paper must confine itself.\nThe elementary schools have defects, some of them serious, which are\ndue to causes that cannot be removed by appointing college graduates as\nteachers. The college graduate in the position of teacher cannot loosen\nthe grip of the politician on our school systems, he cannot increase the\nappropriations for schools, he cannot build schoolhouses and relieve the\novercrowded condition of our schools so as to make it possible to assign\nto each teacher no more pupils than he can become personally acquainted\nwith within the limits of the school year. Evils which are due to the\ninferior character of the community, to antiquated organization of the\n\n"} {"page": 286, "printed_page": null, "text": "2 74\n\nNA TIONAL\n\nED UCA TIONAL\n\nASSOC I A TION\n\n[Chicago\n\nschool board and the school system, or to incompetent or inefficient\nadministration, cannot be remedied by the appointment of the college\ngraduate as teacher.\nAs already stated, the teaching in our primary schools is, relatively\nspeaking, more satisfactory than the teaching in either the grammar\nschools or the high schools. This is probably due, first, to the fact that\nthe teachers in primary schools are women, are sympathetic with childhood, and have great native skill in teaching little children. The qualities required in a good primary teacher are fortunately common in\nwomen. In the second place, it is due to the fact that the scientific study\nof children, in which our country leads today, has centered more on\nearly childhood than on youth. We know more about the period up to\nthe age of ten than we do of the period of adolescence and of the period\nimmediately preceding it. In the third place, it is due to the fact that\nour normal schools, almost without exception, are training teachers better\nfor the primary than for the grammar grades. In the section of the\ncountry with which I happen to be most familiar it is easier to secure a\nhalf-dozen good primary teachers than to find one superior teacher for\nthe upper grammar grades. There are, however, problems in primary\neducation which are altogether beyond the average primary teacher who\nmay be exceedingly skillful and effective in her work as a class-room\ninstructor. These are problems which require a much broader training,\na wider outlook, not only upon the first of pedagogy, but also upon the\nvarious sciences which have so much to contribute to educational thought\ntoday. The academic training of the normal schools is generally neither\nextensive enough nor thoio enough to equip a teacher to meet these\nproblems. There is need of the college-bred woman in our primary\nschools, especially in the positions of principal and supervisor, where\neffective training and direction of subordinates is essential.\nThe teaching in our grammar schools is less satisfactory; indeed, the\nupper grammar grades are probably the weakest part of our system of\nelementary schools. Success in teaching in a primary school turns more\non good pedagogical training, on sympathy, tact, and an instinctive\ninsight into child nature, than on wide knowledge of the subjects taught,\naltho the latter is also essential to the highest type of such teaching ; but\nin the grammar school, especially in the upper classes, thoro scholarship\nbecomes more and more an absolute necessity, and a preparation which\nmight enable a teacher to obtain a fair degree of success in a primary\nschool no longer suffices.\nMaking allowance for marked exceptions here and there, I think it\nmay be said without unfairness that teaching in the better class of grammar schools is weak because of a lack of broad scholarship on the part of\nthe teacher. This is especially true of the teaching of such subjects as\ngeography and history.\nThe knowledge which the average grammar-\n\n"} {"page": 287, "printed_page": null, "text": "Superintendence] COLLEGE\n\nGRADUATES\n\nIN ELEMENTARY\n\nSCHOOLS\n\n275\n\nschool teacher possesses of these subjects is very often limited to a mere\ntext-book knowledge. To teach United States history as it should be\ntaught, the teacher ought to have had, in the first place, careful training\nin the methods of historical study; he ought to have a clear conception\nof the social, political, and economic phases of the subject and the relative emphasis that should be placed on each in the instruction in a given\ngrade ; and he ought to have carefully read about all that Parkman, Fisk,\nand MacMaster have written on history, and be able to draw readily\nand with judgment on these sources in preparing his lessons from day to\nday. He should be familiar with English history, and should have at\nleast a text-book knowledge of ancient and modern and European history, not only in order that he may have a sense of proportion, but also\nin order that he may bring to bear upon American history the many sidelights of modern European history.\nTo teachgeographysuccessfuUyintheupper grammar grades the teacher\nneeds to have a general knowledge of geology, especially that subdivision\nof it which is commonly called dynamic geology; he must have a knowledge of physics and be trained how to apply its principles in the explanation of the phenomena of nature. He must have an elementary knowledge\nof chemistry and astronomy, and, indeed, also of botany and geology.\nIn addition to this, he needs to be somewhat familiar with the social and\npolitical life of the most important countries of the present time, and to\nhave a general knowledge of the important features of their commerce\nand trade.\nThere is a 'rich, popular scientific literature bearing on geography\nwhich is entirely unknown to a large number of teachers in our grammar\nschools, and which some of them have not even the training to read with\nease and with pleasure. Altho most of the material which this literature\ncontains cannot be presented to pupils of the grammar-school grade, the\nteacher should be familiar with it in order that he may have a large\nreserve of scholarship on which he may draw in his daily class-room\ninstruction. It is only the master that can simplify the elements of a subject and write primers on science; the amateur and the novice fail.\nTeachers of inferior training live intellectually far too much from hand\nto mouth, and it is often difficult to interest them in lines of thought and\nof study which do not have an obvious and direct relation to their professional daily bread. It is the mark of a liberally trained mind to have\nmany and broad sympathies, and to be interested in truth because it is\ntrue and not because it must be taught or can be made to minister to\nutilitarian ends. In a word, what the teachers in our higher grammar\ngrades need is broader scholarship, broader intellectual interests, more\nscholarly habits of work, and the power of doing hard intellectual work\nwith ease — a power which is partly the result of training and partly\nbelongs to that inherited capital with which we start out in our intellectual\n\n"} {"page": 288, "printed_page": null, "text": "276\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nlife. Someone has said that \" stupidity is not acquired, but is an original endowment of the human mind.\" The same may be said of that\nform of genius which has been defined as the capacity for hard work.\nIt may be said with confidence that much of the overwork on the part of\nteachers and the breaking down of health is due not to the amount\nof work required of them so much as to their lack of broad training which\nwould have enabled them to do hard work with comparative ease.\nNow, the college graduate among teachers, as a rule to which there are\nindeed some marked exceptions, is a person of much broader academic\ntraining than the graduate of the normal school ; he is a person of more\nscholarly habits and is able to do hard intellectual work with greater ease.\nHe is, moreover, a person of broader interests, and has a clearer and a\nfirmer grasp on what he knows.\nThere are several other elements of weakness in the teaching in our\ngrammar schools which nothing but broader scholarship on the part of\nthe teacher can remedy. The teacher in these schools is altogether too\nmuch at the mercy of his text-book ; he is the interpreter of a book\nrather than the teacher of a subject. This is so forcibly true that few\nsuperintendents find it practicable to introduce a new study into the curriculum unless a suitable text-book on the subject can be found, or to\nmake a course of study which does not more or less have in view the textbooks to be used. In many courses of study the text-book is named and\nthe pages to be covered in a given grade indicated. There are, indeed,\ncities in which the course of study ignores the particular text-books used,\nbut on close examination it will almost invariably be- found that the\ncourse is quietly ignored and the text-books are the guides.\nThis lack of intellectual independence on the part of teachers is due\nto their limited general scholarship and to their limited mastery of the\nparticular matter to be taught.\nSome of the teaching in our grammar schools lacks that forcefulness\nand effectiveness which both stimulate and demand work on the part of\nthe pupil. Pupils in these schools could do considerably more work\nthan they are now doing and accomplish it all within school hours, if the\nteaching were more forceful and energetic. We hear much complaint on\nthe part of parents about overwork in school, but what is really meant by\nsuch complaints is not hard work within school hours, but too long hours\nof work, too many home tasks over which children must spend hours at\nhome which ought to be given to recreation and sleep. Moreover, from\nan educational point of view the results would be vastly better. Mental\ngrowth is not promoted by long hours of dawdling, but by short periods\nof intense application followed by brief periods of rest and relaxation.\nIf the teaching were what it should be, we could easily double the time\nnow allowed for intermissions, not including the long noon recess, and\nstill accomplish more than we now do and do a higher quality of work.\nBut such teaching requires both native ability and good training.\n\n"} {"page": 289, "printed_page": null, "text": "Superintendence] COLLEGE\n\nGRADUATES\n\nIN ELEMENTARY\n\nSCHOOLS\n\n277\n\nMuch of the teaching in the average schools is not clear because the\nteacher has never himself been trained to think clearly; much of it is not\nconsecutive, and points are not clinched, even in cases where they have\nbeen made clear ; some of the teaching is aimless, and therefore wasteful\nof time and of power. Archbishop Whately once said : \"If you aim at\nnothing, you will hit it.\" This is strikingly true of the teacher's work.\nThe remedy for all this is better training, and perhaps in some cases a\nhigher grade of native ability.\nThe time has long since passed when our normal schools considered\nthemselves the rivals of our colleges ; they have their own distinctive\nwork to do. To say that a good normal school cannot give as thoro\nacademic training as a good college is simply to say tTiat the normal\nschool cannot do the impossible. The best normal schools of our country are fully equal to the best normal schools of any other country, but\nthey could be strengthened materially by the appointment on their corps\nof teachers of a much larger number of men and women who have had a\nthoro collegiate and, if possible, university education, in addition to professional training. In this matter the normal schools of the West are\nsomewhat in advance of those of the East. If the normal schools wish to\nfit teachers for the higher grammar grades, they must do a somewhat different kind of academic work from that which they are now doing.\nInstead of \" reviewing \" the so-called common branches \" with a view to\nteaching,\" and then doing what is virtually high-school work, they must\nrequire graduation from a high school as a condition of admission, and\nthen lay the emphasis on the group of sciences which contribute directly\nto a broad knowledge of grammar-school studies. In short, they must\ngive their students a far more thoro mastery of the matter to be taught\nand of that related material which forms the necessary reserve scholarship.\nThere is a movement under way in Wales to provide college graduates for all the elementary schools, primary as well as grammar. In the\nlarger cities in this country many college graduates have already found\ntheir way into the elementary schools. They have gone into these\nschools partly from choice and partly from necessity, inasmuch as the\nnumber of women graduates from our colleges who wish to teach far\nexceeds the number of vacant college and high-school positions from\nyear to year.\nIf we wish to demand higher scholarship and broader training of\nteachers for the grammar schools, especially for the three upper classes,\nthere are a few very practical preliminary steps which we must take. In\nthe first place, we must allow teachers of the upper grammar grades to\nspecialize ; we must not require each teacher to teach all the studies of\nthe curriculum, but rather assign to each a related group of studies which\nhe is especially well qualified to teach. In short, departmental teaching\nin the upper grammar grades is a necessary condition of any marked\n\n"} {"page": 290, "printed_page": null, "text": "2 78\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nraising of the standard of teaching in these grades. In the second place,\nwe must increase the salaries of teachers in these grades above those of\nthe lower grammar and primary grades. At this step we shall probably\nbe met by the abstract proposition that the children of the primary\nschools require as good teaching as those of the grammar schools, and\nthat teachers who do good work in primary grades ought to be paid as\nmuch as teachers who do good work in the higher grammar grades. To\nthis it may be replied that such a question cannot be settled on the basis\nmerely of an abstract proposition ; that the law of supply and demand\nmust govern teachers' salaries. The fact is that good primary teachers\nare far more numerous than good grammar-grade teachers, and, therefore, on business principles, the larger salaries ought to be paid where\nthere is the greater demand and the smaller supply. Furthermore, we\nmust devise a way of avoiding the payment of uniform salaries in our\nschools to the teachers of the same grade, of paying the efficient and\ninefficient alike. In this way it will be possible to get some exceptionally\nefficient teachers into every grade with comparatively little additional\nexpense, who will serve as a stimulus to the entire corps. The obvious\ndifficulties of carrying out such a policy need not be pointed out to this\naudience; suffice it to say that they can be overcome in time, and have\nalready been overcome in some of the smaller cities where schools are\ncomparatively free from politics.\nIf, however, we wish to appoint college graduates to positions in elementary schools, we shall be disappointed if we do not insist on their\ntaking at least a year of professional training at a good normal school or\na course in pedagogy at a university where there are facilities for practiceteaching. A course in theoretical pedagogy alone will not answer. This\nis a point which it is somewhat difficult to impress on college professors\nand on fresh college graduates. There prevails still in the colleges the\nmistaken belief that a knowledge of the subject-matter is all that is\nrequired to enable one to teach it. Many college professors do not realize, and others positively deny, that there is or can be a science of education, and the courage with which fresh college graduates undertake to\nteach a roomful of boys and girls, who often know far better than such a\nteacher the difference between good teaching and poor, is both heroic\nand pathetic. A normal-school graduate, with much less scholarship and\neven with less native ability, but with good professional training, will do\nfar better teaching at first than a college graduate with no such training.\nIn spite, however, of all that has been said, it is well to bear in mind\nthat a goodly number of the best teachers in our schools have never been\neither in a college or in a normal school. They are teachers of native\nability; they are good students, and gained by practicing for years upon\nchildren that knowledge of the art of teaching which we nowadays get by\nprofessional study at a normal school.\n\n"} {"page": 291, "printed_page": null, "text": "Superintendence] COLLEGE\n\nGRADUATES\n\nIN ELEMENTARY\n\nSCHOOLS\n\n279\n\nMoreover, there is a large number of graduates of normal schools who\nare men and women of exceptional ability, who have been close students,\nand who rank far above the majority of college graduates, both in point\nof ability and in point of scholarship. Some of these have adorned other\nprofessions besides that of teaching. Scholarship can be gained outside of\ncollege walls, and it is not wise to make hard and fast rules in regard to\ncollege graduates and those who are not college graduates in the appointment of teachers. In a word, if college has gone thru a man, it is not absolutely essential that the man should go thru college. Franklin and Washington and Jackson and Lincoln were not graduates of college, nor is\nHerbert Spencer, the prince of living philosophers: and yet all these have\nachieved greatness, while there are not a few college graduates who have\nnot yet been heard from. Indeed, it is quite possible to take graduation\nfrom a college altogether too seriously, especially in the earlier years of\n\nI\n\none's graduate life, before one has discovered his specific gravity by contact with the world. After all, we must bear in mind that even college\ngraduates belong to that large group of the human race of which the poet\nsings in plaintive note :\nSome men are born for great things,\nAnd some are born for small,\nAnd of some it isn't recorded\nWhy they were born at all.\n\nDISCUSSION\nSuperintendent A. B. Poland, Newark, N. J.— I have listened to the paper of\nSuperintendent Balliet with more than usual pleasure and satisfaction. I heartily concur in all the views expressed by him as to the desirableness, nay of the necessity, of\nhaving more college graduates in our elementary schools. The subject is one of great\ninterest to me. In the city of Newark we appoint college graduates to elementary-school\npositions, without experience and without examination, accepting the college diploma as\na sufficient guarantee of qualifications. It should be said, however, that under our\nrules an appointee who is not successful can be dropped at any time by the superintendent without the formality of going to the board of education to have such\naction confirmed. Many have been dropped from time to time in this way. Despite\nthis safety valve, however, our practice, I must admit, is open to many serious objections. It makes the schools, that should be maintained solely for the good of the\nchildren, a field for trial and experiment. Our schools become practice schools without\nthe saving features of a practice school when maintained, as is usually the case, in connection with a normal school. In the latter case the interests of the children are protected bythe presence of competent critic-teachers. Whatever let-down in discipline or\nteaching may result from the employment of unskilled teachers is made up by the\nsuperior qualifications of the critic-teachers. When college graduates, as with us, are\nput in charge of classes, and left to work out their own salvation, it happens, alas, that\ntoo many fall by the wayside. To say nothing of the discouragement and positive\ninjury done to the college graduates themselves by being left alone to struggle with their\nenvironment, the children are the principal sufferers.\nI am of the opinion, therefore,\n\n"} {"page": 292, "printed_page": null, "text": "2 8o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthat, on the whole, our practice is wrong, and that we shall be compelled hereafter to\nlicense and appoint no college graduates without previous successful experience or adequate professional training. And this leads me to speak briefly on the question of what\nprofessional training ought to be required of college graduates.\nIn his paper, read Tuesday morning. Professor Hanus, of Harvard, spoke of teaching as a profession. We are safe, then, in calling teaching a profession. Now, to enter\nany profession, a certain amount of professional training is always requisite. This training can be acquired in two ways, namely, by experience and by education in a professional school.\nThere are a few colleges — I need not name them — that may fairly be considered\nprofessional schools for the training of teachers ; but the number is small. I think we\nmade the mistake in Newark — and Dr. Balliet will bear me out on this statement — in not\ndiscriminating properly between those colleges that are and those that are not professional training schools for elementary tea,chers. We should have accepted the graduates\nof some colleges and refused others. There are some colleges that make no claim to be\ninstitutions for professional training of any kind. Thus Smith College states in its catalog : \" The college is not intended to fit woman for a particular profession, but to perfect her intellect so that she may be better qualified to do well her work in life, whatever\nthat work may be.\" The broad, general culture that an institution such as Smith College\ngives its graduates is, without doubt, greatly needed in our elementary schools. But is\nthat enough ? Is not something needed besides ? And how shall we get it ?\nA short time ago I prepared and sent out a letter to twenty graduates of colleges\nteaching in elementary-school positions in the city of Newark.\n\nThe letter read :\n\nBe good enough to answer, with candor and fullness of detail, the following questions :\n1. Did your college training, in anyway, fit you for an elementary teacher?\n2. Did your college training fail, in any way, to fit you for an elementary teacher?\n3. What can you suggest to improve existing conditions?\n\nThese letters, as I have stated, were sent to twenty graduates, teachers under my\ncharge, and from the replies received I have collated the following data :\nNumber of replies received\nMales 3; females 17.\nNumber of colleges represented\nAmong these colleges were Harvard,\n\n20\n14\nYale,\n\nSmith, Vassar, Wellesley,\n\nMt.\n\nHolyoke,\n\nOberlin, Woman's (Baltimore), etc.\nAverage experience in teacher, 3 J^ years.\nPrincipal's record of efficiency, the same being\nconfirmed by supervisors' reports, was as follows :\nExcellent, equivalent to 90 per cent, to 100 per cent\nGood, equivalent to 80 per cent, to 90 per cent\nFair, equivalent to 70 per cent, to 80 per cent\nPoor, equivalent to below 70 per cent\nTotal\n\n3\n6\n4\n7\n20\n\nI will read you one of these letters, which is a fair sample of the naivete and candor\nof them all. It is the letter of a Vassar girl who has the possibility of making an excellent teacher :\nMy dear Mr. Poland:\nMy opinions on the questions you put me are based upon the weak foundation of a short personal\nexperience, unaided by discussions with college girls similarly placed, or by any systematic review of the subject. My point of view was not that of fitting myself for a life-work of teaching. Like a great many other\ncollege graduates, I was simply trying to keep busy until I could decide upon the work to which I could put\nmy best energy. I taught in the summer school because I am interested in settlement problems, and thought\nthat a little immediate contact with the class involved would outweigh many theories. I asked for substitute\nwork at the high school because some friends at college expressed an unlimited faith in my ability as an inspiring and really phenomenal teacher. I was interested in these supposed dormant gifts of mine. Finally I\naccepted a position in a low grade, because I am interested in little children and like to have them about me.\nYou see my interest in teaching is hardly that of a professional.\nIn answer to your first question, I should say that a college training certainly does not unfit a girl for\nteaching in elementary schools. The fulfilled aim of a college education, I take it, is so to fit and train the\n\n"} {"page": 293, "printed_page": null, "text": "Superintendence] COLLEGE\n\nGRADUATES\n\nIN\n\nELEMENTARY\n\nSCHOOLS\n\n281\n\nmind that it will be able to turn with quickened faculties to any kind of work, and so to fill the life with ideals\nthat every task will be ennobled by the rays of infinite truth received from delving into academic studies. Of\ncourse, as to sending a graduate forth armed with the methods, principles, plans, and schedules for any\nspecial line of teaching, or any special school, the college makes no pretense at anything of that sort, I hope,\nfor the sake of education, that it never will.\nMy ignorance of teaching when I first started was supreme. Wordsworth in his \" Ode on Immortality \"\nbest expresses what I took all children to be. \" Trailing clouds of glory\" with them, etc. I never dreamed\nof anything but kind words and sympathy. I was told on the morning of my arrival that I was to have such\nand such a class. Not another word of help did I have. Here I was without any supplies either mental or\nmaterial, save filled ink wells and a piazza of cheering children across the alley.\nThe result was a mob. I thought of my course in French Revolution, and in the afternoon I read some\nof Carlyle's explosives. I had, in my small way, come in contact with the turbulent masses. It was mine to\ncontrol them for better or for worse. I would hold them with a grip of iron until I could make them love me.\nI never had any serious trouble with discipline after that morning. My ideals were not far from right after\nall. The course of study was equally novel to me. As for methods, I hunted about in the dark, and learned by\nmy failures and mishaps.\nHere I should say, in answer to your second question, that I think it quite unlikely that a college girl\nwill ever start as successfully as a trained hand, who has all the tools and implements ready for work. On the\nother hand, if you suspend judgment in the beginning, I think you will find that through her broader training,\nher larger common-sense, and her higher ideals, she can give a deeper insight and a more enduring enthusiasm\nto her work. She has a richer personality to bring to her children. She has all the varied interests of a person of culture.\nShe lives the life of a free man, not the life of a slave to his profession.\n\nI\n\nDon't try to change the broad and unhampered scope of the college program. Don't try to have a college girl perfect from the start. Give her a fair chance. Give her a better chance than she has had. In the\nthree schools in which I taught I was given only the name of the work I was to do, and a free hand to do it.\nThis was not from lack of time on the part of the people above me, because socially they spent more time\nwith me than would ever have been required for the plan I should suggest.\nGive the inexperienced and absolutely ignorant college beginner a plan of the work she is to do, and a\ngood bibliography of suitable and profitable reading matter. Don't put her into a class without any specific\nknowledge of where she is to begin and how. Give her a few sample lessons, and earnestly criticise her work.\nDon't put her into the worst school in the city, and into the worst class there is in that school. Take a little\ntrouble with her in the beginning. I am sure she will be worth it as her work progresses. She will at any\nrate bring fresh and larger points of view than are possible for a girl who has never left her native city, and\nhas taken up a course in teaching with only a high-school education as the foundation of her intellectual life.\nIt is here that I think a great part of the difficulty lies. Of course, up to this time college girls have not\nthought of teaching in the lower schools permanently, and have taken up the work only as a stepping-stone to\na higher position.\nYou have asked me to speak frankly, I have done so with pleasure. I know that you will understand\nthat I am not speaking with any feeling about the way I was treated. I have always met with friendliness\npersonally. I had to hide the fact of my being a college girl under a cloak, however, and that is not the right\nway. I am speaking with a special thought of the college girls who will succeed me, and especially of those to\nwhom it means a living. Their ability ought to be properly valued. A fair and proper start means a great\ndeal.\nVery sincerely yours,\nFebruary 17, 1902.\n\nComing now to the letters received : In reply to the first question, \" Did your college\ntraining fit you in any way for an elementary teacher ? \" the following replies were made :\nyes, 16 ; no, 4. By those who answered \"Yes\" the following specifications were made :\nAfforded me a broader general culture\nGave me a deeper insight into life, etc\nTrained to greater versatility and adaptability\nDeveloped originality of thought and action\nCultivated sense of proportion\nGave me power to grasp essential meaning of studies\nDeveloped my judgment and reasoning powers\nEnlarged the horizon of experience\nCreated higher ideals of aim and conduct\nProduced a deeper and richer personality\nDeveloped general resourcefulness for emergencies\nProduced greater polish of manners\nInspired deeper purpose and joy in life\n\n8\n4\n5\n2\n2\n2\n3\n5\n2\n2\n3\ni\ni\n\nGranting, as I believe we may, that all the foregoing statements are true, they show\nconclusively that real benefits are derived from a college training.\n\n"} {"page": 294, "printed_page": null, "text": "282\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nAs 1 have said, there were four who answered the foregoing question in the negative. These specified as follows :\nAlienated me from children and children's interests\nDeveloped a positive dislike for elementary teaching\nServed, by bad models, to fix bad habits of teaching\nMade me feel above teaching little children\n\n40\n3\n3\n3\n\nIn the answers above, brief as they are, we have, I think, the satisfactory explanation of the causes of failure of many college graduates when such graduates begin\nelementary teaching with neither experience nor professional training.\nIn answer to the second question, \" Did your college training fail in any way to fit\nyou completely for an elementary teacher ?\" the following replies were received :\nDid not help me to discipline\n..\nLeft me ignorant of elementary-school studies\nAfforded me no opportunity for child study\nGave me no knowledge of methods\nTaught me no pedagogical principles\nDeveloped tendency to soar above heads of children\nGave me no chance to specialize rightly\nFailed in a practical way\nLed me to expect too much of children\n;\n\n8\n10\n10\n9\n5\n5\n2\ni\n2\n\nEmphasized \"pouring in \" process\nTaught subjects, not pupils\n\n4\ni\n\nMade me impatient of children's stupidity\nGave no knowledge of general details of teaching\n\n...\n\ni\n2\n\nI submit to you that the above is a pretty just estimate of the shortcomings of the\naverage college as a professional training school for teachers. It is a judgment, at any\nrate, passed upon college training, not by a superintendent of schools, not by Mr. Balliet,\nfor instance, nor myself, but by those who had enjoyed it and suffered from it.\nIn reply to my inquiry, \" What can you suggest to improve existing conditions ?\" I\ngot the following replies :\nA college training should be supplemented by college settlement or other similar experience. 5\nShould offer elective courses in pedagogy, including methods\n14\nShould give opportunity for child study\n5\nGraduates should attend normal school at least one year\n4\nColleges should give less lecture instruction with stereotyped form of questions\n2\n\nOn the other hand, the elementary schools\nShould try college graduates in small classes at first\nShould pay more attention to culture and less to mechanical work\nWork in lower grades should be specialized\nFewer subjects should be required of college graduates\nShould have less fussiness and less insistence on petty details\n\n;\n\n2\n2\n3\n2\n3\n\nThe foregoing is by no means a complete summary of the suggestions made, but will\nindicate the general trend. One thing, at least, stands out with great prominence as the\nresult of this study, and that is the general realization on the part of these graduates of\ncolleges that they had, upon graduation, something yet to learn in order to teach successfully in our elementary schools.\nI have sometimes thought that the greatest difficulty of the college graduate, on\nbeginning to teach in an elementary school, is \"to find\"' himself. His college training\nleaves him bewildered, confused, distracted, when put back again into the presence of\nchildren, and face to face with the problems of the elementary school. He finds his\nhorizon has somehow grown marvelously smaller. Instead of the boundless horizon\ntoward which he has been straining his eyes for four years or more, he is now required to\nlimit his field of vision to immediate child interests and the definite ends of primary teaching. To reverse the telescope that has been trained so long upon the starry skies, and\nto fix the gaze upon the uninteresting surroundings of a primary schoolroom — alas, how\ndistressful to the ambitious graduate ! In this bewildered and discouraged state of mind,\n\n"} {"page": 295, "printed_page": null, "text": "Superintendence] COLLEGE\n\nGRADUATES\n\nIN ELEMENTARY\n\nSCHOOLS\n\n283\n\nthe college graduate, teaching for the first time in an elementary school, turns somewhere\nfor help. Naturally he first seeks to recall his own experiences as a pupil. But these\nexperiences have been dimmed by the intervening years since he was a pupil of an\nelementary school. He finds little to help him there. Then he turns to the course of\nstudy; but this, as a rule, is too general to afford him much aid. He is too proud to ask\nassistance of his associate teachers — graduates, perhaps, of a normal school. Possibly\nthe principal may come to his rescue, but this is not always the case. There are principals who assist drowning teachers and others who do not. It is more than likely that\nthe despairing college graduate will turn to his alma mater and to his more recent, and\nhence better-remembered, experiences for solace and guidance.\nBut the lecture system so prevalent in colleges, the method of text-book study and\nmemoriter recitations so generally in vogue, these are bad models for him to follow.\nThe \"pouring in\" process is now begun, the graduate talks over the heads of his\npupils, and the irrepressible conflict goes henceforth unhappily on. It is only after weeks\nand months, sometimes years, of the most painful experience that the college graduate at\nlast \" finds \" himself and emerges from this chaos of bewilderment and defeat. He has\nbeen getting his normal-school training. How much better to have got it before he\nstarted to teach ! This is the point I wish especially to make.\nThe teacher who began teaching without previous technical training is in exactly the\nsame position as the graduate of medicine who begins his practice without any previous\nclinical experience. In the case of the medical graduate, however, he is not likely to\nhave at the outset many patients to practice on. But the college graduate that becomes\n\nI\n\nan elementary teacher is put at once into full practice, that is to say, into charge of a fullsized class of pupils to discipline and instruct.\nBut what is the end of all this ? In my judgment superintendents should not be\nasked or expected to take college graduates into the elementary schools until after some\npreliminary training to fit them for elementary teaching. But where shall this preliminary professional training be got — in the college or in the normal school ? That is for\nthe colleges themselves to say. Unless the colleges, by postgraduate or other courses,\nfurnish adequate and satisfactory professional training, both theoretical and practical,\nwe must turn, much as I regret it, to the normal schools exclusively for our supply of\nproperly trained elementary teachers.\nSuperintendent Eugene Bouton, Pittsfield, Mass. — The plan of requiring\ncollege graduates to get practice before they enter the grades is a good one, but where\nthe salaries are small these grades would be deprived of the services of college graduates.\nIt seems to me that the presence of some college graduates in a corps of teachers is\ndesirable, even if their technical training is not altogether perfect at the beginning. In\nthe small town, special training was given to college graduates and normal graduates\nbefore they entered the regular work. The superintendent placed them in this special\ntraining class until vacancies might occur.\nSuperintendent A. K. Whitcomb, Lowell, Mass. — The normal school is not the\nonly possible place to get practice for teaching. In our own city we have such an\napprentice school ; in the present class of that school one-third are college graduates.\nWe pay these young ladies three hundred dollars a year while they are serving the\napprenticeship. Under this training they have usually made very satisfactory teachers\nbefore the close of the year.\nSuperintendent William F. Slaton, of Atlanta. — I have heard of no city\nmanaging as we manage in Atlanta. I believe we have a good plan. We have there\nsupernumerary teachers. I have been superintendent there twenty-three years, and we\nhave tried various plans. Occasionally we have made failures, but the plan of the last\nfive years has been a success. We elect without pay for this list of supernumeraries.\nThere is a special teacher for the eighth grade ; there is also a supernumerary teacher who\n\n"} {"page": 296, "printed_page": null, "text": "2«4\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nfChicago\n\nis a graduate of a high school. We have twenty-three grammar schools. The supernumerary isrequired to teach two years before being eligible to election. If she has had\ntwo years' experience elsewhere or has taken two years in a normal school, or one year\nin a normal and has taken the professional examination, she may be elected. The question is asked why do we not pay her. I answer by asking : \" Why do you not pay your\nstudents in the normal school ?\" She is getting an education, as is the case of the college\nstudent.\nLast year I was in a town school, and one of the teachers said she wanted to come\nto Atlanta. She said that one of her recommendations was that she never went to a\nnormal school. She said that the normal schools placed their students like cogs in a\nwheel, and she wanted to go to Atlanta instead and serve as a supernumerary. There\nshe could have training given by twenty-two experienced teachers. Grade meetings are\ncalled by u.^ normal schools, and they meet every Saturday for discussions.\nState Superintendent Fall, of Michigan. — We have in our state a law which\npermits colleges to incorporate into their course a limited normal training course ; because\nof that fact they are authorized to grant a probationary certificate, good for four years,\nwhich after successful experience becomes a life certificate. The real reason for my speaking is that I see improvement coming to the teachers in the colleges. I have noticed in\nthe colleges a lack of willingness to discuss pedagogical problems ; here in the presence\nof a large body of students preparing to teach, the college faculty must recognize the\nimportance of training to ieach.\nH. R. Sanford, state institute conductor, New York. — I wish to answer for the state\nsuperintendent of New York, in his absence. We have sixteen cities in each of which is\nlocated a training school, admission to which is on a high-school or a college diploma.\nWe have ninety smaller schools in the villages, where the admission is not so high. We\nhave thirteen colleges whose diplomas lead to state certificates. I should like to hear\nfrom Principal Downing.\nA. S. Downing, principal of New York Training School for Teachers. — The sixteen\ncities mentioned by Dr. Sanford are not supported by the state, but are under the provisions of a state law, which says that no one shall be allowed to teach in a city employing a superintendent unless he shall be a graduate from a high school, and subsequently\nhave had three years' successful experience in teaching, and have graduated from a training school with a course of not less then thirty-eight weeks. No city can employ any\nprimary or grammar-grade teachers not having such qualifications. The state contributes\na dollar per week per capita for each pupil during the thirty-eight weeks. The city of\nBuffalo pays for the support of its training school many times what it receives from the\nstate, and the city of New York supports two training schools, one in Brooklyn and the\nother in New York, and pays very many times what the state contributes.\nThe main proposition is one of the very greatest interest to us. The mistake is, it\nseems to me, in the lack of encouragement from the college men and women to the\ngraduates who go into the elementary-school work ; and there has come into the mind of\nthe college graduates the idea that it is discreditable to work in the elementary grades of\neither city or village schools. It seems to me that it should be pointed out to them that\nthe field in which they can accomplish the most good is in the primary and grammar\nschools. In New York city a regulation now exists that to teach drawing, for instance,\nthe person must be a college graduate. It is almost impossible to find a candidate for\nthat position, because drawing has been a subject largely taught in the elementary schools,\nand it is almost impossible to find a woman who has thought it worth while to take her\ncollege course to prepare to teach drawing in the grades. When it comes to the question\nof methods in music, that is also an elementary-school subject, and you will find very few\nwho have devoted their time to methods of teaching music to children. I regretted to\nhear the statement made that no college graduates could be employed in a certain city\n\n"} {"page": 297, "printed_page": null, "text": "Superintendence] COLLEGE\n\nGRADUATES\n\nIN ELEMENTARY\n\nSCHOOLS\n\nunless certain conditions be complied with. Take the college graduate without examination ;select that graduate who appears to have the spirit of a teacher and assign her to\na grade as a temporary teacher, or whatever you may please to call her, and require her\nto do work in the training class, and encourage her to come to that city. Say to her:\n\" We do not expect you to be a good teacher at the beginning, but we will help you to\nbecome a good teacher.\" In a training school in New York city only three years old\nwe have had and are now having graduates taking the full three-years' course. If they\nare able to do the work in theory in less than a year and a half, we will let them, at the\nend of a year, have two and a half dollars a day for ladies, three dollars for men, for\nsubstitute work. Until they have demonstrated to the satisfaction of the faculty after one\nand a ^half years of observation that they are endowed with the spirit of a teacher, and\nhave the ability to maintain discipline while conducting their work, they can never get\ntheir names on the eligible list in the city of New York. I believe, on the main question,\nthat it is really time that something be done, not to discourage, but to encourage, college\ngraduates to take up the work of teaching in the elementary schools.\nSuperintendent William J. M. Cox, Moline, III. — I should like to ask some of\nthe superintendents who have had experience whether, in their judgment, it is wise for a\ncity to support a training school of, say, one or two instructors, into which high-school\ngraduates are taken, and where they have pure methods of teaching during a year or a\nyear and a half, and then fill the places of grade teachers with these students, where college graduates cannot be employed.\nE. O. SissoN, Bradley Institute, Peoria, 111. — A good deal has been said about difificulty in getting practice-teaching. We all got that, and the majority of us here never had\nnormal training. The question is not so much of getting practice-teaching as observation\nand consultation. The opportunity to look upon a skillful teacher's work as the medical\nstudent looks upon the work of a skillful operator is what we need. Then, after the\nclass is over, we need the opportunity to ask the skillful teacher why he did this, and thus\ncome to an understanding of the processes he employed.\nPrincipal Downing. — The gentleman is right, but the difficulty is that the method\nto which he refers lacks educational value. By this method the work done by the criticteacher resolves itself into mere criticism of a subject taught by the student-teacher.\nStudents in our training schools are obliged to do systematic work in answering questions,\netc., for an interval of one hundred hours during the period for the study of theory and\npractice. A number of questions are given them touching the construction of the course\nof study. The course of study is then taken up from the standpoint of the child. Students are led to discover what the child should know upon his entering the recitation.\nWhen student-teachers are prepared to answer questions touching the foregoing topics,\nthey have some knowledge of how to proceed in the schoolroom.\nDr. E. E- White, Columbus, O. — ^The questions put by several superintendents\nregarding the kind of work being done in a number of training schools have caused me to\nwonder whether or not the work of the real training school is as helpful as it ought to be.\nThe training school should avoid making the teacher a mere follower. I know of some\ntraining schools in Ohio that are extremely mechanical — mere machine makers; but I\nam pleased to note that these are not in the majority. I have in mind a training school in\nCincinnati that is not a mechanical school. Here methods are outlined, and teachers\nare not merely prepared to imitate their instructors, but are grounded in the principles\nunderlying the best methods of school instruction. When a teacher has become thus\nindoctrinated, she will go into the schoolroom and work out her own views with soul and\nspirit in her work. I would not, if 1 could, prescribe a method for a teacher. The teacher\nmust determine the method she can use most successfully.\nThere is a tendency in some training schools to conform too much to patterns —\nmere copy work.\nNo teacher who follows a pattern can touch a human soul.\nTeachers\n\n"} {"page": 298, "printed_page": null, "text": "^^6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nare not always to blame for doing this mechanical work. They are often discredited\nbecause the principal happens to be a pattern-man. The teacher who teaches her own\nideas under proper limitations will grow and become strong; she will not fail to touch\nhuman souls — human lives.\nThe college gives knowledge and technical principles of teaching.\nThe college can\nnot be a real training school.\nIt may be a help to those who are seeking higher places.\n\nTHE\nWALTER\n\nPSYCHOLOGY\n\nB. HILL, CHANCELLOR,\n\nAND\n\nETHICS\n\nUNIVERSITY\n\nOF\n\nOF FUN\n\nGEORGIA,\n\nATHENS,'gA.\n\nA German philosopher has said : \" Humor is the eudaemonological\npessimism which includes within itself a teleological evolutionary optimism, which may cause a realistic, radical, and universal reconciliation to\nappear as possible.\"\nThis quotation, encountered in some piece of fugitive literature, I\nhave not attempted to trace or to identify, but it sounds suspiciously like\nHegel. In this connection, and for a purpose which does not immediately appear, but which, I trust, will be made apparent in the sequel, I\nhere reproduce (without implying approval) Schopenhauer's estimate of\nHegel :\nIn our German philosophy intellectual intuition and absolute thinking have now\ntaken the place of clear perceptions and honest investigations. To impose upon the\nreader, to bewilder and mystify him, and by all sorts of contrivances throw dust in his\neyes — that is our method now; that, and not truth, is the expositor's leading aim. In\nconsequence of this, philosophy, if we are still to call it so, could not but sink into ever\nlower depths, till at last the lowest stage of degradation was reached by Hegel, who, to\nstifle again the freedom of thought won by Kant, turned philosophy, the daughter of\nreason and future mother of truth, into an instrument of obscurantism and protestant\nJesuitism, but in order to hide the disgrace, and at the same time stupefy men's brains to\nthe utmost, drew over her a veil of the emptiest verbiage and most senseless hodge-podge\never heard out of Bedlam.\n\nSchopenhauer's account of our subject is more in accordance with the\ncommonly received definitions than the one first above given. In Welt\nah Wille (I, sec. 13) he says :\nLaughter never arises from anything else than a suddenly recognized incongruity\nbetween the conception and the real object that in some respect or other has been\nthought through it, and is in itself simply an expression of this incongruity. The greater,\nthe more unexpected in the apprehension of the laugher this incongruity is, the more\nviolent will be the laugh.\nWHY\n\nTHE\n\nSUBJECT\n\nIS\n\nCHOSEN\n\nThe fitness of this topic for the consideration of educators does not\nrequire to be vindicated. More trouble comes to those who are in charge\nof the training of youth, especially to those responsible for discipline,\nfrom what is called mischief or fun than from any other source. College\npresidents, school superintendents, and teachers would sleep sounder and\n\n"} {"page": 299, "printed_page": null, "text": "SupcrintendenceJ\n\nPSYCHOLOGY\n\nAND\n\nETHICS\n\nOF\n\nFUN\n\n387\n\nbreathe easier if they could take out a policy of insurance against outbreaks of this nature. It is not reassuring to find in the replies to the\nquestionnaire sent out by Dr. G. Stanley Hall and Mr. Arthur Allin that,\namong the things specified in the highest percentage as amusing, were\nthese : a goose placed in a teacher's seat and pins stealthily inserted in\nteachers' chairs. There is this striking difference between the offenses\nwith which the administrator of discipline has to deal : if they spring\nfrom fun, then, no matter how disorderly or troublesome be the case, it\nis considered by the culprit a complete defense to say that the act was\ndone \"just for a joke,\" while, for an act done otherwise, it would never\noccur to the offender to plead that the act was done \"just for anger\" or\n\"just for spite.\" \"Just for fun\" seems to rule out of consideration all\nreference to the moral law. When a noted politician said some years ago\nthat the Ten Commandments and the golden rule had no place in politics,\nhe expressed about politics what is generally accepted as true, especially\nby the young, about whatever is done in the name or under the plea of\nmirth or mischief. Charles Lamb has suggested that the leading element\nin the enjoyment of certain forms of comedy consists in the fact that\nthey free us from the burden of our habitual moral consciousness. Those\nwhom Kipling calls \"grown ups \" are, in this respect, but children of\nlarger growth. One purpose of the present paper is to draw attention to\nthis claim of exemption on the part of fun from the moral law, and to\npoint out some of its consequences.\nORIGINS\n\nThe topic must first be genetically treated. It is necessary to admit\nat the outset that the sources of this Nile remain undiscovered. So little\nis definitely known on the subject that in the ordinary manuals or textbooks on psychology the topic is wholly ignored. Hall and Allin\n{^American Journal of Psychology , Vol. VIII, No. 40) say : \"We are persuaded\nthat all current theories [on the subject of the psychosis of laughter] are\nutterly inadequate and speculative, and that there are few more promising\nfields for psychological research.\" Of their own work, the first undertaken in accordance with modern methods, they say: \"It is so inadequate\nto the vast and hitherto unsuspected complexity of the subject that it can\nhardly claim to be more than notes calling attention to the need for\nfurther detailed work.\" Accepting these statements as coming from high\nauthority, the present paper, whatever may be its faults, will at least be\nfree from that of dogmatism.\nLet the mind run over the list of words suggestive of this subject :\nbanter, blithe, burlesque, caricature, chaff, comic, derision, drollery, frolic,\nfun, glee, grotesque, hilarity, humor, irony, jeer, jest, joke, jovial, ludicrous, merriment, mirth, mockery, quip, quirk, pleasantry, raillery, rally,\nretort, repartee, ridicule, sarcasm, sardonic, satire, scoff, sncile, sneer.\n\n"} {"page": 300, "printed_page": null, "text": "288\n\n■ NATIONAL EDUCATIONAL ASSOCIATION\n\n[Chicago\n\nsport, tease, taunt, travesty, wag, wit, whimsical. These words have set\nthe consciousness traveling in brain-paths of very different directions,\nsome pleasant, some painful. We find Sidney Smith saying in one place\nthat wit and humor are \"the oil of life,\" given to man to \"charm his\npained steps over the burning marl ; \" in another place we find him saying :\n\" I wish, after all I have said about wit and humor, that I could satisfy\nmyself of their good effect upon the character and disposition, but I am\nconvinced that the probable tendency of both is to corrupt the understanding and the heart.\" Can the same fountain send forth waters both\nbitter and sweet ? Can philosophy penetrate thru this diversity to unity ?\nOr must we not seek diverse origins for effects so variant ?\nANIMAL\n\nEXHILARATION\n\nBeginning with the animals, the better opinion seems to be that something akin to human laughter may be observed in their antics, pranks,\nand capers. If the motion of the head has given us one of our names for\nthe \"wag,\" why may it not be true that the dog laughs with the wag of\nhis tail ? A young colt driven out of a pasture, if not too closely pressed,\nwill approach the gate as if about to dart thru it, when he will suddenly wheel and scamper off to the remotest end of the field, and then\nreturn to the gate in a mad run, wheel again, repeating the sport until he\nis forced thru the gate or becomes tired of the frolic. This is pure\nanimal spontaneity expressing itself in a way that is pleasurable and suggestive of glee. Children seem to possess an enormous over-provision\nof stored -up activity or innate animal spirits, and laughter is one vent or\nsafety valve for this exuberance. In adults the same feeling is the physical exhilaration of realizing existence as a joy, which comes to all healthy\nnatures when out of doors. Now, one invariable characteristic of this\nexhilaration, especially when felt in a high degree of intensity, is the feeling of power, of exaltation, and (lacking a better word) expansiveness.\nIt is physical megalomania. He is not to be envied who has not felt in\nsuch moods that He could vault over a mountain or leap the gorge at\nNiagara, or get the best of a mogul engine in a head-end collision. Now,\nif physical vitality supplies this enjoyment in \"these degenerate days,\"\nhow much more intense and thrilling must the same sensation have been\nin the \"good old days\" of animal development unhampered by civilization ;when the human foot, for instance, before it had been shut away\nfrom the fresh air for centuries in bandages of cloth and the straitjacket of leather, might know the joy of the elastic spring in the dance or\nthe leap, which was one of the natural manifestations of this physical\necstasy. Is not provision here made in this feeling of power, exhilaration, and expansiveness for association of ideas between merriment, on the\none hand, and extravaganza and exaggeration, on the other ? May not\nthe partial truth of Hobbes' theory lie at this point, that \" laughter is a\n\n"} {"page": 301, "printed_page": null, "text": "Superintendence]\n\nPSYCHOLOGY\n\nAND\n\nETHICS\n\nOF\n\nFUN\n\n289\n\nsudden glory arising from a sudden conception of some eminency in ourselves,\" etc., which Bain interprets thus {^Mental Science, 316): \"In other\nwords, it is an expression of a pleasurable feeling of superior power.\" Is\nthis, in part, the \"freedom or caprice of subjectivity\" which Dr. Baldwin\ngives as a summary of the theories of Schlegel, Schelling, and Hegel ?\nBurlesque is one of the earliest forms of the comic. Children relish\nGulliver's Travels without a thought of the ulterior satire intended by\nthe Brobdignags; and probably such scenes as those in which Pantagruel\ncombs cannon balls out of his hair as he walks off the battlefield have\nafforded enjoyment to readers who never troubled themselves with the\ninterpretation of Rabelais. It is said that the witticism which produced\nmore laughter than any ever heard in the House of Commons was that of\nSir William Windham, who exclaimed to an audience familiar with the\nslow movements of the English court of chancery: \"Talk of taking Antwerp with thirty thousand men and twenty ships of the line by a coup de\nmain! Good God, sir, you might as well talk of a coup de main in the\ncourt of chancery!\" The wit lies in the hyperbole. Exaggeration is said\nby so good an authority as the late S. S. Cox to be the chief characteristic\nof American humor. It is illustrated by the patriotic geographer who\nsaid that America is \" bounded on the north by the aurora borealis ;\nbounded on the east by the history of the past ; bounded on the south\nby the torrid zone; and bounded on the west by the day of judgment.\"\nThe explanation here attempted may be, and doubtless is, inadequate.\nThe only suggestion is that the explanation finally accepted must have\nthe merit of accounting thru a pleasurable association, amiable in its tendency, for those forms of wit and humor which in their origin could hardly\nbe kindred to the sources of satire, sarcasm, irony, jeers, raillery, ridicule,\nand all those forms of the ludicrous which are impossible without a victim. These types of wit and humor will now require attention.\nIS\n\nCRUELTY\n\nTHE\n\nSOURCE\n\n?\n\nGeorge Eliot says in her essay on Heine that probably the enjoyment of the ludicrous is a development of the savage delight in witnessing\ntorture inflicted on an enemy. She recognizes, however, the possibility\nthat the pleasure thus derived may be refined and sublimated so as to lose\nall trace of its origin ; for in her Choir Invisible the prayer for impersonal\nimmortality runs (in part):\nMay I reach that purest Heaven,\nEnkindle generous ardor, feed pure love,\nBeget the smiles that have no cruelty, etc.\n\nWhile George Eliot's theory is inadequate as an explanation of the whole\nsubject, it deserves consideration ; for George Eliot was a psychologist in\nthe same sense that Shakespeare was a psychologist. In what, then, do\nsavages delight that bears resemblance to the modern enjoyment of the\nludicrous?\n\n"} {"page": 302, "printed_page": null, "text": "290\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nThe American Indian was a taciturn creature, but he relished taking\nthe scalp of his foe, making his captive run the gauntlet, or writhe at the\nstake. The Roman populace enjoyed the humiliation of the enemy in\nthe spectacle of the triumph, and reveled in the bloody gladiatorial combats. The Mexican and Spaniard of today are entertained by the bullfight, and if a luckless toreador is landed on the horns of the infuriated\nbull, it is \"great sport.\" How easy it is to translate these forms of savage or semi-civilized amusement into modern conceptions ! Beginning\nwith the last illustration, what is it but a refinement of the same cruelty\nwhen we delight to see one disputant \"impale another on the horns\"\nof a dilemma ? What will so quickly crowd the galleries of the Senate as\nthe announcement that there is to be a \"tilt\" between two sharp-tongued\nsenators; and what is such a scene except a gladiatorial combat on an\nintellectual arena? When a mob jeers or taunts some unpopular personage, what is the ordeal but his running a gauntlet where invective and\nsarcasm take the place of tomahawks ? When in repartee or retort the\nvictor glows with satisfaction in beholding the confusion and shame of\nhis conquered antagonist, what is this but a more refined gloating over\nthe writhings of an enemy at the stake ? When on one occasion a small\nboy, under pretense of throwing a bouquet to an undergraduate speaker\non the stage at commencement, aimed at the head of a pompous trustee\nand knocked off his wig, did there not dangle from his belt a veritable\nscalp ? What was the West Point hazing but modified barbarism ? What\nis a practical joke, in its roughest form, but unmitigated savagery ?\nAs the former theory found some support in Hobbes' account of the\nsubject, the present contention is sustained by the partial truth embodied\nin Bain's definition. He says: \"The occasion of the ludicrous is the\ndegradation of some person or interest possessing dignity in circumstances that excite no other strong emotion.\" Bain cites in support of\nthis Quintilian : \" A saying that causes laughter .... is never honorable to the subject of it.\" He does not cite a still more pointed paragraph in Cicero, De Oratore, as follows :\nAs regards humor, there are five points to be examined : what it is ; whence it is ;\nwhether it is the orator's part to wish to raise a laugh ; how far ; what are the classes of\nhumor. And that first, what the laugh is, how it is aroused, where it is, how it starts and\nbreaks out so suddenly that we cannot restrain it when we would, and how it seizes on\nthe sides, the mouth, the face, the eyes, all at the same time — let Democritus see to it.\nFor it has nothing to do with the discussion ; and if it did I should still not be ashamed\nnot to know, because even those who profess to know do not. Now the ground and, so\nto say, the region of the ridiculous lies in some baseness or deformity. For the sole or\nprincipal things which are laughed at are those which mark and point out, but not in a\nbase way, some baseness.\n\nA little negro bootblack picked up on the sidewalk the stump of a\ncigar and, walking into a store, politely said to the proprietor: \"Mister,\nplease gimme a match.\"\n\" Get out; we don't give away matches to trash\n\n"} {"page": 303, "printed_page": null, "text": "Superintendence]\n\nPSYCHOLOGY\n\nAND\n\nETHICS\n\nOF\n\nFUN\n\n291\n\nlike you,\" was the reply. The little gamin walked out, earned another\nnickel by a shine, returned to the store, bought a box of matches and lit\nhis treasure trove. He then handed the box back to the proprietor with\nthe remark : \"Please put that box on the shelf, and next time a gen'l'man\naxes you for a match, give him one out of my box.\" We enjoy seeing\nthe impolite adult degraded to his true position below the level of the\nstreet arab in the qualities of a gentleman. On one occasion Douglass\nJerrold saw a pompous magnifico walking on the other side of the street.\nHe walked over and said to the impersonation of importance and dignity: \"Pray, sir, I would like to know if you are anybody in particular.\"\nJ. L. Ford, as quoted by Hall and Allin, says :\nCareful study of the work turned out by professional joke-makers reveals the fact\nthat fully nine-tenths of their humor is founded on the simple idea of disaster or misfortune. Nearly all primitive humor is founded on this simple idea. In the English pantomime, in which many of the most ancient forms of jest are so firmly imbedded that they\nare in as fine a condition today as they were under the reign of the Merrie Monarch, all\nthe fun depends upon indignities heaped upon the different characters. For a great\nmany years nearly all our national humor had for its foundation the mother-in-law, the\ngoat, the stove-pipe, and the banana-peel.\n\nHeine, lying on his \"mattress grave\" in a delirium of wit, transferred\nthis conception of the enjoyment of suffering in true anthropomorphic\nfashion to the divine being :\nWhat avails it me that enthusiastic youths and maidens crown my marble bust with\nlaurel when the withered hands of an aged nurse are pressing Spanish flies behind my\nears ? What avails it me that all the roses of Shiraz glow and waft incense for me ?\nAlas ! Shiraz is two thousand miles from the Rue d'Amsterdam, where, in the wearisome loneliness of my sick-room, I get no scent, except it be, perhaps, the perfume of\nwarmed towels. Alas ! God's satire weighs heavily on me. The great author of the\nuniverse, the Aristophanes of heaven, was bent on demonstrating with crushing force to\nme, the little, earthly, German Aristophanes, how my wittiest sarcasms are only pitiful\nattempts at jesting in comparison with his, and how miserably I am beneath him in\nhumor, in colossal mockery.\n\nA kindly commentator says of this :\nIt is not for us to condemn who have never had the same burden laid on us. It isnot for pigmies at their ease to criticise the writhings of the Titan chained to the rock.\n\nSince this paper is not scientific in aim, but has a practical purpose,\nit may be well to establish by further considerations the anti-social nature\nof the ludicrous, the ultimate object being to make an argument that\nour homiletics — in the pulpit, press, and schoolroom — should endeavor\nto bring about a moralization of wit and humor.\nMORALIZATION\n\nOF\n\nMIRTH\n\nI. The testimony of language. Talleyrand has said : \" Language is the\nwisdom of everybody.\" Words are composite photographs of myriads of\nindividual mental images. Whence, then, comes our vocabulary when we\ndescribe the various types of wit and humor ? Usually from the metaphors of weapons, warfare, and combat.\nWe say of wit that it is keen ;\n\n"} {"page": 304, "printed_page": null, "text": "292\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nthat its blade is sharp or trenchant ; a jest is cutting ; if successful, it\nscores a hit ; and the one word to be applied in common to all the\n\" thousand shapes wit wears \" is point. Now, the function of a point is\nto stick into something, and the process of puncture is usually painful\nand most frequently malevolent. When we abandon the metaphors suggested byarrows, swords, and spears,. we resort to such terms as bitter,\ncaustic, stinging, blistering, excoriating, etc.\nArguments from etymology are peculiarly liable to error, but some\nsuggestions of painful or cruel physical processes are probably indicated\nin the origin of various terms now in question. Dean Swift says of\n\" banter \" : \" This polite word of theirs was first borrowed from the bullies in White Friars.\" Its local meaning in the United States is the challenge to fight or race, and hence the contest itself. In \" jeer \" there is a\nsuggestion of shearing the fool. In \" rail \" is a suggestion of scraping\nor grating. \"Sarcasm \" is from a-apKa^o), \"to tear the flesh,\" then \" to bite\nthe lips,\" then \" to speak bitterly or sneer.\" By popular etymology the\nidea of sarcasm as biting to others may have been thus derived.\n2. All the phenomena of repartee and retort and (acrimonious) debate\ntend to show that wit is a species of warfare. In the freedom of invective in the Irish House of Commons a century ago, Mr. Martin, of Galway,\nsaid of Mr. Ponsonboy, at a time when he knew that Ponsonboy's sister,\none of the most beautiful women in Dublin, was in the gallery : \" Mr.\nSpeaker, these Ponsonboys are the plague of the nation. They are\ninfamous personally and politically, from the toothless old hag now\ngrinning in the gallery to the white-livered scoundrel that shivers on the\nfloor.\" It is not a far cry from such brutality back to Sparticus on the\nbloody sands. For a modern instance, let Mr. Blaine's tilt with Mr.\nConkling suffice. Someone had said that the mantle of Henry Winter\nDavis had fallen on Mr. Conkling. Mr. Blaine said the comparison was\na profanation — \" Thersites to Hercules, Hyperion to a satyr, mud\n\nto\n\nmarble, a whining puppy to a roaring lion, a singed cat to a Bengal '\ntiger.\" And to this very day a certain senatorial \" pitchfork \" is the\nchief attraction of the galleries and the prime favorite of sensational\nreporters. Of how few debaters possessing wit can it be said as of\nCanning :\nHis wit in the combat as gentle as bright\nNe'er carried a heart stain away on its blade.\n\nSchopenhauer's hot blast against Hegel was introduced in the beginning of this paper as a test. Was it amusing in its ferocity? If so, we are\nready for the Q.E.D.\nA writer in the Cornhill Magazine, May, 1876, says :\nOf the current jests half owe their merit to their inhumanity. Look at any of the\ncurrent stories of Douglass Jerrold, who passed for a humorist in these later days. Every\nrecorded jest of his that 1 have seen is a gross incivility made palatable by a pun. The\nsubstance of each phrase is, \" You are a fool ; \" the art consists in so wrapping the insolence in a play of words that the hearers laugh, and the victim is deprived of sympathy.\n\n"} {"page": 305, "printed_page": null, "text": "Superintendence]\n\nPSYCHOLOGY\n\nAND\n\nETHICS\n\nOF\n\nFUN\n\n293\n\n\" It was your father, then, who was not so handsome,\" is one of Talleyrand's brilliant\nretorts to a man who spoke of his mother's beauty. What is this but to say, \" You are\nan ugly beast,\" and yet to evade the legitimate resentment of the sufferer ?\n\nTalleyrand, visiting at the bedside of someone quite ill, asked the\npatient how he was. \" I am suffering,\" was the reply, ** the tortures of the\ndamned.\"\n\" What,\" said Talleyrand, \" already ! \"\n3. Strong corroboration of the argument is found in the case of children. Hall and Allin state that the returns to their questionnaire abound\nin instances of childish glee over all sorts of deformity, suffering, and\ncalamity. In perverted cases this normal mirth rises into the heartlessness of the little girl who danced over a comrade's grave, and of two\nlittle boys, aged nine and eleven, who, after witnessing scenes of butchery one day, killed, dressed, and quartered their baby sister, imitating with\ngreat delight the details they had seen.\nThe advanced proofs of the second volume of Baldwin's Dictionary\nof Philosophy and Pedagogy enable me to cite an opinion more charitable\nto human nature. Under the article \" Malevolence,\" Professor Sorley\nsays :\nIt is interesting to ask whether there is not an sesthetic factor in malevolence, as there\nis in most benevolence and sympathy. There can be no doubt that many of the actions\nordinarily ascribed to malice are better explained from the elements of play and of the\ncomic involved in the production of grotesque and unusual situations\nIt may be\nthe writhings and not the pain of the pinned-down insect that interests.\n\nThe present writer would prefer to believe this rather than what he\ndoes believe, but do not our recollections of experiments in infancy with\npins and insects candidly force us into the position of the old lady who\nsaid that, no matter what other doctrines she gave up, she intended still\nto hold on to her original depravity? The difference of opinion suggests\nthat kindergarten experts and all those interested in child study should\npursue the investigation for which Hall and Allin's circular of inquiry\nblazes out the way.\n4. The child of the preceding paragraph is but the father to the man\nin this. To laugh with those who weep is a gross perversion of scriptural\nteaching, but joy in the calamity of others {Schadenfreude) is one of the\ndeep, dark secrets in the soul of man. There are secrets of this character that remind us of the French saying : \" But for sleep men would\ndie of self-contempt.\" Why is it that grotesque and wanton images\npresent themselves in the minds of holiest saints at the moment of\nintensest devotion ? Who has not confessed with shame his consciousness of the half-truth in Rochefoucauld's maxim: \"There is something\nin the misfortunes of our best friends which does not more than half\ndisplease us\"? Who has not witnessed the disappointment on the face of\nthose who inquire about the condition of someone, long expected to die,\nwhen they learn that the denouement has not come ? Hall and Allin on\nthis painful subject say :\n\n"} {"page": 306, "printed_page": null, "text": "394\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\nNot a few of our correspondents confess, with genuine abasement, that, interlinked with\nthe strong feeling of grief at the sickness and death of their friends, there is an undercurrent of satisfaction and even joy, which sometimes makes them feel that their sorrow,\nthough tearful, is superficial and hypocritical\nIt is sad to reflect upon the results\nof honest introspection and careful self-analysis upon this subject.\n\nMilder phases of this Schadenfreude are perhaps to be found in the\nfollowing groups : {a) Enjoyment of ludicrous epitaphs which bulk\nlarge in every collection of jokes, {b) The cruel wit of quietism, said to\nhave been begun in 2 Chron. 16:12, 13: \"And in the thirty and ninth\nyear of his reign King Asa was diseased in his feet ; his disease was\nexceeding great ; yet, in his disease he sought not to the Lord, but to\nthe physicians. And Asa slept with his fathers.\" In modern newspaper\nforms this species appears in such paragraphs as the following : \"A servant kindled a fire with naptha and has benzine no more.\" [c) Mirth at\nfunerals. In this case the merriment need not be ascribed to any pleasure in the sorrow of the mourners, but it sufficiently illustrates the point\nto say that sympathy for grief is not strong enough to repress the risibilities. Perhaps the rebound, or relief from tension, may be a large\nfactor in the true explanation. Whatever be the theory, the ghastly\nfact remains. One such instance occurred as follows: It is known in the\nlocal community as the comic funeral. It was the burial of a noted wag,\nwhom we will call Mr. Yorick in order to disguise the setting of the\nstory. The pallbearers, according to local custom, were walking beside\nthe hearse. The first carriage was filled with the tearful wife and children of the deceased. Unfortunately one of the pallbearers raised the\nquestion what was the best joke the dead man had ever perpetrated.\nThis called out several enlivening reminiscences, and soon, to their\nhorror, the pallbearers found themselves in a shake. The electric current of wit passed down the procession, and soon dozens of men were\nlaid out along the roadside in spasms of inextinguishable laughter.\n5. Our estimate of the funny man may be adduced to support the\npreceding considerations. Woe to him who, combining wit and wisdom,\nsuffers himself to acquire a reputation for the former ! Sidney Smith\ncould not be a bishop. Thomas Corwin was a great man, but people\nrefused to take him seriously. But the discount on the man of wit\nrelates to character even more than intellect ; he is regarded as heartless.\nThose who laugh at his jokes upon others feel that when their backs are\nturned their turn will come.\nSouthey says didactically:\nA man renowned for repartee\nWill seldom scruple to make free\nWith friendship's finest feelings.\n\nPascal flatly says: \"Diseur de bons mots mauvais caractere.\"\n6. Hitherto the argument has sought to illustrate the evolution of the\nludicrous from the cruel, but the practical joker with his brutalities has\nundergone no development.\nHe is a genuine, original, unadulterated\n\n"} {"page": 307, "printed_page": null, "text": "Superintendence]\n\nPSYCHOLOGY\n\nAND\n\nETHICS\n\nOF\n\nFUN\n\n295\n\nsavage. Not infrequently we read in the press dispatches of persons\nfrightened to death by such barbarism, and occasionally of some student\nwho goes to his death in a mock initiation.\nHall and Allin say:\nThe cheap comedy shows us how the practical joke, banished from the cultivated\nclasses where it formerly held sway, still prevails among the lowly as it does among savages and children in a raw and more flaying form. The greater the discomfiture or even\nthe pain, the madder and more furious the fun.\n\nOur survey of the subject up to this point has shown that there are\nsome forms of wit and humor which are so amiable and harmless as to\nsuggest that they spring from the pleasure of pure animal spontaneity;\nwhile others are so malevolent as to give plausibility to the theory that\nthey are derived from savage delight in witnessing torture. This latter\nproposition it has been sought to make good by argument and clear by\nillustration, because of the practical corollaries to be deduced from it.\nIf there are smiles that would not mar an angel's brow and others that\nbefit only the faces of fiends, there is ample warrant for the proposition\nthat ethical standards should be applied, and that the plea of \"just for\nfun \" should no longer be permitted to cover a multitude of sins. Children learn at an early age the principle of the limitation of individual\nliberty. It can usually be fixed in the mind by the epigrammatic statement, \"My right to swing my arm ends where your nose begins.\" The\nbeautiful simplicity of the golden rule commends itself to their intelligence ;but it would fall upon them with a showerbath of surprise if they\nwere told that the golden rule applies to mirth and merriment. Yet this\nis precisely the inculcation needed. Since fact is worth more than theory,\nthe present writer can say that in a critical period of administration the\nday was saved for good order by an expostulation which insisted on the\nmoralization of fun, and which rested the plea on George Eliot's theory\nof its origin.\nThe inculcation may take this general direction : After considering\nall that may be claimed for mirth as a part of human happiness, we may\nsubmit that it is bounded by certain higher laws, {a) It is bounded by\nthe law of kindness. Whether we would willingly be the victim of a\nproposed jest or practical joke is an easy test of its compatibility with\nthis law. Conventionally it is assumed that we enjoy hearing our friends\ntell a \" good thing \" on us. But who really enjoys the ordeal ? {p) It\nis bounded by the law of purity. In the Cornhill Magazine article\nalready quoted it is said : \" How much that passes for humorous is simply\nprofane, or indecent, or brutal ? Half of the humorous stories that pass\ncurrent in the world are unfit for publication.\" This limitation may be\nstressed by an anecdote of General Grant. A young officer, being about\nto tell a salacious story, said: \"I believe there are no ladies present.\"\n\"No,\" said General Grant, \"but there are gentlemen present.\" No\nyoung officer would have dared to think of telling a shady story in the\n\n"} {"page": 308, "printed_page": null, "text": "296\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Chicago\n\npresence of General Lee. Quaint old Thomas Fuller said : ''Almost\ntwenty years since I heard a profane jest and still remember it. How\nmany pious passages of far later date I have forgotten! It seems my soul\nis like a filthy pond, wherein the fish soon die and the frogs live long.\"\n(<:) It is bounded by the law of reverence. \" I wonder, Mr. Spurgeon,\"\nsaid one of his auditors, \"that you use so many witticisms in the pulpit.\"\n\" You would not wonder,\" was the reply, \" if you knew how many I suppress.\"\n\nCAN\n\nWIT\n\nBE\n\nCULTIVATED\n\n?\n\nOf wit at its best estate George Eliot has given the best definition ;\nit is \"wisdom raised to a higher power.\"\nIts swift insight is of great\nintellectual value.\nIn debate it economizes time.\nArgument must be\nmet with argument ; but to meet sophistry and absurdity with reasoning\nis to pay them undeserved respect.\nThey should be \"speared with a jest,\"\n\" routed with all the rash dexterity of wit.\"\nTennyson seems to have had\nin mind this utility of wit when in the \"Ode to Maurice\" he wrote :\nNot martyr flames nor trenchant swords\nCan do away with that ancient lie ;\nA gentler death shall falsehood die,\nShot through and through with cunning words.\n\nThat wit is not capable of cultivation is a notion universally held. It\nis presumptuous to question an opinion so widely accepted, but it may be\nthat the pure spontaneity of wit belongs to the same sort of myth as the\n\" fine frenzy\" of the poet. It is doubtless true that the wit, like the poet,\nlike the orator, is born, not made, and yet labor may play as great a part\nin the development of the one as of the other. Sheridan's notebooks, when\nexamined by his literary executor, revealed the unsuspected truth that\nmany of his brilliant witticisms were the fruits of laborious cultivation.\nFor instance, one of his epigrams can be traced thru the successive stages\nof its evolution. In its first form it appeared thus : \" He employs his\nfancy in his narrative and keeps his recollection for his wit.\" At a later\nperiod it appeared thus: \"When he makes his jokes you applaud the\naccuracy of his memory, and it is only when he states his facts that you\nadmire his flights of imagination.\" Sheridan would not fire off the witticism in either of these forms, because, they were not satisfactory to him.\nHe reserved the final explosion for the time when the epigram took this\nshape: \"The right honorable gentleman is indebted to his memory for\nhis jokes and to his imagination for his facts.\" Curran, who was the\nauthor of more bon mots perhaps than any man that ever lived, even in\nIreland, the land of wit, told his friend and biographer, Charles Phillips,\nthat all the good things he ever said were thought of beforehand, and\nthat he had laid awake many a night chuckling over his jokes as he\ninvented them, and thrumping the headboard of the bed in his glee, to\nthe infinite annoyance of the other inmates of the house.\nWashington\n\n"} {"page": 309, "printed_page": null, "text": "Superintendence]\n\nPSYCHOLOGY\n\nAND\n\nETHICS\n\nOF\n\nFUN\n\n297\n\nIrving tells us \"the elaboration of humor is often a most serious task; I\nhave never witnessed a more perfect picture of mental misery than was\npresented to me by a popular dramatic writer whom I found in the agonies\nof producing a farce which subsequently set the theaters in a roar.\" The\nfamiliar fact that most of us are able to manufacture a desired witticism\nwhen it is too late — as Mr. Lowell said that all his best after-dinner\nspeeches were made in a cab as he rode home after the banquet — suggests\nthat cultivation might quicken the capacity for wit. If the powers of\nreasoning and of the imagination can be trained thru the study of logic\nand poetry, as everybody believes, why may not the power of wit be likewise aided by study?\nAt any rate, it is fortunate that this suggestion, so contrary to the\ngeneral notion, may be subjected to careful test. Hall and Allin say that\nwe need, among other things, for the psychology of the future \"a very\ncareful collection of thousands of the very best ancient and modern jests\non cards such as has been begun for ready sorting, until genera and species\nfor some classification on a purely inductive basis shall appear;\" also \"a\nvery exhaustive review of humorous literature, proverbs, etc., with analytic\nintent.\" In other words, they propose a scientific dissection of the joke.\nThere is something inexpressibly droll in this idea of a man of science\ntreating a jest as he would treat a fossil, or endeavoring to discover the\nprotoplasm of wit and humor. Can the point of a jest be investigated\nunder the microscope ? Will it be possible to illustrate a witticism on\nthe blackboard ? Can a retort be put in a retort and analyzed ? It may\nbe doubted whether wit and humor will yield to this treatment ; whether\nwe can have an anatomy of pleasantry as old Richard Burton has given\nus an anatomy of melancholy. May it not be possible that the joke\nwhen analyzed may be like a soap bubble when broken — one moment\nbeautiful with all the hues of the rainbow, the next a drop of dirty water?\nEvery touch that woos its stay\nMay brush its brightest hues away.\n\nIt is always pleasant to end with optimism.\n\nHall and Allin say:\n\nSome mothers and kindergartners have a little game of laugh because they rejoice\nin life and to teach gratitude to God, making it thus a form of devotion or prayer\nIn wit and fancy, present man is practicing for the higher man that is to be, just as some\nof children's games are preparatory to the duties and realities of adult life. We must not\ndeem the pleasures of imagination, therefore, or the wider range of possibilities opened\nby wit, both of which so enrich the hard, stern world of present fact, as entirely without\nsymbolic value as ptophecy.\nThese bid us hope.\n\n"} {"page": 310, "printed_page": null, "text": "298\n\nNATIONAL\n\nEDUCATIONAL\n\nSPECIAL\nHELD\n\nAT\n\nASSOCIATION\n\nMEETING\n\nMINNEAPOLIS,\n\nMINN., JULY\n\nSECRETARY'S\n\nMINUTES\n\nThursday,\n\n[Minneapolis\n\n10, 1902\n\nJuly 10, 1902\n\nThe Department of Superintendence met in tlie Lecture Room of the Law Building\nof the State University at 2 : 30 o'clock p. M., and was called to order by President\nCharles M. Jordan, of Minneapolis.\nPresident Jordan announced that a letter from Superintendent Easton, of New\nOrleans, conveyed the information of conflict between the Mardi Gras and the regular\ndate for the meeting of this department as announced to be held in that city, and of the\ndifficulty of securing guarantees of satisfactory entertainment for the department at that\ntime.\nThe question was raised whether there should be a change of the date or of the\nplace of meeting. By vote the president was directed to appoint three persons, who\nwith himself and Secretary Shepard should constitute a committee with power to act\non the question of time and place for the next meeting, and with authority to change\neither the time or place, as the interests of the department might direct.\nThe president announced the names of President F!dwin A. Alderman, of Louisiana ;\nSuperintendent Alfred Bayliss, of Illinois ; and Superintendent Charles R. Skinner, of\nNew York, as members of the committee.\nAn invitation was presented for the city of Baltimore by the state superintendent,\nM. Bates Stephens, and the city superintendent, J. H. Van Sickle ; an invitation from\nHot Springs, Ark., was presented by George B. Cook, superintendent of schools of\nthat city; an invitation from Cincinnati, O., was presented by Hon. L. D. Bonebrake,\nstate commissioner of schools of Ohio; and from St. Louis, Mo., by Ben Blewett, assistant superintendent of schools, of St. Louis. All of these invitations were presented subject to the withdrawal of New Orleans from the candidacy for this meeting.\nJ. R. Coniff, assistant superintendent of schools of New Orleans, urged that the\nmeeting there be fixed for March or April, so as not to come into conflict with the crowds\nin New Orleans at the time of the Mardi Gras festival.\nThere bemg no other business, the business session of the department adjourned.\nROUND\n\nTABLE\n\nCONFERENCE\n\nAfter the adjournment of the business session. Superintendent Helen L. Grenfell, of\nColorado, leader of the Round Table Conference of State and City Superintendents, took\ncharge of the meeting.\n\" The Value of Nature Study in Public Schools \" was discussed by President Z. X.\nSnyder, of the State Normal School at Greeley, Colo., and Hon. L. D. Bonebrake, state\nschool commissioner of Ohio.\nHon. Richard C. Barrett, state superintendent of public instruction of Iowa, read a\npaper on \" Reciprocity in Licensing Teachers.\"\nHon. Charles R. Skinner, state superintendent of public instruction of New York,\npresented a paper on \" School Maintenance : How Best Provide For.\"\nAfter a general discussion the conference adjourned.\nRichard C. Barrett,\nSecretary of Round Table of State and County Superintendents.\nJ. N. Wilkinson,\nSecretary of Department of Superintendence.\n\n"} {"page": 311, "printed_page": null, "text": "Superintendence]\n\nRECIPROCITY\n\nIN LICENSING\n\nTEACHERS\n\n299\n\nThe committee to whom was referred the question of place and date of the next\nmeeting of the department in February, 1903, met at the West Hotel, Friday, July 11,\nand was called to order by President Charles M. Jordan. After an informal discussion,\nthe following resolutions were presented and carried without dissent :\nResolved, That the New Orleans authorities extending the invitation to the Department of Superintendence to hold its meeting in February, 1903, in that city, be given one month from the receipt of notice\nof this action to secure guarantees of satisfactory railroad rates and hotel accommodations for a meeting of\nsaid department to be held in that city at dates not earlier than P'ebruary 20 and not later than March 9, 1903.\nResolved, That in case the New Orleans authorities are unable to furnish satisfactory guarantees, the\nnext meeting of the department be held in Cincinnati, O., providing the usual guarantees of local accommodations and satisfactory railroad and hotel rates are secured. '\n\nThe committee then adjourned with the understanding that the adjustment of the\nquestions involved in the above resolutions be left to President Jordan and Secretary\nShepard, acting as a subcommittee.\nIrwin Shepard, Secretary.\n\nROUND\n\nTABLE\n\nPAPERS\n\nRECIPROCITY\nRICHARD\n\nC.\n\nBARRETT,\n\nSTATE\n\nAND\n\nIN LICENSING\n\nSUPERINTENDENT\n\nOF\n\nDISCUSSIONS\nTEACHERS\n\nPUBLIC\n\nINSTRUCTION\n\nFOR\n\nIOWA\n\nThis paper will deal with facts rather than with theories. In order to ascertain\nexisting conditions in reference to reciprocal relations between states in licensing\nteachers, a circular letter was addressed to each state and territorial superintendent,\nasking for information relating to the subject. Replies were received from thirty-five\nstates and territories.\nIn reply to the question, \" Does the law of your state authorize the superintendent\nof public instruction or the state board of educational examiners, as the case may be, to\ncertificate applicants from other states without examination upon presentation of state\nlicenses granted elsewhere?\" the following gave affirmative answers : California, District\nof Columbia, Idaho, Indiana, Michigan, Montana, New Jersey, New York, Oregon, Virginia, and Wisconsin.\nTotal, 1 1.\nThe following gave negative answers : Alabama, Colorado, Connecticut, Florida,\nGeorgia, Illinois, Iowa, Kansas, Maine, Minnesota, Nebraska, Nevada, New Hampshire,\nNew Mexico, North Carolina, Oklahoma, South Dakota, Texas, and Vermont.\nTotal, 19.\nIn reply to the question, \" Does the law of your state authorize the superintendent\nof public instruction or the state board of educational examiners, as the case may be, to\ncertificate applicants from other states without examination upon presentation of diplomas\nof graduation from state universities or other institutions of high rank ? \" affirmative\nanswers were received as follows : District of Columbia, Indiana, Minnesota, Montana,\nNebraska, North Dakota, New Jersey, Texas, Vermont, and Missouri.\nTotal, 10.\nNegative replies were received from Alabama, Connecticut, Iowa, Kansas, Maine,\nNew Hampshire, New Mexico, North Carolina, and Oklahoma.\nTotal, 9.\nIn reply to the question, \" Is reciprocity in licensing teachers to be desired between\nstates ? \" affirmative replies were received as follows : Colorado, Georgia, Illinois,\nIndiana, Iowa, Michigan, Minnesota, Missouri, Montana, Nebraska, New Hampshire,\nNew Jersey, New Mexico, Oklahoma, South Dakota, Vermont, Virginia, and Wisconsin,\nTotal, 18.\nNegative replies were received as follows : Arkansas, Arizona, California, Connecticut, Florida, and North Carolina.\nTotal, 6.\n\n"} {"page": 312, "printed_page": null, "text": "300\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Minneapolis\n\nA few superintendents submitted replies expressing doubt as to the desirability of\nreciprocity.\nTheir replies are as follows :\nAlabama : \" Unless there could be fixed some uniform standard of qualifications, I\nthink not.\"\nKansas : \" Yes, if a fair basis can be secured. It will be difficult to enforce reciprocity, because the requirements are so different in the different states.\"\nMaine : \" Perhaps, under certain limitations.\"\nNevada: \"The standards required in the different states and the difference in\ngrading papers vary so much that I do not know as reciprocity in licensing teachers\nwould be advisable.\"\nNorth Dakota : \" I question the wisdom of reciprocity in licensing teachers, as\nbetween states, below that of graduates of colleges and normal schools.\"\nNew York : \" Not by an inflexible rule. Authorities should make thoro investigations in each case. The spirit of the teacher and the experience period are often of\nmore importance than the kind of diploma held.\"\nTexas: \"If it caused a leveling up, 'yes;' but doubt advisability as a practical\nquestion.\"\nAmong the reasons given as against reciprocity in licensing teachers are the following :\nArizona : \" The greatest * educational ' frauds we have in Arizona are the highly\ncertificated teachers from the states. They are probably failures at home, and obtain\nlicenses here under our laws by reason of their holding diplomas, etc., issued under some\nform of state authority. All ought to be examined ; and if after a year's trial are failures, the licenses should be canceled.\"\nCalifornia : \" Not under the present loose way of granting certificates in many of\nthe states.\"\nFlorida : \" Not until some standard can be adopted among the states which will\ngive a uniform value to certificates. Teachers should not be afraid of an examination at\nany time, and the few migratory teachers are not sufficiently important to let down the\nbars of the profession to them.\"\nNorth Carolina : \" Do not favor it for the reason it may give opportunity to\nimmoral or otherwise objectionable persons who may have gotten a license in one state to\nimpose on the authorities in other states. A teacher conscious of his ability does not\nobject to being examined in another state.\"\nThe following extracts from the laws of some of the different states, together with\nrules adopted by the state boards of education, are given for information and comparison :\nDistrict of Columbia : In the District of Columbia no person shall be appointed\nteacher who is less than twenty years of age, and who is not a graduate of a Washington\ncity normal school or other approved normal school. \" Graduates of other approved normal\nschools shall stand upon an equal footing with certificate holders, and may be nominated,\ninstead of the highest certificate holders, at the discretion of the board of education.\"\nIndiana : State board of education having power to grant state certificates has\nadopted the following rule : \"All graduates of higher institutions of learning in Indiana,\nor other institutions of equal rank in other states, approved by this board, which require\ngraduation from commissioned high schools, or the equivalent of the same, as a condition\nof entrance, which maintain standard courses of study of at least four years, and whose\nwork, as to scope and quality, is approved by the state board of education, shall, on complying with the conditions enumerated below, be entitled to life state licenses to teach in\nIndiana : provided, however, that graduation by the applicant shall have been accomplished bynot less than three years' resident study, and thoro, extended examinations in\nall subjects pursued privately and for which credit has been given by the institution.\"\nMichigan : \" The state board of education is authorized to recognize and indorse\nstate certificates upon similar examinations to those upon which state certificates in\n\n"} {"page": 313, "printed_page": null, "text": "Superintendence]\n\nRECIPROCITY\n\nIN LICENSING\n\nTEACHERS\n\n301\n\nMichigan are granted and which are valid for life ; also, certificates granted from normal\nschools in other states having an equal course and leading to the same class of certificate\nas those granted by the normal schools of Michigan. No other classes of certificates\ngranted in other states can be recognized. Formal application must be made under\naffidavit accompanied vi^ith proper testimonials and the certificate of the person.\"\nHon. Delos Fall, superintendent of public instruction, says : \" It is my opinion\nthat certificates granted in any state by the same authority and upon the same preparation as is required in Michigan should be recognized here, and vice versa. This matter\nwould need to be guarded vv'ith great care, and there should be a distinct understanding\nbetween the state authorities of the several states as to what certificates could and what\ncould not be recognized. This, it seems to me, is fair to both patrons and teachers of our\npublic schools.\" The statute says: \"That the state board of education may, in its discretion, indorse state teachers' certificates or normal-school diplomas granted in other\nstates, if it be shown to the satisfaction of such board that the examination required or\ncourses of study pursued are fully equal to the requirements of this state.\"\nMinnesota : \" No person shall be counted a qualified teacher, within the meaning\nof the school law, who has not a certificate in force, from a county superintendent, at the\ntime of making a contract for services as a teacher, or a certificate or diploma from a\nstate normal school of Minnesota, a certificate from the state superintendent of public\ninstruction, or a diploma from a state normal school of another state, approved by the\nstate superintendent of this state.\"\nGraduates from state normal schools outside of Minnesota of equal rank with the\nnormal schools of this state may have their diplomas indorsed for a limited time as certificates to teach in any public schools in Minnesota below the rank of high schools, upon\napplication to the superintendent of public instruction.\nMontana : State or life diplomas may be granted to any graduate of the state\nnormal school of Montana, or the state university of Montana, or to graduates of other\neducational institutions within or without the state, upon conditions established by the\nstate board of education.\nRule 2 of the board provides : \" That an applicant for a state or life diploma basing\nhis application on a state or territorial certificate or diploma from any other state or territory shall file with the state board of education an affidavit enumerating the branches in\nwhich he has been examined in obtaining the certificate or diploma upon which his application isbased, unless these branches are enumerated in said certificate or diploma, and,\nwhere possible, give percentages obtained in the different branches ; and that any applicant basing his application upon a diploma from any state normal school, or who is a\ngraduate from the classical, scientific, philosophical, or literary courses of any university,\ncollege, or institution of learning whose requirements for entrance and graduation are\nequal to those of the University of Montana, which is legally authorized to issue\ndiplomas, shall file with the board an affidavit specifying the branches embraced in the\ncourse of study pursued by said applicant in said school, with a statement of the length\nof time occupied in the completion of the said course of study, together with the standings as above ; provided, that all applicants for state diplomas must file satisfactory evidence of having taught successfully thirty-five months, at least twenty-one of which must\nhave been in the public schools of the state of Montana; provided, further, that all applicants for life diplomas must file satisfactory evidence of having taught successfully\nseventy months, at least twenty-one of which must have been in the public schools of this\nstate.\"\nNebraska : \"When any college, university, or normal school shall have a course of\nstudy equal in extent and similar in subjects to the elementary course of the state normal\nschool, and shall have full and ample equipment and a faculty of instructors fully competent to give satisfactory instruction in the branches contained in said course, any graduate\nfrom such course shall be granted by the state superintendent a state certificate of the\n\n"} {"page": 314, "printed_page": null, "text": "302\n\nNATIONAL\n\nEDUCATIOMAL\n\nASSOCIATION\n\n[Minneapolis\n\nsame tenor and effect as the certificate to teach issued to the graduates from the elementary course of the state normal school.\"\nA diploma from a state normal school in another state, when approved by the state\nsuperintendent of Nebraska, secures to its holder the same rights and privileges in\nNebraska as are guaranteed under it in the state in vv^hich it was issued.\nNevada : \"Upon presentation to them [state board of education] of a life certificate\nof any state or of the diploma of any state normal school, the board may grant a state\ncertificate of equivalent grade without examination, valid for three years or less ; provided\nthat since the issuing of such certificate or diploma the applicant has been continuously\nor successfully engaged in teaching.\"\nNew Jersey : In New Jersey the rules for examination for teachers' certificates prescribed bythe state board of education provide: \"The state board of examiners may\nindorse the diploma of any normal school or teachers' college, or a permanent certificate\nto teach in another state and valid as a certificate therein, when the course of study\nof such normal school or teachers' college or the requirements of such certificate shall be,\nin the judgment of said board, equivalent to those required for a state certificate to teach\nin this state ; provided, that such other state shall grant reciprocal privileges to those\nholding diplomas or certificates from this state. When so indorsed, such diplomas or\ncertificates shall have the same force and effect as if issued in this state. Normal\ndiplomas and permanent certificates issued in states not having a state system of certification, and which are, therefore, unable to grant said reciprocal privileges, may be\nindorsed by the state board of examiners as is herein above provided.\"\nNorth Dakota : The superintendent of public instruction \" may issue a state\ncertificate, to be valid for a term of five years, unless sooner revoked, to be known as a\nnormal certificate. Such certificate shall be issued only to those persons, of good moral\ncharacter, who have completed the prescribed course of study in one of the normal\nschools of the state, or in a normal school elsewhere having an established reputation for\nthoroness, but the superintendent of public instruction may examine any such applicant\nin his discretion.\"\nTexas : Teachers holding a diploma from the Peabody Normal School at Nashville, Tenn., \" may teach in the public schools of the state during good behavior, and such\ndiplomas shall rank as permanent state certificates; and such teachers shall not be subject to examination by any board of examiners.\" Graduates from any college or university of the first class, with a degree of bachelor of arts, bachelor of science, bachelor of\nletters, or any higher academic degree, who have taught not less than three years in\nTexas, may receive from the state superintendent of public instruction a permanent\ncertificate.\nVirginia : Graduates of colleges and universities outside of the state who have\ntaught successfully for three years in the schools of Virginia on first-grade certificates\nmay be certificated to teach without further examination.\nWisconsin: \"Section 458c of the school code of 1901 provides that upon the\nrecommendation of the board of examiners, the state superintendent may issue the\nunlimited state certificate to the holders of the diplomas of state normal schools, outside\nof Wisconsin, whose courses of study are fully and fairly equivalent to the courses of study\nin the Wisconsin normal schools, and the diplomas of colleges and universities other\nthan the University of Wisconsin, whose courses of study are fully and fairly equivalent\nto corresponding courses in the University of Wisconsin. Graduates of colleges and\nuniversities must present to the state superintendent of public instruction, with their\ndiplomas, satisfactory evidence of having given psychology and pedagogy at least as\nmuch study as is required in this state of candidates for a life certificate.\"\nArizona: Territorial certificates will be granted to holders of life diplomas and\nstate normal school diplomas issued in any one of the United States, without examination, when such diplomas authorize the holder to teach in the public schools of the state\nin which they were granted, but not otherwise.\n\n"} {"page": 315, "printed_page": null, "text": "Superintendence]\n\nRECIPROCITY\n\nIN LICENSING\n\nTEACHERS\n\n303\n\nNew York : \" He [superintendent of public instruction] may also, in his discretion,\nindorse a diploma issued by a state superintendent or a state board of education in any\nother state, which indorsement shall confer upon the holder thereof the same privileges\nconferred by law upon the holders of diplomas or certificates issued by state normal\nschools or by the state superintendent in this stale!\"\nOregon: \"The state board of education may, at its discretion, grant without\nexamination state certificates and state diplomas to persons presenting authenticated\npapers from other states of grade and kind like those granted by the state board of\neducation ; provided, that the state board of education is satisfied that said papers were\nsecured by passing an examination equivalent to that given by the state board of education of this state for state papers ; provided, that the state board of education may, at its\ndiscretion, grant a permit for one year to persons who hold papers of the grade and kind\nequivalent to the state certificate, but have not had the requisite amount of teaching\nexperience in Oregon to secure a state certificate.\"\nRhode Island : The state superintendent writes : \" No definite rules have yet been\nformulated in regard to exchange of certificates, but the policy of reciprocity is adopted.\nWith the limited number of applications from without the state it has so far been deemed\nbetter to judge each case on its merits. The board always accepts a certificate from\nanother state or other normal schools upon as just and correct a basis as can be determined. We believe in extending to other states and all reputable institutions the fullest\ncourtesy compatible with the maintenance of our standards.\"\nAS\n\nTO\n\nCOUNTY\n\nRECIPROCITY\n\nIn response to the question, \" Are county superintendents or school commissioners\nin your state authorized to enter into reciprocal relations with each other?\" affirmative\nreplies were received from California, Colorado, Florida, Georgia, Minnesota, Missouri,\nMontana, Nebraska, New Jersey, North Dakota, Ohio, Vermont, and Virginia. Negative\nreplies were received from Arkansas, Illinois, Indiana, Iowa, Kansas, North Carolina,\nNew Mexico, New Hampshire, and South Dakota.\nAs to the desirability of having reciprocity in licensing teachers between counties,\nsuperintendents in the following states were favorable to the plan : Alabama, California,\nColorado, Illinois, Iowa, Kansas, Minnesota, Montana, Missouri, Nebraska, New Jersey,\nNorth Dakota, Oklahoma, Vermont, Virginia, and Wisconsin. Superintendents from\nArkansas, Arizona, Indiana, and North Carolina do not consider it desirable.\nThe following are a few of the opinions expressed in reference to the matter :\nAlabama: \"All certificates in Alabama are issued upon examination, and are valid\nin any county in the state. In the case of county examinations, I should think the question of reciprocity would depend upon uniformity in the county examinations.\"\n\"It is desirable, if a uniform standard of qualifications can be arranged.\"\nArizona : \"No, unless the state is a very small one, and teachers and school officers\nare in touch with one another. County certificates have been discontinued by legislative\nenactment.\nAll certificates now issued are territorial [state] certificates.\"\nArkansas : \"I do not consider it desirable. It seems to me, however, that if county\nsuperintendents were required to file the examination papers of the applicant, and to\nkeep them on file for one year, then, when a teacher desires a license to teach in another\ncounty, his papers might be forwarded from the county in which his examination was\nheld to the county in which he wishes license to teach, in order that the examiner of the\nlatter may grade the work for himself, and yet the applicant not be forced to a re-examination.\"\nColorado : \"Superintendents may recognize first-grade certificates issued in other\ncounties by what is called a ' like-grade ' certificate, good for the same length of time\nfor which the original certificate was issued. In case of an emergency the law states\nthat * county certificates issued iiAhis and other states may be recognized by indorsement\n\n"} {"page": 316, "printed_page": null, "text": "304\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Minneapolis\n\ngood until the next regular examination. Such endorsement cannot be repeated or\nextended.' \"\n\"Some form of county reciprocity seems necessary, but there should be uniform\nexaminations thruout a state when such reciprocity is made legal.\"\nFlorida : \"All county certificates are issued upon questions uniform for the state.\nAll except the third lowest grade may be transferred by mere indorsement of the county\nsuperintendent. While this is quite necessary it breaks badly into the standards,\nbecause the grading is much more rigid in some counties than in others.\"\n\" I favor a state grading committee, issuing certificates good thruout the state.\"\nIndiana : \" No reciprocal relations between counties. Each teacher may send his\nmanuscript to the department for examination. A license issued thereon is valid thruout\nthe state.\"\nIowa : In Iowa the attorney general recently rendered an opinion in which he held :\n\" It was clearly the intention of the legislature in framing the school law that every applicant for a certificate should appear in person before the county superintendent to whom\napplication is made for a certificate and submit to an examination by him and in his\npresence. It is not, in my opinion, a compliance with the law to permit the applicant to\nwrite out an examination in the presence of the county superintendent of one county and\nforward the same to the county superintendent of another county for examination, with\nthe request that a certificate be issued to the applicant if entitled thereto. There are\nmany reasons which will readily suggest themselves why an applicant should appear in\nperson before the county superintendent from whom a certificate to teach a public school\nis asked ; and this was contemplated by the legislature in prescribing the examinations\nto which applicants are required to submit before receiving a certificate to teach.\"\nMaine: \"We have no 'town system' in Maine, and each town has its school\nboard, consisting of a committee of three and a superintendent who is ex-officio secretary\nof the board. All applicants must be examined by the town school board, except that a\ndiploma from a Maine normal school or a state certificate signed by the superintendent of\nthe schools of Maine may be accepted in lieu of examination.\"\nMassachusetts : \"We have a Massachusetts law that has never been executed for\nlack of office force and money. Consequently, Massachusetts has nothing of interest for\nyou. We are pressing for a stronger law and an ample appropriation. We have superintendents now for all our towns and cities, who generally have the power to nominate\nteachers. They are toning up our quality ; and our ten normal schools are trying to meet\nthe demand from the superintendents. While perfecting these two agencies, we have\nbeen postponing action on our state examination plans.\"\nNevada : \"The standards required in the different states and the difference in grading papers vary so much that I do not know as reciprocity in licensing teachers would be\nadvisable.\"\n\"In Nevada teachers' certificates can be made valid in all the counties of the state\nby applying to the state board of education and the sending of the examination papers to\nbe examined by them.\"\n\"The same difficulty exists between the counties of the state that exists between\ndifferent states.\nThe county boards vary greatly in their gradings.\"\nNew Hampshire: \"The town is the unit. We have no county superintendents.\nEach town is independent; no reciprocity.\"\nVermont : \" First- and second-grade certificates good thruout the state. Thirdgrade good by indorsement of county examiners.\"\nTexas : \" Certificate issued by any county may be valid in every county by a state\nboard of examiners to whom the papers maybe forwarded for re grading.\"\n\" Provisions for forwarding to state board the papers of such applicants in county\nexaminations as desire state certificates in lieu of the county certificates seems preferable to county reciprocity.\"\n\n"} {"page": 317, "printed_page": null, "text": "Superintendence]\n\nRECIPROCITY\n\nIN LICENSING\n\nTEACHERS\n\n305\n\nOf the laws that are reported to be satisfactory in their workings, only a few may be\nquoted :\nMichigan : Three grades of certificates are granted : first-grade, which, if indorsed\nby the superintendent of public instruction, is valid in the state for four years ; secondgrade, valid in the county where granted for three years ; third-grade, valid in the\ncounty where granted for one year. The law now provides that third-grade certificates\ncannot be transferred from one county to another, but that the papers written for a\nsecond-grade certificate may be sent by the county commissioner of the county where\nthe applicant has written to the examining board of another county, and if said papers\nare approved by said board of examiners they may issue a duplicate second-grade certificate valid in their county. Second-grade certificates are not transferable in any other\nmanner.\nMinnesota : \" The state teacher's first-grade certificate is valid to teach in any public school in the state below the rank of high school. The second-grade state teacher's\ncertificate is likewise valid in the county for which it is issued, but may be made valid by\nindorsement of the county superintendent of any other county in the state.\"\n\" A complete first-grade certificate certifying to scholastic requirements by the state\nsuperintendent, and to professional requirements, skill in teaching, and moral character\nby the county superintendent in whose county the examination is held, shall be valid in\nany county of the state. A complete second-grade certificate for both scholastic and\nprofessional requirements, signed by the state superintendent and the county superintendent, as indicated above for a first-grade certificate, shall be valid in the county in\nwhich the examination is held, and may be made valid in any county by the indorsement\nof the county superintendent of said county.\"\nWisconsin : \" If any person holding a certificate desires to teach in any county or\nsuperintendent district other than the one for which his certificate was issued, the county\nsuperintendent of that county or district may request the county superintendent who\nissued the certificate to transfer to him the papers in his possession upon which the certificate was issued, whereupon it shall be the duty of the county superintendent so\nrequested to transfer the papers, if any. If these papers and standings are found satisfactory bythe county superintendent to whom they were transferred, he may issue a certificate upon them of the same grade as the original certificate and coterminous with it,\nor one of a lower grade to be in force a shorter time, and he shall preserve the papers on\nfile in his office. If the papers are found unsatisfactory and the certificate is denied, he\nshall return the papers to the county superintendent from whom he received them.\"\nMissouri: \"Certificates issued in one county cannot be indorsed in another\ncounty, but one county may accept papers or grades made in regular examination in\nanother county on which to issue a certificate.\"\nThis brief and somewhat hasty examination of this subject leads to the conclusion :\n1. That reciprocity in licensing teachers between states is desirable, and that a\nunited effort should be made to bring about uniformity of requirements and reciprocal\nrelations. The American teacher should be so in fact as well as name. The crossing\nof the boundary line of any state should no longer be assumed to nullify the qualifications\nof the skilled teacher, the successful disciplinarian, the expert supervisor, or the scholastic\nfitness of men and women whose energies are devoted to the cause of education.\n2. Under proper and wise regulations, teachers having obtained excellent certificates\nfrom any county superintendent or board of education should be permitted to teach in\nother counties in the same state, either by having manuscripts forwarded and again\ngraded, or by the indorsement of the certificate by the county superintendent, county\nboard of examiners, or superintendent of public instruction, or the state board of educational examiners.\n\n"} {"page": 318, "printed_page": null, "text": "I\nNATIONAL\n\nCOUNCIL OF EDUCATION\nCONSTITUTION\nPREAMBLE\n\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, after\nthe first election, such membership shall continue for six years, except as hereinafter provided.\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\neight members — 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. If the Board of Directors shall fail, for any\nreason, to fill its quota of members annually, the vacancy or vacancies shall be filled by\nthe Council.\n■ 306\n\n"} {"page": 319, "printed_page": null, "text": "Council]\n\nCONSTITUTION\n\n307\n\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\n\nII— QUALIFICATION\n\nFOR\n\nMEMBERSHIP\n\nAll'members of the Council shall be either life or active members\nEducational Association.\nARTICLE\n\nof the National\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 this\nmeeting. 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\nto conduct like investigations originating in the National Educational Association, or\nany of its departments, and requiring the expenditure of funds.\nARTICLE\n\nV— THE\n\nAPPOINTMENT OF SPECIAL\nEXPERTS\n\nCOMMITTEES\n\nAND\n\nIn the appointment 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 asssistance\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 and\nARTICLE\n\nVII— STANDING\n\nCOMMITTEES\n\n*i. There shall be four standing committees: an Executive Committee, a Committee\non Membership, a Committee on Educational Progress, and a Committee on Investigations and Appropriations.\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 by\nselecting, whenever feasible, subjects for investigation, and appointing committees to\nconduct such investigations. It shall be the duty of the Executive Committee to carry\nout the provisions contained in this constitution referring to volunteer and invited papers.\n*As amended at the Minneapolis Meeting, July ii, 1902 (\"see minutes].\n\n"} {"page": 320, "printed_page": null, "text": "3o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Nationa\n\nIt shall be the duty of the Executive Committee to provide a place on the program for the\nreport on any investigation which may by ordered by the National Educational Association or its departments.\n4. The Committee on Membership shall be composed of the president of the Council\nand six other members, whose terms of office shall be so arranged that two vacancies may\nby filled every year, beginning with 1899.\n5. There shall be appointed annually a committee of one to submit, at the next meeting, a report on \"Educational Progress During the Past Year,\" in which a survey of the\nimportant movements and events in education during the preceding year is given. This\ncommittee need not be selected from the members of the Council.\n\"f'6. The Committee on Investigations and Appropriations shall be composed of nine\nmembers whose terms of office shall be so arranged that three vacancies may be filled each\nyear, beginning with 1903. No proposal to appoint a committee to undertake an educational investigation of any kind, and no proposal to ask the Board of Directors of the\nAssociation for an appropriation for any purpose, shall be acted upon until such proposal\nhas been referred to this Committee on Investigations and Appropriations, for report.\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 IX— AMENDMENTS\nThis constitution may be altered or amended at a regular meeting of the Council, by\na two-thirds vote of the members present, and any provision may be waived at any regular\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,\n\nSTANDING\nOFFICERS\n\nJ.H.PHILLIPS\nMiss MARY E. NICHOLSON\nJ. F. MILLSPAUGH\n\nCOMMITTEES,\nFOR\n\n1901-1902\n\nBirmingham, Ala\nIndianapolis, Ind\nWinona, Minn\nEXECUTIVE\n\nOFFICERS\n\nPresident\nVice-President\nSecretary\n\nCOMMITTEE\n\nThe President, ex officio\nNicholas Murray Butler, New York, N. Y\nJoseph Swain, Bloomington, Ind\nRichard G. Boone, Cincinnati, O\n\nWILLIAM R. HARPER\nW. H. BARTHOLOMEW\nJ. F. MILLSPAUGH\n\nMEMBERS\n\nFOR\n\nTerm expires in 1902\nTerm expires in 1903\nTerm expires in 1904\n\n1902-1903\n\nChicago, 111\nLouisville, Ky\nWinona, Minn\nEXECUTIVE\n\nPresident\nVice-President\nSecretary\n\nCOMMITTEE\n\nThe President, ex officio\nJoseph Swain, Bloomington, Ind\nRichard G. Boone, Cincinnati, O\nNicholas Murray Butler, New York, N. Y\n\nTerm expires in 1903\nTerm expires in 1904\nTerm expires in 1905\n\njSec. 6 was added by amendment at the Minneapolis meeting, July 11, 1902 [see minutes].\n\n"} {"page": 321, "printed_page": null, "text": "MEMBERS\n\nCouncil]\n\nOFFICERS\n\nFOR\n\nCOMMITTEE\n\n309\n\n1^02 -\\^q>2>— continued\nON\n\nMEMBERSHIP\n\nW. T. Harris, Washington, D. C\nEmerson E. White, Columbus, O\nAugustus S. Downing, New York, N. Y\nLorenzo D. Harvey, Madison, Wis\nJames M. Greenwood, Kansas City, Mo\nJames H. Van Sickle, Baltimore, Md\nCOMMITTEE\n\nON\n\nTerm\nTerm\nTerm\nTerm\nTerm\nTerm\n\nINVESTIGATIONS\n\nAND\n\nJames M. Greenwood, Chairman^ Kansas City, Mo\nFrank A. Fitzpatrick, Boston, Mass\nVacancy by reason of non-election\nEdwin A. Alderman, New Orleans, La\nAugustus S. Downing, New York, N. Y\nLorenzo D. Harvey, Madison, Wis\nNicholas Murray Butler, New York, N. Y\nNewton C. Dougherty, Peoria, 111\nVacancy by reason of non-election\n\nexpires in 1903\nexpires in 1903\nexpires in 1904\nexpires in 1904\nexpires in 1905\nexpires in 1905\n\nAPPROPRIATIONS\nTerm\nTerm\nTerm\nTerm\nTerm\nTerm\nTerm\nTerm\nTerm\n\nexpires in 1903\nexpires in 1903\nexpires in 1903\nexpires in 1904\nexpires in 1904\nexpires in 1904\nexpires in 1905\nexpires in 1905\nexpires in 1905\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.\n\nTerm expires\n\nTerm expires\n*W. T. Harris, Washington, D. C\n*C. B. Gilbert, Rochester, N. Y\n♦William R, Harper, Chicago, 111\nGeorge J. Ramsey, Richmond, Va\n•Charles R. Skinner, Albany, N. Y\nAlexander Graham Bell, Wash. , D. C . . . .\nL. H. Jones, Ypsilanti, Mich\nElmer E. Brown, Berkeley, Cal.\n*W. H. Black, Marshall, Mo\n♦Nicholas Murray Butler, New York, N. Y.\nRichard G. Boone, Cincinnati, O\nF. Louis Soldan, St. Louis, Mo\nLorenzo D. Harvey, Madison, Wis\n*L. H. Halsey, Oshkosh, Wis\n*Carroll G. Pearse, Omaha. Neb\nAnna Tolman Smith, Washington, D. C.\nMrs. Josephine Heermans, Kans. City, Mo.\n♦James H. Van Sickle, Baltimore, Md\n♦John Dewey, Chicago, 111\n♦Newton C. Dougherty, Peoria, 111\n\nA 1903\nA 1903\nA 1903\nA 1903\nA 1903\nC 1903\nC 1903\nC 1903\nC 1903\nC 1903\nA 1904\nA 1904\nA 1904\nA 1904\nA 1904\nC 1904\nC 1904\nC 1904\nC 1904\nC 1904\n\n♦W. H. Bartholomew, Louisville, Ky\n♦Frank A. Fitzpatrick, Boston, Mass\n♦I. C. McNeill, West Superior, Wis\n♦E. Oram Lyte, Millersville, Pa\n♦J. M. Greenwood, Kansas City, Mo\nReuben S. Bingham, Tacoma, Wash\n♦Joseph Swain, Bloomington, Ind\n♦Nathan C. Schaeffer, Harrisburg, Pa\n♦Louis C. Greenlee, Denver, Colo\n*Z. X. Snyder, Greeley, Colo\n\nA 1905\nA 1905\nA 1905\nA 1905\nA 1905\nC 1905\nC 1905\nC 1905\nC 1905\nC 1905\n\n♦James A. Foshay, Los Angeles, Cal.\nJ. H. Phillips, Birmingham, Ala\n♦Emerson E. White, Columbus, O . . .\nJames H. Baker, Boulder, Colo\nRobert E. Denfeld, Duluth, Minn. .\nLucia Stickney, Cleveland, O\n♦Irwin Shepard, Winona, Minn\n♦Aaron Gove, Denver, Colo\n♦J. W. Carr, Anderson, Ind\nFrank A. Hill, Boston, Ma»s\nJames M. Green, Trenton, N.J\n♦Augustus S. Downing, New York, N. Y.\nA. R. Taylor, Decatur, 111\n♦Charles D. Mclver, Greensboro, N. C. . .\nR. B. Fulton, University, Miss\nJ. L. Spaulding, Peoria, 111\n*Bettie A. Dutton, Cleveland, O\n,\n♦Charles H. Keyes, Hartford, Conn\n♦Edward R. Shaw, New York, N. Y . . . .\n♦William F. King, Mt. Vernon, la\n,\nCharles F. Thwing, Cleveland, O\n♦Albert G. Lane, Chicago, 111\n♦Edwin A. Alderman, New Orleans, La.\n♦Charles M. Jordan, Minneapolis, Minn.\n♦J. F. Millspaugh, Winona, Minn\n♦W. M. Davidson, Topeka, Kan\nE. W. Coy, Cincinnati, O\n♦O. T. Corson, Columbus, O\nJames E. Russell, New York, N. Y. . . .\n♦Oliver S. Westcott, Chicago, 111\n\n♦Present at the Council sessions at Minneapolis, 1902.\n\nA 1906\nA 1906\nA 1906\nA 1906\nA 1906\nC\nC\nC\nC\nA\nA\nAC\n\n1906\n1906\n1906\n1906\n1907\n1907\n1906\n1907\n\nA 1907\nA 1907\nC 1907\nC 1907\nC 1907\nC 1907\n\nA 1908\nA 1908\nA 1908\nA 1908\nA 1908\nC 1908\nC 1908\nC 1908\nC 1908\nC 1908\n\n"} {"page": 322, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n3IO\n\nHONORARY\n\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.\nLemuel Moss, Minneapolis, Minn.\nWilliam A. Mowry, Hyde Park, Mass.\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, Baltimore, Md.\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.\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\nEarl Barnes, Philadelphia, Pa.\nWilliam N. Barringer, Newark, N, J.\nNewton Bateman, Galesburg, 111.\nD. Bemis, Spokane, Wash,\nThomas W. Bicknell, Providence. R. I.\nAlbert G. Boyden, Bridgewater, Mass.\nAnna C. Brackett, New York, N. Y.\nJohn E. Bradley, Randolph, Mass.\nEdward Brooks, Philadelphia, Pa.\nGeorge P. Brown, Bloomington, 111.\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.\nOscar H. Cooper, Abilene, Tex.\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.\nJiames 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.\nEdmund J. James, Evanston, 111.\nE. S. Joynes, Columbia, S, C.\nDavid L. Kiehle, Minneapolis, Minn.\nThomas Kirkland, Toronto, Canada.\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\n1894\n1888\n1899\n1900\n1895\n..1892\n1895\n1899\n1883\n1898\n1901\n1896\n1891\n1882\n\n[National\n\nMEMBERS\n\nMEMBERS\n\nElnathan E. Higbee\nBurke A. Hinsdale\nGeorge Howland\nJohn S. Irwin\nHenry N. James\nH, S. Jones\nMerrick Lyon\nJames McCosh\nThomas J. Morgan\nM. A. Newell\nBirdsey G. Northrop\nEdward Olney\nGustavus J. Orr\nFrancis.W. Parker\n\n1889\nigoo\n1892\n1901\n1901\n1900\n1888\n1894\n1902\n1893\n1898\n1886\n1888\n1902\n\nS. S. Parr\n1900\nJohn D. Philbrick\n1885\nMatilda S. Cooper Poucher. . . 1900\nZalmon Richards\n1899\nAndrew J. Rickoff\n1899\nCharles C. Rounds\n1901\nJames A. Smart\n1900\nR. W. Stevenson\n1893\nEli T. Tappan\nCharles O. Thompson\nJames P. Wickersham\nS. G. Williams\n\n1888\n1885\n1891\n1900\n\n"} {"page": 323, "printed_page": null, "text": "I\n\nCouncil J\n\nSECRE\n\nTAR\n\nY 'S MINUTES\n\nSECRETARY'S\nFIRST\n\nSESSION.\n\n— Monday,\n\n31\n\nMINUTES\nJuly 7, 9:30 a. m.\n\n• The Council met in the Unitarian Church, and, in the absence of President J. H.\nPhillips, was at the appointed hour called to order by Vice-President Mary E. Nicholson.\nThe meeting was opened with prayer by Rev. J. E. Bushnell, of the Westminster\nPresbyterian Church.\nFollowing prayer, the subject of the session, *' Revenues for School Purposes,\" was\nopened by State Superintendent N. C. Schaeffer, of Pennsylvania, with a paper on \" Taxation as it Relates to School Maintenance,\" and continued by District Superintendent\nAlbert G. Lane, of Chicago, with a paper on \"Taxation and Teachers' Salaries.\"\nDiscussion of these papers was opened by J. M. Greenwood, of Kansas City, and\ncontinued by Aaron Gove, of Denver, N. C. Dougherty, of Peoria, and Nicholas Murray\nButler, of New York.\nSECOND\n\nSESSION.— Monday,\n\nJuly 7, 2:30 p. m.\n\nThe Council was called to order for the second session by the Vice-President at the\nappointed hour.\nAfter a vocal solo, \"A Song of Thanksgiving,\" by Mr. F. H, Forssell, the chair\nnamed as members of the Committee on Nominations :\nW. T. Harris, Washington, D. C.\nEdwin A. Alderman, of Louisiana.\nE. Oram Lyte, of Pennsylvania.\n\nCharles B. Gilbert, of Rochester, N. Y., presented a paper on \" The Function of\nKnowledge in Education,\" and was followed by W. T. Harris, of Washington, who spoke\non \" The Difference Between Efficient Causes and Final Causes in Controling Human\nFreedom.\"\nDiscussion of these papers was introduced by John W. Cook, of Illinois, and continued byJ. M. Greenwood, of Missouri.\nTHIRD\n\nSESSION.— Monday,\n\nJuly 7, 8 p. m.\n\nThe Council was called to order by Vice-President Mary E. Nicholson.\nAfter a vocal solo, *' The Two Grenadiers,\" by Mr. John Ravenscroft, William R.\nHarper, President of the University of Chicago, addressed the Council upon \"The Educational Progress of the Year.\"\nFOURTH\n\nSESSION.—\n\nTuesday, July 8, 9 : 30 a. m.\n\nThe Council was called to order at the appointed hour by Joseph Swain, of the Executive Committee.\nA vocal selection entitled \" Until Dawn \" was given by the Arion Quartette, of Minneapolis, which responded to an encore.\nAfter the singing, prayer was offered by Rev. H. M. Simmons, of the First Unitarian Church of Minneapolis.\nThe chair recognized J. W. Carr, of Indiana, who offered the following resolution,\nwhich was seconded by J. M. Greenwood :\nIn view of the importance of taxation as it relates to public education, and in order that a more comprehensive report may be made on this subject than it is possible to obtain otherwise,\nResolved, i. That a Committee of Nine be appointed by this body whose duty it shall be to investigate\nthe subject of taxation as it relates to public education, and to make a printed report to the National Council\nof Education not later than the year 1904, unless otherwise directed by this body.\n\n"} {"page": 324, "printed_page": null, "text": "312\n\nNA TIONAL\n\nED UCA\n\nTIONAL\n\nASSOC! A TION\n\n[National\n\n2. That the membership of this committee shall be composed as follows : The Commissioner of Education of the United States, and at least one state superintendent, one superintendent of a large city, one superintendent of a small city or town, one representative of rural schools ; the remainder of the committee to be\npersons chosen for their special fitness for such work without regard to the interests they may represent.\n\nMr. Greenwood moved that a Committee of Three be appointed by the chair to present Mr. Carr's resolution to the Board of Directors for consideration at its meeting on\nFriday.\nIn the absence, because of illness in his family, of D. E. McClure, of Michigan,\nwho had prepared a paper on \" The School as a Culture Center in the Light of the ' Hesperia Movement,'\" Miss Nicholson explained to the Council the cause of Mr. McClure's\nabsence and stated that, in obedience to the rule of the Association governing such cases,\nthe paper could not be read. She then gave a brief statement of the thought of the paper,\nand was followed by Ossian H. Lang, of New York, in a discussion of the subject based\nupon Miss Nicholson's statement.\nAfter this discussion, papers were presented by John Dewey, of Chicago, on \" The\nSocial Aspect of Education,\" and by Miss Anna Tolman Smith, of Washington, D. C,\non \"The Recent French Reaction against Rousseau's Doctrine and in Favor of Social\nEducation.\"\nDiscussion of these papers was opened by C. B. Gilbert, and continued by J. M.\nGreenwood, W. H. Black, John W. Cook, and W. T. Harris.\nThe chair named the following Committee to present the request of the Council for\nan appropriation to defray the expenses of preparing the proposed report on taxation :\nJ. W. Carr, of Indiana.\nJ. M. Greenwood, of Missouri.\nCharles H. Keyes, of Connecticut.\n\nMEMORIAL\n\nSESSION.\n\n— Wednesday,\n\nJuly 9, 3 p.m.\n\nAfter the Council was called to order by Vice-President Nicholson, and before opening the special program of the session, J. W. Carr called attention to a violation of the\nby-laws in the appointment of the committee to present the Council's request for an appropriation to the Board of Directors, instead of referring the matter to the Committee on\nInvestigations and Appropriations.\nAfter a motion to reconsider this action was made and carried, the subject was duly\nreferred to the Committee on Investigations and Appropriations.\nThe memorial services appointed for the session were opened with a vocal solo, \"The\nHoly City,\" by Master Eugene Pauley.\nMemorial addresses were made by Henry Sabin, of Iowa, on Dr. Charles C. Rounds,\nand by Wilbur S. Jackman, of Chicago, on Colonel Francis Wayland Parker.\nFollowing the addresses named, W. T. Harris, E. E. White, John W. Cook, Miss\nBettie A. Dutton, and Miss Nicholson spoke feelingly of the character and services of the\ndistinguished members whose loss the Council mourns.\nAt the close of the memorial services, J. M. Greenwood presented the Report of the\nCommittee on Investigations and Appropriations as follows :\nThe Committee on Investigations and Appropriations submits the following in reference to the resolutions on \" Taxation as it Relates to Public Education,\" introduced by J. W, Carr, and recommends that the\nCouncil request the Board of Directors of the National Educational Association to appropriate the sum of\n$1,000, or so much thereof as may be necessary, to defray the clerical and such other expenses as may be\nincurred in the preparation of the report, as contemplated in the resolution.\n(Signed)\n\nJ. M. Greenwood,\nN. C. Dougherty,\nFrank A. Fitzpatrick,\nAugustus S. Downing.\n\nDr. Harris moved that Mr. Greenwood, chairman of the Committee on Investigations\nand Appropriations, present the report of that committee to the Board of Directors. Carried.\n\n"} {"page": 325, "printed_page": null, "text": "Council]\n\nSECRE\n\nTAR Y 'S MINUTES\n\n3 r3\n\nThe Committee on Membership reported vacancies in the Council and nominated\npersons to fill such vacancies as follows :\nW. M. Davidson, Topeka, Kan., to succeed himself.\nE. W. Coy, Cincinnati, O., to succeed himself.\nO. T. Corson, Columbus, O., to succeed himself.\nJames E. Russell, New York, to succeed himself.\nOliver S. Westcott, Chicago, 111., to succeed himself.\nAll of the above for the full term of six years.\nJ. L. Spaulding, Peoria, 111., to succeed George P. Brown, Bloomington, 111., term to expire in 1907.\nAnnaTolman Smith, Washington, D. C. to succeed the late Francis W. Parker, of Chicago, 111., term\nto expire in 1904.\nAlexander Graham Bell, Washington, D. C, to succeed the late Charles C. Rounds, New York, term to\nexpire in 1903.\n(Signed)\nE. E. White,\nW. T. Harris.\nJ. M. Greenwood.\n\nThe Committee on Nominations, thru its chairman. Dr. W. T. Harris, reported as\nfollows :\nTo fill vacancies in the Committee on Membership :\nAugustus S. Downing, New York, to fill vacancy caused by non-election last year. Term expires 1904.\nJ. M. Greenwood, Kansas City, and J. H. Van Sickle, Baltimore, Md., to succeed themselves. Terms\nexpire 1905.\n\nTo serve as officers of the Council for 1902-1903 :\nPresident— yNWYxixa. R. Harper, Chicago, 111.\nVice-President— y) \" At Night ;\" (c) \" The\n\nSwing.\"\nMiss C. Geraldine O'Grady, president of the Kindergarten Section of the National\nEducational Association, and Mrs. A. H. Putnam, president of the International Kindergarten Association, were invited to the platform.\nAt the request of President Ogg, a motion was made and carried to appoint a committee on nominations.\nThe following committee was named :\nJ, W. Carr, of Indiana.\nMiss Sarah C, Brooks, of Minnesota.\nDavid E. Cloyd, of New York.\n\nThe program of the session was as follows :\n\" Practical Value of Teaching Agriculture in the Public Schools,\" Joseph Carter,\nsuperintendent of schools. Champaign, 111.\nDiscussion by Jesse D. Burks, Teachers College, Columbia University, New York ;\nMiss Corinne Marcellus, director of kindergarten, Hartigan School,, Chicago ; Miss\nElizabeth Harrison, principal of Chicago Kindergarten College, Chicago.\nThe Adams School, grades six to eight, D. H. Painter, director, sang : {a) \"Soldiers'\nChorus from Faust,\" Gounod; {b) \"Up, Sailor Boy, 'Tis Day,\" Bullard: {c) \"The Star\nSpangled Banner.\"\nIn the last number the great audience joined.\n\"Myth and History — The Use and Limits of Each,\" Miss May H. Prentice, teacher\nof history of education. Normal Training School, Cleveland, O.\nDiscussion by Miss Stella L. Wood, superintendent of the Kindergarten Normal\nSchool, Minneapolis, Minn.\nThe department adjourned.\nSECOND\n\nSESSION.— FRIDAY, July ii\n\nThe meeting was called to order at 2 : 45 p. M. by President Ogg, and was opened\nby a song, \" Friihlingsstimen (Waljer) \" — Strauss, by Miss Harriet Hiscock.\nThe president announced the intended shortening of the program to one paper and\nits discussions, as follows :\n\"The Use and Abuse of Method \" — W. A. Millis, superintendent of schools. Crawfordsville, Ind.\nDiscussion by W. H. Hatch, superintendent of schools, Oak Park, 111. ; D. B. Parkinson, president of Southern Illinois State Normal School, Carbondale ; A. W. Rankin,\ninspector of graded schools, Minneapolis, Minn. ; Miss M. Adelaide Holton, Minneapolis, Minn. ; Miss Adda P. Wertz, Carbondale, 111. ; Superintendent John E. Richeson,\n\n"} {"page": 443, "printed_page": null, "text": "Department]\n\nPRACTICAL\n\nVALUE\n\nOF TEACHING\n\nAGRICULTURE\n\n43 1\n\nEast St. Louis, 111.; Superintendent E. H. Mark, Louisville, Ky.; Miss Folger, Minneapolis, Minn. ; Miss Mosely, Ann Arbor, Mich. ; Superintendent J. W. Carr, Anderson,\nInd. ; A. E. Brown, Sioux City, la.\nThe discussion was summarized by President Ogg.\nThe report of the Committee on Nominations was as follows :\nPresident — Miss M. Adelaide Holton, Minneapolis, Minn.\nVice-President — Frederick Treudley, Athens, O.\nSecretary — Miss Adda P. Wertz, Carbondale, 111.\nUpon motion the report as read was received and adopted and the nominees declared\nduly elected as officers for the ensuing year.\nThe department then adjourned.\nAdda P. Wertz, Secretary.\n\nPAPERS\nTHE\n\nPRACTICAL\n\nJOSEPH\n\nCARTER,\n\nAND\n\nDISCUSSIONS\n\nVALUE\nOF\nTEACHING\nIN THE PUBLIC SCHOOLS\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nAGRICULTURE\nCHAMPAIGN,\n\nILL.\n\n• In discussing this topic, only the rural schools and the schools of\nthose villages and towns whose people were farm-reared, and whose interests are still largely agricultural, are considered. In these schools, containing about 70 percent, of the public-school children of our country, it is\nbelieved the teaching of agriculture would be of great practical value.\nPerhaps to a considerable part of the remainder agricultural teaching,\ncorrelated with nature study, would add to the educational value of\nnature study by giving it greater definiteness of purpose, but no consideration isgiven in this paper to that phase of the subject.\nAGRICULTURE\n\nDEFINED\n\nAgriculture is the art of raising products from the land. Its chief\ncontribution to the wealth and welfare of the world is the production of\nfood — corn and wheat and rice and potatoes from the farm ; grapes and\nberries and melons and beans and radishes, and apples and peaches and\npears, from the garden and the orchard ; cattle and sheep and swine from\nthe pastures ; milk, butter, and cheese from the dairy ; eggs and fowls\nfrom the poultry yard. Besides food, clothing is a product of agriculture— leather and wool and cotton and silk.. To agriculture belongs\nforestry — the raising of trees to build our houses, make our furniture,\nadorn our parks, and beautify our homes. To agriculture also belongs\nfloriculture — the growing of plants for their flowers.\nAgriculture in its wider sense means not only the production of all\nthese things, but their preparation for the market and the marketing\nof them. It is both an art and a business. As an art it is probably\nclosely related to a greater number of sciences than any other vocation.\n\n"} {"page": 444, "printed_page": null, "text": "432\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nIt deals with physics on a hundred lines. Its foundations rest on geology.\nIt depends upon many branches of biology — botany, zoology, entomology, and physiology, both of animals and plants. Chemistry does it\nmighty service. For it climatology must be understood, and bacteriology\n.seems to be at its origin.\nIMPORTANCE\n\nOF\n\nAGRICULTURE\n\nBut is agriculture of enough importance to entitle it to a position on\nour school program? It would be a waste of time to tell this department\nof the vast importance of agriculture, for all know that thru agriculture\nthe world is fed and clothed. \"This is the foundation of all prosperity.\nWhen the agriculturist prospers, men laugh as they toil, women sing as\nthey work, and happy children grow into robust manhood and womanhood; long railroad trains cross the continent loaded with the products\nof his labor, and mighty ships plow the brrny deep as they carry these\nproducts to other lands ; when he is prosperous thousands of factories\ngive employment to millions of men whose wages build happy homes and\nopulent cities. Nor do you need to be told that were our agriculture to\nfail, were the earth and\" the air and the sky and the plant and the\nanimals to fail to respond to the skill of the husbandman, the myriad\nstreams of commerce would stop their beneficent flow, ships would rot at\ntheir docks, locomotives would rust in their roundhouses, the walls of\ncities would crumble, and the land become a desert or a wilderness. You\nknow that the world empires have risen only where food and clothing\nwere abundant, and that when these have failed desolation and barbarism\nhave returned to the land. You have heard that the shipment to foreign\ncountries of a thousand millions of dollars worth of agricultural products\nannually is giving this United States a foremost position among the\nnations of the earth. This has changed the balance of trade and is giving\nthis nation wealth beyond the dreams of avarice. The greatness of\nAmerica is in her agriculture.\nAGRICULTURAL\n\nTEACHING\n\nNEEDED\n\nDo you ask, \"If we are doing so well, why try to do better? Why\nteach agriculture in the schools?\" History admonishes us to do this.\nThe valley of the Euphrates was once as fertile as any of our lands, but\nfor 2,000 years it has been a desert. The corn of Egypt fed the conquerors of the world, but neglect and ignorance of agriculture brought\nits husbandmen to the verge of starvation centuries ago. The history of\nthe Aryan race admonishes us to do this. The root of the word \"Aryan\"\nis the same as the root of the word \"arable\" — plowable. We are the race\nthat plows. We soon exhausted the fertility of our Asiatic home and also\nthe soil of the Mediterranean peninsulas — Greece, Italy, and Spain. A\nfew hundred years were ample time for us to make the life of the agri-\n\n"} {"page": 445, "printed_page": null, "text": "Department]\n\nPRACTICAL\n\nVALUE\n\nOF TEACHING\n\nAGRICULTURE\n\n433\n\nculturist stale and unprofitable in the British Isles. We thrust our plowshares into the rich soil of the valleys of Virginia and the name \"planter\"\nbecame a synonym for \"opulence\"; but now these lands are too sterile\nto repay cultivation. In spite of all his thrift and industry the land of the\nYankee has its abandoned farms. In many other states of this, the greatest of all agricultural lands, there are vast areas that yield to the husbandman constantly diminishing returns for his toil. It appears that this\nAryan race during the centuries crossed the continents, like a mighty\nswarm of locusts, alighting on fruitful fields, from which it extracted the\nfertility, and passed on, leaving poverty and barrenness in its track; or\nas if it had trod with hot feet across the continents, burning out the\nfertility of the soil. If the teaching of agriculture can lessen this blighting effect, who can doubt that it should be given in the public schools?\nSOIL\n\nSTERILITY\n\nNOT\n\nA\n\nNECESSARY\n\nRESULT\n\nOF\n\nCULTIVATION\n\nDo you ask, \"Is not sterility the inevitable result of cultivation, and\nof the dwelling of great numbers of people on any land?\" Not at all.\nThe plains of China from the early dawn of history have maintained\nmore than one-fourth of all the human beings who dwell upon this globe.\nAnd all their food has been produced by the ground upon which they\nlive.\nBesides this great example it has also been demonstrated that an\nideal system of agriculture maintains itself; that it is able to thrive\nforever upon the same land, and from its own resources. The land\nbecomes more productive with time, and this without the aid of any fertilizing material except that produced by the land, or with comparatively\nlittle else. What could be of greater practical value than to teach to\nthose who are to become the farmers of America this ideal system of\nagriculture? . All over this country, with rare exceptions, agricultural\nwork is carried on in a more or less wasteful, neglectful, and destructive manner. The fertility of the soil, the accumulations of vast periods\nof time, is being recklessly exhausted — in some places has already been\nexhausted — by destructive methods. Fungous parasites, through ignorance, are permitted to greatly reduce the yields of our cereals. Insects\ndestructive to fruits and berries are permitted to multiply till those\nnecessities to health which should be for all are only within the reach of\nthe few. Forests that held a rich soil upon the hillsides are destroyed\nand the soil washed away never to be replaced. Native grasses valuable\nfor grazing are destroyed, and no others can be found to take their places.\nA few years ago it was not known how to remedy these and other\nerrors, but recently there have been vast additions to human knowledge\nalong all lines pertaining to agriculture. Probably in no other field of\nman's endeavor has there been as great progress as here. Experts and\nstudents at the various state and United States agricultural experiment\n\n"} {"page": 446, "printed_page": null, "text": "434\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nStations and in similar institutions in other countries, and thoughtful,\npatient, and careful men and women in their orchards, dairies, gardens,\nand homes, have made many discoveries and established many facts which\nin the aggregate constitute an immense mass of valuable, useful, and\ninteresting knowledge. These facts relate to nearly everything pertaining\nto household and farm life — the cultivation of various crops, the feeding\nand care of animals, the destruction of insect enemies, the preservation of insect friends, and the like. These facts are accessible and should\nbe carried to the people. What other or better or more suitable means\nare there than the public schools? For instance: It is said that the\ncodling moth and the curculio damage our apple crop to the extent of\nmillions and millions of dollars annually, and that, taken at the right\ntime, all this loss can easily be prevented. What could be more practical\nthan to teach the children to destroy these pests? Near by nearly every\nschoolhouse is an orchard, and a spraying apparatus would cost less and\nwould be quite as educative and as easily manipulated as many of the\ngimcracks found in some schools.\nHIGH\n\nPEDAGOGICAL\n\nVALUE\n\nNo Other teaching squares more nicely with accepted pedagogical\nideas. It deals with those things with which the farm-reared child is\nalready familiar. It is largely a training of the senses. It enters consciousness byevery avenue to the soul — hearing, seeing, tasting, smelling, feeling. It deals with things and not with words alone. It relates\nto what is near and not to that which is afar. Its lessons are on the lawn,\nin the treetop, in the shower, and by the roadside. It does not deal\nwith abstractions, but with concrete, living, growing things ; with the\nflowers and plants, and colts, and lambs, and birds that are growing with\nthe child ; for growing together is the meaning of the word co?icrete.\nAgriculture is pre-eminently the study that cultivates the habit of\nobservation, that keeps the pupil on the lookout with his senses wide\nawake and keen for whatever is presented. It teaches him to see what is\nworth observing, and not to overvalue what is simply odd or curious.\nIt teaches him that effect follows cause ; that we live under a reign of\nlaw ; that all phenomena have a natural cause ; that all things exist for a\npurpose; and that *' Nothing vain nor useless is.\" It prevents the growth\nof superstition, and gives freedom from groundless fears and baseless\nhopes. When studied in garden and field and forest, as of course it\nshould be, agriculture gives full play to all the motor activities.\nWILL\n\nIMPROVE\n\nTHE\n\nFARMERS\n\nThe teaching of agriculture in the rural schools would have its highest value in its effect upon the farmer; for, while it is important to\nimprove the farm, it is more important to improve the farmer.\nFarmers\n\n"} {"page": 447, "printed_page": null, "text": "Departmeral\n\nPRACTICAL\n\nVALUE\n\nOF TEACHING\n\nAGRICULTURE\n\n435\n\nare more than farms — souls than soils. A fuller knowledge of agriculture would greatly change the farmer. It would broaden his mind and\ndeepen his way of thinking. His vocation would appear to him in a new\naspect. Instead of walking blindly among the great forces of nature, as\nhe now too often does — instead of looking upon nature as a great\npuzzle, that only perplexes, or bewilders, or discourages him — he would\nsee order and beauty and law that would clarify his thinking and encourage and guide him to more successful doing.\nTeach the children the lessons of the soil. Tell them the wonderful\nstory of its origin, or, better still, let them tell you what they have seen\nin the field and by the brook, and then give them the charming explanation. Tell them why men plow and what are the reasons for cultivating the soil, and what methods of cultivation are beneficial and what are\ndecidedly injurious. Tell them how the physical condition of the soil\nmay affect its fertility ; and tell them what elements have been taken\nfrom the soil when it is worn out, and how to replace them. Tell them\nthe marvelous story of the most important discovery of modern times —\na discovery which places in the hands of every farmer a means, completely under his control, of drawing from the atmosphere the free nitrogen of the air, and of fixing it in any field he may wish to enrich. It is\na story of minute organisms which are in the soil — or if they are .not\nthere the farmer can put them there — which locate themselves upon the\nroots of certain plants and give these plants power to store up in their\nroots, to be left in the soil, its most valuable constituent of plant food,\nnitrogen.\nTell them what the tassel and the silk of the corn are, and why one is\nat the top of the stalk and the other very much below it. Tell them why\nthe blossoms of corn, oats, rice, and wheat are colorless and odorless,\nand why the blossoms of cotton and the clovers are so beautifully colored,\nand why they have such exquisite perfume. Tell them what the bees and\nthe bumblebees are doing, and of what superlative importance they\nare to the existence of many plants, and how they are most industriously\nserving man, a little by the honey they make, but vastly more in other\nways; for they not only increase his apple, peach, and pear crop, but they\nalso aid in adding fertility to the soil.\nIn the school garden — for there should be a garden near every school\n— teach many of those devices by which fruits are propagated, and by\nwhich a new and desirable variety is multiplied and distributed. Very\nfew of our most valuable fruits are propagated by seeds ; in fact, some are\nwithout fertile seeds. There was never but one Brother Jonathan apple\ntree or Sudduth pear tree growing on its own roots. Explain to the\nchildren why the seedsman sells no strawberry seeds. Let the larger\npupils understand plant breeding, as of corn, in their garden, and tell\nthem about the efforts being made to produce better — better from a\n\n"} {"page": 448, "printed_page": null, "text": "436\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\ndietary point of view — varieties of cereals, and also more hardy and more\nfruitful. The possibilities in plant-breeding are just dawning upon the\nfarmer, and are as fascinating to him as are Marconi's discoveries to the\ntelegrapher. Yet there is nothing here that a bright pupil might not\napprehend. Nothing at any rate so difficult as the inverted divisor in\narithmetic or the passive voice in grammar. Let the children observe\nhow the young things of the farm gain knowledge. The young chick,\nand the colt, and the lamb, begin with minds all blank, and very rapidly\nthey learn, so that shortly they are quite wise. Let children observe the\nmeans by which they gain this wisdom. A setting hen in the schoolroom\nto hatch her chicks and train them to eat, and to come at her bidding,\nand to scuttle away and hide when danger comes, would not be a bad\nbeginning for the study of psychology. The successful management of\nfarm animals requires an understanding of this law of their intellectual\ngrowth. \" Intellect is the outgrowth from the simple reflex response to external conditions T\nLet the children observe that all young animals upon the farm are at\nfirst without fear, and that the emotion of fear comes only to preserve\nfrom harm, and that if the young things meet no harm, and early receive\nkind usage, they will always be without fear. The application of this to\nthe rearing of animals upon the farm will soon make a \" happy family \"\nof all. And the resulting kindliness of treatment which will be given to\nall farm animals will greatly enhance their value — increase the working\nyears of the horse, the richness and the quality of milk from the cow, the\nrapidity with which weight on the fatting animals accumulates, and add\ngreatly to the pleasure and the profit of those engaged in animal husbandry.\nWho can doubt the practical value of teaching these things to those\nwho are to be the future farmer^ of this land ? Think how it would\nbrighten the dull monotony of the lonesome little country school to teach\nthe children to understand the things about them — the weeds by the roadside and the harm they do ; the birds in the hedge and the good they do;\nthe honey bee and the white clover, the bumblebee and the red clover,\nand the great value of the work they accomplish ; the angleworm in the\nfield and its work. These things for the child, and more complex things\nfor the young man and the young woman of the farm, how they would\nchange the mental and spiritual attitude of the future farmer toward his\nvocation ! Instead of being either the discontented drudge longing to\nget to town, as he so often is, or of being the hard-fisted, grasping landgrabber, which some, alas, are, he would be a student working joyously\nand happily and successfully in that greatest of all laboratories — a wellkept farm.\n\n"} {"page": 449, "printed_page": null, "text": "Department]\n\nPRACTICAL\n\nVALUE\n\nOF\n\nTEACHING\n\nAGRICULTURE\n\n437\n\nDISCUSSION\nJesse D. Burks, assistant, department of Elementary Education, Teachers College,\nColumbia University, New York. — The paper that has just been read may be summarized\nunder four propositions: First, agriculture as avocation is of fundamental importance in our\nnational economy ; second, there is pressing need for improved methods in agriculture ;\nthird, the subject-matter of agriculture may be organized on educational principles ;\nfourth, there is a richness of subject-matter adapted to the increase of culture among the\nfarming population.\nThe point of view here is that of the vocation. The thought is focused on a distinct\nindustrial class. The practical value of the teaching of agriculture is said to lie in the\neconomic betterment of the country and in the intellectual enlightenment of the farmers.\nThere is much soundness in this argument for the practical value of teaching agriculture in the public elementary schools, tho it is doubtful whether technical instruction in agricultural methods can be carried as far as proposed in the paper. I shall not\nattempt a discussion of this phase of the question, but shall pass immediately to the\nconsideration of a far more significant problem, namely, what is the most fundamental\nand permanent value of teaching this subject in the public schools ?\nThe answer to this' question will vary according to the standard by which we measure\nthe practical value. Mr, Carter has found his standard in the economic and intellectual\nwelfare of the farming class, and has made his answer to accord with his standard. We\nmight make an estimate of value upon a standard primarily financial, or strictly\ndisciplinary, or upon a standard involving moral developme'nt in a narrow sense. Each\nof these standards has rightful claim to consideration, but each is inadequate. Evidently,\nwe are compelled to face the problem of an ultimate educational standard before we can\nmake an estimate of value that shall be full and final.\nWe find such a standard by considering what is most characteristically and truly\nhuman, and therefore most vitally and permanently valuable. It is a truism as old at\nleast as Aristotle that man is by nature a social being. In our educational thought and\npractice we have, in a large measure, forgotten this important fact, and have gone far\ntoward desociahzing the school. The subjects of our curricula are far too commonly\ntreated as if they were independent of human life. Geography and history and nature\nstudy are taught, not because they reveal significant aspects of social life, but because\nthey are, for some mysterious reason, considered from our adult point of view as necessary\nfor the mental training of children.\nThere is, however, a distinct turn in the tide. The truism above referred to,\nexpanded and vitalized, embodies the best educational thought of the past twenty years.\nThus amplified, the phrase means that the chief business of education is to lead children\ninto a sympathetic understanding of the great body of social relations that constitute the\nsignificant part of human life, and to develop capacity to control these relations. The\naffairs of family and neighborhood life; of commercial activity; of city, state, and\nnational politics; the moral, economic, and political relations of man to man ; the finer\nsocial relations expressed in literature and art — these are the realities with which\neducation is properly concerned.\nGeography is valuable, from this point of view, only so far as it enables us to\nunderstand and to control the physical background of social life. A geographical fact\nhas social value when it determines to some extent social relations, such as habitation,\nindustry, or political unity. Arithmetic possesses value, in a social sense, only when it\nenables us to gain a clearer vision of human relations, or to control more readily the\naffairs of social life. Just so any other subject must establish its right to a place in the\npublic schools by showing that it can clarify the social understanding, stimulate the\nsocial sympathy, and increase the social vitality of the pupils. The final measure of\neducational value, then, is social power, which embraces social sense, or the capacity to\n\n"} {"page": 450, "printed_page": null, "text": "438\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\ncomprehend social situations ; social sympathy, or the capacity to feel social situations ;\nand social efficiency, or the capacity to control these situations.\nLet us apply this standard to such nature study as we commonly find in our\nelementary schools. This consists of a somewhat orderly arrangement of facts concerning\nthe physical world, without much regard to their relative importance — facts about plants\nand animals and the inorganic world, brought together with little thought of their human\nsetting. The germination of seeds, the growth of plants, the habits of animals, the\neffects of soil, temperature, and moisture upon plant life, are taught, and collections of\nvarious kinds are made without reference to the part these things play in determining\nhuman relations. There may be interest in such work, but there is not social interest.\nWe have only a sort of educational solitaire, in which the characteristically human touch\nis lacking.\nSocial power cannot be developed by such processes.\nAgriculture properly taught furnishes a social background for much that is going on\nunder the name of nature study. The germination of seeds, the growth of plants, the\ncollection of specimens, the observation and classification of plants and animals, lose\ntheir isolation and assume a vital social value. Nature study thus becomes less theoretic\nand abstract ; more practical and concrete. The facts regarding plants and animals, soil\nand climate, form parts of a story that has meaning and motive, and the interest centers\nitself upon large, rich thoughts rather than upon details, in themselves unimportant. Mr.\nCarter has presented a suggestive body of matter appropriate to such study, which I need\nnot dwell upon at further length.\nJudged by our social standard, the educational importance of facts depends upon the\nextent to which social relations are determined by those facts. The final thought that I\nshall advance is that agriculture, as the largest single industry of our economic system,\nis one of the most powerful factors in determining human relations. The leader in this\ndiscussion has brought out, in many of its details, the social bearing of the subject, but\nhas failed to carry out the thought to its conclusion. The field for the teaching of\nagriculture must not be limited to the rural schools, but must be extended to all schools,\ncity and rural alike. The subject has a practical value, if the standard I have suggested\nbe accepted, far more fundamental than that advanced in the leading paper. The\nteaching of agriculture is not only practically valuable, but is practically necessary in a\nschool that aims to bring its pupils to a vivid comprehension of their social background\nand to develop in them an habitual attitude that prompts them to measure their individual\npowers by the standard of social efficiency. The requirements of enlightened citizenship,\nthen, are the highest justification of the teaching of agriculture in the public schools.\nMiss Corinne Marcellus, director of the kindergarten, Ilartigan School, Chicago,\n111. — I think we shall all agree that gardening has great educational value even for the\nvery young children, but I am sure we shall be unanimous in saying that it presents huge\ndifficulties in most of our school environments ; so, rather than theorize, I will tell you a\nlittle of what has been accomplished in some Chicago schools.\nThat a practical and successful garden can be planned and cultivated in connection\nwith a public school kindergarten seems to have been fully demonstrated by the teachers\nand children of the D. S. Wentworth\n\nSchool, furnishing at the same time a very remark-\n\nable example of \" where there's a will there's a way.\" To begin with, they felt strongly\nthe value of gardening, and having once made up their minds that a garden was the\nthing to have, they compelled circumstances to shape themselves to that end.\nOf course the first requisite, and also the first difficulty which confronted them, was\nto get a piece of old mother earth large enough for their purpose. For a time this\nwas so serious a problem that it seemed as tho their hopes must be abandoned, and\nthen I think they reasoned that the lack of anything so plentiful as dirt in a Chicago\nkindergarten district should not deter them. There was no school yard, and a vacant lot\nnear by which might have been secured had no fence, so they set to work investigating\nthe cost of fences.\nBy strict economy and good management they found they could fence\n\n"} {"page": 451, "printed_page": null, "text": "Department]\n\nPRACTICAL\n\nVALUE\n\nOF\n\nTEACHING\n\nAGRICULTURE\n\n439\n\nin that lot for $150, but as this seemed to necessitate a cut in salaries it was deemed\nunadvisable. Then they appealed to the mothers, with the result that one mother, the\nfortunate possessor of some ground, loaned them a garden 25 x 50 feet. Next came the\nthoro preparation of the teacher herself for the work, and this was accomplished by\nconsulting all the garden lore of the Chicago Public Library and by the giving up of\nmany afternoons in study.\nThen began the actual work, which was done entirely by the children. They were\ndivided into two groups of about twenty-five each, each group working a while every\nday. The ground had to be cleaned of all rubbish and cornstalks left from last year, and\na glorious bonfire celebrated its completion. The children all accompanied the director\nto engage a plowman, who gave his services for one dollar, and such fun as it was to\nfollow the plow, and such mysteries of squirming worms, bugs, and stones as it unearthed.\nIt was then platted into beds, the children using strings to make the paths straight. At\nlast the garden was ready for planting. The children brought many kinds of seeds. Of\nthe flowers the nasturtiums were found the most successful. The pansies were not a\nsuccess, but no fault could be found with the morning-glory vine which covered an\nunsightly fence. Radishes, lettuce, cabbage, onions, and potatoes were planted in other\nbeds, and the children were very much surprised at the cutting up of the potatoes in\nplanting. Sweet corn and popcorn were planted, and as no cornfield was ever complete\nwithout big, yellow pumpkins, these were not omitted.\nIn due time the tiny plants appeared and the results in the child garden were no less\napparent ; never once had the children been told to keep off the grass in the surrounding\nyard or reminded in their care of the garden. They marched from the school to the garden in an orderly line, but then were allowed to work informally, and the question of discipline solved itself. Many were the surprises for those whose experience had never\ngone beyond the barrel in the grocery store.\nThe radishes and lettuce matured before the close of school, and a party celebrated\nthe occasion. The next unique feature was a sale. Dainty invitations made by the\nchildren were sent to the mothers, and no regrets were received. On the auspicious day\nmany little storekeepers with their check-books stood behind tables filled with bright\nradishes and green lettuce, and sufficient money was taken in to buy a beautiful picture\nfor the kindergarten. During the summer the garden was cared for by the director\nand neighboring children, and in the fall they reaped a glorious harvest. There were six\nperfect ears of popcorn which decorated the Christmas tree ; a long sunflower stalk for\na flagstaff; another sale of vegetables; a Thanksgiving party in which another kindergarten participated ; gourds for decorations ; and many seeds put away for next season. It\nwas an abundant harvest in more ways than one, and I think those who planned and\ndirected and made possible this harvest must have also received their full share.\nIn the next instance, the Burr School, the whole school participated. A vacant lot\n348 X 158 feet was loaned, divided into beds, and each room in the primary given a bed.\nVegetables and grains only were planted, and the children worked half an hour each day\nunder the supervision of a teacher. The grammer grades were given seeds with instructions for home window-boxes and flower-beds, and prizes were offered for the best\nresults in the fall.\nIn the interest of this subject, I visited many schools which have done successful\ngardening, and in each case I found success due to personal effort on the part of the\nteacher. If our system of education can be said to be superficial, is it not due to our\ninability to show the child the connection between cause and effect ? He learns about\nthings, but does he come in contact with the process of their creation ? Can we develop\nlogical thought without showing him this process, especially with our younger children ?\nAnd what more beautiful or natural way can we find than thru nature herself ? Is it not\nworth a strenuous effort on our part ? I believe we can overcome all the difficulties of\nenvironment and methods if we are earnest and willing to work, and I know the harvest\n\n"} {"page": 452, "printed_page": null, "text": "44°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nwill not be alone that which the earth yields, for there will be harvests of mind and\nspirit. There is no study in our curriculum which cannot be correlated with this subject,\nand the principles of evolution drawn from this experience and applied to other subjectmatter will put new life into the school routine, and education will become a more natural\n-process.\nMiss Elizabeth Harrison, principal of the Chicago Kindergarten College. —\nIf the steaddy increasing demand for gardens in connection with schools is any evidence\nof their value, we have but to turn to that most convincing of all arguments, namely, the\nstatistics of the subject. In Europe there are over 100,000 school gardens, not including\nthe more or less extensive patch of ground that is a part of every kindergarten on the\ncontinent.\nI have not been able to obtain the exact statistics concerning the number of American schools that have gardens as part of their scheme of work ; but they are far behind\nEurope in this respect. Our kindergartens, on the one hand, and our state agricultural\nschools on the other, are doing much to increase interest in this important subject.\nThe former, the kindergartens, aim only at teaching the love of plant life and a\ntender protecting care of the same, the names and the general characteristics of the\nspecial plants cultivated being incidental to the awakening of the right interest in nature\nand the development of the right will power in the treatment of plants, shrubs, and trees.\nThe latter, the state agricultural schools, train their students into a scientific knowledge\nof agriculture, together with practical experience in gardening, farming, horticulture, and\nto a certain extent forestry.\nBetween these two extremes lie the elementary schools, the secondary schools, the\nhigh schools, and the normal schools, w.here the work is as yet largely in the experimental\nstage, with a few brilliant exceptions.\nIt is not in my province, in the brief time alloted to me, to speak of the commonsense argument for a knowledge of gardening as an important part of each child's education, inasmuch as the earth is not only his home, but the producer of all of the food that\nhe eats and of much of the clothing that he wears, not to speak of the practical\neconomy that arises from knowing how to make a few feet of earth bring forth a sufficient living for two or three people, with a small addition of meat, butter, milk, etc. I\nam personally acquainted with a man who by the scientific gardening of fifteen acres has\nmaintained a family of five and saved money enough to give a college education to each\nof his four boys. This is but one illustration of the economical value of a knowledge of\ngardening. Nor have I time to discuss the moral influence which is created by teaching\nboys to love to work in a garden rather than to loaf on the streets or congregate in the\nback alleys.\nI have an intimate friend whose life work has been the tutoring of boys preparatory\nto their entrance to college. His home is in one of the finest suburbs of Chicago, and upon\nhis grounds are beautiful trees and shrubs and well laid out gardens. He states that without exception he has had to teach each city boy who has come to him a respect for nature ;\nthat invariably they begin by pulling the branches off of the shrubs, whittling the trunks\nof the trees, and ruthlessly tramping down the gardens in their heedless play ; that in\neach case he has cured this vandalism by giving the boy a plot of ground of his own to\ncultivate, and leadmg him little by little to see the wonder, and then the beauty, of the\ngreat world about him. The boys were not \"the roughs\" of our city, but came from\ncultivated homes. The fact that they had had little or no direct contact with nature had\nleft them still in the savage attitude toward nature, namely, that of mastering her by\ndestroying her.\nThis brings us to the practical value of gardening as it is used by the kindergarten.\nThe young child who comes to our kindergarten is largely in the emotional stage of\ndevelopment. Therefore, it can readily be seen that it is an important thing to educate\nhis affection for plant life, to lead him to feel that it is a part of the same divine, mys-\n\n"} {"page": 453, "printed_page": null, "text": "Department J\n\nTHE\n\nUSE\n\nAND\n\nDANGER\n\nOF\n\nMETHOD\n\n44 1\n\nterious creation of which he is a part, in order that reverence, that deepest of all emotions\nmay be stirred within him. No one who has ever watched the glow on a child's face\nwhen he first discovers the cotyledons that have mysteriously appeared where he planted\nthe seed, or who has seen the light that shines in his eyes when he carefully plucks for\nthe first time a blossom from his plant, can doubt the soul stirring which such an experience gives. But the garden of a kindergarten does much more than this. The children\nare taught that it is part of their daily life to water and care for the plants of their\nschoolroom, or school garden. Thus a sense of loving responsibility is awakened and\nstrengthened as the year goes forwards Surely the Lord knew best when he placed man\nand woman in a garden for their development, and, having failed to profit by their environment, condemned them to till the soil. The race instinct which created this great\nworld-enduring mythus was a true one, and we will do well to follow it.\n\nTHE\n\nUSE AND\n\nW. A. MILLIS, SUPERINTENDENT\n\nDANGER\nOF\n\nCITY\n\nOF METHOD\n\nSCHOOLS,\n\nCRAWFORDSVILLE,\n\nIND.\n\nEducation is a process. There are several agencies employed in bringing about this process. One of these is inspiration, or suggestion. Thru\nthis channel the spirit of a people is communicated from generation to\ngeneration. The hopes, aspirations, ambitions, viewpoints, and insights\nof an individual or a nation are largely received thru \"the hem of the\ngarment.\" What are known as the spirit of the age, the genius of a people, the atmosphere of a school, are communicated chiefly thru the suggestions that come out of personal contact. The inspiration of the ancient\nprophets was not an exceptional phenomenon, but a notable instance of\na prominent universal element in the educational movement. A second\nfactor is imitation. While the individual acquires the inner content of\nlife from those about him thru suggestion or inspiration, he secures the\nforms of life for the clothing and expression of spirit by appropriation of\nthe forms and usages in vogue in his environment. By means of this\nappropriation, or imitation, he acquires his dress, manners, language,\ninstitutions, and the character of his occupation. Infrequently suggestion and imitation combine to make him inventive, of a new form or\ninstitution.\nThese elements, suggestion, imitation, and invention, proceed out of\nthe constitution of the individual and his reaction upon the environment\nwith which he comes into contact. These processes are elemental and\nconstitute the chief factors in the educational process, but if the individual were left to the development coming solely from the experience\ngrowing out of associations which his own impulses would secure, the\nresults would be uncertain. There would be a large margin of chance,\nhis development would be both slow and imperfect, and inadequate to\nthe demands made upon his adult life. Society, therefore, supplements\nthe native educational process by bringing to bear an institutional agency,\nteaching.\n\n"} {"page": 454, "printed_page": null, "text": "442\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nEducation is a process, a movement in the life of an individual. Teaching is an art employed in facilitating and directing this process or movement along lines believed to be most wholesome. This process is according\nto certain laws, a part of which are inherent in the nature of human life,\nand a part of which are inherent in the nature of human environment.\nIf the individual is to experience the educational movement, he must pass\nthru certain activities determined in his own nature. He must also pass\nthru a certain order or sequence of activities determined by the nature of\nthe environment with which he seeks to come into adjustment. These\nactivities required of him as a means of growth, these conditions imposed\nupon him, constitute what we call the \" principles of education.\" They are\nalso referred to^is as the \" method of education,\" as distinguished from the\n\" art of teaching.\" The nature and sequence of activity determined by\nthe nature of the individual are sometimes referred to as \" subjective\nmethod,\" while the sequence imposed by the object of mastery or appropriation constitutes \"objective method.\" Another phrasing connoting the\nsame distinctions is the method in the individual and the method in the\nsubject.\nNow, teaching is an art or practice, in the sense in which we speak\nof the practice of law or the practice of medicine, and has for its purpose to facilitate the educational activities of the child. To be effective\nit must conform to the principles or laws of the process which we denominate \"method of education.\" It must keep within the limits which these\nprinciples impose. In so far as it goes beyond these limits or fails to\nconform to these principles the practice becomes ineffective and futile.\nBut the art of teaching may have great liberty within the limits set by the\nprinciples of education. A principle of action does not define the whole\nof the practice pursued in conformity therewith. It merely defines certain conditions which the practice must satisfy as the price of success.\nIt is a common divisor rather than a multiple.. Art deals with a particular set of conditions. Principle has to do with a general characteristic \"\napplicable to all situations. Educational method sets up the general\ncourse, the guiding lines of practice. After satisfying these conditions the\nart of teaching is subject to a law of its own, and, practically, this is the\nlaw of efficiency.\nIt is evident that the school as an institution for teaching must have\na definite methodology if it(«)is to accomplish the end it has in view,\nand if it {f) is to accomplish this end with economy of time and effort,\nboth of which are important considerations. The school must have both\na clear working conception of educational principles and a definite code\nof practice. The teacher must have an adequate grounding in the laws\nwhich govern her profession, and at the same time possess definite\nmethods of teaching — a definite plan of procedure.\nWhat use shall the teacher make of method?\nIn the first place she\n\n"} {"page": 455, "printed_page": null, "text": "Department]\n\nTHE\n\nUSE\n\nAND\n\nDANGER\n\nOF\n\nMETHOD\n\n443\n\nmust understand and keep constantly in mind the nature and sequence of\nexperiences made necessary in the nature of child life thru which the\neducational movement takes place. She must understand subjective\nmethod. She must also understand the sequence of these experiences\nmade necessary in the organization of the subjects of study and practice\nupon which the child is put to work. She must understand the objective method. She must grasp the principles involved in these conditions in order to know what her practice must conform to; to know\nwhat her limits are; to have a guiding line for the definition of her procedure in the class-room. The teacher must understand the fundamental\nprinciples of education in order to be independent, in order to be helpfully self-critical. However efficient she may be, however great her\nexperience, or fortunate her instinct for the right thing to do, she is\ndependent upon the insight of a supervisor to know, whether she is doing\nthe right thing, or doing it in the right way, if she is not grounded in\ncorrect pedagogical insight. Without at least an elementary pedagogy\nshe has no compass. Her art is chartless. She is navigating the sea of\nschool-room problems hit or miss, unable to know for herself just where\nshe is or the worth of what she is doing, except as she hails a passing\nfriend equipped with both chart and compass. Her teaching must be\nblind, hesitating, faltering, feeling its way, unless she is prepared to\nmeasure the worth of what she is doing, find her distance, take her soundings, and locate the channel thru which she may safely approach. The\nefficient teacher will not, does not, and cannot develop her art of teaching out of the body of principles by which she is governed. Teaching is\nnot applied pedagogy. Art grows; science is elaborated. Art is subordinate to science only in the sense that it must conform to the standards\nset up by science. Each rests upon its own foundation and has its particular field and law. Art has generally preceded science in time of\ndevelopment. There was an art of teaching before there was a psychology,\nor a science of education, just as there was a literary art before there was\na science of discourse. Art is born and is \" long.\" The function of\nscience is, not to give birth to art, but rather to determine whether it is\nwell born and to shorten it. The admonition of Professor James in discussing the relation of psychology to teaching in his \"Talk to Teachers,\" is\ntimely and in point.\nI quote the following:\nI say, moreover, that you make\n\na great, a very great, mistake, if you think that\n\npsychology, being the science of the mind's laws, is something from which you can\ndeduce definite programs, and schemes, and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art ; and sciences never generate\narts directly out of themselves. An intermediary inventive mind must make the application, byusing its originality.\nThe science of logic never made a man reason rightly, and the science of ethics (if\nthere be such a thing) never made a man behave rightly. The most such sciences can do\nis to help us to catch ourselves up and check ourselves, if we start to reason and behave\n\n"} {"page": 456, "printed_page": null, "text": "444\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nwrongly, and to criticise ourselves more articulately after we have made mistakes. A\nscience only lays down lines within which the rules of art must fall — laws which the follower of the art must not transgress ; but what particular thing he shall positively do\nwithin those lines is left exclusively to his own genius. One genius will do his work well\nand succeed in one way, while another succeeds as well quite differently ; yet neither will\ntransgress the lines.\n\nThe teacher, therefore, will understand the principles of subjective\nand objective method, not as something out of which she may deduce\nrules of practice, but as a means of better defining her methods of\n■procedure and of testing the worth of her teaching.\nIt is necessary also that the teacher have a definite method or code of\npractice, and that she understand the nature and relation of the elements\nwith which she must work. There are at least four : The end to be\naccomplished ; the condition of the particular child or children to be\ndealt with ; the instrumentalities, subjects, and devices with which they\nare to be dealt ; and the particular teacher, with her own personality,\nequipment, resources, gifts, and limitations, who is to deal with the\nchildren. The thing to do is to be determined from these conditions.\nGiven the conditions, the teacher, keeping in mind the essentials of\nmethod, must determine for herself and the particular time and place the\nplan or practice to be pursued. This plan must be thought out each\ntime. Variation of any element requires a corresponding modification of\nplan. There is not one method of teaching reading, or number, or\nscience, but as many methods as there are lessons to present. Each\nlesson requires its own method ; each teacher, her method ; each child,\nits method. The actual problem of the teacher is to move the child from\nwhere he is found to where he is wanted to be. In the movement the\nteacher must enjoy and exercise entire liberty in the selection and\nemployment of ways and means, instrumentalities and devices, keeping\nall the time within the limits fixed by the principles involved in the\nprocess. The teacher is given a set of factors with which to work, certain\nlimits within which to keep, and a result to obtain ; otherwise she is free.\nShe may be allopathic, homoepathic, eclectic, old school, or new school,\nalways free to do the thing set out to be done in the way which for her is\nbest, always remembering that she herself is the vital factor.\nBut I am to speak especially of the dangers of method. These have\nbeen suggested already in the foregoing. First of all is the danger in\nour pedagogical thought and practice of confusing method of education\nwith method of teaching. This error occurs in two forms : [a) In\nattempting to deduce the art of teaching directly from the principles of\neducation, putting under the ban all practices of the schoolroom which\ndo not show direct lineage ; {B) in setting up a particular teacher's art as\npossessing universal validity, and therefore serving as a criterion by which\nall teaching shall be measured. The former of these errors is quite\ncommon with teachers trained in one variety of normal school, and is one\n\n"} {"page": 457, "printed_page": null, "text": "Department]\n\nTHE\n\nUSE\n\nAND\n\nDANGER\n\nOF\n\nMETHOD\n\n445\n\nto which professors of pedagogy, normal-school instructors, and supervisors are particularly liable in directing and criticising the practical work\nof the schoolroom. Examples of this error are the so-called psychologies\nof language, number, and certain phases of kindergarten work ; the\nattempt to deduce working rules from more or less crudely elaborated\ngeneralizations from child study ; the attempt to develop finished writers\nof English prose by a study of the philosophy of style ; the organization\nof certain normal schools in which the training course consists of a few\nsample lessons given to exploit further the principles dictated in the\nlecture room. Another instance of this error is the frequent impatience\nof the critic with the practice of the class-room because he observes there\nappeals, devices, and methods which are not written down in his philosophy. Quoting again from James :\n\nI\n\nThe art of teaching grew up in the schoolroom, out of inventiveness and sympathetic\nconcrete observation. Even where (as in the case of Herbart) the advancer of the art was\nalso a psychologist, the pedagogics and psychology ran side by side, and the former was\nnot derived in any sense from the latter. The two were congruent, but neither was\nsubordinate. And so everywhere the teaching must agree with the psychology, but need\nnot necessarily be the only kind of teaching that would so agree ; for many diverse\nmethods of teaching may equally well agree with psychological laws.\n\nThe second error is quite common with the teacher who is not\nequipped with a correct philosophy of teaching, or who is enamored with\nher own success. Examples of this error may be found in many textbooks compiled by teachers who have met with personal success in the\nuse of certain methods of teaching reading, or language, or number, and\nwho assume therefrom that their plans and programs have equal validity\nfor all children and all teachers in all times and places. The same mistake is made by the critic who would or could not follow the program he\nis criticising.\nAnother danger in the matter of method, akin to the foregoing, is the\nvery prevalent desire for uniformity of practice. In the state system it\ntakes the form of uniform courses of study and state adoption of textbooks. The error consists in ignoring the variation of communities in\ncharacter of population, cultural conditions, and school enconomy. In\nthe local system it is quite likely to take the form of uniform methods of\ngovernment, presentation of lessons, and assignment of instruction. The\nerror here consists in ignoring the variations in the character of the several districts of the city, and especially variation in personality, resources,\nand equipment of teachers. Each school has the right to do for its pupils\nthat which they most need to have done, and each teacher has the right\nto do the things to be done in the way which she can best do them.\nThere is always danger in prescribing programs for teachers of veiling\ntheir personality and obstructing their recourse to common-sense. After\nall, the best which the teacher can give the pupil is herself — her own\nbetter insight ; her truer aspiration ; her juster appreciation ; her superior\n\n"} {"page": 458, "printed_page": null, "text": "446\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\npoint of view ; her personality. It is thru the world dwelling in Christ\nand Christ dwelling in the world that the gift of redemption is obtained.\nIt is the fertilizing contact of mature with immature spirit that communicates the better life of the one to the other, that lifts the lower to the\nplane of the higher. The teacher is seen in her truest relation when, like\nour Savior, with down-stretched hand she projects her own noble and\nexalted spirit into the being of little children and raises them to her side.\nThis is her greatest contribution, and any hedging the teacher about\nwith fine and exacting prescription of method that hinders or prevents\nthis touch of life upon life is hurtful and to be deplored.\nIn the effort to make teaching scientific rather than artistic there is\nalso danger of getting in the way of the child. The teacher is not concerned with an inert, formless mass which she is to push and pull and\nbatter into shape. The child is a living, organized being, filled thru and\nthru with a method of education implanted by a keener insight than\nman's. He is surcharged with impulses sufficient for his development if\nproper relations are provided. There is grave danger in minute definition of plans and procedures of thwarting his spontaneity, of outraging\nhis native activities, and converting him into a passive instrument to be\noperated on. Overexactness causes an arrest of growth often more\nserious in its consequences than neglect; and overemphasis of method is\nquite sure to fasten the interest of the teacher upon the tools of her profession rather than on the accomplishment of her mission to the child.\nTeaching does not exist for its own sake. It is always an agency, of value\nonly in facilitating a process. Function is more important than agent.\nIn critical attention to details of method there is danger of destroying\nthe teacher's perspective and of fixing her affection upon the art itself\nrather than upon the giving of growth by means of the art.\n\nDISCUSSION\nSuperintendent W. H. Hatch, Oak Park, 111. — Method which results from a full\nand careful study of the child or from inherent genius may be the highest type of art, and\nis apparently accomplished by a fullness of knowledge in some phase. Such method\nwill arouse a hunger for more knowledge, satisfied only by more skill.\nWhy do we seek normal-trained teachers ? Because of the inspiration of their training, their knowledge of their relations to the child and their relations to education. This\nknowledge usually keeps them from failure, and directs them how to start, and finally\nhow to work out the ideal that they have gained from their training. They can build on\nthe foundations there given them, and method saves them while they study their work,\nthe child, and the community.\nD. B. Parkinson, president of the Southern Illinois State Normal School. — We seem\nto consider the subject of method similarly, but differ in the significance we give to the\nterm. Genius alone will not do the work ; it must be coupled with knowledge of the end\nto be attained.\nTact is a quality that will adapt the method to the end.\nMr. Millis in his paper referred to (i) inspiration, (2) suggestion, and (3) imitation,\n\n"} {"page": 459, "printed_page": null, "text": "Department]\n\nMYTH\n\nAND\n\nHISTORY\n\nIN ELEMENTARY\n\nSCHOOLS\n\n447\n\nas the factors in method ; but these are not always to be relied upon. Activity needs\ndirection, physical energies need control, and the teacher needs to be the directive force.\nWe are unjust to young teachers in regarding them as capable only of imitation. Their\noriginality should be valued and encouraged, tho we are all to some extent imitative.\nA. W. Rankin, inspector of graded schools for Minnesota. — Normal graduates succeed most readily because of the start given them in methodical habits, the respect for\ntheir profession, and the practice given under direction. While method avails most in\nprimary grades, the intermediate grades need it too, and need it badly. We are not in\ngreat danger of overdoing our method work ; this is the peculiar field of the normal.\nMiss M. Adelaide\n\nHolton,\n\nsupervisor of primary grades, Minneapolis, Minn. —\n\nMy first question to an applicant used to be, \" From what Normal are you a graduate ? \"\nI now reserve my question until I satisfy myself as to the woman herself, and then ask\nher training. No method can be broader than the personality of the woman using it.\nRigidly following a fixed line of procedure makes trouble. The greatest strength of a\nteacher is in her own personality, if she is to be a character builder. To sacrifice interest\nto some cut-and-dried plans is altogether too narrow a view.\nMiss Adda P. Wertz, Carbondale, 111.— 1 deplore conditions which keep a teacher's\neyes upon mode of procedure rather than upon the condition of the child, and agree with\nMiss Holton in her estimate of the value of the teacher's personality ; but the habit of\nmethodical procedure prevents chaos in the schoolroom, and with increase of culture and\nprogress in the point of view it results in growth to the teacher.\nSuperintendent John E. Richeson, East St. Louis, 111. — As a superintendent, I\nnotice the use and the abuse of method and its especial need in the intermediate grades.\nLove for the children will evidence itself in a knowledge of their needs. Sympathy suggests means, such as awaken interest, and if not found in the school for good it will\nlikely be received from the street for evil. I would distinguish between method in education and method in teaching, as was done in the paper read.\nSuperintendent E. H. Mark, Louisville, Ky. — A teacher is judged first by her\nsuccess, second by her method. Too great reliance on a fixed metnod means disregard\nof condition and neglect of opportunity.\n\nMYTH\nMISS\n\nAND\nMAY\n\nH.\n\nHISTORY [N THE ELEMENTARY\nTHE USE AND LIMITS OF EACH\nPRENTICE,\n\nINSTRUCTOR\nIN THE\nCLEVELAND, O.\n\nCITY\n\nNORMAL\n\nSCHOOLS:\nSCHOOL,\n\nThe myth, so far as it has found its way into the elementary schools,\nhas come usually as the handmaiden of nature study. The myths\noftenest used are those which are accepted as poetical interpretations of\ncertain natural phenomena. For this use, quite frequently an illuminative one merely, and also to point a moral — sometimes a forced one — the\nmyth has been quite generally accepted. When the myth-story is judiciously chosen and its relation to the principal subject of thought is clear,\nthese are real uses.\nHistory has been firmly established in the schools of civilization since\ncivilization reached the stage of self-consciousness, and particularly since\nthe doctrine of evolution with all its vast implications has caused men to\n\n"} {"page": 460, "printed_page": null, "text": "448\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\ntry to solve the problems of the future by a study of the past — not that\nthey may imitate that past, but that they may read its prophecy of the\nfuture.\nIn recent years we have believed that history may be so presented as\nto have a great value and an ever-increasing interest in every year of the\nchild's school life.\nIs it possible that the province of myth is a larger one than it is\nusually considered ; that it has a value all its own ; a field lying alongside that of history but not trenching upon it ; and correlated but not\nsubordinated to nature study and moral instruction ?\nThe use, or uses, of history are so delightfully definite that we find it\na pleasure to recount them and to remind ourselves on what solid ground\nwe stand.\nOne of the most valuable services which the study of history renders\nto the child is to bring the child into a rational and ordered world. The\nsequence of events is not a mere time sequence, he finds. He comes, so,\nto recognize the law of development : nothing comes from nothing.\nThus he comes to question whither, whence, and to be satisfied only\nwhen he sees clearly the relation of cause and effect.\nNo better medium than history can be found thru which to teach the\nessentials of truthful statement. The value of this knowledge is difficult\nto overrate. Some thoughtful people have feared to destroy the trust of\nthe child in parent, teacher, or text-book by too early knowledge of the\nfallibility of these. But the child who is brought up to stoutly support\nhis own text-book against another in matters of detail is being trained\nto set up authority as truth instead of truth as authority.\nMoreover, a knowledge of the human tendency to error is likely to\nmake the individual strive humbly to be accurate, and in so doing learn\ncharity, whereas the belief that all error is willful and wicked breeds\nsensitiveness and false pride as well as intolerance.\nFurther, finding brave, devoted, sincere, and thoughtful people on\nboth sides of any great question, the pupil should learn a large and generous tolerance, respect, courtesy, toward those people whose views differ\nfrom his own.\nThe study of history exercises the imagination of the pupil within\ngiven and definite limits. The imagination wears bit and bridle and\nserves its master to a given end-. The ability to put oneself in another's\nplace is needed to establish right relations between man and man.\nIn the biographical form in which the child largely studies history he\nfinds what we may call practical ideals — ideals which individual men\nhave realized and therefore made to seem possible to the struggling soul\nwhich sees its own ideal self realized in them.\nThe child's knowledge of history does not consist alone in the\naccuracy of his information.\nTo really know he must feel. Mrs. Hemans'\n\n"} {"page": 461, "printed_page": null, "text": "Department]\n\nMYTH\n\nAND\n\nHISTORY\n\nIN ELEMENTARY\n\nSCHOOLS\n\n449\n\n\" Landing of the Pilgrims\" is somewhat inaccurate, yet I doubt if it does\nnot contain more history than a page of the \" Classified Cyclopczdia of\nDates,'' valuable as that work is.\nThe larger patriotism which scorns the sentiment, \" My country, right\nor wrong,\" the patriotism to which life or reputation is counted nothing\nworth so that country or party may be stayed in evil and turned to the\nright, is best taught thru history ; and thru it actual volitional unity with\nthe ideal home, school, city, state, is established.\nThe judgment is trained in this study. Even in the elementary\ngrades the beginning should be made of a careful, critical weighing of\nvalues in human testimony ; of balancing probabilities as to results ; of\nmaking sure of one's data before arriving at a conclusion ; of finding,\nmerely as a cold intellectual fact, that character and burning enthusiasm\nand grim determination are factors which cannot be left out of the problem without causing the \" answer \" to come out wrong.\nThe study of history does and should cultivate the memory. And\nthis is no slight thing. There is something tonic in the effort required\nto accomplish a reasonable amount of memorizing, and something very\npleasant in the feeling of sure possession which follows. But the memory\nwhich the study of history trains is largely of the higher type, and tho\nthe pupil may well commit to memory the preamble to the Constitution,\nor the Gettysburg speech, yet the important thing is that the organization of his knowledge should be such that, in his mind, a fact can no\nmore be separated from its relations than could the footprint on his\nisland in the mind of Robinson Crusoe.\nHistory, I think, quite easily proves its right to a place in the school\ncurriculum. It can as easily prove its right to a place in every grade,\nfrom the home school in which the child begs the parent, \" Tell me about\nwhen you were little,\" to the highest grammar grade in which the child\ngets one breathless glimpse of the significance of the slow and stately\nprocession of the centuries.\nThe myth is not on so assured a footing as history. In our discussion\nof the myth we are liable to fall into platitudes, vagueness, or imaginary\nparallelisms. The realm of myth, which history trenches upon not at all,\nis that of free poetic fancy and imagination.\nIt is but a brief, brief time that the happiest little child tarries in that\nGarden of Eden in which man has dominion over all things. From the\ntime when he first cries for the unattainable he is without its gate, and\nthe sense of his own impotence is the angel with the flaming sword which\nbars the way against him.\nBut forever on the skies of his banishment floats a splendid mirage\nof the native home of his soul, which could not exist but for the reality\nof which it is the distorted image. In other words, the young soul very\nearly discovers and chafes at its limitations, but it possesses also a sure\n\n"} {"page": 462, "printed_page": null, "text": "45°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nsense of its oneness with that power and intelligence which is displayed in\nthe universe.\nLooking out upon the world about him, the mythmaker saw in the\nordered workings of nature the manifestations of spirit akin to his own.\nRecognizing the kinship, he felt — the child feels — that within himself\ndwells power, somehow fettered, that shall some day break its bonds and\nbe free. The myth hero is the personification of the human soul so freed,\njoyous, power wielding.\nIt doth not yet appear what man shall be, but in the myth child-man\ndreams a child's dream of the future.\nIn myth and fairy story the child's spirit is at home ; but this distinction between the mental attitude of the child and that of the man of the\nchild race must be kept constantly in mind : to myth-accepting man the\nmyth was fact, was his history, his science, his religion. To the modern\nchild it is none of these things. In his self-made explanations of the\nworld and its phenomena the child tends to the animism of the savage,\nbut as to the stories and explanations presented by his elders he questions\nrelentlessly, \" Is it true ? \" by which he means, \"Is it a fact?\"\nMrs. Jameson, quoted by Tyler in his Primitive Culture, says: \"I\nremember that when I once tried to explain to a good old woman the\nmeaning of the word ' parable,' and that the story of the Prodigal Son was\nnot a fact, she was scandalized — she was quite sure that Jesus would\nnever have told his disciples anything that was not true.\"\nThe study of the myth furnishes the basis for the intellectual perception— or apperception — of later years that truth is greater than fact.\nIt can hardly be necessary to say here that any teaching of myths\nwhich emphasizes the idea of superstition or heathenism in their origin\nmust fail to find the value here suggested.\nGreater than any intellectual value is the power- giving and spirit-freeing\neffect of dwelling in that realm of feeling and potential being to which the\nmyth is one of the great gateways. It was Froebel's great discovery that\nin play the child most freely expresses itself, that in free play every power\nstretches itself to the utmost as it can never do in the most conscientious\nwork.\nIn the free play of the imagination, bounded by no unyielding barrier\nof facts, in images and situations unreal, fanciful, often grotesque, the\nchild finds a keen joy akin to that physical delight found in the abandon\nof play. In the free play of the imagination the mind stretches itself to\nthe utmost. It was at the age of ten years that the inventor of one of\nthe successful submarine boats, inspired by reading the \" Twenty Thousand Leagues under the Sea \" of Jules Verne, determined upon the undertaking which many years later he brought to a successful termination.\nThis is the kind of illustration of the value of the creative imagination\nwhich the practical world loves and will listen to. But when shall we\n\n"} {"page": 463, "printed_page": null, "text": "Department]\n\nMYTH\n\nAND\n\nHISTORY\n\nIN ELEMENTARY\n\nSCHOOLS\n\n45 '\n\nlearn that the body is more than raiment, that the thought is more than\nthe material form in which it embodies itself ?\nYou remember him, the Singer, who\ndwelt where level hands lay low and drear,\nLong stretches of waste meadow pale and sere,\nWith dull seas languid tiding up and down.\nThe pale horizon walled them in, and still\nNo lifted peak, no slope nor even mound.\n\nDaily he gazed seaward :\n\" There must be hills, \" he said,\n\" I know they stand at evening rosy-red\nAnd purple in the dewy-shadow morn.\"\n\nSo gazing, at last,\nSudden he saw\nFar out to seaward mountain peaks appear\nSlow-rising from the water pale and clear.\nPurple and azure, there they were as he\nHad faithful learning vision they must be.\n\nIn vain he called his fellows to see. They saw not, not even when he\nbrought his argosies thence. Yet of them who for the gladness in the\nSinger's face set sail to the unseen hills, some returned madmen like himself, rich in a wealth which the world could not see nor measure :\nNo man's scorn\nCould hurt nor hinder them.\nNo pity born\nOf it could make them blush or once make less\nTheir joy's estate ; and as for loneliness\nThey knew it not.\n\nForever better and more blessed is that child who has caught even\none fleeting glimpse of the Singer's hills.\nThe breezy out of door non-morality of many of the classic myths\nmakes them especially valuable literature for little children. It is not\nnecessary that these little ones should all the time have their teeth set on\nedge by that fruit of the tree of knowledge of good and evil of which their\nforbears ate. There is serious danger in a child's too early consciousness\nof good and evil in himself. Conscience, as is well illustrated in the case\nof poor little Betty Sewall, and other God-fearing — or was it devil-fearing\n— colonial children, may sometimes be transformed from the cheerful\nguide and friend of childhood to a tormenting demon, breeding morbidness, unrest, and irresolution in his little victim's breast.\nNevertheless some of the beautiful myths which do teach deep ethical\ntruths, like that of King Midas and the Golden Touch, may well become\na part of the \"invisible world of the child,\" ''the fire-mist heaven,\" \"the\nchaos that precedes the spiritual life,\" as Colonel Parker calls the world\nof the child's imagination. Let the story be told and told and told\nagain, if the children care for it. In the fullness of time, when from het\n\n"} {"page": 464, "printed_page": null, "text": "452\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\n\"fire-mist heaven \" an ordered world is evolved, the soul of the story will\ndraw its own body of thought and conduct to itself. Only let it be remembered the story will do its work better unspoiled by a sermon.\nOther myths, like the story of the whispering reeds which told the\nsecret of King Midas' ears, teach prosaic virtues, such as prudence,\nalthough often these are better taught by the folklore stories, which are to\nthe myth as Poor Richard's Almanac to Emerson's Essays.\nThe answer which would be promptly given in many teachers' assemblies as to the value of the study of the myth would be \"That the children\nmay understand allusions in literature.\" There is here a curious reversal\nof values. The proposition is hardly more tenable than it would be when\nmade in regard to history. We do not study the stories of Valley\nForge and Bunker Hill in order that we may understand allusions to\nthem. We study them for the spiritual values which are in them. In\nlike manner we study the Hebraic and Hellenic myths out of which so\nmuch of our poetry, so much of our deepest thought, have sprung, that we\ntoo, all unskilled in the art of verse as we are, may be poets ; that our\nbrains may be afire with the beauty of the myth-images ; our hearts stirred\nwith their interplay of feeling. We shall undertand the allusions, yes ; but\nthat will be incidental. And if to us Orpheus and Psyche and Perseus\nare but names to ornament a rhyme, we have seen neither into the heart\nof the myth nor into the heart of the poet.\nIn the upper grammar grades the study of the myth would naturally\nchange its form, becoming to some extent the study of mythology.\nThe following pages, the first from Tyler's Primitive Culture^ the\nsecond from Froude, are suggestive of what might be gained from this\nphase of study :\nThe treatment of similar myths from different regions, by arranging them in large\ncompared groups, makes it possible to trace in mythology the operation of imaginative\nprocesses recurring with the evident regularity of mental law; and these stories, of which\na single instance would have been a mere isolated curiosity, take their place among wellmarked and consistent structures of the human mind\nMyth may be more uniform\nthan history.\nWe, with the glorious present which is opening before us, we shall never enter into\nit, we shall never understand it, until we have learnt to see in that past, not error, but\ninstallment of truth, hard-fought-for truth, wrung out with painful and heroic effort.\n\nMythology, from this point of view, is a study of the scientific, ethical,\nand religious development of the human race. I am not suggesting a\nformal study of comparative mythology for children in the elementary\nschools, but surely a child of thirteen may easily see the similarities in the\nmyth products of different peoples in like stages of development. We can\nonly — a phrase we use much oftener for the primary classes than for the\ngrammar grades — \"establish an apperceptive center.\" But the grammargrade pupil may gain possession of the germ of the idea that human\ndevelopment along religious and ethical lines follows fixed laws, that the\n\n"} {"page": 465, "printed_page": null, "text": "Department J\n\nMYTH\n\nAND\n\nHISTOR\n\nY IN ELEMEN\n\nTAR Y SCHOOLS\n\n453\n\ntruth of today is only the blossom of the truth of yesterday, and that the\ntruth of tomorrow will be only the fruit of the truth of today.\nWith this once understood his study of the truth of yesterday becomes\nmore reverent; and he is not dismayed when he beholds, as he must, the\ntruth of today changing its form.\nThese are the points which I have tried to make in regard to myth\nstudy: (i) The myth expresses a great reality in man's experience; (2)\nin the exercise of the free imagination the mind's powers grow ; (3) the\nfine play about non-moral ideas fostered by some of the myths is wholesome ;(4) rightly chosen, some of the myths become in the fullness of\ntime, since we think by analogy, a moral force ; (5) the value of the\nknowledge of mythology consists, not in our ability to find the meaning\nof allusions, but in the fact that our mental and spiritual condition is such\nthat the meaning of the allusions must inevitably find us; (6) thru myth\nstudy a basis for true knowledge of the laws of spiritual and mental\ndevelopment is gained.\nMyth, then, as I see it, is not preparatory to history nor supplementary to it, but each is complementary to the other. History deals\nwith the outer, myth with the inner, man — because, as Tylor truly says,\n\" Myth is the history, not of its subjects, but of its authors.\" Hence,\nparadoxical as it seems, in history man tries to tell the truth, in myth he\nquite certainly tells the truth to him who listens aright. It is only as we\nthink of myth so, as the history of the human soul, that it ceases to be\nto us childish fable, and we know that truly Theseus slew the Minotaur\nand Perseus the Gorgon, and that the tragic end of the fatal hunt of\nCalydon was inevitable.\nI have said nothing of the use of either myth or history as language\nmaterial, and for this reason : If given an opportunity the child will\nexpress what is in his soul. If the myth and history taught are worthy\nto become a part of the child's soul stuff he will express what they have\nbrought him when the opportunity offers.\nDISCUSSION\nMiss Stella L. Wood, superintendent of Kindergarten Normal\napolis.— At the closing of a sewing-school, not long ago, each class\nwhich during the weekly work hour had been committed to memory\nOne group of serious-faced little girls arose and in the most impressive\nthe following verses :\n\nSchool, Minnerepeated verses\nfrom the Bible.\nmanner recited\n\nMake thee an ark of gopher wood, rooms shalt thou make in the ark, and shalt pitch it within and\nwithout with pitch. And this is the fashion which thou shalt make it of : the length of the ark shall be three\nhundred cubits, the breadth of it fifty cubits, and the height of it thirty cubits.\n\nThe fact that these verses came from the best of books led to the belief that even\nif bereft of context and utterly foreign to the interest and understanding of the children,\nnevertheless, somehow, in some unexplainable manner, they would be instructive and\nuplifting.\nIt sometimes appears to the unprejudiced onlooker that this same feeling which led\n\n"} {"page": 466, "printed_page": null, "text": "454\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Elementary\n\nto the choice of the dimensions of the ark for a \" memory gem \" often directs the choice\nof myths for use in kindergartens and primary schools. The awe-inspiring fact that this\nmyth material has been handed down thru countless generations seems to so impress us\nthat we apparently leave behind us our common-sense and discriminating taste when we\napproach this particular kind of story material. We open a volume of carefully selected\nmyths, which the preface declares has been used by the compiler with great success upon\nall occasions, and we are so blinded by the fact that these are myths that we fail to use\nthe tests which we apply to all other literature in our search for stories, and are betrayed\ninto choosing something for our children which we never would have chosen had it not\nbeen found among the classics. And the most lamentable fact of all seems to be that\nprobably in that self -same volume of carefully selected myths might be found just the\nneeded story — fine, dramatic, and yet simple enough to be used for the joy and edification\nand entertainment of the children in that part of the elementary school known as the\nkindergarten.\nIt would seem that this is an age of many temptations designed to lure the kindergartner from the path of simplicity. The charms of basketry and rug weaving without, and within the desire to be considered progressive, have played havoc with many of\nus, and the battle once fought and apparently won in favor of simple work, within the\nchild's scope and of his own doing, seems about to be fought over again with new foes.\nWe need much courage to maintain simplicity in song, story, and handwork when the\neducational world is so fascinatingly full of good things which we long to give to our\nkindergarten children.\nIt is hard to keep in mind the fact that strong meat, although we may cut it into\nvery small pieces, cannot be digested and assimilated by organs prepared to deal with\nmilk. A story whose meaning and symbolism is adult cannot be successfully imparted\nto young children, even by means of words of one syllable. We need the courage to\nreject much that is beautiful and fine because it is suitable for the older children, and not\nfor the youngest in the school family. We must firmly keep to that which is simple and\nwithin the child's grasp. It is possible to \"cram\" even in the kindergarten. The average child is so eager for stories that he will appear interested in most unprofitable ones, if\nthey have a vestige of action and things happen in them. One should look carefully at\nthe seemingly interested child during the telling of a story. Sometimes he is like the\nordinary mortal who listens intently to a Wagner overture. He is sure it must mean\nsomething, and sometimes it almost does. The expression on the child's face often tells\nthe observer that he hopes something is going to happen in that story soon, and he holds\non as long as frail human flesh will allow.\nAnd yet the world is full of good stories for little children. Often we might enrich\nboth ourselves and the children by replacing an ordinary tale with a classic embodying\nthe same truth or imaginative fancy in more enduring form — a story which we may\nmeet again on canvas, in marble, or in song.\nBut great wisdom is needed in the choosing.\nIn the use of historical stories for very young children a wiser choice seems to be\nexercised, perhaps because the story side of history contains a more intimate appeal ;\nthere are so many simple yet glowing stories of \" people who do things ; \" of Columbus,\nthe Pilgrim fathers, of Paul Revere and his midnight ride, of Washington, and the lives\nof many who, with the simplicity of the truly great, have so much in common with little\nchildren.\nEven here we use many stories because they are history which, if judged merely as\nstories, would be rejected as too involved or remote. But bringing to the choosing of\nmyth and history all the discrimination we possess, often rejecting much, there still\nremain stories full of fire and life and glorious action, simple, primitive enough to find\nand meet the kindergarten child just where he is. To see children listening to such\nstories, told in a manner to bring the picture before them, is to witness the satisfaction\nof those who feast at a full table, rise refreshed, and go on their way rejoicing.\n\n"} {"page": 467, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSECRETARY'S\nFIRST\n\nEDUCATION\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly 9, 1902\n\nThe first session of this department was called to order in the assembly room of the\nEast High School at 9: 45 A. M. by the president, J. Remsen Bishop, of the Walnut Hills\nHigh School, Cincinnati, O., who delivered the opening address.\nAt its close, Miss Mynn Stoddard, of Minneapolis, favored the section with a vocal solo,\n\" Oh, for a Burst of Song,\" Allitsen, which was heartily encored, when she responded with\n\"When I Awake.\"\nIn the absence of Superintendent R. G. Boone, of Cincinnati, Principal Reuben Post\nHalleck, of the Boys' High School, Louisville, Ky., addressed the meeting upon \" The\nSocial Side of High School Life.\"\nThe president then appointed the following Committee upon Nominations :\nGeorge B. Aiton, state inspector of high schools for Minnesota.\nW. J. S. Bryan, principal high school, St. Louis, Mo.\nE. W. Lyttle, inspector for University of New York, Albany, N. Y.\n\nThe meeting then adjourned to the different conferences, as follows :\nRoom A, Classics.\nLeader, Superintendent Lafayette Bliss, Waseca, Minn.\nRoom B, Mathematics. Leader, Charles W. Newhall, department of mathematics,\nShattuck School, Faribault, Minn.\nRoom C, Biology.\nJ. Remsen Bishop, Walnut Hills High School, presiding officer.\nAt 4: 30 p. M., in the chemical laboratory of the State University, the subject of\nphysics was discussed in connection with the Department of Science Instruction, with\nWilbur A. Fiske, instructor in physics, high school, Richmond, Ind., as leader.\nSECOND\n\nSESSION.— Thursday,\n\nJuly id\n\nThe meeting was called to order in the assembly hall of the East High School by\nPresident Bishop, at 2 : 30 o'clock P. M.\nMrs. E. W. French then favored the audience with the following songs : {a) \"Thy\nBeaming Y.yts\" MacDowell; {b) \" Madrigal,\" /i'owflwj/ {c) \"The Kos&vy, '' Nevins.\nIn the absence of Professor John William Perrin, Western Reserve University\nCleveland, O., President Charles D. Mclver, of the State Normal and Industrial College, Greensboro, N. C, addressed the meeting upon \"Cost of Education.\" At the close\nof his address, the Committee on Nominations reported as follows :\nFor President— Inspector Charles F. Wheelock, Albany, N. Y.\nFor Vice-President — Principal Reuben Post Halleck, Louisville, Ky.\nFor Secretary — Piinc'ipal Wilbur F. Gordy, Hartford, Conn.\n\nAnd they also reported the following resolution :\nResolved: That the officers of this Association be instructed to act as a committee to seek a federation\nof the secondary associations in the various states and to secure the establishment of such associations in\nstates where they do not exist.\n\n455\n\n"} {"page": 468, "printed_page": null, "text": "456\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nOn motion of William Schuyler, of the St. Louis High School, the report of the Committee and the resolution were adopted.\nAfter a resolution of thanks to the local committee and to the singers for their aid\nand entertainment the meeting adjourned to the several conferences :\nRoom A, History.\nLeader, Superintendent Charles R. Frazier, Little Falls, Minn.\nRoom B, English.\nLeader, Professor Thomas C. Trueblood, University of Michigan,\nAnn Arbor, Mich.\nRoom C, Principals' Conference.\nTopic, \" School Athletics.\"\nLeader, W. J. S.Bryan,\nprincipal of the high school, St. Louis, Mo.\nCharles Alden Smith, Secretary.\n\nPAPERS\nPRESIDENTS\nJ. REMSEN\n\nBISHOP,\n\nAND\n\nDISCUSSIONS\n\nADDRESS— CALL OUT\nPRINCIPAL\n\nOF WALNUT\nNATI, O.\n\nHILLS\n\nTHE LEADERS\nHIGH\n\nSCHOOL,\n\nCINCIN-\n\n\"To avoid dealing with facts, always have your speech in your pocket,\"\nis the moral Mr. George Ade appends to his whimsical account of the\n\" tough trustee's \" address to high-school graduates. The converse of\nthe humorist's advice has been followed on this occasion, and an attempt\nwill be made to deal with a few facts concerning the present condition of\nour public-school system.\nEverywhere thruout this progressive republic the year has been\nmarked by extraordinary activity in all departments of human endeavor.\nThe schools have not stepped aside from this mighty current, but have\nforged well to the front of the great stream of American progress. Kindergarten work, nature study, commercial branches, all the newer elements in the educational scheme have been taught with better insight into\ntheir educational value than ever before. Practical ends and cultural\nends, if indeed there ever has been any real difference between them, have\nnow apparently been reconciled. It has been found that thd cultural\naim is best attained when the practical aim is never lost sight of at\nleast in the mind of teacher and pupil. The practical aim is to live honorably and independently ; the cultural aim, to live in the noblest atmosphere. The one certainly does not preclude the other.\nNaturally the interested observer, the doctor philosophus reviewing the\nsituation, looks for the means that might have produced even a better\nresult than that which has been attained. In the matter of public-school\nprogress and improvement the defect easily suggests itself. Professor Paul\nH. Hanus in a recent address pointed out the fact that the great committees whose labors have glorified the National Educational Association\nand'benefited American public schools in a measure not easily computed\n\n"} {"page": 469, "printed_page": null, "text": "Department]\n\nPRESIDENT'S\n\nADDRESS\n\n457\n\nhave neglected in a curious fashion the work of one another and the history of our institutions. Each committee seemed to feel that it had the whole\nscheme to reconstruct, so far as its field extended, instead of the seemingly obvious duty of studying the entire educational field, and in all its\nown work never failing to consider the demands and limitations of other\nschool periods and departments. On this basis only, as Professor\nHanus points out, can final work be accomplished.\nWhence, then, this fragmentariness and overlapping exemplified in\nthe work of our committees and observable thruout the system ? May\nthey not be traced to lack of scope in school supervision ? At any rate\na plea for better general supervision of our school system has not seemed\nout of place at the present juncture.\nThere are various methods of school supervision in this country, but\nthe prevailing method is very limited in scope. City and county superintendents practically do the supervising of our public schools, and the practice is thoroly in accord with the American idea of local self-government.\nOccasionally we find a state superintendent or school commissioner\nattempting to supervise the schools of the state. In some instances avast\nsystem of examinations has been devised to direct the schools. Occasionally we find both systems in use. On the whole, the state appears to\nbe the convenient and sufficiently large unit.\nLet us dwell a moment upon the examination system. No one knows\nbetter than the teacher of long experience that the examination is at best\na necessary evil. Beyond such necessary tests as a teacher must give to\nsteady his pupils, the examination is a delusion and a snare — a device of\nsome evil power that would destroy all mental activity except that of the\nmemory, which it would gorge to suffocation with unpalatable and indigestible food. Nothing short of omniscience could devise the set of\nexamination questions that would properly test the results of the teacher's\nwork, if that teacher were the best of teachers with liberty to teach. Any\ndunderhead can devise questions that, if they loom ahead of the teacher,\nwho knows the examiner's idiosyncrasies and former performances, can\nkill individuality and initiative on his part. The teaching of botany is\ngrowing in several directions : if the teacher grows in one of these directions we should be abundantly satisfied with him. Shall each teacher be\ntested in all lines of development, or all teachers in one line of development ?\nA murmur comes from across the water that the English are not satisfied with the material that has dominated their civil service thru the\nexamination system. A United States engineer stated a short time ago\nin a private conversation that his most efficient men entered the service\nlow down and came up ; they are better civil servants than those who came\nin thru brilliant examination passing. A system of cramming persistently\npersevered in can land any normally constituted youth well up in the list\n\n"} {"page": 470, "printed_page": null, "text": "458\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nof examined. It takes more than a temporarily well-stored memory to\nmake an efficient civil servant. Let examinations be kept as a necessary\nmeans to exclude the flagrantly incompetent, and to keep the door open\nfor the irregularly trained but competent men, but let every nerve be\nstrained to furnish institutions that train for service, and in the course of\ntraining discover and eliminate incompetents.\nMistrust of one another was the vice of the Greeks. To some extent\nit is the vice of Americans. We do not like to say: \"So and so is a\nthoroly well educuted man. He is also an educator of catholic sympathies and long experience. This broad-minded and well-trained man\nshall be our supervisor of education in this state. We will give him\npower to choose assistants and expect him to lead us to greater efficiency\nand greater economy in our public-school system.\" No, rather we shall\neither erect a mechanical and cramping system of examinations — with\ngrave danger of tyranny over the educational institutions of the state, or\nlet things slide, as they have been sliding, in the good old happy go lucky\nway.\nOnce indeed we trusted a man and made him school commissioner of\nthe United States. This National Educational Association, it seems,\nadvocated the creation of the office and the choice of the man. Who will\ntell how great has been the benefit to American schools directly due to the\nwork of Dr. William T. Harris ? We ought to have a Dr. Harris in every\nstate capitol. Why then should not the next move in the progress of\nAmerican public schools be the institution of state systems of supervision developed out of the present underpaid and underofficered state\nbureaus ? If the proper legislation were had, state educational organizations could greatly influence choice, if, as it should be, the choice were\nleft to the governor with the consent of the legislature. In England\nMatthew Arnold was for many years a school supervisor. The people of\nMinnesota have an object lesson in the fine record of their inspectorship\nof high schools.\nUnder such a system we should at least know the condition of courses\nand methods thruout our state, and could direct our own endeavors\nby the experience of others. Might not this lead to that degree of uniformity which is indispensible to the success of any educational system,\nwithout cramping initiative and individuality, the two most valuable elements in the work of the true teacher ?\nWe teachers constitute not the least patriotic body of American\nworkers. When we know the best we seek the best. Ought not every\nfacility be afforded us, by wise criticism of our methods and information\nconcerning the methods of others, to keep abreast of the grand movement of American educational progress ?\n\n"} {"page": 471, "printed_page": null, "text": "Department]\n\nREUBEN\n\nTHE\n\nSOCIAL\n\nTHE\n\nSOCIAL\n\nPOST\n\nHALLECK,\n\nSIDE\n\nSIDE\n\nOF\n\nHIGH-SCHOOL\n\nLIFE\n\nOF HIGH-SCHOOL\n\nPRINCIPAL\nLOUISVILLE,\n\nOF\n\nKY.\n\nTHE\n\nBOYS'\n\n459\n\nLIFE\nHIGH\n\nSCHOOL,\n\nAsked as I was yesterday to make an address this morning in place\nof Superintendent Boone, of Cincinnati, who has been unavoidably\ndetained, I accepted, because I wish to emphasize some points at which\nI can merely hint in my paper to be read on Friday afternoon before the\nChild-Study section. The fact that the subject of Superintendent Boone's\npaper before this body, and of mine before the Child-Study section, are\npractically the same, is my excuse for addressing you at this short notice.\nThis talk must be considered as amplifying and supplementing that paper.\nI desire to emphasize this morning the social side of high-school\neducation. There is more in education than books and correlation,\nnecessary as they are. They will develop and bear best fruit only in a\nsocial atmosphere. I have often wondered how, in a well-built house,\nwith the windows tightly closed, the barometer immediately registered\nany change in atmospheric pressure on the outside. I have also wondered how any little jealousy between teachers, any friction whatever in\nthe faculty, immediately made itself felt in the school. We cannot expect\nto develop a social atmosphere in the school unless we teachers are ourselves social, unless we turn the blind spot in our eye on each others'\nfaults, and the rest of the retina on each others' excellencies. The pupils\nwill instinctively catch and reflect our attitude toward each other and\ntoward them. One of the most important questions to ask about a school\nis : \" Is it pervaded by a feeling of good fellowship for all — of teacher\nfor teacher, of teacher for pupil, of pupil for pupil, and of pupil for\nteacher ? \" The unsocial school acts like frost on tender vegetation. The\nsocial type of school is like the genial spring sun developing the buds.\nI firmly believe that at the present time there is but one subject in\nthe majority of high schools, if the term \"subject\" be not a misnomer,\nwhich meets fairly and squarely the conditions of outside life. This\nso-called subject has the strenuous aggressiveness of outside life, but it\nfurther calls for a certain type of group activity which is almost necessarily social. I refer to athletics. Here is God's plenty of life. Football is group activity. The eleven is a social unit. One member of the\nteam does not like to have another member smoke, stay up half the night,\nor do anything to impair the football body politic. Watch them on the\nfield. Out of the struggling mass a boy leaps with the ball and starts for\nthe goal. The crowd cheers, but perhaps it does not realize the act of\nself-abnegation which allowed the runner to emerge. A member of his\nteam, now at the bottom of the human pile, threw himself in front of\nhis opponent, who was about to grasp the boy with the ball. As a result.\n\n"} {"page": 472, "printed_page": null, "text": "46o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nthat boy is free to make his run for the goal. See ! that boy is followed\nby friend and foe. The foe is on the point of seizing him, when a friend\ninterposes his shoulder, and the runner escapes to cross the goal line.\nThe cheers of the multitude are for him ; but without that group activity,\nwithout those acts of self-abnegation on the part of the members of his\nteam, that young hero could never have dashed across the goal line. It\nis the same way in baseball. The batter signals that he will make a sacrifice hit, so that the man on third can come in and score. Although he\nyearns to knock the cover off the ball, he taps it gently, starts for first\nbase, is thrown out, but the runner comes home from third base.\nThe pre-adolescent does not readily respond to these calls for altruistic group activity. He loves to make a fine individual record, no matter\nwhat its effect on the team. High school teachers are fortunate in dealing with a being in whom those germs of altruistic activity are rapidly\ndeveloping. At this critical time high-school education must not nip\nthem in the bud. Too many adolescents have already suffered from the\nfrost of unsocial education, which has given the altruistic activities no\nchance for free play.\nThis love for games involving varied and energetic group activity is a\nmore marked characteristic of the Anglo-Saxon than of any other race.\nGames like football, baseball, and cricket are not popular in France,\nGermany, Italy, or Spain. The English, and, in a greater degree, the\nAmericans, are fond of such games. It is probable that such a liking will\nalways be a characteristic of the dominant races, for the world can never\nbe both won and permanently retained except on a social, co-operating,\naltruistic plan. This republic is an example of the voluntary group activity of a number of states.\nThe adolescent's social feelings can be developed by giving him something to do for someone else. Always do things for him and he will grow\nup selfish and unsocial. Adults are more interested in those people whom\nthey have helped than in those who have done them favors. Lay burdens\non adolescents and by so doing you will develop their social and moral\ngrowth. They love to bear burdens, partly because your imposing them\nshows your confidence in their ability to surmount difficulty.\nWhenever possible, studies should be made to serve a social end.\nPupils are too often urged to acquire knowledge because it will enable\nthem to surpass the other fellow. This is an absolutely wrong point of\nview. They should be taught to know things in order to help the other\nfellow. It is even true that in the majority of cases we help ourselves best\nby helping other people. The individual or the corporation that finds out\nwhat others want and tries to minister to that want in the most efficient\nway is traveling the surest road to success. A love for good reading may\nbe more easily taught if the social stimulus is invoked. Have your pupils\nread books, not entirely for their mere selfish gratification or knowledge,\n\n"} {"page": 473, "printed_page": null, "text": "Department]\n\nTHE\n\nSOCIAL\n\nSIDE\n\nOF\n\nHIGH-SCHOOL\n\nLIFE\n\n461\n\nbut in order to tell the most instructive or interesting parts to others\n— to the class, to some member of the home circle, friend, or teacher.\nSuch books will be better read.\nIn order to improve the social life of the high school, teachers need to\ncultivate their imagination. Varied ways of developing the social activities\nmust be devised. Do not expect adolescents to be more easily interested\nthan adults. They love a change as much as adults do. You must introduce into the high school world as much variety as you can. For instance,\nat my school, which is attended only by boys, we wished a reading room\nstocked with the best periodicals and books. We had to earn the money.\nAfter a conference, we decided to present the opera Pinafore in the\nlargest auditorium in the city, and to have the boys take the girls' parts.\nHere was group activity made to converge toward a given end. A large\npart of the school served either as business managers or performers, and\nall were intensely interested in doing the best they could. An audience\nof twenty-five hundred came to hear them, and as a result the reading\nroom was magnificently stocked with periodicals and books. A number\nof different departments were added to the high-school paper, and different boys put in charge of those.\nIf you make your high school more social, you will find that fewer\npupils will drop out. The social life is developed in connection with\naction. If you make these activities interesting, pupils will strain a point\nto return, for there is something to look forward to in the school world.\nBut neither principals nor teachers need look for high social development\nin their school unless they are first social themselves — unless they are the\nfountain head whence flow the social waters.\n\nTHE\n\nTHREE\n\nPRESIDENT\n\nELEMENTS\n\nCHARLES\n\nD.\n\nAND\n\nINDUSTRIAL\n\nMcIVER,\n\nIN THE\nTHE\nCOLLEGE,\n\nNORTH\n\nCOST OF EDUCATION\nCAROLINA\n\nGREENSBORO,\n\nSTATE\n\nNORMAL\n\nN. C.\n\n[an abstract]\n\nSectionalism has passed, but individualism cannot be changed. Each\nsection has its own particular needs and must be allowed to interpret them\nfor itself. Great friction will be prevented and harmony promoted by\neach section's setting forth its own situation and needs for itself, and not\nhaving them proclaimed by others.\nI speak of the cost of education from a southern standpoint, and the first\nelement in cost is the money cost. This means more in the South than in the\nNorth, not only on account of the loss of property due to the war, but also\non account of the loss of producers of property. North Carolina furnished\none-fifth of the soldiers of the Confederate Army, and left on the battlefield one-third of all she sent. Think what this means to a country! What\n\n"} {"page": 474, "printed_page": null, "text": "462\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nwould it mean to Minnesota if one-third of its men from sixteen to s;xty\nwere wiped out of existence? It has taken us forty years to get back to\nwhere we were before the war. According to the United States census,\nthere is now on the tax books of our southern states about the same assessment of property that there was in i860. While the North has been going\non in multiplying wealth, we have been recuperating, and are now pecuniarily where we were forty years ago. I call this the forty years' wilderness\nof poverty through which we have passed. But we are better off today\nthan we were forty years ago, because we have no slaves, because we are\nindividual producers, and are in sight of commercial independence.\nThe money cost of education is therefore a serious matter for us of the\nSouth, though neither there nor elsewhere is it so great or so rare as the\nsecond or third elements of cost of real education.\nThe second element of cost is the wear and tear on the life of the\nteacher. There is no escape from this. Every successful teacher must give\nhimself diXiA believe in the ultimate success of his work. There should be\nno such word as can't. Can is the only word for the teacher, even if it\ntakes his last drop of energy to succeed. An ambitious example is worth\nmore than precepts on perseverence. He must have faith in the future and\nhold up before girls and boys the highest ideals of womanhood and manhood. Let the girls have before them the pictures and the lives and work\nof such women as Dorothy Dix and Frances Willard. The teacher must\nlead the children, must work and fight and strive. There is no other way.\nThe third element of cost is the drudgery of the pupil. It is the only\nabsolutely essential element, and is rare. There is no escape from the\ndrudgery and grind of the pupil's life. There is no royal road to anything\nin this world worth getting to. The habit of work is more important than\nthe acquirement of knowledge.\nIndeed, knowledge may come, but it lingers as wisdom only among\nthe workers.\nLet us teach children the glorious gospel of toil and service, train\nthem to become masters, and imbue them with such a spirit as will send\nthem into the world, not to see how much they can get out of it, but how\nmuch they can give to it.\n\nROUND\n\nTABLE\nANCIENT\n\nLEADER,\n\nLAFAYETTE\n\nCONFERENCES\nCLASSICS\n\nBLISS, SUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nWASECA,\n\nMINN.\n\nThe conference of classics held in room A of the East High School, with Superintendent Lafayette Bliss, Waseca, Minn., as leader, was well attended, and a lively discussion\nwas had as to the utility of classical study and its continuance in the high schools of the\ncountry. The discussions were wholly impromptu, no previous appointments having been\n\n"} {"page": 475, "printed_page": null, "text": "Department!\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n463\n\nmade or papers written. Nearly every teacher present favored the continuance of Latin\nand Greek in the secondary schools. In opening the discussion, Mr. Bliss asked several\npertinent questions and gave some important statistics with reference to classical study\nin Minnesota and the value of such discipline in producing leaders.\nHe said :\nTaking into account the present extent of human knowledge, and the large number of subjects clamoring\nfor a place in our courses of study, what place, if any, should be assigned to that body of knowledge known\nas the •' ancient classics \" ? How much consideration should be given to the opinions of such men as\nAndrew Carnegie and Charles M. Schwab, typical business men, with regard to college education, and particularly classical studies ?\n\nMr. Carnegie says, in his new book, The Empire of Business:\nLook out for the boy who has to plunge into work direct from the common school, and who begins by\nsweeping out the office. He is the probable dark horse that you had better watch\nThe prize takers\nhave too many years the start of the graduate ; they have entered the race invariably in their teens, in the\nmost valuable of all the years for learning — from fourteen to twenty. While the classical student has been\nlearning a little about the barbarous and petty squabbles of a far- distant past, or trying to master languages\nwhich are dead — such knowledge as seems adapted for life upon another planet than this, as far as business\naffairs are concerned — the future captain of industry is hotly engaged in the school of experience, obtaining the\nvery knowledge required for his future triumphs.\n\nThe schools are supported by the people. What attention should be paid to the\nwidespread popular opposition to classical studies in the high school, as shown by magazine articles and newspaper editorials?\nHas any body of knowledge other than the classics yet been found that so effectively\nunites the \" effort and task \" system of the ancients and the \" natural interest \" system of\nthe moderns as to produce a scholar and to train the feelings to react in sympathy with\ncivilization, i. e., culture, character, citizenship?\nShould Greek and Latin be required for the degree of bachelor of arts?\nThere have been two general lines of study:\n(i) linguistic; (2) scientific.\nThe one studies the literary monuments of the world, and its workshops are the\nlibraries ; the other studies scientific processes, and its workshops are the laboratories.\nThe A. B. degree all thru history has stood for the linguistic studies. To confer this\ndegree upon those who have followed other lines of study than the classics is to break\nthe continuity of history and some think to usurp the rights of those who have done the\nwork for this degree.\nThe classics are studied more in the eastern and middle states than in the West,\naccording to the reports of the United States Commissioner of Education.\nThe West puts a premium upon short courses of study.\nThe number of students of Greek has nearly doubled, take the country over, in the\nlast decade, and in the percentage of increase it ranks among the first of studies.\nTake the country over, Latin seems to be a popular study, as shown by the reports of\nthe United States Commissioner of Education.\nIn Minnesota, however, the study of Greek is not in a flourishing condition, and there\nare some indications that in this state Latin will eventually go the way Greek has gone.\nAt the risk of being accused of lacking in state patriotism, I wish to make a few\nobservations on the study of Greek in Minnesota and the attitude of the people toward\nthe classics. The number of students of Greek has increased 95 per cent., take\nthe country at large into consideration, during the last ten years. During the same time\nthe number of students of Greek in the public high schools of Minnesota has decreased\n25 per cent. If we take the public high schools of the whole country into consideration\n— not private academies and parochial schools, which were included in my first item —\nwe find the increase in the number of students studying the Greek language to be 135\nper cent, during the last ten years.\nThe falling off in Minnesota has been during the last five years, and has been in the\npublic high schools ; not in the private academies, for they show the normal increase.\nThis falling off comes from the hostile attitude of the people, and their demands are\n\n"} {"page": 476, "printed_page": null, "text": "464\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nyielded to by superintendents and boards of education ; otherwise Minnesota would show\nthe normal increase in this study and be up with the most progressive states, as we are in\nother branches.\nMinnesota is surpassed in the study of Greek from three to six times by Georgia,\nMissouri, Colorado, and California. New York, New Jersey, and Pennsylvania show an\nincrease in the last ten years of from three to five fold.\nLeaving out Minnesota, the states in our immediate neighborhood — the north central division — show an increase of nearly 240 per cent.\nMinnesota, Florida, and Texas alone show a decrease in the number of students taking Greek during the last decade.\nThe attack made upon the study of Greek in Minnesota is comprehended in these\nwords: \"That Greek is not needed for its disciplinary value; that it is giving little culture ;that if theologians, philologians, and dilettante idlers will have it, they must go out\nof the state to get it.\"\nIt looks now as tho this condition of things will soon be ours as far as the state\nuniversity is concerned, for in 1 891, 22 per cent, of the freshmen at the state university\nwere students of Greek, but in 1900 the number had dropped to less than 7 per cent., and\nthese were not supplied by the high schools as a rule.\nAt Harvard, with the same conditions as the University of Minnesota, in 189 1,\n91 per cent, of the freshmen entering were prepared in Greek, and in 1900,89 per\ncent, had two full years of preparation, and 70 per cent, three years' preparation in this\nsubject.\nThe conditions of entering Harvard and the University of Minnesota are about the\nsame, yet about the same per cent, of students enter Harvard with Greek preparation as\nenter the University of Minnesota without it. At Yale and other leading eastern universities Greek is required of all who enter.\nWith the decline of the Greek courses in this state, we find an astonishing growth in\nthe English and civic courses, which are easy and popular in both the university and in\nthe high schools. These courses are generally known as \" snaps,\" and their general\neffect, in the high schools at least, has been to lower the standard of scholarship and to\nput a premium upon that which is easy and inferior.\nIn a nation of money-makers, where the dollar is too apt to be placed above the man,\nis it not the part of wisdom that a large number of our young men, in preparing for life,\nstudy the language and literature of a people who stood for high ideals in the home, in\nthe school, and in the state ? If it be admitted that a part of culture is concerned with\ntaste, feeling, and emotion, then the classics are culture subjects in a pre-eminent degree.\nPresident D. C. Gilman once said {Cosmopolitan Magazine, May, 1897) :\nNotwithstanding the long experience of the human race, it is surprising to see how many people despise\nthe classically bred man, how few college graduates are to be found in the halls of legislation, etc.\n\nLet us look into this startling statement. Let us take the scales of commercialism\nand weigh this question that is so often asked : \"Does college education pay ?\"\nindebted for these facts mainly to Professor J. C. Jones, of Missouri university.\n\nI am\n\nIn Appleton's Cyclopedia of American Biography there are in round numbers fifteen\nthousand names of men who have done something in the world sufficiently important to\nhave their names thus recorded. Of that number more than five thousand are college\ngraduates, and less than ten thousand are not college graduates.\nIt is estimated that there have been 150,000 college graduates who have lived in our\ncountry since the beginning of our history in 1776; that is, one man in thirty who has\ngraduated from college has reached some distinction.\nAs the male population of our country grows up and passes thru the age of college education, a few more than i per cent, graduates from college. Count the graduates 150,000; then the non-graduates would be fifteen million.\nThese fifteen millions\n\n"} {"page": 477, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n465\n\nhave furnished the ten thousand names in the cyclopedia. The ratio stands for college\ngraduates i to 30; the ratio stands for non-graduates i to 1,500. Thus we see that\nmeasured in this way a boy who educates himself in college increases his chances of\nsuccess fifty fold.\nLet us look into the influence in our national life of each of these classes, the graduates and the non-graduates. Bear in mind the fact that the graduates are represented by\nI per cent, of the male population and the non-graduates by 99 per cent.\nThe I per cent, of graduates have furnished about 36 per cent, of the House of\nRepresentatives, and more than 36 per cent, of the Senate. This is thirty-two times\ntheir share of seats. There should be now only one senator and four representatives,\nbut there are thirty-two senators who are graduates, and ] 28 representatives.\nForty-seven per cent, of the speakers of the House have been graduates, and since\n184 1, 55 per cent, of the speakers have been graduates, of colleges.\nOf the committee that drafted the Declaration of Independence — Thomas Jefferson,\nJohn Adams, Robert R. Livingston, Benjamin Franklin, and Roger Sherman — three were\ncollege graduates, that is, 60 per cent., and the men who wrote it — Thomas Jefferson\nand John Adams — were both college graduates. Of the fifty-six men who signed the\nDeclaration of Independence, twenty, or 35^^ per cent., were college graduates.\nThe men who submitted the four plans from which our Constitution was framed —\nthe Virginia plan (James Madison); the South Carolina plan (Charles Pinckney) ; the\nNew Jersey plan (William Patterson); and the Hamilton plan (Alexander Hamilton) —\nwere all college graduates, with the exception of Charles Pinckney.\nOf the Constitutional convention that adopted the Constitution there were fifty-four\nmen. Twenty-three of these were college graduates, that is, 42^%^ per cent., and just\nhalf of the entire number were college-bred men. The three men who did most to secure\nthe ratification of the Constitution by writing the articles of the \"Federalist\" — Madison,\nJay, and Hamilton — were college graduates.\nThe I per cent, of college graduates in our male population of graduate age is furnishing :36 per cent, of the members of Congress ; 56 per cent, of the presidents ; 54- 16\nper cent. of the vice-presidents; 55 per cent, of the cabinet officers; 69 per cent, of the\njustices of the supreme court ; 86 per cent, of the chief justices.\nThe proportion of graduates increases with the importance of the office, considering\nelective and appointive offices separately. More college graduates than at first are being\nchosen to the presidency, to House of Representatives, cabinet, and supreme bench.\nThe vast majority of these leaders were classically bred men. The college graduate is a\nleader in whatever he engages. I believe this same showing can be made in the commercial field as to real leaders, Mr. Carnegie to the contrary notwithstanding.\nWilliam Schuyler, assistant principal St. Louis High School, said he believed that\nthe classics should be retained in the course, on the ground of public utility. The great\nneed of the present time was a higher idealism, a more spiritual outlook. The majority\nwere given over to mere materialism ; men lacked the finer appreciation ; mere size constituted greatness. To them a building twenty-four stories high was more important than\nthe Parthenon — that little miracle of perfect proportion in architecture. It was only\nthru the study of the classics — especially of Greek — that this finer sestheticism could be\nnurtured. A boy who had read some Homer in the original obtained what he could get\nin no other way, for the finest aroma of poetry was lost even in the best translations?\nas every one knew who had studied the world's masterpieces in their original form. Our\nentire artistic life was derived from the Greeks, as our institutional life was largely from\nthe Romans, and first-hand contact with the literary remains of those ancient peoples was\nneeded for the fullest, completest modern life, and for a knowledge of our own civilization. And the production of men who could lead such lives was of the greatest public\nutility.\nReferring to the statement made by Mr. Bliss, that in Minnesota pupils had\n\n"} {"page": 478, "printed_page": null, "text": "466\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nabandoned Greek for easier courses which they called \" snaps,\" Mr. Schuyler held that\none of the greatest benefits of the Greek course came from the fact that it was no \" snap,\"\nand never could be made one. It required the keenest application, even extreme \" aggres ivenes \"of character, to master the study ; but the results more than paid for the\nexertion, not only in the aesthetic line, but in the strength of character produced. It was\nthe speaker's experience in his school that in the senior class the most solid and capable\nboys and girls were always to be found among those taking the classical course. Whether\nthis was because the brightest pupils chose this course, or because this course developed\nthe brightest pupils, he left it to his audience to decide. These, however, were the facts,\nand he considered it of the greatest public utility to encourage the production of such\ncharacters rather than the multiplication of those who followed the merely mechanical law\nof following the \"line of least resistance.\" It was the duty of teachers, not only to work\nfor the retention of the classics, but to do all in their power to induce pupils to undertake\ntheir study.\nCharles S. Hartwell, teacher of English in the Boys' High School of Brooklyn,\nN. Y.,said, in substance: One reason for the decline of interest in the study of the ancient\nclassics in certain sections is the fact that their true relations to the mastery of English\nare not widely enough understood. Certain facts, like these, should be held before the\npeople, both parents and pupils : Fifty-six per cent, of the words in our dictionaries are\nLatin and lo per cent. Greek, so that two-thirds of the English vocabulary is classical in\nits origin. How is a student who plans to enter any line involving speaking or writing —\nas the law, the ministry, or public life — to enrich his vocabulary, except by the study of the\nclassical element, from which development since the Norman conquest, in 1066, has\nbeen drawn ? It is true that in our principal writings from 80 to 97 per cent, of all\nthe words as they appear on the page are of Saxon origin, but this is due to the start\nof six centuries which the Saxon conquest of 449 A. D. gave to that element. The common\nactivities are well expressed in Saxon, but the enrichment of our language comes from the\nLatin and Greek. Even the scientist, who decries classical study in his demand for more\ntime in our courses for the new forms of knowledge, goes to the Greek for the names to\nexpress his discoveries and inventions.\nAnother fact which should be held before the public is the vitality and spread of the\nEnglish language. In Brander Matthews' American Literature are some interesting statistics which illustrate this. In 1800, those who spoke French as their native tongue numbered thirty-one millions; in 1900 the number was fifty millions — a gain of about 60\nper cent. In 1800, those who naturally spoke German were thirty millions; in 1900,\nseventy millions — a gain of 133 per cent., or twice the French gain. In 1800, only twenty\nmillions spoke English, while a century later there are one hundred and twenty-five millions, a gain in one century of 525 per cent., or four times that of the German and eight\ntimes that of the French. Please at least remember that, while a hundred years ago\nFrench or German was the native tongue of 50 per cent, more people than spoke the\nEnglish, now English is the native tongue of more people than both French and German\npeoples combined. While French is the diplomatic language of the world, English is the\ncommercial language of the world, and no less an authority than Mr. Sadler, of London,\nwho is to address us tonight, told me in conversation that, just as Latin has been the diplomatic language of the past and French that of the present, the diplomatic as well as the\ncommercial language of the future, in his judgment, will be the English. Is not so vital,\nso widespread, a language worthy to be known in its historical relations ? President\nButler, of Columbia University, last evening called our attention to the importance of not\nallowing the English Bible to fade from our literature, because it is the basis of allusions\nin literature from Chaucer to Browning; and by the same analogy the basis of two-thirds\nof our native language should not be allowed to slip from our education.\nTo the gentleman who suggests French and German as a substitute for Latin and\n\n"} {"page": 479, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n467\n\nGreek, I would say that they do not produce the results and discipline which are derived\nfrom the ancient classics. An electric spark between points separated by feet indicates a\nmore powerful current than when the separation is measured by inches. So with translations. It requires greater effort to bridge the difference between the ancient languages\nand English in an accurate and elegant translation than it does to bridge the difference\nbetween the modern languages and our vernacular. If, as has been charged, improper\nhelps are used by pupils, it is largely the fault of the teacher. The work required to\nlearn Latin and Greek has its beneficial effect. Again, I regret to say, the average teacher\nof French or German, especially if he is himself P>ench or German, does not secure the\nresults with pupils which our teachers of Latin and Greek obtain. It is more difficult to\nget real work out of pupils with modern languages, and it is the work that tells. Tho an\nEnglish teacher, I wish to bear my testimony to the dependence of English upon the study\nof the Greek and Latin classics.\nAlexander Strachan, superintendent of schools, Deadwood, S. D, said, in substance, that the student is aided in mastering language by the study of the classics,\nbut gets little value as far as literature is concerned. He could get more literary training\nfrom reading good translations of the classics. German and French should be substituted\nfor Greek. Students do not need to study Latin and Greek to become proficient in English. The basis of our civilization is Latin, Greek, and Hebrew. Why not put Hebrew into\nour courses of study, as well as the other two? If they are necessary, then is Hebrew\nnecessary. Our civilization is Greek in spirit, Roman in law, and Hebrew in our religious\nlife. We now get the spirit of all these thru translations.\nP.M. Hughes, of the high school, Washington, D.C., said, in substance, that nothing\nin the whole high-school course does so much for the spiritual side of life as the classics.\nWe should round out our courses so that no student will get a \" snap,\" and give each that\ncourse that will make the best man or woman. Greek seems to be running out, but the\nLatin is becoming more popular.\nHorace Goodhue, dean of Carleton College, Northfield, Minn., said, in substance,\nthat courses of study are known by their fruit. The classically trained have shaped the\nlife of the country. The leaders in politics and commerce have been for the most part\nclassically bred men. This is true of the House of Representatives, of the Senate, and\nSupreme Court of the United States. I fear for the future results of this falling away from\nclassical study.\nH. F. Cutler, principal of Mt. Herman Boys' School, Mt. Herman, Mass., said, in\nsubstance, that the great Dr. Arnold used to tell men who asked him what benefit the\nstudy of Latin would be to a boy that the question is not what your boy will do with\nLatin, but what will Latin do for your boy?\nEdwin Twitmyer, principal of the High School, Seattle, Wash., said, in substance,\nthat colleges and universities are responsible for eliminating Greek, because they accept\nmodern languages in lieu for entrance. There is no tendency to eliminate Latin in the\nfar West. There will be no action in favor of Greek as long as colleges accept the modern\nlanguages.\nJ.J. Dow, superintendent of School for the Blind, Faribault, Minn., said, in substance,\nthat higher institutions are responsible for high-school standards. The A. B, degree should\nnot stand for any course which does not include Greek and Latin. It is unfortunate that\nmany leading institutions are granting the A. B. degree for all courses. It is a mistaken\npolicy, and will lower the standard of scholarship. I hope other colleges will not follow\nthe lead of the university in this respect.\n\n"} {"page": 480, "printed_page": null, "text": "468\n\nNATIONAL\n\nEDUCATIONAL\n\nBIOLOGICAL\nLEADER,\nTOPIC\n\nJ. REMSEN\n\nBISHOP, PRINCIPAL\n\nBIOLOGY\n\nAS\n\n[reported\n\nA\n\nMEANS\n\nASSOCIATION\n\nCONFERENCE\n\nOF WALNUT\nOF\n\nHILLS\n\nINDUCING\n\nby C. D, baker, east high\n\n[Secondary\n\n^\nHIGH\n\nSCHOOL,\n\nTHE\n\nPUPIL\n\nCINCINNATI,\nTO\n\nO.\n\nTHINK\n\nschool, MINNEAPOLIS]\n\nArthur G. Clement, inspector of the University of the State of New York. — It\nseems to me that this subject of biology is one of the very best subjects that can be\nbrought before a student to lead him to think. Now, thinking consists in observing and\ncomparing and arriving at a general conclusion. Biology necessarily deals with the\nsubject-matter of botany, zoology, and physiology. I have found that students learn to\ncompare and observe by studying insects. I think it a better way to induce the highschool student to think than to have him begin in the logical way of commencing with the\nvery lowest forms. I would therefore first introduce the high-school student, or even the\ngrammar-school student, to insects, giving him two or three, and having him compare\ntheir structure. He can also study the homologies between different insects, like the\nhomology between the tongue of a butterfly and the maxilla of some other insect, which\nhe will find extremely interesting to do. The other way has also been tried in the state\nof New York — of beginning with the very lowest forms of amoeba and going on up in\nthe grade of life until we arrive at the higher orders. If the pupil continues his study\nlong enough, of course he must necessarily arrive at some ideas of the evolution of\norganic life, and that brings him at once to the study of evolution in general. We all\nknow that the principal of evolution is most thoroly taught and best taught in zoology.\nJohn V. Crone, State Normal School, Greeley, Colo.— -I like the idea brought out by\nthe last speaker with regard to teaching biology by beginning with the lowest forms of\nlife, but I do not agree that we should begin with insects. I wish to say a word for the\nbirds. Thru the study of their habits we can teach the fundamental facts of the theory of\nevolution. I think we ought to begin the subject of biology with the study of the birds,\ntheir habits, the nest and eggs, and then, perhaps, their structure.\nOliver S. Wescott, principal of Robert A. Waller High School, Chicago, 111.— I\nwish to say a word for the bugs. I think these two gentlemen are both on the right\ntrack. I think the teacher in zoology, or any of these subjects, should take for the starting\npoint the material that he is most familiar with, and that, no doubt, is what these two\ngentlemen are doing. By that means they run no risks and make the subject altogether\nthe more interesting. It seems to me that this is exactly the channel in which we should\nall work. My present teacher in biology begins with the bugs, but he at the same time\nmakes use of the birds. Last year in Lincoln Park, in Chicago, the pupils in the second\nyear of the high school over which I have the honor to preside identified 152 species of\nwild birds, a number almost incredible in the midst of a busy, bustling city. But I do not\nthink it is quite fair to the bugs to say they are uninteresting — that they are less\nattractive than the birds. It simply indicates a sort of feminine phobia of some kind in\nregard to things that have not been so extensively or thoroly investigated. I have not\nfound it difficult to interest children in insects of any order or condition.\nMiss Gertrude Gibbs, High School, Everett, Wash. — I think that the subjects for\nthe study of out-of-door biology depend entirely upon where one lives. When I taught in\nNorth Dakota I thought the boys and girls ought to study gophers, and when in the Minnesota lake region there were the lakes and the ponds. Since going to Everett, Wash., we\nhave Puget Sound, and the boys and girls bring in plenty of starfish and other salt-water\nanimals. This spring I had the rare pleasure of taking fifty of my boys and girls to Sunset Falls, forty miles up into the mountains, and the things they saw and noted were well\n\n"} {"page": 481, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n469\n\nworth seeing. They got a great deal out of it. I feel that our work in the secondary\nschools is to get the pupils out of doors and to notice the haunts and habits of animals.\nIn the woods, have them turn over the logs and stumps for subjects, and, if teaching on\nthe prairies of North Dakota, study the gophers ; if at the seaside, the various forms of\nsea life.\nW. D. Grove, Ferguson, Mo. — I like the idea of beginning with the forms of life\nwhich are near at hand. If we live in the land of crocodiles, let us study the crocodiles.\nIf we live in the land of grasshoppers, let us take up grasshoppers, and make the most of\nthem. Education, it seems to me, is that which enables one to become familiar with the\nthings in every-day life. Last fall my class began on the grasshopper, because the\ngrasshoppers were plentiful at the time. We put in about a week or so on the grasshopper. One day a terrapin happened to cross our school yard, and the boys captured\nhim and brought him in, and we immediately left the subject we were on and took up the\nsubject of terrapins and turtles, and in a little while there was something like a dozen\nbrought in from all over the country, until we had plenty of terrapins and tortoises and\nturtles. We have taken up the earthworm, which the girls do not regard with such\nabhorrence after we have studied it awhile. If the study of biology does not do anything\nelse, it teaches the boys and girls at least to open their eyes and observe some of the\npeculiarities and beauties of nature.\nJulia B. Clifford, East High School, Minneapolis, Minn. — The biology and science\nteachers who are here now, I think, consider themselves as pioneers in the work of teaching\nbiology, both botany and zoology, as a science. We think if we give up the study of\nstructure that we are certainly going backwards, and so we are trying to carry on the\nstudy of structure at the same time that we carry on the study of ecology. We do not\nknow yet just what we are going to do ; but we certainly are not going to give up the\nstudy of structure. As far as my own experience goes, the trouble has not been in\ngetting the pupils interested. What I have had trouble with is leading the board of\neducation and the principal and the people to recognize that I am teaching a science that\nis valuable to the pupils.\nJust how a subject strikes the pupil at the beginning is not the main thing. I do not\npay very much attention to whether the girls are going to be squeamish over the bugs or\nwhether they are going to get over it; I know they will. If I feel that the time is favorable to begin with insects I begin with insects. But I am all the time trying to teach the\npupils the principles of evolution ; all the time I have in mind that that is what I am\ndoing rather than giving the pupils a knowledge of the special parts. I do not think it\nmakes very much difference whether they know the length of a bird's primaries or\nsecondaries or the length of the bill, but it does make a great deal of difference whether\nthey see that all these things have a very deep meaning, and that everything they study\nhas a deep meaning for them.\nAs has been said before, I think we take their general knowledge of evolution too\nmuch for granted. If you go thru any community you will find that with the majority of\npeople evolution means that man has descended from a monkey, and it does not mean\nanything else to them. In my work we are trying to counteract that, and to lead\nour pupils to understand that evolution touches every phase of science.\nThis coming year our course of study is to be changed to a certain extent. Botany\nis to have a much more dignified place than it ever has had. We have made a strong\nfight for both zoology and botany. We have gained something for botany, and we hope\nin a few years that we will secure a place for zoology. Physics is the one science that\nhas always had a dignified position in these schools until this year. You may not all\nagree with me that this is right, but this is what is to be done : botany and physics\nare to be optional (one required) in our course of study for the coming year.\n\n"} {"page": 482, "printed_page": null, "text": "47°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nPhysics has been well taught as a rule in all our high schools. Every pupil has been\nrequired to take physics, and it has been a good deal of a bugbear to most pupils. Now\nwe expect this year that the weaklings and culls, because they have the privilege, are\ngoing to swing around to botany, and we are going to present such a strong course in\nbotany that that will not happen again. For a good many pupils a course in botany can\nbe made just as good training as a course in physics; but ought we simply to entertain\nand interest, or shall we go on with the idea that we are going to teach botany as a\nscience, that we are going to teach it in such a way that the pupils will feel that there is\ngood, solid hard work there for them every school day in the year, and that they have\nsomething every school day to accomplish — not something set before them to be looked\nat, but something which they must work out for themselves ? If it is experimental work,\nought it not to be just as hard and trying, the data to be taken and the results recorded\njust as carefully, as in similar work in physics ? Can we, by giving up the study of\nstructure, teach the scientific principles which we know are back of that? Ought we not\nto keep up that part of the work as well ? We give a year to botany, but the time which\nwe get in the different high schools is not the same. We have simply assumed in the\nhigh school where I teach that we must have eight periods a week for the subject. I\nhave simply taken the ground that nothing else will do. I think teachers can get at least\nthat much time, and as I see my way clear, where I think it can be done, I am going to\ntake ten periods.\nMr. Bishop. — I do not see why one subject should be regarded as less dignified than\nanother. What is there in a subject which would make it more dignified than any other?\nWe used to think Latin and Greek had certain dignity, because they were so old,\nbut otherwise I think this idea, which has sprung up for some unknown cause, ought to\nbe discarded everywhere. I think probably the most dignified subject in my school is\nbotany, because if there is any question of dignity it would apply to the magnificent\ntrees.\nMiss Clifford.-^— I do not mean to say that I consider a subject lacking in dignity,\nbut I do say I want it to have a dignified place in the course of study ; and by that\n1 mean it should be recognized — have just as much value as one of the mathematical\n\nW. D. Grove, Ferguson, Mo. — I will tell you what is wrong here. The trouble is\ndue to the fact that the departments are competing with each other. Now, we measure\nthe value of botany by these terms : Can I, as a teacher of botany, demand and secure\nas much work from my pupils as the teacher of mathematics or the teacher of physics, or\nthe teacher of Latin and Greek ? We should base our claim upon the amount of interest\nwe arouse in our pupils, and try to lead them to realize the value of the work to them,\nrather than that other kind of thing which we call class-room pressure. We say we feel\nbetter when the principal of the school is in sympathy with the work, but that, in some\ncases, would be an unfortunate condition, because he might be too much interested, or\nthink he knows too much about it. The great essential in teaching botany or zoology is\nbeing left alone, so let us be thankful that we are as free as we are.\nMr. Wescott, of Chicago. — I arise to ask the lady (Miss Clifford) a question. I\nwould really like to know whether the arrangement of the courses in Minneapolis is such\nthat physics and botany, being optional studies, may both be neglected by pupils who are\ngraduated from the schools.\nMiss Clifford. — No sir, they cannot.\n\n"} {"page": 483, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\nPHYSICAL-SCIENCE\nLEADER,\n\nW.\n\nA. FISKE,\nTOPIC\n\nINSTRUCTOR\nPHYSICAL\n\nIN\n\nCONFERENCE\n\nPHYSICS,\n\nSCIENCE\n\n471\n\nIN\n\nHIGH\nTHE\n\nSCHOOL,\nHIGH\n\nRICHMOND,\n\nIND.\n\nSCHOOL\n\nMr. Fiske, the leader, introduced the topic as follows :\nPhysical science as we find it today in secondary schools is the result of a steady evolution. A quarter of a century ago it was taught mostly in a didactic manner, with no\nthought of a laboratory, and with but little experimental work in the lecture room.\nThe illustrations of the text were examined and carefully discussed. Later, when\napparatus became cheaper and was more accessible to the average school, experimental\nwork for illustrative purposes was made a part of the daily recitation. Finally, the\nlaboratory was introduced, which added a decided interest to the work and made it much\nmore valuable to the pupil.\nAll experimental work was at first qualitative in its nature, and inductive methods of\npresentation were largely employed by those having the work in charge. Recently\ninductive text-books have been considered out of date, and, to maintain their place in the\nfield, of necessity have undergone a careful revision.\nThus we see that the methods of presenting these subjects, and even the tools with\nwhich the work is done, are not fixed, but are subject to wide variations upon the inception of new ideas. That is why we meet here today for the purpose of discussing these\nsubjects in their various phases and obtaining for all the best that each one has to bring.\nThe relation which the physical sciences bear to certain other subjects of the curriculum isone of extreme interest. As the most important of these, mathematics, English,\nand drawing may be named.\nThere was a time when physics and chemistry, instead of being mathematical, as at\npresent, were more philosophical. The problem in physics was but little known, while\nmuch time was spent in reasoning upon obvious natural phenomena. It is not so now.\nThe text-book on these subjects, especially physics, that is not rigidly mathematical is\nlooked upon with some doubt as to its being the proper one for use in the upper classes of\nour secondary schools.\nIn view of this condition of things, it is of advantage that the department of mathematics recognize the needs of pupils beginning the subject of physics. The hare and\nhound style of problems in algebra is in a measure being displaced by those of a more\npractical value — by instruction and drill upon principles that will be of far more advantage further on in the course.\nIt frequently happens that a pupil having three terms of algebra and one or more of\ngeometry is tripped up on the solution of a simple equation in the subject of physics.\nThis, however, is not a fault of the teacher of mathematics any more than of the teacher\nof physics. The fault, we believe, lies in the fact that the pupil is permitted to regard the\nsubjects of mathematics and physics as two separate and distinct things, with no relation\nwhatever existing between them. The pupil has finished his mathematics, as he thinks,\nand begins the subject of physics, to him a new field, little thinking he can use the old\nknowledge to continue his work.\nThe same close relation should exist with the departments of English and drawing,\nbecause of the great value of each to the work in physics, while the latter may be made\nmost helpful to the work of these two departments.\nThere seems to be a growing tendency in some schools to make the work easy, as it\nis called. A teacher the other day said : \" I have one child, and if she passes in her\nwork and has a good time while doing it I shall be satisfied.\" If \" a good time \" means\na thoro entering into the spirit of the work, a high appreciation of all the school is\nable to give, and a proper bearing under its rules and regulations, the statement may be\n\n"} {"page": 484, "printed_page": null, "text": "47 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nan appropriate one; but if the ordinary meaning of \"a good time \" is understood, this is\ncertainly not the proper attitude to take. It vitiates the school and inculcates in the mind\nof the child improper notions of life. The school is not the place to have \" a good time,\"\nbut a place where one may come up against difficult things. The work should have\nenough of severity about it to command the highest respect of the pupil, and at the same\ntime should be made so interesting and attractive by the teacher that it will be a pleasant\nrather than an irksome task.\nA few, it is true, do fall by the wayside, but such results, upon investigation, are\nnearly always found to be due to outside disturbances, rather than to good, wholesome,\nand well-regulated study.\nThe work of physics and chemistry, then, should be made serious. It should mean\nsomething. The laboratory should be made a place for working out good, substantial\nresults, and not a place of amusement. To this end the work, especially in physics,\nshould be purely quantitative in its nature, in which case the pupil will have greater\nrespect for what he is doing, and will find greater pleasure in it because of the definite\nresults he is able to obtain.\nThe voluminous condition of the majority of text-books is a problem with which the\nteacher has to deal, and unless a judicious pruning is resorted to the work cannot be\nefficiently done. This is especially true where one-third to one-half of the time is devoted\nto laboratory work. An attempt to cover too much ground in one year, either in the\nlaboratory or class-room, is, we believe, a serious fault, and one which results in many bad\nhabits on the part of the pupil. The work is poorly done ; much of it is unfinished and\nunmastered ; the pupil fails to appreciate the importance of the subject, and falls far short\nof one of its prime purposes — the development of a scientific attitude of mind. The\naim, we believe, should be to spend the time allotted to a given subjegt upon the most\nimportant parts of the text, and then use all possible means to have the pupil appreciate\nand master the work assigned him. What these most important parts are is involved in\nthe first question for discussion this afternoon — the proportional amount of time in a oneyear's course in physics to be given to the following subjects : Mechanics, heat, sound,\nlight, magnetism, and electricity.\nThere was a time when I felt that the greater portion of the school year should be\nspent upon electricity, but I do not think so now. I do not know what others think, but\nit seems to me from my own observation that the best results are obtained from a careful\nstudy of mechanics and heat ; therefore, it might be well to spend at least half of the\ntime upon these two subjects — a fourth of the time given to a thoro consideration of\nthe general principles of sound and light, and perhaps about as much time on electricity\nas upon the last two.\nWillis E. Tower, instructor in physics, Englewood High School, Chicago. — I agree\nwith our chairman that mechanics and heat should occupy half the time, but I am not\nquite ready, however, to give electricity any less time than is given to sound and light.\nI cannot discuss this outline as I should like to, since I am sure it would interfere with\nwhat others have to say. I should like, therefore, instead of discussing it, to make an\nannouncement that there was formed last month a Central Association of Physics Teachers,\nalong the line of the Western Association of Physics Teachers. Many of you doubtless\nknow of this, and perhaps some of you were present at its formation. And some of\nyou are familiar with the new publication, School of Science. The editor of School of\nScience is the secretary of the association, whose president is Chas, H. Smith, of Hyde\nPark High School. Its first regular meeting is to be held next Thanksgiving vacation\nat the Mining Institute, Chicago, and among the speakers will be Professor Carhart, of\nMichigan. I believe this Central Association of Physics Teachers will be of great assistance to physics teachers in secondary schools and colleges in getting together along the\nright lines of physics teaching.\n\n"} {"page": 485, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n473\n\nF. L. Barker, teacher of chemistry, Duluth, Minn. — I would like to raise a protest\nagainst teaching qualitative analysis in chemistry in the high school. It seems to me it\nis entirely out of place. In the first place we cannot teach very much of it, and in the\nsecond place, to those who are going to college it will be of no advantage, for they will\nimmediately have to take the same work over again, and those who are not going to\ncollege cannot get enough to amount to anything. In many of our states we have\nlarge mining interests. The development of these, and the chemical problems that\nconfront the mining engineer or the pupil who has any interest whatever in mining work,\nare of prime importance ; and that teacher who is so situated that he can teach pupils\nin a mining country has an opportunity not to be neglected for practical work along the\nlines that are of great importance to the pupils. On the other hand, if one is teaching in\na manufacturing country, there is a great field open for manufacturing chemistry and the\npractical application of chemicals to everyday life. Enough work can be given to cover\ntwo or three years of general chemistry, with all of the practical applications one might\nmake. We hear a great deal of industrial education, but it seems to me that the man who\nis teaching chemistry has the best chance in the world to give industrial applications to\nhis work.\nMiss Jessie F. Caplin, teacher of chemistry, Minneapolis, Minn. — There is one statement about qualitative analysis made by the last speaker to which I must object. You say\nthe pupils must take the work over if they go to college. My experience has been, and\nI send from go to 150 of my pupils to the state university, that the general chemistry in\nthe university is a great deal stronger because they have had qualitative analysis before.\nOf course we cannot take anything but the simplest reactions, but that makes the subsequent work that much easier when they reach the university ; and therefore they can\nexpend that much more strength on the more difficult reactions.\nMr. Fiske (in reply to a question). — The nature of laboratory experiments, in\nphysics, I am convinced from experience should be quantitative. There may be a few\nqualitative experiments introduced, but there is not that opportunity for thought on the\npart of the pupil obtained from qualitative experiments in the laboratory. The time in\nthe class-room, according to my notion of the matter, should be partly taken up with\nqualitative experiments to illustrate the work. The number of laboratory experiments\nrequired should perhaps be as many as thirty-five or forty during the year. If this\nnumber of good quantitative experiments is worked by the pupil in the laboratory during\nthe year, he is doing pretty fair work in that subject.\nSome people do not believe very much in reviews. That may be true with older\npupils, but with younger pupils it is well to review ofteni, As far as examinations are\nconcerned, I hardly ever give any. I try to impress upon the pupil's mind that his interest and enthusiasm in the work are the main factors upon which I depend, occasionally\ngiving a test on some particular phase of the subject. But what we call real old-fashioned\nexaminations I haven't much sympathy with.\nQuestion: You say you give no tests or examinations. Do you attach any importance whatever to the mathematical problems in connection with these different subjects?\nAnswer: Yes, very much. The subject is very nearly all mathematical. As I\nstated in my opening remarks, modern text-books, or at least the best ones, are mathemathical, and that is the kind of text-book I believe in. But to set aside a certain time\nat the end of the month, or at the end of six months, or at the end of the year, for a good,\nlong, stiff examination to cover the whole subject is in my opinion not altogether the best\nplan.\nH. A. Britzius, teacher of physics, Central High School, Minneapolis, Minn. — I\nshould like to have a little more information as to the time that should be given, respectively, to laboratory and recitation work ; and to bring up the subject I am willing to\n\n"} {"page": 486, "printed_page": null, "text": "474\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nstate about the time given in the Minneapolis high schools. We try to divide equally the\nlaboratory and recitation work. While I believe in reviews, I find that my time is so\nlimited that I cannot give much of it to reviews, but I believe in taking tests in which\nthe student is obliged to cover a specific part of the work we have gone over and be prepared on anything that may come up under that part of the subject. I do not believe in\ngiving them credit on tests alone. I generally aim to have the recitation count for about\nhalf and the test for half, as my experience is that, while some students seem to be bright\nin daily recitation, their memory is weaker than that of others, and so when the test\ncomes, unless they have very thoroly prepared, I find they have forgotten some things.\nSome are good talkers and others are good writers, and vice versa.\nF. E. GooDELL, teacher in high school, Des Moines, la. — In this connection I\nshould like to ask just what the tests should be, whether in the nature of questions or\nproblems ? My own practice is to include a large number of problems in these tests. I\nbelieve problems bring out principles and prevent memory work, which is the same in\nall science work. • If the pupil can get the problem, he is almost sure to have mastered\nthe principle involved in that problem ; he cannot solve it unless he has. So that I,\nin testing pupils' ability, seek, as far as I can, to select such problems as will cover\nthe subject most thoroly, and which will bring out their grasp of the principles\ninvolved.\nQuestion:\n\nWhere should the qualitative work of physics come in ?\n\nMr. Fiske (in reply). — The place for qualitative experiments is certainly in the classroom. Occasionally it is advisable, it seems to me, to work a quantitative experiment in\nthe class-room, but that cannot be done very extensively, because of the lack of time ; but\nto illustrate the subject-matter of the text, it is essential that this be the place for qualitative experiments. It is true that the number of qualitative experiments cannot be very\ngreat, because of the lack of time. It takes a long time in the class-room to work very\nmany experiments, and the average text-book is so full of them that it is almost impossible to work all that are given; but the chief experiments in the text-book, and many\nthat are not, can be introduced to illustrate the subject under discussion.\nQuestion: Did I understand you to say that the qualitative experiments should be\nworked chiefly in the class-room, and the laboratory experiments should be quantitative?\nMr. Fiske (in reply). — That, I think, is the proper way.\nMiss Kate Wyman, Northfield, Minn. — If mechanics and heat occupy about half\nthe time devoted to the subject, and electricity the other half, what is to become of the\nrest of the work ? On account of the size of the subject, it would be impossible, perhaps, to omit one of these topics given under physics.\nP. S. Berg, teacher of science, Larimore, N. D. — I think the leader is correct in\nstating that half the time should be given to mechanics and heat and the other half to\nthe study of electricity, sound, and light. We all know that magnetism does not occupy\na very large part of the text-book commonly used in the public schools. We further\nknow, upon careful inquiry, that physics is a unit, and not an aggregation of many disassociated subjects. When the pupil gets the proper conception of motion, conservation of\nenergy, correlation of energy, electricity, and a few other things, he has physics ; in fact,\nconservation and correlation of energy are at the basis of the entire subject. Now when\nthe pupil has thoroly learned mechanics, has not that pupil the basic knowledge for\nworking out sound and light, and in good part electricity ? When a pupil gets a good\ngrasp of these things the others are easily mastered.\nThere are a few things not mentioned in the outline ; for instance, the time at\nwhich physics should be offered. I find in my experience that it would probably be best\nif physics were not offered until the last year in the high school.\nI get from the drift of\n\n"} {"page": 487, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n475\n\nremarks made here this afternoon that a great many problems should be given. I\nheartily agree with that. No pupil can ever get into real physics unless he. is more or\nless the master of arithmetic, algebra, and geometry ; so these subjects, I think, should\nprecede physics ; and if they do, physics probably ought to come the last year in the\nhigh-school. How can the pupil ever master specific heat and latent heat and perform\nthe quantitative experiments and solve the problems which underlie them unless he has a\nwell grounded knowledge of algebra ? On the other hand, how can the pupil illustrate\nthe principles in connection with light unless he has some knowlenge of plane geometry?\nSo I hold that after geometry, algebra, and a thoro knowledge of arithmetic, physics\ncan be made much more interesting and profitable.\nAnother thing that has been touched upon this afternoon is the order in which the\nexperimental, laboratory, and theoretical work and problems should come. This is my\norder: The theory first, after that the experiment to illustrate the theory; after the\nexperiment, the problems to illustrate the experiments and the theory, or to strengthen\nwhat has been learned before. I hope to hear from others, both upon the time that\nphysics should be offered and what we shall give first. Shall we first give the theory of\nthe subject, and then follow that with experiments, and then with problems ?\nC. D. Barker,\n\nteacher of science, high school, Duluth, Minn. — I have been\n\nrequested to speak on the first topic in chemistry, \" Theoretical Chemistry, When Presented, How Much, etc.\" If I were essentially a teacher of physics, I presume I could\nagree with the last speaker and feel that physics should be given in the senior year ; but\nas my subject is essentially chemistry, I believe chemistry should be given in the last\nyear and for the entire year. I am perfectly willing that those who wish to give qualitative work the latter part of the year should do so, but for myself I give the pupils so\nmuch more in theoretical chemistry and the applications of it that I have no time to give\nto the qualitative work.\nI should by all means give the experiment first. In teaching chemistry I believe we\nought to approach the subject in the theoretical way in which chemistry has been developed.\nFor my own part I should first present oxygen, and when that one subject as an element is thoroly mastered I should stop and develop a certain number of laws from that.\nThen I should take hydrogen and the union of oxygen and hydrogen, and more laws\nsandwiched in between. The first half of the year I should not attempt to get any\nfarther than the four subjects of oxygen, hydrogen, chlorine, and nitrogen, at the same time\nbringing out almost all of the principles of theoretical chemistry. If there is anything\nnew on the subject let the pupil have it ; give him the latest and the best, always guarding the point that it may be simply a theory ; that there is nothing absolutely certa'in\nabout it ; that the facts may bear out this theory, but that it still is theory, nothing more.\nThe recent theories I believe can be presented to a class with a reasonable degree of\nsafety, if there is a reasonable degree of care.\nMr. Fiske. — One of the recent theories that I believe is referred to here is the ionization theory. In correspondence with some of the teachers of the east, I learn that they\ndo not think very much of that theory, and it was stated that the pupils were not able to\nget much out of it ; but in correspondence and conversation with some of the western\nteachers, especially some of the Chicago teachers, I find that they think a great deal of\nthe ionization theory, and feel that they see more in it.\nW. E. Tower. — I want to emphasize that I believe the ionization theory is one that\ncan be presented with a great deal of profit by high-school teachers. I have found it so,\nand thoroly believe in presenting it. However, that as well as other theories I should\npresent at least in the last half of the year, and, better still, the last third, rather than before.\nIt is all right to present laws in the first half of the year. I would put those in just as\nhas been stated, but when it comes to theory I would emphasize that in the last third\n\n"} {"page": 488, "printed_page": null, "text": "476\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nrather than before.\nThen you have the facts based upon quantitative experiments, which\nought to be included in every high-school course.\nMr. Fiske. — While I believe that physics is distinctly a mathematical subject, yet I\nfurther believe that some history should be worked in as well. Physics deals with Boyle's\nlaw and the laws of Newton, and to teach about these laws, and not about the men who\nformulated them, seems to me to leave out something that is important. Almost any\nhistory of science will give us a great deal of information on these biographical subjects. And I believe it is well to present just as much as we have time to present. This\nwork can be assigned at the time of the recitation, and the matter worked out at the\npupils' leisure.\nQuestion: I would like to ask how much time you devote to laboratory work in the\nweek, and how much to recitation work?\nMr. Fiske (in answer). — I have five hours a week in physics. I am allowed that\nmuch time — five periods a week of forty-five minutes each. That is not enough, but three\nof those periods are spent in the class-room and two consecutive periods in the laboratory.\nQuestion:\n\nDo you not consider that enough?\n\nMr. Fiske. —I do not believe five periods a week is enough for a class of juniors in\nphysics.\nQuestion: May I ask you then if three periods of recitation and two double periods\na week in the laboratory would be sufficient?\nMr. Fiske. — That would be better, yet 1 would prefer a little more class-room work.\nIf I had seven periods I believe I should take four of them for class-room work and three\nfor laboratory work, taking perhaps one period of the four for a special discussion of the\nwork done in the laboratory.\nQuestion:\n\nWhat would you do with the other three days?\n\nMr. Fiske. — They might be spent upon recitation work and lecture work.\nQuestion:\n\nWhere do problems come in ?\n\nMr. Fiske. — I do not think it advisable in secondary schools to take a whole period\nfor lecture purposes, but a portion for lecture purposes and the remainder for recitation\nand problems.\nQuestion:\n\nWill you have more problem work with electricity or mechanics?\n\nMr. Fiske. — I find in my experience that I obtain better results in giving the greater\nnumber of problems from mechanics and heat, tho there is a great field for that kind of\nwork in the subject of electricity.\nQuestion: Now, as to one of your questions here in the third division (physics and\nchemistry — supervision of laboratory work, relation of teacher to pupil during working\nperiod), what advice have you to offer?\nMr. Fiske. — I think the teacher during the working period should be right there\nwith the pupil ; at least where he can know positively what the pupil is doing, and where\nhe can be at the pupil's command. I do not make it a business, when I am in the laboratory, of passing around from pupil to pupil all the time. It is not necessary to do so.\nYou can tell what they are doing and not be right where they are. If I see somebody\nin trouble, who is apparently not doing what he should do, then I am where he is ; and if he\ngets along all right with his experiment, and finishes it, he comes to me, and we look it\nover together. If it is satisfactorily done it is accepted and he is given another problem ;\nand if it is not, the mistake is pointed out to him and he cheerfully goes back and corrects\nit— offers to do that in a great many cases, the majority of cases, without being asked to\ndo so.\n\n"} {"page": 489, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n477\n\nQuestion: Do you give out problems for pupils to take home and solve, outside of\nthe laboratory problems?\nMr. Fiske. — I very often do so.\nQuestion:\nHow^ many do you take charge of in the laboratory ?\nMr. Fiske. — I think fifteen is a large enough class for anybody in the laboratory.\nI have had some difficulty in holding it down to that point, but I have been able to do it\nso far.\n\nI won't have more than fifteen in the laboratory unless I have to.\n\nMr. Goodell. — Now, in connection with the laboratory notebook, the most important point with me is the time and place of making the record, and just how much of a\nrecord it should be — whether just the data taken in the laboratory, or the results which\nare worked out from these data, or, still more, a discussion of the experiment. Whether\nthe laboratory notebook should be only one book, or whether it should be first an original\nbook or report handed in, and finally a finished book written in ink and carefully prepared. Iknow there is a great difference of opinion on that point, which is one well\nworthy of discussion.\nMr. Tower. — In physics, during the last two years, I have had the pupils write in\nink permanent notes at the time the experiment is performed, and find that while there is\nperhaps the disadvantage of a thoro review outside of the experiment in writing it up\nin permanent form at home, yet there is not only a great saving of time, but also a training in accuracy in putting down in proper form at the time the observations are made the\nexact results of experiments. Many pupils have to make two or three trials before getting\na thing right, but if we can get them to do it right at first it will be very helpful to them.\nI find that making notes in permanent form in the laboratory has brought about this\nresult to a certain extent.\nF. F. Farrar, White Bear, Minn. — If the theory precedes the practice, then in\nwriting notes under your plan do you have the theory thoroly explained before letting the\npupil try the experiment, or do you believe in the inductive method to a certain extent ?\nMr. Tower. — I use no one method for all experiments. It depends also on the\nexperiments. Some require explanation at the beginning, and some the pupils understand well enough themselves. They need a little help, of course, in a certain way, at the\ntime the experiments are performed.\nMr. Farrar. — It seems to me that if permanent notes are made at the time, they\nshould have the subject quite thoroly mastered before taking them.\n\n■\n\nMr. Fiske. — The place, it seems to me, to write notes is in the laboratory, just when\nthe whole matter is red-hot. I have had a little experience in allowing pupils to take notes\nout of the laboratory. They get behind on their notes three or four experiments ; and\nthen, more than that, after those notes have (as I have sometimes called it) become cold,\nthey cannot do justice to the experiment. The time to write notes, it seems to me, is at\nthe time the experiment is performed. There is some objection to that, which need not\nprevent us from having it that way, however, and that is that it takes a little more time.\nIt is hardly just to make a few notes and then write up the experiment afterward. I\nwould prefer not to have so many experiments worked, and have them finish them before\nthey leave them, because I believe better results can be obtained.\nWilliam E. Andrews, Taylorville, 111.— I believe I have detected something of the\ncraft of the college professor here this afternoon, because it seems to me there is a disposition to keep the notebook in good form. That is proved in the discussion when one says\nthe pupil's work should be well wrought out before he writes it down, if the notebook is\nto be made permanent at thc'time. Now, in my opinion, we should pay no attention to\nthe statement in the university catalog that the pupil's notebook will be required. We\nshould not, at least, pay so much attention to that as to lead us to try to get up a fine-\n\n"} {"page": 490, "printed_page": null, "text": "478\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nlooking, errorless notebook that will be damaging, highly damaging, to the work we need\nto do. In my opinion, it would be better to have the pupils write out in the laboratory,\nto the best of their ability, the work which they have done. Then have those notes carefully examined and errors indicated, and record made, of course, if you care to keep a\nrecord. Let those leaves as they have passed thru the teacher's hands, with the errors\nindicated, be the permanent notebook of the pupil. The place where the notebook is to\nbe prepared should be in the laboratory. There is only one reason for making a notebook,\nand that is to keep the pupil thinking, and he needs to do this when he is with the apparatus and can get answers to questions that the note taking will cause to arise in his mind.\nSo I think this plan is a good one : Do not try to get a fine-looking notebook so that\nyou may be rated high by the college professors, for if you undertake to get a notebook\nthat is a creditable looking one you are going to defeat the purpose of the work.\nYou know that the bore of the science teacher's life is reading the same old stuff in\nthe pupils' notebooks year after year and sheet after sheet, until it is perfectly nauseating. Dr. G. Stanley Hall has said that if we would stay up more in the daytime to prevent errors we need not stay up so much at night to correct them. Now, the thing that\nbothers me most in science work is this awful question of being deluged with papers —\nwhat to do with them. How can we get the very best effort of the pupil on the papers so\nas not to have to spend all the very best time of our lives correcting them ?\nMr. Fiske. — I should like to emphasize the point brought out about saving the\nteacher's energy and strength, and not having so many notebooks to look over. I believe\nwe owe it to ourselves and to our pupils to be more than mere machines in this matter.\nI think if we spend our time in the evenings on anything, and we certainly should, it\nshould not be notebooks or papers in relation to our school work, but it should be something we can take to our class next day that will give them food for thought and put them\non a higher plane than they were the day before. There are teachers who are killing\nthemselves — dragging out their lives looking over notes and papers, especially teachers in English and the languages ; and sometimes I feel sorry for them, carrying home\nwhole loads and stacks of papers to be examined that individual night. It must be done\nbefore the next morning, and the teacher ought to be free. He cannot afford to do these\nthings. Something must be done to economize the time and get the matter in a nutshell,\nso that we will have more time for freedom and thought along different lines than those\nwe are grinding over in the daytime. I never take a notebook home. I look them over,\nas I said a moment ago, just as soon as they are done, and then I am thru with them.\n\nHISTORY\nLEADER,\n\nCHARLES\n\nR.\n\nFRAZIER,\n\nTOPIC\n\nSHALL\n\nCOURSES\nOVER\n[reported\n\nCONFERENCE\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nLITTLE\n\nIN EUROPEAN\nHISTORY\nBE\nGIVEN\nCOURSE\nIN ENGLISH\nHISTORY ?\nby\n\nsuperintendent\n\nH.\n\nS. HILLEBOE,\n\nBENSON,\n\nFALLS,\n\nMINN.\n\nPRECEDENCE\n\nMINN.]\n\nThe leader introduced the topic as follows : There is in my own mind a tendency to\nthink upon the how of teaching history, rather than the what. The pedagogy of the what\nis here, however, as it is to a greater or less degree in all subjects, very important. Our\nnew books on pedagogy are going to deal more and more largely with the subject-matter\nof instruction. It is as far wrong to say, \" it does not matter what one studies, but how he\nstudies it,\" as it would be to say, \" it does not matter what one eats, but how he eats it.\"\nThe problem of selecting from the \" thick book of personal experiences \" of which\nhistory is composed what shall be taught is a double one : First, it must be decided what\nperiods of the world's history shall be studied ; and, secondly, within these periods what\n\n"} {"page": 491, "printed_page": null, "text": "Department]\n\nI\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n479\n\nfew fibres may best be selected from the intricate mesh of truth in order that they may be\nwoven into a profitable fabric.\nTo the first of these only would I direct your attention ; nor shall I undertake this\nexcept perhaps to make a plea for a better recognition of the value of courses in the mediaeval and modern periods of European history. Since, in harmony with the best thought upon\nthe subject, we have split up our general history into natural periods and divisions to which\nwe devote a more exhaustive study than had been possible, there has been a tendency to\njump from the history of Rome to that of England, and thence to the history of America.\nThis leaves almost untouched practically all the history of continental Europe for fourteen\nhundred years. No one questions the wisdom of studying the Greek and Roman civilizations, and there are few schools but give a course in American history late in the highschool course. My plea is that Europeon history shall be given a place in the high school\nsomewhere preceding the course in United States history.\nWhy ? In the first place the past of Europe is infinitely richer and more varied than\nthat of our own country. It affords an opportunity to study the human spirit on a larger\nscale. And further, this period is rich in incidents and movements which aid directly in\nthe interpretation of our own history. Tracing back the history of our own people into\ntheir earlier European environment, we soon come into the atmosphere of political revolution ;divine right of kings ; the free city with its local as distinguished from national\npatriotism ; feudalism and ecclesiastical domination, which route, traversed in reverse order,\nserves as an excellent approach to our civilization. One who has once seen the connection between the serfdom of the Middle Ages and the slums of our modern cities will not\n\nI\n\nthink to deal with the slum problem without considering the long story of \" the man with\nthe hoe.\"\nThe local patriotism developed in the free cities of southern Europe as they emerged\nfrom feudalism led the way to that higher and better form, national patriotism, making\npossible a France, a Germany, an England, and an Italy. This throws light upon the\ntwo stages of progress illustrated by the states-rights South and the nationalized North\nduring the time when there was a Mason and Dixon's line in this country. So, too, as the\ndivine right of kings to accumulate a dangerous amount of political power was overthrown bythe divine might of the people, we are able to see that the divine right to\naccumulate a dangerous amount of that power which money gives may have to be overthrown bythe people in self-defense. It is difficult to see how the analogy between the\nstruggle to limit the political power of kings and the struggle to limit the dangerous\naccumulation of money power under one irresponsible management can be missed. Nor\ndo I see where in all history can be found a more potent argument for wise dealings\nwith corporations, trusts, and mergers than is found in that series of supreme struggles\nwhich characterized the eighteenth and nineteenth centuries, by which the masses taught\nthe classes that their rights must be respected.\nAnd so, instances might be cited at great length to justify the statement that European history is rich in the power to throw light upon the interpretation of our own history.\nIt is not meant that the facts of history gleaned from the past form a basis for infallible\npredictions for the future, but rather that, as cause and effect, defect and remedy, bear\nsimilar relations to each other at all times, a proper and a scholarly interpretation of our\nown American history can be obtained only thru a knowledge of the past of Europe,\nthis knowledge not to make of us pedants or prophets, but to contribute to wisdom and\nunderstanding.\nOne more reason, and the best one, for giving European history a place somewhere\npreceding the last course in American history in the high school : With the purpose of\ngiving young people a good appreciation of our own history, the teacher is apt to think\nthe most direct way the best way.\nShould we immerse ourselves and our pupils in American history to the exclusion of\nEuropean history, we would be guilty of the grave error condemned\n\nby Paul : \" They\n\n"} {"page": 492, "printed_page": null, "text": "48o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nmeasuring themselves by themselves and comparing themselves among themselves are\nnot wise.\" Our federal system can hardly be understood without a knowledge of the\nSwiss and German federal systems. Our Protestantism cannot well be understood\nwithout a sympathetic study of Catholicism at its best. The political, social, aesthetic,\nand religious movements must of necessity be interpreted in the light of contemporaneous\nEuropean history.\nThe pupil must come to see that we are not a peculiar people.\nThis lesson of cosmopolitan sympathy is probably the most important one which\ncomes from a study of mediaeval and modern history. I will borrow and condense a\nparagraph from Professor James Robinson, of Columbia University.\nHe says :\nThe most valuable thing in European history for us Americans is \" the judgment which forms itself\ninsensibly in a fair mind along with fresh knowledge,\" and this judgment almost any one with a fair mind,\neven the school child, if properly taught, may hope to attain to ; for this judgment comes almost of itself,\nand what it displaces it displaces easily and naturally. Our whole place and mission in the universe come to\nlook different to us as we view ourselves in the light of Europe's moral and intellectual achievements during\ntwo thousand years before the United States came into existence.\n\nIt may be urged that the study of English history will be a sufficient approach and\nbackground for the study of American history. This I cannot bring myself to see. In\nmy opinion the purposes I have tried to set forth briefly are best accomplished by a course\nin mediaeval, followed by a course in modern, history, in both of which emphasis is laid\nupon English history, rather than omitting either of these for the course in English\nhistory. Stories from English history may well find a place in the grades. This, with\nthe course suggested above, best satisfies my sense of educational values, where less than\na three-year course in history can be given.\nDISCUSSION\nProfessor Willis M. West, University of Minnesota, agreed with the writer of\nthe paper, and expressed the belief that we are going to have American history in our\nhigh schools ; also that English history would be introduced into the high schools, and\nthat we shall finally have European history as a regular subject.\nHistory will never be well taught as long as it is a side issue. If we can secure the\nnecessary time for European history, and get better instruction, the results will be more\nsatisfactory. There are periods needlessly neglected — the period of Alexander and the\nperiod of the Roman empire. Teach those periods that have a direct bearing upon our\ncivilization. We teach the Roman republic. Why not give the empire more consideration ? We give the republic first place, not on account of its merits, but because we are\nintroduced to it thru classical literature. Suppose we should treat English history the\nsame way; we would then study the Elizabethan period only, and omit the nineteenth century history, which is of greater importance. Later periods seem more complex than the\nearlier, especially the way we teach the earlier period. Give more attention to the two\nperiods of Alexander and the Roman empire, as a basis for European history.\nSuperintendent J. A. Vandyke, Fergus Falls, Minn. — There is no better field for\noutside reading than history. We do not make enough use of biography. More reference\nbooks should be secured. Use historical fiction, modem, mediaeval, and also ancient.\nTake up a certain line of thought, work it out, as, for instance, the slavery question in\nAmerican history. So the subject of Christianity could be treated in general history. Too\nlittle attention is paid to history. We have special teachers for science, for languages, for\nmathematics ; but history is passed around to any teacher that happens to have a vacant\nperiod in the program. Let us have better reference books, better text-books, and better\nteachers.\nSuperintendent J. Richeson, of East St. Louis, 111. — The strongest teacher ought\nto be the teacher of history. Then arrange a sensible course. The first year should be\ngiven to English history; second year to general history; third year to American history.\n\n"} {"page": 493, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n481\n\nThe reason for beginning with English history is that it is a complete unit. History as\ntaught now is too often merely polite gossip. The students show no grasp of civilization. A great many pupils take history who ought not to be in the class at all. General\nhistory might even be omitted and as good results be obtained by putting two years on\nEnglish history and two years on American history.\nProfessor E. V. Robinson, of St. Paul. — The speaker has wrestled with this question\na number of years . He has defended the idea that instruction in history should begin\nwith that of general history. This, in theory, is sound. History is a process of evolution,\nand in that process we must take all, or else the process will not be complete. The\nspeaker then cited several examples to show that persons might know the special\nhistories of some countries and yet not be able to connect them and make a uniform\nwhole. But there are some practical difficulties in making general history the foundation\nfor historical instruction. It ought to be taken in the first-year class, but when put there\nin the course it proved to be a slaughter of innocence, a plunge into cold water. Teachers who had adopted the plan found the results far from satisfactory. Better results were\nobtained when general history was placed in the second year and no history in the first.\nThe change in the pupils from the first year to the second year was great. Second-year\nstudents were much more capable of mastering the difficult subject of history. The\nspeaker next called attention to the fact that nearly all the text-books now on the market\nwere not satisfactory. Original source-books and reference works were too often unsatisfactory. Source-books contained too short extracts, and taught the pupils to jump at conclusions from inadequate premises. The speaker preferred a few reference books, having\na great number of copies on hand, so that all pupils could use them at practically the\nsame time.\nH. W. Caldwell, University of Nebraska. — The high school is called the people's\ncollege. It gives a four years' course. It is desirable that it should increase the quantity\nof historical instruction ; but what should be studied ? What should the subjects be ?\nThe main object of all historical instruction should be to get the unity and continuity of\nhistory. General history should be used to furnish this connection. We need better\nteachers and better methods. Emphasize unity, and show the progressive development\nof civilization and national life. The speaker took for granted that all pupils had finished\nAmerican history in the eighth grade, and were ready to do further work in the high\nschool. Begin with Greek history and civilization, and put half a year to that work ;\nthen a half a year on Roman history; half a year on mediaeval history; one-half year on\nEnglish history; and devote the fourth year to American history. In the grades the\ninstruction ought to proceed from the known to the unknown, from American history backward. In the high schools the process should be reversed. Beginning with ancient history\nthe instruction should be brought down to the present day. In Latin a teacher was\nsupposed to have six years' preparation, in science at least four years' preparation, but in\nhistory any one who had gone thru a small text-book was supposed to be a competent\nteacher of that subject, and the result was that the teaching of history too often became\nmerely hearing recitations. Keep source material on hand ; study the Declaration of\nIndependence itself, and not what men say may be found in the declaration.\nProfessor George Wells Knight, of the University of Ohio. — The general\nexperience of all teachers is that they have difficulties in teaching general history, and yet\nwe all think that it ought to be taught. How about trying to teach it to immature pupils?\nNo one is satisfied with the result. Must there not be something \"the matter with our\nefforts to give the pupils too large a quantity of history? Are we not in danger of spoiling their digestion ? Teach well one period of history, rather than a faint glimmering of\nall civilization. The speaker believed there was a place for general history, but that place\nwas after the pupil knows well the specific histories of two or three countries. For\ninstance, Greece and Rome and England.\nSuppose a pupil leaves school having taken\n\n"} {"page": 494, "printed_page": null, "text": "482\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nonly these histories. The pupil would not stop learning. Those who go to college\nwould get mediaeval history there; the others would have to do without, or they would\nacquire it of their own accord. Teaching mediaeval history or general history had been\na failure in his state, and he understood it had been a failure in other states. Now, what\nwere the reasons .' First, the subject was too intricate in itself ; second, the teachers\nwere too weak. Boards require them to teach so many subjects that there would be\nsome that they did not know ; and general history was, as a rule, sure to be the subject\nthat they did not know.\nProfessor George M. Smith, University of South Dakota. — The Germans have\nsolved the problem of teaching history better than any other people. Their plan\nembraces, first, acquiring facts ; second, the interpretation of the facts. The two must\ngo hand in hand. We need to keep the historical facts in mind, but lay a special stress\non the interpretation of historical phenomena. Learn essential facts only, and let the\npupils try to interpret these.\nProfessor Pettinger, of Anderson, Ind. — The teachers had found trouble in\nIndiana. Specialists were clamoring for more time each for their own subjects. There\nwas no general plan followed in history. The result was that no two high schools in the\nstate of Indiana have the same course in history. The speaker thought that the main\nobject in the study of history was to try to develop a historic sense, a sort of time relation. The speaker laid more stress upon the attitude of the pupils toward the study of\nhistory than upon the number of facts acquired. If the pupils were made to love history\nthe results would be better, and this liking for history should be the main object in our\nteaching.\nProfessor Robinson, of St. Paul, expl^iined his former remarks more fully. The\nspeaker wanted to state definitely that sources and their use in the high schools were not\nderogatory to good study, but he objected strenuously to teaching history solely from\nsources. It would teach pupils to make unwarranted conclusions. High school pupils\ncould not specialize.\nProfessor Dunn, of South Dakota. — The speaker had found lamentable ignorance\nof American history. One year ought to be given to English history before American\nhistory is taken up in the high schools. We are trying to deal with difficult problems in\nour own country, and unless we have the historical connection we fail to understand the\nquestions. The building of reformed bridges can be done only when the bridges rest on\nsolid historical foundation, at least with one end. Some reformers try to build bridges\nresting with both ends in air. We must have English history as a foundation for our\nAmerican history.\nMiss Spears, of British Columbia. — In British Columbia we eliminate about twothirds of the matter in ordinary histories. We study some main parts, beginning with\nAlfred the Great, then the Norman\n\nConquest, the Magna Charta, the Rights of English-\n\nmen, the Hundred Years' War, the Wars of the Roses, the Rights of the Sovereigns,\nCharles II., Oliver Cromwell, and the Commonwealth. We try to take the high points\nin history and master them thoroly. When the pupils know these well they are able\nto fill in what other information may be necessary.\nProfessor W. F. Gordy, of Hartford, Conn. — The object of the study of history\nis unity and continuity. The main effort should be to have historical information illuminate the life of the student. Correlate biography and the life of the student. The main\npoint for the pupil is : *' Is it worth the while for me to know these historical facts ? \"\nSome knowledge is worth jthe while acquiring and some is not. Know a few things, so\nthat the pupil can make these few a part of himself. We teach too many periods and\ntoo much in each period.\n\nThe object\n\nof the study of history is to know one's relations\n\n"} {"page": 495, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n483\n\nto his surroundings.\nNever forget that the boy is going to be a social being, and that we\nfit him for society thru the study of history.\nSuperintendent A. S. Kingsford, of Litchfield, Minn. — Logical sequence ought to\nbe the main thing in the study of history. Make English history the basis of information.\nThe reason is that history is an evolution. Then take history of Greece and Rome, and\nin those three histories we have the essential elements of all history. They represent\ndemocracy, republic, and empire. We ought to study creative periods, instead of retrogressive, and that is the reason why we should emphasize the study of the democracy of\nGreece and the republic of Rome. After that we could take up mediaeval history, if we\nhave time. Only a limited time can, under ordinary circumstances, be given to history.\nOther subjects demand attention. Citizenship is, of course, the main object, and we\nteach that thru history; but other subjects must also have due attention.\n\nENGLISH\nLEADER,\n\nTHOMAS\n\nC. TRUEBLOOD,\n\n[reported\n\nCONFERENCE\n\nPROFFESSOR\n\nby professor\n\nGEORGE\n\nOF\nW.\n\nORATORY,\n\nSAUNDERSON,\n\nUNIVERSITY\n\nSEATTLE,\n\nOF MICHIGAN\n\nWASH.]\n\nIn the English section the discussion was directed toward the spoken English, and\nthe subject was divided into three parts : (i) Pronunciation, its purity, and the effort to\nestablish reasonable uniformity in America. (2) Training of the speaking voice ; the\nunderlying principles of emphasis and expression ; expressive reading as an aid to the\nteaching of literature. (3) Rhetorical work, the declamation, the oration, the debate;\ncontests.\nAs to the first of these divisions, Mr. Trueblood urged that a universal English pronunciation be sought ; that localisms and provincialisms be rooted out as far as possible ;\nthat the teachers of the high school be carefully drilled in a common-sense, economic, authorized pronunciation ; and that every teacher, whether in English, Latin, or\nmathematics, should note and correct mispronunciations in the class-room. In this way\nthere would be less for the colleges and universities to correct.\nSome of the agencies suggested as means of polish in pronunciation were the association ofpeoples of the various sections in commercial relations ; intermingling in great\ncities ; meeting in conventions and conferences ; travel and observation ; observing and\nfollowing the pronunciation of speakers of culture and refinement ; receiving direct\ninstruction from those well prepared to teach spoken English.\nMr. Trueblood called attention to a few special provincialisms, among which were\nthe following : a, arm, far, is often pronounced as a, call, law, and vice versa ; ou, sought,\nnought, becomes 0, sot, not. There is a tendency to make all short o's alike, e. g., the 0 of\nsot and song is not the same ; u, tup.e, duty is wrongly pronounced as long 00. There is\na tendency to slight the r in the South and parts of the East, and to exaggerate it in parts\nof the North and West.\nA modified and softened sound is preferable to either.\nMiss Violet Jayne, associate professor of English in the University of Illinois, said\nshe would be sorry to lose the edge of some provincialisms that she was fond of hearing.\nShe deplored the overexactness of some in their pronunciation, which called attention\naway from the thought to their manner. She was much interested in spoken English\nfrom the standpoint of literary interpretation.\nDr. E. E. White, of Columbus, O., spoke of the importance of not overaccenting\nunaccented syllables, and used as an illustration the word trespass, the last syllable of\nwhich is often given too positive a sound of short a. He ur^ed the cultivation of the\nvoice, because the uncultivated voice cannot express the finer distinctions of sound. But\nlet your voice be your servant, not your master. It is a form of pedantry to display pronunciation.\n\n"} {"page": 496, "printed_page": null, "text": "484\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nPrincipal Oliver S. Wescott, of Chicago, advocated accuracy even to the point\nof overexactness, that the pupil may leave his slovenly mumbling far behind.\nMr. Trueblood then took up the second of the topics set apart for discussion, \"The\nTraining of the Speaking Voice for Expressive Reading.\" Before vigorous training for the\nspeaking voice should begin the average student should be advanced to at least the third\nyear of the high school, for then the voice will have become reasonably well settled.\nBut expressive reading should begin as soon as the child gets over the act of naming\nwords. Question him as to the meanirig, and he will often give it in the words of the\nbook, and with far more expression than when reading. This gives the qualities of directness and naturalness so much to be desired. Then as the child advances give him hints\nas to sense emphasis. Show that emphatic words are those necessary to the thought —\nthe key words ; such, for example, as you could least afford to cut out of a telegraphic\nmessage.\nIn the last two years of high school attention should be paid to the simple principles of vocal expression — pitch, force, time, and quality in utterance. There should be\nfrequent reading from the English classics, not for grammatical construction, etymology,\nor philology, but to catch the spirit of the author. English literature shoUld not be\nslighted vocally. Teachers should be able to interpret, not that students should imitate,\nbut that they should be led by suggestive hints of expression to gather the full force and\neffect of the lines.\nIt was suggested that a good way to teach Shakespeare.after critically studying the\nlines is to assign characters in the principal scenes of the play under consideration to\nmembers of the class, and require them to commit and present the scenes in the class-room\nwith such force and effect as is consistent with propriety.\nDr. a. F. Nightingale,\n\nof Chicago, urged very strenuously that teachers train the\n\nspeaking voice, and bewailed the fact that so few are really expressive readers. \"I have\nexamined hundreds of teachers for the Chicago schools and found hardly one I would\nwish to put before children to teach reading.\"\nC. S. Hartwell, of Brooklyn, N. Y., spoke of the very great natural expressiveness\nof the language of Milton, Shakespeare, Scott, and Tennyson. Their language is attractive, because it fits their ideas. It takes a better teacher to teach English than a foreign\nlanguage, because students having a knowledge of the practical use of English are more\ncritical than with teachers of other languages.\nProfessor George W. Saunderson, of Seattle, Wash., spoke of the value of oral\nreading as a means of intellectual and literary training, of the analysis of the sentence,\nthe paragraph, and the whole composition, and then of vocal synthesis as a means of\nmentally and spiritually transporting the ideas and feelings to others.\nMr. West, of Wisconsin, made the point that in grade teaching if selections different\nfrom those found in the text be given to pupils to read in the class they give better\nexpression to the thought, because the matter is new to the audience. They gain directness by trying to entertain and instruct.\nMr. Trueblood then directed the discussion to the third of the topics for discussion,\n\"Rhetorical Work.\" He commended original work in writing and speaking in the last two\nyears of the high school. Some simple hints on planning and constructing speeches\nshould be given by the teacher, corrections should be made, and then the papers should\nbe rewritten, so that full benefit may be derived from the criticisms. Opportunities for\nmore formal orations are offered in the oratorical contests which lead to district and state\ncontests, such as many of the states have already organized.\nAs interscholastic debates are also occupying a prominent place, it was suggested\nthat a few hints on argumentation and parliamentary usage might contribute much toward\nproperly utilizing the competitive spirit of debate.\nQuestions of live interest should be\n\n"} {"page": 497, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n485\n\nproposed under faculty direction, and so worded as to give opportunity for good argument on both sides of the question. These questions, because of their vital interest to\nstudents, make it much easier for them to express themselves with force and effect.\nMr. West and Mr. Hartwell spoke of the great value of these debates. The latter\nsuggested three grades of oratorical work in the schools: (l) the declamation, valuable as\na means of crystalizing one's manner ; (2) the oration as a means of crystalizing one's\n. thought ; and (3) the debate, useful as a means of putting thought into action — a practical form of public speaking, developing ability to cope with emergencies.\nGeneral discussion followed as to methods of arousing general interest in debate,\nmethods of preparation, schemes for securing satisfactory decisions, points on which\ndecisions should be made, the conduct of debates, and other points of vital interest to\nteachers of English and oratory.\n\nPRINCIPALS'\nLEADER,\n\nW.\n\nJ. S. BRYAN,\n\nPRINCIPAL\n\nCONFERENCE\nOF\n\nHIGH\n\nSCHOOL,\n\nST.\n\nLOUIS,\n\nMO.\n\n[reported by forest c. ensign, principal of high school, council bluffs, ia.]\n\nThe Leader : In the selection of topics tor consideration at this conference, I have\nbeen guided by the desire to have the discussions fruitful of results in that they may call\nforth an expression of opinion about matters of real concern to those who are engaged in\nthe management of secondary schools.\nI have named, and very imperfectly outlined, several topics, not with the idea that\nall could be considered, but that those may be discussed in which there is the greatest\ninterest.\nHaving noted the very general interest manifested in the first topic sketched,\n\" School Athletics,\" I shall occupy a few moments in its elaboration before opening the\nmeeting to such discussion as may be pleasing to those in attendance.\nAt a meeting of the North Central Association of Colleges and Secondary Schools,\nthe subject of school athletics called forth a most animated discussion, which resulted in\nthe appointment of a committee to consider the whole subject and to report at the next\nmeeting the result of its deliberations. This action, taken last March in Cleveland, certainly warrants the conclusion that the subject is of pressing importance and may well\nengage our thoughts at least a portion of the time set apart for this conference.\nIt is a question of practical importance, because it has not been called up from the\nrealm of the imagination, but has arisen in the life of nearly every secondary school. It\nis a practical question, because athletic sports are natural to the adolescent period of life.\nThe exuberance of vitality finds in them a healthy field for its pleasurable exercise. Having had their earliest development in the colleges of the country, it may be because in\nthem young men lived together and were thrown upon their own resources for social\npleasure, and so naturally gave some time to physical exercise, or because gymnasia were\nprovided by the colleges for the physical well-being of students, athletics of late years\nhave permeated the secondary schools, in many of which physical culture is now receiving the systematic attention it surely deserves, which is rendered possible by the wise\nprovision of properly equipped gymnasia.\nThe existence of athletics and their forceful if not forcible entrance into the life of\nsecondary schools has been regretted by some, because they seemed likely to disturb the\ncalm serenity of the school, and often did prove a disquieting influence. It has taken the\nworld, or at least some portions of it, long years to learn that the natural tendency of\nchildren and youth, and indeed of mature men and women, to indulge in sport and\namusement is not sinful or subversive of good, when properly restricted and wisely\ndirected by reason, but is a means of refreshing, conservative of energy and preservative\nof life itself.\n\n"} {"page": 498, "printed_page": null, "text": "486\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nBecause athletics were viewed with distrust and disfavor, they were for some time\nleft severely alone, if they were not openly discountenanced and discouraged. Left to\nthemselves, the youth displayed a lack of judgment which older heads and mature years\nmight have contributed had there been proper sympathy with youth and a right appreciation ofthe opportunity afforded for helpful suggestion and wise direction.\nUnfortunately those who. give themselves wholly to athletics are often — possibly as a\nnecessary result of such perversion — neither intellectual nor moral. It is therefore not\nstrange or inexplicable that, left to themselves and the example of such persons, the youth\nshould run to excess and turn to evil that which by nature was capable of the best uses.\nAthletics unregulated have been harmful ; regulated, they may be made to exert a wholesome disciplinary influence. Men ought to have learned the lesson of the age — that forces\nwhich are destructive when not understood or not brought under control may become\nthe most efficient servants of him who has learned how to take advantage of the laws of\ntheir being. Teachers, of all men, need to know this fact and profit by its teaching in\ndealing with the souls they are to guide and make efficient in righteousness.\nIf time permitted, I should dwell at some length upon the potential influence of athletics as a means of education ; but it must suffice to briefly state the effects that may be\nand have been produced by their proper use.\nBoth in individual events and team playing, the powers of observation are called into\nthe keenest activity, as upon the accurate noting of conditions and circumstances success\nor failure depends. The alertness, the quick perception, and prompt action of a pupil on\nthe athletic field are often in strong contrast to the dreamy indifference of the same\npupil in the recitation room. No movement escapes the notice, no irregularity goes\nunchallenged.\nIn the daily practice and on the field of contest, during all the period of training,\nwhat self-control and restraint of desires is observable !\nIn the hour of trial no hardship, no physical discomfort or pain, is regarded as of\nmoment if thru it the touchdown may be scored, or the home plate crossed, or the\nhurdle cleared, or the goal reached. The players smile at exhaustion, make light of pain,\nbravely dare anything, cheerfully do anything that seems to promise victory.\nOne of the most striking effects of athletics is the prompt and unquestioning recognition of authority as vested in coach or captain, which results in absolute and immediate\nobedience to the one temporarily clothed with the right to command. The yielding of\nimplicit obedience in such cases, based upon the perception that in this way alone victory\nis possible, may become a revelation of duty to those who have been slow to recognize\ntheir obligations to home and school. At least it is a very effective analogy for the\nteacher to draw, and discloses the falseness of the position of the pupil who fails to yield\na like cheerful obedience to school authority.\nIn the management of field-day, or football contest, or baseball game, in the conduct\nof the affairs of the athletic association, pupils learn many a practical lesson in organization. recall\nI\na complete transformation that was made in an athletic pupil by his\ninduction into office. Careless, noisy, disorderly he had been before he was raised to the\ndignity of president of the athletic association, but on taking the chair there was apparently a complete change in his conception of the value of order and regulation, and from\nthat time an appeal along lines of the necessity and value of organization never failed of\na ready response. In more than one instance just appreciation of organization has been\ndeveloped by participation in athletic affairs.\nBut a more obvious effect is the creation of school spirit, or a sense of loyalty to the\ninstitution whose colors are defended on the gridiron or the diamond, on the track or the\nrowing course. Even those who merely shout for the school on the bleachers have kindled within them a sense of loyalty which may be used in other connections as well, if\nthe teachers of the school sympathize with athletic sports and do not withhold their presence and approval and by sentiments of disfavor make the natural expression of loyalty\n\n"} {"page": 499, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n487\n\nappear to be an act of hostility to good order and of disrespect to regulation. I do not\nmean that the thoughtlessness and impulsiveness and intensity of youth may not overstep\nhe line of propriety. Excessive jubilation and noisy demonstration in the hour of victory\nare hard to prevent or repress. Indiscretion is not treason, and ebullition of spirit is not\nrebellion; but the wise teacher will be quick to note the danger and carefully plan to\nutilize the tremendous force displayed, directing the flow of the current while confining\nit to a definite channel lest it should sweep over the banks in a destructive flood.\nThere is conservation of energy in spiritual forces as well as in natural forces. The\nconditions of the transformation of the energy of adolescence from one form to another are\nthe secret of the secondary teacher's power. Co-operation on the part of pupils is to be\nwooed and won by thoughtful attention and considerate, loving service on the teacher's\npart. He who cannot enter into the innocent, natural pleasures of youth has no rightful\nplace in the schoolroom. Sympathy, to be effective, must be genuine and spontaneous.\nAthletics afford the teacher an opportunity to co-operate with pupils by sympathy and\nhelpful suggestion, and by actual presence and service in a way that will bring return of\nco-operation on the part of the pupil in the serious work of the schoolroom.\nThe dreaded deleterious effect of athletics upon scholarship may be prevented by\nforesight and wise regulation. It is due to an injudicious distribution of energy on the\npart of pupils and want of system in the use of time. Scholarship qualifications carefully\nenforced should be made the prime conditions of participation in athletic events of all\nkinds. Such qualifications the pupils themselves will be ready to adopt if they are suggested before the opportunity to comply with them is past. Retroactive measures do not\nmeet the approval of young or old. Without such qualifications scholarship will suffer ;\nwith them, the love of athletics will be an effective motive to effort on the part of otherwise indifferent pupils — not always a sufficient motive, it is true, but in many cases\nenough to produce satisfactory scholarship in those who would otherwise have been\ndeficient. If there were no athletics there would be indifferent pupils, lacking in force\nand determination. Wise regulations with reference to athletics may make them a means\nof stimulation and prevent them from being an excuse for neglect. I may be pardoned\nif I cite from my own school instances in proof of the proposition that athletics are not\nof necessity injurious to scholarship. Three years ago there went from the St. Louis\nhigh school to Williams College a young man who had taken the prize as the best allround athlete\nThis young man has continued his interest in athletics, was made\nclass president, and has taken the same high grade in scholarship that he maintained\nfrom the first in the high school. Two years ago there went to Princeton a member\nof the football team, who will complete his course with honor next year, and has sustained himself in college entirely by his own efforts, without a dollar of expense to his\nmother. Last year there entered Harvard a young man who, I am informed by the\nsecretary, has taken excellent rank in his class, and has been the only freshman in many\nyears to make the 'varsity baseball team.\nIt is natural and desirable that there should be displays of the various manifestations of vigor and skill, but all such contests, whether between pupils of the same school\nor interscholastic, should not be unregulated contests of strength, subject to the temptation to unfairness, which, like lying, is the refuge of weakness. They should be manifestations of strength and agility and courage and judgment resulting from deliberate\ntraining and persistent practice. The desire to achieve the best results by training and\ntemperance in all things should be encouraged, but should be subordinated to the readiness to recognize in others like or superior excellence, in scorn of deception or guile.\nTo cultivate this spirit there is no more effectual way than to bring about the voluntary\nadoption of carefully formulated rules for the purpose of securing such inspection and\ncontrol of all contests as will reduce to a minimum the possibility of unfairness, the\ndeadly foe of manly competition. The time to fortify against temptation is when free\nfrom the stress and strain of trial. It is possible for individuals and schools to so foster\n\n"} {"page": 500, "printed_page": null, "text": "488\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nand cultivate a love of honor that contestants will scorn to stoop to indirection, and\nwill generously and sincerely applaud the evidence of the possession of desired power\nby another. Few would advocate or approve anything else than fair play when they\nwere not under the pressure of strong excitement, warping their judgment as the lens\nis made to distort an image when subjected to pressure. The idea must be fixed in the\nminds of pupils that defeat is not disgrace, tho victory be glorious, and that no honor\nlies in success unless achieved by merit and as the result of courage and determined\neffort. In the individual school it is not difficult to secure a right spirit of generous\nrivalry. When more than one school is involved, concerted action is required, and the\nconscious cultivation of the true sportsman's spirit. In school organizations and interscholastic leagues, faculty, pupils, and alumni should act in conjunction, if the best results\nare to be secured. The desire of the school authorities must be to contribute maturity\nof judgment and knowledge of affairs, which pupils may not possess on account of inexperience. Pupils will not be found intractable, and where sympathy is evident will be\nglad to accept suggestion. They must be made to feel that, while the management of\nathletics is laid largely upon them, the very existence of school organizations is dependent upon the favor and approval of the principal, who is responsible for the successful\nconduct of the whole, and deeply interested in the vigor and growth of every part.\nIn my own school, so important have I deemed the conduct of athletics that I have\ngiven it in charge of the assistant principal, who devotes to it whatever time and attention may be required. While we have not accomplished all that we desire, so much has\nbeen done that I may confidently affirm that with forethought and attention athletics\nmay be made to yield abundantly, and physical, mental, and moral development result.\nDISCUSSION\n\nThe discussion which followed was full of life and interest, and was carried on freely\nfor an hour and a half, both ladies and gentlemen participating.\nIt was the general opinion of those present, who represented more than twenty states\nand territories, that the real boy and girl can be reached most effectively thru properly regulated athletics.\nMany helpful suggestions v/ere made by men from various localities. The Iowa\nplan of regulating school athletics was explained, and also the plans of Illinois, Wisconsin, Minnesota, and St. Louis, Mo.\nThe possible usefulness of a federation of state organizations in this connection as\nwell as others was suggested.\nThe salutary influence of well-regulated school athletics upon college athletics and\nU{)on those likely to engage in them was clearly shown.\nThe theme of the paper proved so fruitful of discussion that there was not time\nto consider the other questions selected by those present.\n\nMATHEMATICAL\nLEADER\nTOPIC\n\n— CHARLES\n\n: CORRELATION\n\nW.\n\nNEWHALL,\nOF\n\nCONFERENCE\n\nSHATTUCK\n\nMATHEMATICAL\nSCHOOLS\n\nSCHOOL,\nSTUDIES\n\nFARIBAULT,\nIN\n\nMINN.\n\nSECONDARY\n\nThe Leader : Mathematical instruction in our educational system is divided into\nthe three large classes : elementary instruction, secondary instruction, and higher instruction.\nIn attempting to secure correlation of the various branches of mathematics into one\nhomogeneous whole, we should first seek to find this unity extending thru all these\n\n"} {"page": 501, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n489\n\ndivisions of educational activity. By a careful adjustment of the work of these three\ndivisions much of the waste in mathematical instruction may be avoided.\nIf the secondary schools and the grade schools can agree that certain parts of arithmetic be omitted from the courses of the grade schools, and elementary algebra and\ngeometry be introduced in their places, we will find that the pressure in the secondary\nschools will be much relieved and the student will enter the high school much better\nequipped for his work. Then if, on the other hand, the schools and the colleges can agree\nas to just what part of the work in mathematics shall be done before entering college,\nour first great work of harmony and unity is effected.\nFortunately this bids fair to be soon accomplished. The Committee of Ten of this\nAssociation, and more recently the Committee on College Entrance Requirements, have\nmade specific recommendations looking to exactly this end. The Committee on College\nEntrance Requirements has made a long step forward in defining the units of work and\nthe character of the instruction that shall be required in mathematics as a preparation\nfor college. The Examining Board of the Middle States and Maryland has tended to\ncrystallize sentiment in the matter by the prompt adoption of their recommendations.\nWhether or not all colleges accept the plan of this board, and whether the entrance\nto college may better be by certificate than by examination, the fact still remains that the\nwork of this committee has practically made definite and uniform the amount of mathematical training a candidate for college must acquire. So we may consider that the waste\nand friction at the point of division between the secondary and higher schools are in a way\nto be satisfactorily eliminated.\nOn the other hand, educators are equally unanimous as to the best way of securing\nharmony between the work in mathematics in the grades and in the secondary schools.\nWe all agree, I am sure, as an academic proposition, that geometry and algebra in\nelementary form should be begun in the grade schools. When the fortunate time comes\nwhen we shall have six years in our high-school course, we can then arrange these matters\nto suit ourselves ; but at the present time we are presuming to have the same right to\nrequire from the grade schools certain preparation for our work that the colleges exact\nfrom us in preparation for their work.\nI believe the grade-school teacher and the superintendent feel the necessity and the\nadvantage of these mathematical studies in the grades as much as the secondary teacher\ndoes, and the reason the idea has not been more generally adopted is on account of the\npractical difficulties involved. In the Chicago public schools the experiment of teaching\nalgebra in the grade schools was tried and abandoned, partly, I believe, on account of\nthe inexperience of the grade teachers. In other places it has been found impossible to\nintroduce any new studies into the already crowded curriculum of the grammar schools,\nor to require any new work of teachers already teaching too great a variety of subjects.\nIn some places there exists a prejudice against displacing such a practical study as that\nof arithmetic to make room for the study of geometry and algebra. But these prejudices\nand practical difficulties have been overcome in many places, and the wisdom of introducing the study of elementary geometry and algebra in place of certain special subjects\nin arithmetic has been conclusively demonstrated. It will not be long before all schools\nwill find it necessary to readjust their curricula so as to conform to these recommendations.\nWhen this time does come, the teacher of mathematics will be fortunate beyond most\nof his fellows, except perhaps the teacher of English. He will then have a course in\nmathematics beginning in the kindergarten, extending thru the primary schools, the\nsecondary school, and at least the first two years of college.\nIf the students from the kindergarten to the college are to be turned over to us a\ncertain number of hours each week of every year for mathematical instruction, why can we\nnot map out a broad and comprehensive scheme for the study of mathematics, which shall\ncall for a gradual development and a constantly broadening view of the whole field of\n\n"} {"page": 502, "printed_page": null, "text": "490\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Secondary\n\nmathematics and which shall not be limited by such artificial boundaries as are at present\nset to the study of algebra, geometry, trigonometry, etc. ?\nIn many schools algebra is studied, say, in the first year of the high school, then discontinued while plane geometry is taken up; this is completed, and then perhaps higher\nalgebra is studied, or solid geometry, and, where the school offers it, the student continues\nwith trigonometry and the use of the logarithm table. Is there any necessity for these\nartificial breaks ? Is it best to complete ont. subject and then lay it aside on a shelf to rust\nwhile we take up another, even if we may find time later to take down the first to brighten\nit up a bit, to pass the inspection for college ?\nThe Committee on College Entrance Requirements is very clear in recommending\nthat the study of geometry and algebra should be carried on in the same year, perhaps\ngeometry two days a week and algebra three, or geometry the first half-year and algebra\nthe second, but at any rate the two studies in the same year. But can we not do better\nthan this ? Are not the subjects intimately enough related so that we can teach them\nboth the same day and every day ? We can thus carry the study of geometry and algebra\nalong together thru several years, introducing also the simple ideas of trigonometry early\nand developing that subject alongside of the others. We may even introduce a few elementary ideas from the analytic geometry at places where they will elucidate other\nmatters.\nSuch an arrangement of subjects would call for no more time than we at present\ndevote to them all separately. We could teach the same matter in four years, or six, but\nthe arrangement would be different ; in fact, there would be a great saving of time and\nof effort in conquering a difficulty once instead of two or three times in slightly different\naspects as it presents itself in the different studies.\nWe could make the study of a geometric figure throw light on the solution of an\nalgebraic equation, we will say, or, conversely, we could use the tools of algebra to help\nus out of some geometrical difficulty. Some of us do that now. Yes, but the scheme is\ncapable of a much wider development. It has been found successful in Germany. There\nthe various lines of mathematical study are carried along side by side and interwoven into\none. Each subject is studied thru several years with constant reference to its bearing\nupon and connection with each of the others. The result attained by their system seems\nto be better than the result attained by ours, and it is accomplished in a shorter time.\nThis correlation of the mathematical studies begins very easily in the elementary\nschools. In the kindergarten the child begins to acquire his ideas of number and of form\nat the same time. Thru the elementary school a skillful teacher can combine the study of\ndrawing, arithmetic, and mensuration so as to leave a well-rounded and definite impression in the child's mind as a result of this training. The equation can be introduced very\nearly. If the problem to be solved by the use of the equation is a numerical problem the\nintroduction of x will cause no difficulty. The child will soon see that the x is merely an\nabbreviated form of writing \" the tail of the fish,\" or whatever may be the subject of the\nproblem.\nAfter algebra has been begun arithmetic should not be discontinued. The study of\nthe operations with fractions in algebra can be illustrated by similar operations with\narithmetical fractions. An algebraic problem can be verified and made concrete by substituting numerical values. Or the general nature of an algebraic formula may be shown,\nby applying it to a great many special arithmetical cases. Or we may study the answers\nto a general problem in which the known numbers are represented by letters, and discover\nhow each one of them enters into the result. Then we may solve the same problem\nwhere the given quantities are numbers and find that the various known elements of the\nproblem are all merged into one number and lose their identity. By the use of a little\nskill, the teacher can show that a literal problem is much more interesting and instructive\nthan a special numerical case of the same problem, inasmuch as we are able to trace every\ngiven quantity thru the work of the solution and find how it affects the result.\n\n"} {"page": 503, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n491\n\nStudents are not slow to see that algebra is merely a generalized arithmetic ; that\nthe operations are the same, and that the forms of the results are different only because in\nalgebraic solutions we can often only indicate our operations, and cannot actually perform them so as to merge several quantities into one, as with arithmetical numbers.\nI am sure every teacher of geometry has felt hampered at times because the student\ndoes not understand a simple algebraic manipulation that becomes necessary in connection\nwith some geometrical proof. He may have forgotten the algebraic principles involved,\nor he may not feel quite sure of his ground in applying his algebra to such an unfamiliar\nproblem. If the study of algebra and geometry were carried on together, neither of these\ndifficulties would occur. Many problems in computation in geometry are quite easily\nworked out by the use of equations, or certain proofs involve a little algebraic manipulation. The student should feel perfectly sure of his algebra, so that the geometrical truth\nshould not be obscured by any haziness about the algebra involved.\nGeometry and algebra are entirely different, of course, in their subject-matter. The\none deals with number as expressed by various symbols and the other deals with form.\nBut they touch at many points.\nFor example: Take the formula {a -\\- bY =■ a\"^ -\\- 2ab -\\- b'^ zx^di. interpret it geometrically into \" The square of the sum of two lines is equivalent to the sum of their squares\nplus twice their rectangle.\" Similarly we can show geometrically the truth of the algebraic formula {a — by = a\"^— 2ab -\\- b\"^ and (a — b) {a-{-b) = a'^ — b\". If the same results\nare arrived at in two ways, by an algebraic and a geometric consideration, how much\nlight one method will throw upon the other !\nAgain, would it not be a good plan to introduce the notion of a graph in connection,\nwith the solution of quadratic equations ?\nIf the student can see that the straight line cuts the parabola in two places, and then\nlearns that these two places give the values of x andy found by solving the equations of\nthe two curves considered as a pair of simultaneous equations, I am sure he will have a\nclearer idea of the fact that altho either of our given equations, alone, may be satisfied\nby an infinite number of values for x and y, there are only two pairs of values for x and\ny that will satisfy both equations at the same time. The meaning of simultaneous equations becomes apparent. And again, I am sure he will readily see by a study of graphs\nthat a system of two equations, one of the second degree and one of the first degree, will\ngive two values for x and two ior y, while a pair of quadratic equations will in general\ngive rise to four values for each. And if he plots various curves at the same time that he\nis solving for the roots of their equations it cannot help but be instructive to examine the\ncases where a given equation has negative roots, equal roots, or imaginary roots. To\nillustrate these algebraic facts by the use of graphs would require only very elementary\nideas of analytical geometry.\nWhen we are considering similar triangles and proportional lines, why can we not\nlearn the names of the trigonometric functions ? The pupil learns that in all similar\nright triangles the ratio of one leg to the hypotenuse is always the same. Why not define\nthis ratio at once as the sine of the angle A, and similarly define the other trigonometric\nfunctions ? There can be no better place to introduce these ideas. And again, when the\nstudent is learning, as in Book III of most of the geometries, the relations that exist\nbetween certain lines of certain triangles, why not initiate him at once into the relations\nwhich exist between the sides and angles of any triangle ? A bright student will almost\nalways raise the question whether the sides of a triangle are not connected by some relation with the angles of the triangle. The introduction of these fundamental notions\nwould not call for much trigonometry at this point.\nWhy not follow up the chapter on exponents in algebra by a study of the simpler\nproperties of logarithms ? A logarithm is but an exponent, and the mystery and difficulty surrounding the operations with logarithms would disappear if the student could be\nmade to see this fact clearly and to recognize that the familiar laws for exponents govern\n\n"} {"page": 504, "printed_page": null, "text": "492\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLSecondary\n\nthe work with logarithms. The student will grasp eagerly the notion of the practical\nvalue of a logarithm table. A few calculations with logarithms would give practice in\narithmetic and an excellent review of decimals, and perhaps accustom the student to the\nuse of a table of logarithms in other subjects besides that of trigonometry. As taught at\npresent, there is almost always in the student's mind a confused idea that logarithms have\nsome intimate relation with trigonometry. They are never quite sure of the difference\nbetween the tables of natural functions and the tables of logarithmic functions.\nI have suggested but a few places in which the studies of arithmetic, algebra, geometry, and trigonometry may be brought together. Any teacher can think of many other\nways in which the various subjects can be made to help one another.\nI have said nothing about an attempt to correlate the sciences with the mathematical\nstudies. The study of physics and mathematics, for example, are so inter-related and\ninterdependent that it is hardly possible to separate them. Geometrical and arithmetical\nprogressions are illustrated from physics. Physics contributes many interesting problems\nto geometry and algebra, and geometry and algebra are often called in to help develop\nthe laws of physics.\nOf course a broad application of the principle of correlation would call for a correlation of physics, astronomy, and other of the sciences with mathematical studies, which\nbroad acceptance of the term would be an excellent thing, and in every way to be\nencouraged. It would be well, for example, if mathematics and physics could be taught\nby the same teacher, so he could elaborate a complete correlation between them.\nI have not attempted to consider here the broader view of the correlation of mathematical studies with other subjects, but rather the more definite and limited question of\nthe correlation of the various branches of mathematical study with one another. The\npossibility of merging the subjects of arithmetic, algebra, geometry, and trigonometry\ninto the one broad subject of mathematics, and teaching it as such thru all the years of the\nelementary and secondary schools, is the question I want to propose for your consideration and discussion.\nOf course the attempt to follow out this plan in its full and ideal extent would involve\nthe working out of a new system of instruction, a new allotment of subjects to the various\nyears, new text-books perhaps. If the plan is a wise one, a good teacher can meet these\ndifficulties. If the idea is too visionary for a full materialization, may we not gain something by a partial application of the principle ?\nI am putting the question for your consideration, then, we will say, in two parts :\n(i) Is the plan as suggested here, in its full and ideal development, a sound one, and\n(2) To what extent is it practical, at this time, to work it out ?\n\n"} {"page": 505, "printed_page": null, "text": "DEPARTMENT\n\nOF HIGHER\n\nSECRETARY'S\nFIRST\n\nEDUCATION\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly g, 1902\n\nThe first session of the department was called to order in Room 1 1 of the University library building by President Cyrus Northrop of the University of Minnesota, at\n2:30 p. M. on Wednesday, July 9. About 165 persons were present. In the absence of\nthe president, vice-president, and secretary of the department (President W. H. P.\nFaunce, of Brown University, Providence, R. I.; President C. W. Dabney, University of\nTennessee, Knoxville, Tenn.; Professor John W. Perrin, Western Reserve University,\nCleveland, O., respectively), President Northrop nominated Dr. William W. Folwell, of\nthe University of Minnesota, as acting president. Professor Folwell was duly elected and\ntook the chair.\nMr. F. P. Keppel, of Columbia University, was elected acting secretary.\nMendelssohn's \" Lift Thine Eyes\" and \"Cradle Song\" by Brahms were sung by the\nLorelei Ladies' Trio.\nProfessor R. H. Thurston, of Cornell University, Ithaca, N. Y., was absent from the\nmeeting, and his paper entitled \" Education for Professional Life and Work\"\nfore omitted.\n\nwas there-\n\nProfessor Edwin G. Dexter, University of Illinois, Champaign, 111., read a paper\nentitled \"Should Entrance to College Be thru Examination of the School or of the\n?\"\nPupilGeorge\nN. Carman, director of Lewis Institute, Chicago, presented the report of the\nCommission of Accredited Schools, of which he is secretary.\nUpon the resumption of order, after the short recess which followed the reading of\nthese papers, the chair, upon motion, appointed a committee of three to report at the\nnext session for the nomination of officers for the ensuing year, as follows :\nPresident William L. Prather of the University of Texas, Austin, Tex.\nDirector George N, Carman of the Lewis Institute, Chicago, 111.\nPresident William H. Black of Missouri Valley College, Marshall, Mo.\n\nThe chair then introduced Dr. H. M. Lane, of San Paulo, Brazil, who gave an\nextemporaneous account of his many years' experience in the organization of Brazilian\neducation.\nA general discussion of Professor Dexter's and Director Carman's papers, and upon\nthe general question of the articulation between the secondary schools and the colleges,\nfollowed, in which the following gentlemen took part: Director Carman (in reference to\nProfessor Dexter's paper); Professor John C. Hutchinson of the University of Minnesota; Principal E. V. Robinson of St. Paul, Minn.; Mr. F. P. Keppel, of Columbia University, New York city; Professor G. W. Knight of the Ohio State University, Columbus,\nO.; President Cyrus Northrop of the University of Minnesota ; Professor Snyder of the\nUniversity of Michigan ; Professor Dexter (in reference to Director Carman's paper);\nPrincipal L. H. Ford, of Webster City, la.; Professor Folwell, the acting president of the\ndepartment; Charles Alden Smith, principal of the high school, Duluth, Minn.; Professor\nHale, of Michigan; Inspector John F. Brown of the State University of Iowa; and Professor Thomas Nicholson of Cornell College, Iowa.\nUpon motion, the session adjourned at 5 P. M., to meet at the same place on Friday,\nJuly II, at 2 130 P. M.\n\n49^\n\n"} {"page": 506, "printed_page": null, "text": "494\n\nNATIONAL\nSECOND\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nSESSION.— Friday, July ii\n\nAfter the session had been given an opportunity, in another room, to hear the piece\nof music on the program, \" The Holy City,\" Adams, sung by Master Henry Pauly,\nthe meeting was called to order at 3 p. M. by Acting-President Folwell. About no persons were present.\nProfessor J. Irving Manatt, of Brown University, Providence, R. I., presented the\nfirst paper of the session, \" The Future of Greek in American Schools.\"\nThis was followed by the second paper, ** Education in the Appreciation of Art,\" by\nChancellor William Bayard Craig of Drake University, Des Moines, la.\nUnder the head of \"Miscellaneous Business,\" President Prather presented the following report for the Committee on Nominations, which was accepted and adopted by the\nDepartment, and the nominees declared duly elected :\nMinneapolis, July ii.\nYour Committee on Nominations of Officers for the Department of Higher Education nominate the\nfollowing named gentlemen :\nFor President — Benjamin Ide Wheeler, of California.\nFor Vice-President — William H. Smiley, of Colorado.\nFor Secretary — John H, McCracken, of Missouri.\n\nRespectfully submitted,\nWilliam L. Prather, Chairman,\nGeorge N. Carman,\nWilliam H. Black,\nCommittee.\n\nWith reference to the communication from the secretary of the National Educational\nAssociation regarding the appointment of a committee to confer with a committee of the\nSociety for the Promotion of Engineering Education, President William L. Prather offered\nthe following resolution, which was adopted by the department :\nResolved, That a committee be appointed by the Department of Higher Education with authority from\nthe Board of Directors to participate in the conference with the committee from the Society for the Promotion\nof Engineering Education in the formulation of entrance requirements in mathematics, chemistry, physics,\nand drawing, and that the committee be as follows :\nPresident Henry S. Pritchett, Massachusetts Institute of Technology, Chairman.\nProfessor William Hallock, of Columbia University.\nPresident Winfield S. Stone of Purdue University.\nProfessor H. E. Eddy, of the University of Minnesota.\nPrincipal E. V. Robinson of the Central High School, St. Paul, Minn.\n\nThere was no discussion upon the papers presented.\nProfessor Folwell, the acting president, expressed, on behalf of the University of\nMinnesota, the pleasure which the university had felt in having the department as its\nguests in 1902.\nThe meeting then adjourned at 4:45 P. M.\nF. P. Keppel,\nActing Secretary.\n\nPAPERS\n\nAND\n\nDISCUSSIONS\n\nSHOULD ENTRANCE TO COLLEGE BE THRU THE EXAMLN ALTON OF THE SCHOOL OR OF THE PUPIL ?\nEDWIN\n\nGRANT\n\nDEXTER,\n\nPROFESSOR\nOF\nEDUCATION,\nILLINOIS\n\nTHE\n\nUNIVERSITY\n\nOF\n\nBiologists tell us that specialization in the animal kingdom is brought\nabout only thru variation ; that an organism is what its great great grandfather was — no better and no more — until it begins to show divergencies from the ancestral type.\nWhat is true of the organic evolution of\n\n"} {"page": 507, "printed_page": null, "text": "Department]\n\nEXAMINATION\n\nOF\n\nSCHOOL\n\nOR\n\nOF\n\nPUPIL?\n\n495\n\nthe animal world is equally so in the institutional development of the\nworld educational. The American school system is as much the result of\nthe survival of the fittest among a multiplicity of variations as is anything\nwhich nature presents, and its advancement to a more perfect stage is as\nfully dependent upon the tendency to vary. That we are living in an era\nof tremendous educational mutability is a fact, and a fact, moreover, upon\nwhich future generations will have reason to congratulate themselves, even\nif we have not. Today's uncertainty makes tomorrow's certainty, and\nno small bequest to our children's children will be the solution of some\nof the crying educational problems of today.\nSports in the educational organism have made their appearance from\nthe kindergarten to the university. Wherever increasing complexity has\ndemanded more exact adjustment of parts, we find them. The problems\nof individual instruction ; of semi-annual promotions ; of electives ; of the\nsix-year high-school course ; of the whole swarm of so-called \"fads ;\" of\nentrance to college by other means than that of the examination of the\npupil — these and many other somewhat radical departures from the ancestral type must be included within the category. In discussing any one of\nthese variations we must at the outset free our minds of any a priori conclusions as to the universal goodness or badness of educational sports —\nas such. It is true that not all revolution is evolution, and that newness\nand goodness are not synonymous terms. It is, however, equally true that\noldness and goodness are fully as far from being equivalent, and that if what\nhas been is best simply because it is what has been, we have stagnation.\nThe only valid criterion which we can have for judging the fitness either\nof the type or its variation for survival is the exactness with which it fulfils the demands made upon it by present conditions.\nIn the problem before us at this time for discussion, the type form is the\nentrance to college by means of the personal examination of the applicant\nfor admission by officers delegated by the college, this examination to be the\nsole means of determining the fitness of the applicant for college work.\nThe variation is the entrance to college by candidates without subjection to such an examination, and solely because they have successfully\ncompleted a course of study in some secondary school, which school has\nbeen examined by an officer delegated by the college, and its course of\nstudy approved. I would here call attention to the fact that our subject\nis not that of the relative merits of the entrance examination and the\ncertificate plan, which has been so fully discussed before the Eastern Association of Colleges and Preparatory Schools, since with them the examination of the school does not figure. I quote from President Eliot's\nremarks before the conference held in Boston in October, 1900:\nIn the first place, in New England we have no system of really examining the condition of the secondary schools ; therefore the experiment of certificate is tried under the\nmost disadvantageous possible circumstances.\nWhen it was first introduced into this\n\n"} {"page": 508, "printed_page": null, "text": "496\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\ncountry an argument was made in favor of it from the German practice, secondary schools\nin Germany giving an outgoing certificate valid at the university. A fatal defect in the\nargument was that the German secondary schools are supervised by competent government educational authorities — ours by none. In New England we have nothing more\nthan an occasional friendly visit to some schools by some college officer. That is an\nextremely weak and imperfect method, though perhaps better than nothing.\n\nDo not, then, confuse our problem with that of examination versus\ncertificate as its solution has been attempted in New England, since we\ninclude another factor of no small pedagogical and administrative importance, namely, this very examination of the school the absence of which,\nthere. President Eliot so much deplores.\nThe question of the superiority of either one of the two plans for the\nbest co-ordination of secondary with college work must be settled by the\ncriterion of pedagogical fitness. Institutions of learning are for the\nyouth, and not the youth for the institution of learning, in spite of what\nmay seem to be evidences to the contrary in the minds of some. We may,\nhowever, for purposes of analysis perhaps be justified in assuming that\ntwo criteria are subsumed by that given above, viz., the pedagogical\ncriterion and the administrative criterion. Theoretically, the former\nshould always be supreme, yet not infrequently the exigencies of our educational conditions are such that, temporarily *at least, in the process of\nfeeling one's way it must be made subservient to the latter. Let us then\napply to the two methods of entrance to college covered by our subject\neach of these criteria in turn, and see what the effect of each is upon the\npupil, the secondary school, and the college. This comparison can perhaps best be brought out by means of the direct question.\nI. What is the pedagogical effect of the college entrance examination, as at present administered, upon the pupil ? Let me at this point\nask you to distinguish carefully between this — i. e.,the entrance examination— and the examination as an occasional test of power and proficiency\nin regular school work. Whatever may be my own opinion with regard\nto the former, I am in hearty accord with much that President Hadley has\nrecently written on the question of the latter. The two are, however,\nradically different in these two respects : First, the college examination is\nset by those who know nothing of the personal peculiarities of the applicant\nand can make no legitimate allowance for such peculiarities, while the\nother is not ; and, second, in it the student knows that previous school successes, except as they are indicated by the present test, count for nothing.\nBoth of these peculiarities make the college entrance examination open\nto criticism from the standpoint of our present criterion. My objection\non the ground of the first is that the ordinary college entrance examination presents conditions to the youth the like of which he will seldom or\nnever meet in after life, and to which we have no right to subject him.\nThe aim of our education is the adaptation of the individual to an environment in which he is likely to find himself, and I would confidently\n\n"} {"page": 509, "printed_page": null, "text": "Department]\n\nEXAMINATION\n\nOF\n\nSCHOOL\n\nOR\n\nOF\n\nPUPIL?\n\n497\n\nassert that not one person in one hundred will in his whole after life find\nhimself in a situation the outcome of which he can predict with so little\ncertainty as the one in which he faces his examiner. Pedagogically this\nis wrong. The youth is not stronger than the man, and no part of our\neducational machinery has a right to subject him to greater stress than he\nis likely to meet in subsequent years. I disagree as fully with those who\nhold that the entrance examination to college is valuable because it enables\nhim to rise to similar emergencies which he is likely to meet in after life as I\nshould with those who might urge the introduction into the public schools\nof a fire drill which included a jump from the fifth-story window into a net\nheld on the sidewalk below. Proficiency in this feat might come in handy\nto one in a million ; but what of the nervous strain on the others ? On the\nsecond ground, that too much depends upon the entrance examination, I\nwould base the argument that it is conducive to cramming. At whatever\nstage in the educational career it is understood by the pupil that promotion depends solely and entirely upon success in passing a given test, at\nthat stage you will find that pernicious form of so-called study.\nAs long as the student is practically told : no matter whether your previous work has\nbeen good or bad, no matter how you have prepared yourself for this examination, if you\nanswer these questions you succeed, if you don't you fail, — the cram system with all its evils\nis destined to remain.\n(Edgar H. Nichols, Educational Review, May, 1900.)\n\nPresident Butler, in an address before this Association not many years\nago, said :\nIt is bad psychology and bad education to suppose there is an obstacle at the pupil's\nsixteenth year which can be surmounted only by an examination, I am sure this should\nbe done away with.\n\n2. But to the next question : What is the effect of the entrance examination upon the secondary school ? Here we shall find a more marked\ndifference of opinion than upon that just discussed, or perhaps, if we may\njudge from the data presented by Principal Ramsay of Fall River, a much\ngreater difficulty in having any opinion at all. Time prevents my making\nany considerable reference to his extensive report, which contains a tabulation of answers to twelve questions bearing upon the relative merits of\nthe examination and certificate plans of college entrance, from twentynine head masters of secondary schools and the corps of college preparatory teachers in one public high school. Mr. Ramsay's conclusions are\nadverse to the certificate plan, altho it seems to me those conclusions are\nnot supported by the data presented.\nThe answer to what may be considered his crucial question, *'Do you\non the whole think it wise to vest with the head master and his assistants\nthe responsibility of determining the fitness of pupils ta enter college ?\"\nwas thirteen **yes\" to thirteen \"no,\" on the part of the masters, and four\n\" yes \" to three \" no \", by the instructors. That somebody's judgment, too,\nwas bad is shown by the fact that a given question, viz., \" How do your\nexamination candidates compare with your certificate candidates in mental\n\n"} {"page": 510, "printed_page": null, "text": "NATIONAL\n\n498\n\nEDUCATIONAL\n\nASSOCIATION\n[Higher\n\nability, physical health and strength ? \" when put to the preparatory\nschoolmaster, receives the answer, '* Examinations better eight ; certificates\nbetter one.\" To the chairman of the admission committees of seventeen\ncolleges, \" Examinations better one ; certificates, five.\" Some one should\nbe appointed to look after the physical and mental health of the examination candidate between the time he leaves school and enters college.\nSuch a sudden decline is dangerous.\nAside, however, from the questions discussed in Mr. Ramsay's report\ncomes that of the effect of the examinations upon the secondary school\ncurriculum. So much has already been said and written upon this phase\nof the question that I need only mention it here. Few men of experience\nin preparatory work can deny that they have at times made sacrifice to the\npersonal whims of an examiner who is mainly interested in and familiar\nwith the more advanced stages of his subject. He feels that to do justice\nto the pupil who is looking forward to the trial by questions he must keep\nhim primed on small technicalities, as well as forge him ahead in his\nsubject, and his ideals are in danger of being upset ; the integrity of\ncourse and curriculum of being shattered.\n3. But for our third question. What is the effect of all this upon the\ncollege ? The higher institution wants well-prepared students, and its\nprincipal interest is in getting them. What do the college men themselves\nthink of the relative perfection of preparation of students under the two\nplans ? Mr. Ramsay shows us that of the definite answers from the seventeen colleges, the certificates lead in matter of scholarship three to one, of\ngeneral mental ability three to one, and in general performance of college\nduties five to one. In explanation of this to him unwelcome disclosure he\nsays : \" When a college admits on certificate, all but the very poorest pupils\nin the school from which certificates are accepted will accept these certificates.\" Hence he argues that the comparison is not valid. Is it not,\nhowever, also true that the most brilliant and best-prepared pupils from\nthese schools, led on by the hope of entrance honors, prizes, and scholarship, will refuse the certificate, thus equalizing matters at least partially\nin this respect ?\nAn attempt on my part to ascertain the relative class standing of the\nfreshmdn entering by the two plans at the large eastern colleges was not\neminently successful, because of the labor involved by officers of those 1.5\ninstitutions in securing the data; but the following figures from perhaps\nthe largest offering both plans are interesting and to the point.\nSTANDING\n\nOF\n\nFRESHMEN\n\nAT THE\n\nNo.\nadmitted\n\nBy examination. ........\nWithout examination . . .\n\n112\n\nEND\n\nOF THE\n\nFIRST\nNo.\n\nPer cent,\nNo.\nconditioned\n\ntioned\ncondi29.7\n\ntioned\nuncondi-\n\nTERM,\n\nFEBRUARY,\n\nPer cent,\n\nNo. of\nconditions\nimposed\n\ntioned\nuncondi-\n\n57\n\n55\n\n50.9\n70.3\n\n101\n\n49.1\n\n168\n106\n\n1902\n1.05\nAverage\n\ncondition\nper student\n\n"} {"page": 511, "printed_page": null, "text": "Department]\n\nEXAMINATION\n\nOF\n\nSCHOOL\n\nOR\n\nOF\n\nPUPIL?\n\n499\n\nAnother comparison which I was able to make between the percentage of failures in first-year subjects by the freshmen in one of the\nlarge Atlantic coast universities, which admitted only by examination,\nand those of five of the large state universities of the Middle West, where\n80 per cent, of the students enter without examination, shows very\nplainly either that the criterion for grading is very different for the two\nregions, or that the western institutions get much better prepared pupils.\nThe figures are as follows :\nEAST\n\nFailed, Algebra\nFailed, Trigonometry -\n\n-\n\n25 per cent.\n- 34 per cent.\n\nWEST\n\nFailed, Algebra\nFailed, Trigonometry -\n\n-\n\n15 per cent.\n1 1 per cent.\n\nThese western institutions covered stand as high in the educational\nworld as do the eastern ; but since we cannot be sure of their criteria we\ncannot perhaps base upon the figures an argument in favor of the\ncertificated freshmen.\nThey are, however, very suggestive.\nFrom the standpoint of administration the entrance examination is\nnot open to very wide criticism, at least on the part of the higher institution. Itis inexpensive, except to the pupil who has to make a journey to some examining center, and it works, on the whole, with very\nlittle friction ; in fact on this score, and on this score only, does it show\nany points of advantage. It costs some money to examine the schools\nproperly, tho, as will perhaps be shown by the next speaker on this program, the expense may be reduced to a minimum thru organization.\nThe sport, if I may return to my biological figure, of the examination\nof the school to determine the qualifications of the pupils for college\nentrance made its appearance at the University of Michigan in 1871. It\nhas had its principal growth in the West. Till within a very few years,\nhowever, the examination was not strictly of schools, but of departments\nof schools, if I may make a distinction — and it is an important one to my\nmind — instructors from the colleges examining the teaching in their\nspecial subjects in the preparatory schools. Its latest modification is,\nhowever, the examination of the school as a whole by a special university\nofficer whose sole duty it is to perform this function and to report to a\ncommittee of the college faculty which makes the final recommendations.\nIt is precisely this form of examination of schools which I wish to contrast with the type form of the examination of the pupil.\nIn applying our pedagogical criterion, we find that such examination\nhas not the slightest effect upon the pupil, and that it lacks all the unpedagogical features of the college entrance examination. The examiner\nnever announces — or should not — the exact date of his visit, and the\npupils need not know that he is present. From the pedagogical standpoint, too, the college is not the sufferer so long as the examiner does his\nduty and keeps up the standard, and we have already shown that the\nnon-examined freshmen do not suffer in comparison with the examined.\n\n"} {"page": 512, "printed_page": null, "text": "500\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nIt is in its effect upon the school that we find the principal arguments in\nfavor of the plan ; first, because in doing away with the entrance examination itdoes away with its narrowing effect upon the curriculum, and,\nsecond, because it furnishes the school authorities, master and board,\nwith an efficient and sympathetic advisor of the widest experience,\nwhose salutary influence in the states within my observation can hardly\nbe overestimated. The higher institution has other obligations to the\nlower than simply to set a mark for them and see them jump ; it must act\nas trainer as well as marker, and in the inspecting officer we have these\ntwo functions combined. Questions of the course of study, of the program, of equipment, both as to buildings and laboratories, of teachers,\nand the many other problems which are puzzling the principal, who, under\nthe atomistic conditions of our secondary school system, has heretofore\nhad no one to consult, are helped to a solution by the broader experience\nof the high-school visitor. He is the concrete personification of the\ncollege influence — the present positive element which brings the influence into activity and effectiveness. Could it be shown, even, that the\nentrance examination to college is a real boon to the secondary school,\nit could, in my opinion, be sacrificed ten times over, in return for no\nother benefit than the invigorating stimulus which the college gives thru\nits official examiner. It is true that his influence would be greatest in\nparts of our country where, because of lack of previous development,\nsecondary school growth is most rapid; but conditions have not yet\nreached such a stage anywhere as to make him a supernumerary, and I see\nno more hopeful thing in our educational development than this sport of\nhigh-school examination.\n\nREPORT\nGEORGE\n\nOF THE\nN. CARMAN,\n\nCOMMISSION\nDIRECTOR\n\nON ACCREDITED\n\nOF LEWIS\n\nINSTITUTE,\n\nSCHOOLS\n\nCHICAGO,\n\nILL.\n\nThe North Central Association of Colleges and Secondary Schools\nwas organized in 1895 for the purpose of establishing closer relations\nbetween the colleges and secondary schools of the north central states.\nAt the sixth annual meeting held in Chicago last year, Dean Forbes, of the\nUniversity of Illinois, read a paper in which he urged that the time had\ncome when the association should attempt a practical solution of the\nproblem of \"so connecting a widely various and freely elective high school\nwith a still more widely various and more liberally elective college that\nit shall be but a single unobstructed step from any part of the one to any\npart of the other.\" He proposed that we build with grateful confidence\nupon the foundation laid by the Committee on College Entrance Requirements of the National Educational Association in its report of 1899, by\nestablishing a commission that should :\n\n"} {"page": 513, "printed_page": null, "text": "Department]\n\nCOMMISSION\n\nREPORT\n\nON\n\nACCREDITED\n\nSCHOOLS\n\n^o\\\n\n1. Define and describe courses of work in the various subjects of the\nhigh-school program which can be accepted by high school and college\nmen alike as practically unvarying units of instruction, from which uniform current units the curriculum of the pupil, the graduation requirement\nof the high school, and the entrance requirement of the college may\neverywhere be made up.\n2. Determine upon a certain number of constants, subjects which\nshould be taught in every secondary school, and required for entrance to\nevery college.\n3. Make a list of high schools whose graduates are entitled to admission\nto college, and a list of colleges accepting and maintaining the uniform\nstandard of entrance, and acting together on all related matters.\n4. Make a list of high-school subjects, and the amount of work in each,\nfor which the colleges will give advanced standing when offered in excess\nof the entrance requirement, toge4:her with a scale of values according to\nwhich such accepted high-school work may be translated into college\ncredits.\nAs an outcome of the discussion of Dean Forbes' paper, the association\nestablished the Commission on Accredited Schools. It was made the duty\nof the commission :\n1. To define and describe unit courses of study in the various subjects\nof the high-school program, taking for the point of departure the recommendations ofthe National Committee of Thirteen.\n2. To serve as a standing committee on uniformity of admission\nrequirements for the colleges and universities of the association.\n3. To take steps to secure uniformity in the standards and methods\nand economy of labor and expense in the work of high-school inspection.\n4. To prepare a list of high schools within the territory of the association which are entitled to the accredited relationship.\n5. To formulate and report methods and standards for the assignment\nof college credit for good high-school work done in advance of the college entrance requirement.\nThe commission was duly organized in the course of the year, and its\nfirst report was adopted at the meeting of the association held in Cleveland in March of the present year.\nThe action taken as to unit courses of study in general is as follows :\n1. A unit course of study is defined as a course covering a school year\nof not less than thirty-five weeks, with four or five periods of at least fortyfive minutes each per week.\n2. The graduation requirement of the high school and the entrance\nrequirement of the college shall include fifteen units as above defined.\n3. All high-school curricula and all requirements for college entrance\nshall include as constants three units of English and two units of mathematics.\n\n"} {"page": 514, "printed_page": null, "text": "502\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nThe following is an outline of definitions of unit courses of study in\nparticular subjects :\nThe three units in English are those recommended by the Conference\non Uniform Entrance Requirements in English.\nThe four units in mathematics are: (i) elementary algebra, (2) plane\ngeometry, (3) algebra and solid geometry, (4) algebra and trigonometry —\nas defined by the College Entrance Examination Board.\nThe four units in history are: (i) ancient history, (2) mediaeval and\nmodern European history, (3) English history, (4) American history, or\nAmerican history and civil government — in accordance with the recommendations ofthe Committee of Seven of the American Historical Association.\nIn Latin the commission adopts the first two units as defined by the\nAmerican Philological Association, and the third and fourth units as\ndefined by the College Entrance Examination Board.\nIn Greek the definitions of the three units of the philological association are adopted.\nThe definitions of the four units in French and the four units in German are those recommended by the Committee of Twelve of the Modern\nLanguage Association.\nIn Spanish the commission adopts the definitions of the two units of\nthe College Entrance Examination Board, which are in close harmony\nwith the definitions of French and German of the Modern Language\nAssociation.\nOne unit each is defined in physical geography, botany, physics, chemistry, biology, and zoology. The definitions in the sciences are based on\nthe recommendations of the committees of the Department of Science of\nthe National Educational Association.\nAs to secondary school inspection it is enacted :\n1. That the minimum scholastic attainment of all high-school teachers\nshould be the equivalent of graduation from a college belonging to the\nNorth Central Association of Colleges and Secondary Schools, including\nspecial training in the subjects to be taught, altho such requirements\nshould not be retroactive.\n2. That in the opinion of the commission the number of daily periods\nof class-room instruction given by any one teacher should not exceed five,\neach to extend over a period of forty-five minutes.\n3. That high schools should be adequately equipped with library and\nlaboratory facilities.\n4. That a board of inspectors should be appointed by the commission to\nascertain the schools within the territory of the North Central Association\nwhich are entitled to accredited relationship under the above limitations.\n5. That the commission cause to be printed and distributed to the\nseveral inspectors for the use of high schools and academies certain uni-\n\n"} {"page": 515, "printed_page": null, "text": "Department]\n\nCOMMISSION\n\nREPORT\n\nON\n\nACCREDITED\n\nSCHOOLS\n\n503\n\nform blanks, with the intent to secure uniformity and to avoid duplication\nof work.\n6. That it shall be the duty of the board of inspectors to submit to the\ncommission the list of schools recommended by them not later than June\nI of each year.\n7. That it shall be the duty of the commission to publish the list submitted to it by the board of inspectors not later than June 10 of each\nyear, and to cause the same to be distributed to the members of the North\nCentral Association.\nThe board of inspectors as now constituted consists of Inspectors\nWhitney of Michigan, Brown of Iowa, Alton of Minnesota, Brooks of\nIllinois, and Hoge of Missouri.\nAs to college credit for certain work done in secondary schools :\n1. The commission favors the general principle that colleges should\ngive advanced credit for secondary school work, sufficient in amount and\nquality, done in addition to the fifteen units required for admission.\n2. In the opinion of the commission no advanced college credit\nshould be given for less than one full year of secondary school work in\nany subject, except so far as half units are specified in the definitions of\nunit courses, or for any study that is not pursued later than the second\nyear of the high -school course.\n3. The amount of advanced credit to be awarded in any subject should\nbe determined by the college which the student enters.\nIn closing I quote from Professor H. P. Judson, chairman of the\ncommission : \"It is understood that the plans herein outlined will form\na basis on which work may begin. It is not supposed that practical experience will justify every point in detail, but as fast as the commission\nlearns that modifications are needed, they can readily be adopted. In\nmaking the tentative list of secondary schools, it is the plan of the commission to select only those which, beyond question, would be approved\nby all colleges in the association. It seems wiser to make, at the outset,\na list which can be extended gradually, rather than a list which will need\ncutting down later.\"\nDISCUSSION\nDirector\n\nGeorge\n\nN. Carman,\n\nof Lewis Institute, Chicago, in discussion of\n\nProfessor Dexter's paper, gave an instance of the embarrassment due to a lack of correlation between the secondary schools and one of the larger eastern universities.\nProfessor John C. Hutchinson, of the University of Minnesota, spoke in favor\nof the examination of the school, rather than of the pupil, and explained in detail the\norganization of the high-school board of the state of Minnesota.\nPrincipal E. V. Robinson, of the high school of St. Paul, Minn., called attention\nto the importance of provision by the colleges for credit to the students of the larger high\nschools who have done more than the college requirement in certain subjects.\nHe spoke\n\n"} {"page": 516, "printed_page": null, "text": "504\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nof the demoralizing effect upon the pupil of being forced to duplicate such work in the\ncollege. Very careful inspection of the schools would of course be necessary, but that\nwould be welcomed by schools competent to do advanced work.\nDirector Carman replied that such a scheme was perfectly feasible, and expressed\nhis regret for the prevalence of the idea that the universities are ipso facto infallible, and\nthe schools ipso facto fallible.\nF. P. Keppel, of Columbia University, New York, raised the question of the necessity, in the case of technical schools, for a strict system of entrance requirements, with\ncomparatively little elasticity, and consequently frequent embarrassment to students.\nHe believed that it was impossible to allow the same leeway in the case of these schools\nas in the case of the \" old-fashioned \" college, with its elective courses.\nProfessor G. W. Knight, of the Ohio State University, emphasized this distinction\nbetween liberal and technical courses, and the necessity for a different policy with regard\nto their entrance requirements.\nIn reference to Professor Dexter's paper. Professor Knight said, further, that in his\nexperience there was difficulty in obtaining at the colleges a really honest certification\nfrom certain secondary schools, and that, mainly on this account, a doubt had arisen in\nhis mind within the last few years as to the efficacy of the certificate system as a whole.\nPresident Northrop raised the point that it was most difficult to provide efficient checks for\nmoral dishonesty in any stage of the pupil's education. Professor Knight replied that,\nif some official supervising body, independent both of the colleges and the schools, could\nbe devised, most of his objections to the certification system would be removed.\nPresident J. L. Snyder, of the State Agricultural College of Michigan, spoke of\nthe danger to the schools of laying their emphasis on the one pupil who is planning to go\nto college, instead of on the nine who will be unable to do so. Professor Dexter called\nattention to the great elasticity of the entrance requirements of the universities of the\nMiddle West, and stated that there was no reason why the high schools should suffer in\nthe way that Professor Snyder suggested. Professor Dexter stated also, as an evidence\nof the growth of an organized system of advanced credits at the University of Illinois,\nthat, altho the requirements for admission prescribed only thirty-six- units, the average\nnumber of units offered by entering students was no less than forty-two (forty-four?).\nPrincipal L. H. Ford, of Webster City, la., brought to the attention of the Department the difficulty which the smaller high schools, with limited resources, and frequently\nunder illiberal boards of education, found in meeting the requirements of the colleges,\nand made a plea for a policy on the part of the colleges liberal enough to make it\npossible for any graduate of one of these smaller high schools to enter the colleges. Mr. Ford raised a question, also, in reference to Professor Knight's experience\nas to the dishonesty of certificates from secondary schools, as to the universal honesty of\nthe certificates issued by the universities to the teachers whom they send out to work in\nthe high schools.\nIn answer to inquiries, Acting President Folwell explained the_make-up of the\nMinnesota high-school board, and the manner in which the examiners of the schools\nare, indirectly at any rate, under the authority of the university. He explained also the\nsystem of bonuses for such schools as prepare students for one or more of the courses of\nthe university and are willing to submit themselves to examination by the high-school\nboard. He stated also, as an interesting development of the system, that the scheme of\nbonuses had now extended down into the district schools and graded schools.\nPrincipal Charles\n\nAlden\n\nSmith, of the high school, Duluth, Minn., in a discus-\n\nsion of Director Carman's report, emphasized the value of a uniform and definite statement\n\n"} {"page": 517, "printed_page": null, "text": "I\n\nDepartment]\n\nCOMMISSION\n\nREPORT\n\nON\n\nACCREDITED\n\nSCHOOLS\n\n5^5\n\nof entrance requirements to ambitious schools. He said, also, that the results of the inspection of schools worked most happily for the uplifting and inspiration of the latter. He\nmentioned, with approval, the development of the crediting system now in practice at\nCornell University and other institutions, whereby the college sends back a report to the\nschool regarding the work done by its graduates.\nProfessor John F. Brown, high-school inspector for the State University of Iowa,\nspeaking from the standpoint of the high schools, showed the advantage to the schools\nwhich comes from the inspection system, and cited instances where the recommendations\nof the inspector, altho without official authority, frequently brought about reforms in the\nschools which the principal, unaided, had been unable to get thru the board of education.\nProfessor Thomas Nicholson, of Cornell College, Iowa, called attention to the\nmovement in Iowa, which had been very successful and valuable. There the state\nuniversity and the other degree-conferring institutions had united, thru the college\ndepartment of the State Teachers' Association. They had first agreed upon certain\nminimum conditions in number and scholastic ability of professors, equipment, etc., without which an institution should not be recognized as \" a college.\" The fifteen institutions in the state which fulfilled, or more than fulfilled, these requirements had organized\na state board, composed of representatives of the colleges and the high schools, the\nobject of which was to improve the educational conditions by voluntary co-operation.\nThe result had been very gratifying. The best of feeling prevailed ; the reduction of the\nrecognized degree-granting institutions from twenty-three to fifteen had dignified the\ncollege degree in the state and had tended to stop cheap institutions from competing for\nstudents by lowering requirements and deceiving the ignorant. This board had made an\naccredited list, uniform for all the colleges, had secured uniform entrance requirements\nfor the colleges of the state, had agreed on certain allowances for subjects not in the\nregular entrance scheme, but which certain high schools were compelled to teach. It had\nbeen able to prescribe kind and quality of work and to materially aid the high schools to\nbetter courses and to more efficient work. They had issued a high-school manual, which\nwas approved by the general association of the state and the state superintendents, and\nwhich was doing much good, and had also developed a uniform system of blanks, used\nby all the colleges and containing a place for the entry of the student's record in every\nsubject legally taught in the Iowa high schools. The principal certifies to this detailed\nstatement, and not merely to the fact that the student has graduated from the high\nschool. A complete copy of the scholastic record of each applicant is, therefore, on file\nin the college to which he goes, and it affords a means of checking up any accredited\nschool where there are deficiencies or where poor work is being done. Professor Hutchinson explained that much the same ^stem in this last particular was in successful\noperation at the University of Minnesota.\nProfessor Folwell, the acting president, closed the discussion by stating as his\nopinion that the contest between colleges and fitting schools will never be composed\nuntil the secondary schools are given their full scope. The colleges must at length yield\nto these schools about two years of work. The schools will then complete the instruction\nof youth and turn them over to the university to proceed with advanced studies. So long\nas colleges and universities are engaged in part in conflicting secondary education there\nwill be contests over the division line between themselves and the high schools. When\nthe whole secondary education is committed to the secondary schools there wall be\nnothing left over which to contend. This question was discussed in an address by the\nspeaker before the Association in 1875.\n\n"} {"page": 518, "printed_page": null, "text": "5o6\n\nNATIONAL\n\nORGANIZATION\nHORACE\n\nEDUCATIONAL\n\nASSOCIATION\n\nOF EDUCATION\n\nM. LANE, M.D., LL.D., MACKENZIE\nBRAZIL, S. A.\n\n[Higher\n\nIN BRAZIL\n\nCOLLEGE,\n\nSAN PAULO,\n\nWhen some eighteen years ago I was called upon to return to Brazil,\nto take up the educational work in which I had been engaged in the\nlate 50's and early 6o's, for the purpose of reorganizing a small American\nschool and developing from it a system of education which should be\ndistinctly American in spirit and purpose, the first thing I found it necessary to do was to discover if possible what our American system was. I\nvery soon found that American institutions differed very widely among\nthemselves, and also from those of the Old World ; that the American\ncollege and university was at once something more and something less\nthan the institutions of Europe bearing the same name; that we had not\nyet any clear and well-defined limit or scope of action either in university,\ncollege, or school ; that our college had no exact analogue in European\nsystems; and that, while the older institutions of the East had fairly\nstable, and in some cases stereotyped, processes, those in the middle and\nwestern states were irregular, erratic, and partook of the progressive and\nexpansive nature of life in those regions. I found that the attempts to\ntake over into Brazil en bloc any of the European systems had retarded\nrather than advanced the development of a distinctly American system.\nUnfortunately, names did not then and do not now stand for much in our\neducational parlance ; they seem to have drifted away from their etymological moorings and lost their historical connection. (They are beginning to recover them again.) I was much perplexed. I had set about to\nadapt to and ingraft upon a Latin-American society, whose social condition, political aspirations, and future importance in the history of America\nwere somewhat analogous to those of this, our Anglo-Saxon America. I\nset about resolutely to learn what we were really doing and to infer from\nit what we wanted to do. I sought a solution of the question in the\nofficial organization of courses of stud/, which usually covers the whole\ndomain of knowledge, and in the voluminous reports of state superintendents and college presidents. I attended the great educational conventions, studied the varied literature of the subject, and made extensive\npersonal inspection of work actually done in college and school. In\nsome places there was genuine education, in others simple instruction and\ndrill for examinations, (not a whit better than the Chinese.) There was\nsuch a lack of uniformity of thought in organization, methods, and even\nin principles, as to raise a doubt about our having any distinctively American system of education. Yet the products of this olla podrida were so\ncharacteristically American that I felt there must be something among the\nessentials that was common to all these varied institutions.\nI made an\n\n"} {"page": 519, "printed_page": null, "text": "Department]\n\nORGANIZATION\n\nOF\n\nEDUCATION\n\nIN\n\nBRAZIL\n\n5° 7\n\nextended inspection of European institutions, for a comparative study, and\nfound many special processes and devices that could be appropriated, and,\nsingularly enough, found that some of the German methods had their\nbest development in the United States, but that no complete system could\nbe profitably taken over as a whole. The great problem of how best to\ninfluence the heterogenous masses which flock to the shores of both\nAmericas, and transform them into good citizens, is not touched by\nEuropean systems. It is not exactly how to teach this Or that special\nbranch, but how to co-ordinate the work and relate all branches to the\nrapidly changing conditions of American society, respecting the rights\nof the pupil, of the parent, and of society at large ; to make the most\nefficient men and women who can do and be as well as know something,\nand also to prevent, as far as possible, waste of time and energy.\nWe found it difficult to follow the vertiginous activity of American\neducators along all lines, or to wade thru the voluminous literature\nwhich accompanies it, brought from the ends of the earth ; but, believing\nthat there was a truly American system in process of development, we tried\nto catch the trend of thought and anticipate the results. Entirely free,\nunhampered by politics or precedent, with no fads or need of seeking\nfavor from governments or patrons, but at liberty to select what was best\nfrom all sources, it will be readily conceded that we had a decided advantage over the educational reformer of our own country.\nThe following, in very brief outline, has been in operation for fourteen\nyears at San Paulo, Brazil, as the result of our study, and has been eminently satisfactory ; so much so that it has been applied to the public\nschools of the state.\nI. K primary school of five years with a minimum of one hundred\nschool days of five hours each per annum for the ungraded country\nschool, and 210 (a full school year) for the graded city schools. This\ncourse has for its spinal column reading, writing, and the four operations\nof arithmetic. Arithmetic is made the test of advancement, but great\nattention is also paid to expression and language, and very early are introduced small vocabularies of the two modern languages that later are to be\nstudied systematically, using the natural method — French and English\nby French and English teachers. This is done with pleasure and profit\nto the pupil. Thus in the very beginning of school life the habit of comparing modes of expression is cultivated, which later will be applied to\nprocesses of thought. Thru geography the study of nature is begun, and\nour relations to the world in which we live are studied ; thru manual\ntraining and the drawing preliminary to it, things and their relations are\nstudied, and the child is taught to see and do as well as to think. This\nis that part of education which society, for its own safety, must demand\nfor every girl and boy in the land. It is all that can be given to the\nchildren of the masses, the very poor, the wage earner, who must go to\n\n"} {"page": 520, "printed_page": null, "text": "5o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nwork early in life. This is the five years of compulsory education. Very\nbright pupils with intellectual surroundings may complete this course\neasily in four years, as many have done far better than others in five.\n2. A secondary course of four or five years. This is an expansion of\nthe primary, extending mathematics and other branches to meet all\nrequirements of practical life ; cultivating carefully the mother tongue ;\ngiving systematic instruction in two modern languages ; thoro training\nin Brazilian geography and history, with outlines of general history and\ngeography ; manual training, mechanical drawing, etc. This section\nembraces that part of a tax-supported education essential to good citizenship, within the reach of all, but not compulsory — a combined grammarand high-school course. It is a preparation for college, without, however,\nspecial reference to a college course. In it the two modern languages are\nfinished, so that in subsequent work text-books in English and French\nmay be used ; algebra and geometry are studied, Latin begun, etc. — going\nabout a year beyond the best grammar-school course of the United States.\nThis completes the common-school system and prepares the pupil for the\nhigher duties of citizenship. The bright pupil who has finished the primary course in four years may complete this in five. It has frequently\nbeen done, and is the rule for those preparing for college. The student\nwho does it is ready for our gymnasium course at fifteen years of age.\nWe thought that in the great rush of utilitarian ideas in education we\nperceived a tendency to return somewhat to the humanities, and enrich\nthe secondary school with studies heretofore included in the advanced\ncourses, and thus shorten the higher course. This is the language period\nof life, and experience has shown us that two modern languages can be\neasily carried parallel to the mother tongue with benefit to the pupil. It\nfurnishes excellent mental discipline, and has the advantage of awakening\nthe habit of comparison earlier in life. There is a slight sacrifice on the\nmathematical or scientific side, which is pushed into the next division,\nwhere it logically belongs.\n3. This step embraces three years of a culture course for that comparatively small class who desire to take a profession, or wish a liberal\neducation in literature, art, and the sciences, as a stepping-stone to still\nmore advanced studies. Entrance to this class ought to be guarded by\nsevere tests in order to exclude the weak- brained who want a degree simply as an ornament, and because they can pay for it. The brainy poor\nyoung man or woman can always find means, if worthy. This is the college, properly speaking, reduced to three years — a gymnasium or maturity\ncourse. It lies between the public school tax-supported system and the\nspecialized university courses — not absolutely necessary, but highly\nadvisable. It is where the student is thrown into the larger current, and\ntakes on certain responsibilities, and enjoys certain of the privileges of\nmanhood, either to prepare for entrance into higher spheres of life or to\n\n"} {"page": 521, "printed_page": null, "text": "Department]\n\nORGANIZATION\n\nOF\n\nEDUCATION\n\nIN\n\nBRAZIL\n\n509\n\npursue other studies. This gives us, in briefest outline, a minimum of\nschool life at public expense of four or five years and a maximum of eight\nor nine years.\n4. We have not yet been able to carry out fully our ideas in the\ndevelopment of higher courses, but have a beginning of university work.\nAt the end of the maturity, culture, gymnasium, or college course, whichever you may choose to call it, we have three courses, entrance to which\nmay be elected and specially prepared for at the end of the first year of\nthe gymnasium course : (i) a course of general science; (2) a course\nof specialized engineering ; (3) a course of letters — all pursued on the\nfree university plan. Up to the end of the gymnasium course we take\ncharge of the individual, studying his peculiarities, developing his\npowers, molding and cultivating the intellect and the character, adjusting the work to the individual. In university courses we leave the student\nentirely to himself, laying great stress on the subject-matters, which are\ncultivated to the fullest extent our equipment will permit. The student\nmust take what he can. If he cannot take enough to carry him thru, he\ndrops out by the way.\nEducation will, therefore, under this plan, be finished at these ages :\nthe large class of the very poor, who go under compulsion, at ten or eleven\nyears ; another class will go out at the en9^of the secondary, and enter\nsociety fairly well equipped for the ordinary pursuits of life, at fourteen\nor fifteen ; a still smaller class completes the liberal course — the gymnasium, culture, or maturity course — at seventeen or eighteen ; while the\nwinnowing of all classes produces a comparatively small group of scholars\nand professionals who are able to enter life fully equipped with such formulated knowledge as can be obtained from books and lectures, at\ntwenty-one or twenty-two. The student who skips the gymnasium course\nand short-circuits from the secondary to the university may, in exceptional cases, graduate from his professional course at nineteen or twenty,\nbut will always lack that something which enables the man with brighter\nculture and severer discipline to win in the race of life.\nThe points in which the foregoing differs from the plan commonly\nadopted in the United States are : The introduction of two modern languages at the language period of life, for their own value, to improve the\nstudy of the mother tongue, and to develop earlier the comparative\nprocesses of thought, as mental discipline ; the shortening of the college\ncourse to three years and reducing the sum of school life by at least two\nand possibly three years, leaving some of the enthusiasm of youth for the\nfirst years of independent self-supporting life, and also shortening the\nperiod of parental support. The young man is divorced from the dry\nprocess of digesting knowledge formulated by others, and left free to\nevolve his own formulas and adjust them to his environment.\nThe kindergarten\nwas introduced\ninto our work, tho we do not\n\n"} {"page": 522, "printed_page": null, "text": "Sro\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nconsider it a necessary part of a tax-supported system of schools. It has,\nhowever, taken root, and is a part of the public school system of San\nPaulo. Manual training was introduced, as an essential element, from the\nthird-year primary work to the end of the secondary course. It too has\nbeen ingrafted upon the public-school system. The teaching of science\nin the laboratory with less dependence upon text-books has also become\nan important feature. Athletics, as a most useful and agreeable adjunct,\nhave been introduced and have spread thruout the land. The development of power thruout the whole system, instead of the cultivation\nof verbal memory, and cramming for examinations ; the stimulating of the\nsense of personal responsibility on the part of the educator to society,\nand on the part of the student to himself ; and the furnishing of a sound\nethical basis, from a biblical standpoint — are distinguishing features of our\nwork. Coeducation for the first time in any Latin country is successfully\ncarried on from the kindergarten to the university course. This, too, is\nbecoming a part of the public-school system.\nNo attempt has been made here to indicate the exact organization of\nthe various courses, the plan of correlation, or the specific methods\nemployed; the purpose and logical distribution is what is sought to show.\nWe have been able to see the finished product of the system and feel sure\nit is an improvement upon the old plan. This is the system of schools\nknown as \" Mackenzie College \" and the ** Eschola Americana,\" at San\nPaulo, Brazil, and is intended to serve in a modest way as a model of\nAmerican education in Brazil. As to whether it is good or bad as compared with the very good, or simply good as compared with an effete\nsystem, atrophied by centuries of obscurantism, we cannot decide. The\nresults are good in the sense of producing good men and women, of\nattracting the flower of the youth of the land, many of whom would\notherwise go abroad for their education, and of keeping us constantly at\nhigh tension to provide for those who knock at our doors — the number\nbeing always in excess of our accommodations.\nOne of the problems that confront the people of North America is to\ndecide what they are going to do for the people of the rest of America.\nWhen they have done with the Philippines, annexed the West Indies and\neducated their people, finished with Africa, China, and India, their attention may be attracted to the needs and possibilities of their next-door\nneighbors on the south. I am inclined to believe that in the not very\nremote future there will be but one America, if we do our duty faithfully\nand promptly — one at least in aspirations, high ideals, civic courage, and\nlargeness of life, all their attributes growing in some measure out of the\ngrandeur of nature and the broadness of the land. The Americans of\nthe South, will not they differ from those of the North much more than in\nour own country the inhabitants of the different states differ from each\nother ? I believe that our fellow- Americans on the south have a iust\n\n"} {"page": 523, "printed_page": null, "text": "Department]\n\nTHE\n\nFUTURE\n\nOF\n\nGREEK\n\nSTUDIES\n\n51 A\n\nclaim upon us for help ; they are handicapped in the race by three or\nfour centuries of wrong teaching and wrong thinking, and have naturally\nreacted from the despotism of such teaching into a state of unbelief and\ninability to evolve for themselves any new plan of national regeneration.\nThey are willing and ready to receive what we offer that is good.\nI was glad to hear from a very prominent educator, at the general sessions last evening, a strong plea for the reintroduction of th6 Bible into\nthe schools, not for the teaching of formulated religion, but as the\ngroundwork for a code of ethics, as history, and as pure literature. We\nfelt flattered by this part of the address, because we have held it in- our\nwork in exactly this way for the past fourteen years.\n\nTHE FUTURE\nBY J. IRVING\n\nOF GREEK\n\nSTUDIES\n\nMANATT, LL.D., PROFESSOR OF GREEK\nHISTORY IN BROWN UNIVERSITY\n\nLITERATURE\n\nAND\n\nIt is hazardous to name a baby before it is born or a paper before it is\nwritten. Your Jack may turn out a Jill ; your prophecy only a preachment. Something of the sort, I fear, has befallen me. I thought to\ndiscuss in a constructive way the Greek program of the future ; but I found\nmyself confronted with the thesis that Greek is already dead, or, at best,\nunfit to live. And so my plea to set aside the coroner's verdict and to\nesta*blish the fact and the right of survival has left me but scant time to\noutline the program I had hoped to discuss.\nThe paper as it is aims to show : (i) That our civilization is so rooted\nand grounded in the Greek that we cannot scuttle out of Greek without\nrisk of a reversion to barbarism ; (2) that Greek studies are not waning,\nbut waxing in practical as well as in ideal value ; and (3) how these studies\nmay be made yet more fruitful in our national life and culture.\nTo begin with, this is more than an academic question. It is in the\nlast analysis an issue of civilization. Our most precious inheritance as an\nAryan or Indo-European people comes to us from Greece — our elder\nsister, firstborn daughter of the west, whose matin song (the Iliad) is the\nreal overture to modern history. Indeed, Shelley was more than half\nright when he said: \"We are all Greeks. Our laws, our literature, our\nreligion, our arts — have their roots in Greece.\" And John Stuart Mill,\nafter indorsing the doctrine that *'The true ancestors of the European\nnations are not those from whose blood they are sprung, but those from\nwhom they derive the richest portion of their inheritance,\" goes on to\nsay:\nThe battle of Marathon, even as an event in English history, is more important than\nthe battle of Hastings. If the issue of that day had been different, the Britons and the\nSaxons might still have been wandering in the woods.\n\n"} {"page": 524, "printed_page": null, "text": "512\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nBold as they seem, these are words of truth and soberness. If our\nfreedom was won potentially at Marathon, so was our civilization ; for that\nday made Athens, not the school of Hellas only, but the school of the world\nand the ages. It was the inspiration of deliverance, the new wine of liberty, that made that fifth century the high-water mark of the human spirit\nat its flood tide of reason and beauty. That sunburst of human genius is\nto this day the light of the world in the whole range of reason and imagination, of civil and spiritual liberty, and — in a far higher degree than we\nrealize — in the realm of the conduct of life.\n'F\n\n^jv\n\n^\n\nyf:\n\n^\n\n^\n\ny^\n\n^\n\n^\n\nBut, it may be asked, does the conservation of the Hellenic element in\nour civilization, the maintenance of the Hellenic idea in modern life,\ndepend upon the study of Greek ? That is a question to be answered\nwithout prejudice; and I may call a witness who cannot be charged with\nthe Greek bias. Chancellor Andrews, of Nebraska, has more than once\nhandled the Greeks without gloves ; but in a recent address on \" The Social\nNeed of Greek\" — a massive and masterly statement of what we owe to\nGreece — he concludes :\nEven this passing look into the rock whence we were intellectually hewn and to the\nhole of the pit whence we were digged must, it seems to me, impress every thoughtful\nman that no modern community can, as a community, dispense with Greek studies unless\nit elects to be barbaric.\n\nThat is sound doctrine. And yet Dr. Andrews' own community now\nelects to be barbaric by banishing Greek from its high school because only\nthirteen (unlucky number!) elect to continue the study; and my own\ncollege has just disestablished Greek — relegating it to the same shelf\nwith Sanskrit and Assyrian — on the plea that the sacred right of election\nmust have freer course. (I may remark in passing that, after disestablishing Greek, my modern colleagues at once proceeded to establish their\nseveral studies, so that the last state of election among us is far more\nstraitened than the first.)\nThe social need of Greek can be met only by the individual study of\nGreek ; neither religion nor culture can be got by proxy. The war on\nGreek is therefore a social war ; or, to put it bluntly, a war on society.\nAnd it has been fought largely on false pretenses. When Charles Francis\nAdams flung the gauntlet to the college fetich — that man of straw that\nhe had sat up o' nights to fabricate — his challenge ran: Not only is\nGreek a dead language, but it bears no immediate relation to any living\nspeech or literature of value ; ergo, Greek must go ! Now, note the bedrock evidence on which the case is rested. Mr. Adams himself had read\nthe whole of Homer in Greek and then forgotten the Greek alphabet.\nJohn Adams had read the whote of Plato (not in Greek), and confessed\nthat Plato had taught him but two things, the more important one being\nthat sneezing is a cure for hiccough.\nAnd the evidence swells to damning\n\n"} {"page": 525, "printed_page": null, "text": "Department]\n\nTHE\n\nFUTURE\n\nOF\n\nGREEK\n\nSTUDIES\n\n513\n\nproof as our fetich flayer traces thru five generations the tribulations\nof the Adams family — all along of Greek. It was his profound knowledge of Plato that tongue-tied John Adams in French when he was our\nenvoy at Paris ; and it was the forgotten alphabet of Homer that played the\ndeuce with the Union Pacific under Charles Francis Adams' management.\nAnd this is not a circumstance to the mountains of obstruction piled upon\nthe might-have-beens of Adams' greatness — by Greek ! Now, it may have\nbeen Greek; but somehow the Adams family has managed to make a\nliving in spite of it. Indeed, Professor Peabody has remarked that about\nthe only thing the Adamses can complain of is ** their failure to become\na race of hereditary monarchs.\" And who knows but that Greek has thus\nacted as a brake against derailing, or at least sidetracking, our democracy ?\nAs an old fogy, grown gray in coddling the college fetich, I can\nhardly claim a hearing on this subject from people with red blood in their\nveins and heads full of hard facts ; but even the hardheads may have ears\nto hear the judgment of one who, as man of letters and man of affairs,\nhas hardly had his peer among the moderns. In his great secular oration\nat Harvard, James Russell Lowell does not flinch from the Adams challenge :\nI know (he says) that I am approaching treacherous ashes which cover burning coals,\nbut I must on\nlam familiar with the arguments for making the study of Greek\nespecially a matter of choice or chance. If the classical languages are dead, they yet\nspeak to us, and with a clearer voice than any living tongue. If the Greek language is\ndead, yet the literature it enshrines is crammed with life as perhaps no other writing,\nexcept Shakespeare's, ever was or will be. It is as contemporary with today as with the\nears it first enraptured, for it appeals, not to the man of then or now, but to the entire\nround of human nature itself. ...» The most justly balanced, the most serene, and the\nmost fecundating minds since the revival of learning have been steeped in and saturated\nwith Greek literature. We know not whither other studies will lead : we do know to\nwhat summits, far above our lower region of turmoil, this has lead, and what the manysided outlook thence.\n\nOver against Mr. Adams' bald assertion that Greek has nothing to do\nwith any living literature of value, let me set the deliberate judgment of\none of the choicest English scholars of our times^Francis Palgrave, long\nprofessor of poetry at Oxford :\nThe thorough study of English literature is hopeless, unless based upon an equally\nthorough study of the literature of Greece and Rome. To know Shakespeare and Milton\nis the pleasant and crowning consummation of knowing Homer and ^Eschylus, Catullus\nand Virgil.\nAnd upon no other terms can we obtain it.\n\n• But the head and front of its offending is that Greek is a dead language, a nasty college fetich which not all the science of the age can disinfect and sweeten. On this point let us hear the foremost English\nhistorion of our time — the historian of the Norman conquest and of\nSicily, a man as much at home on the Acropolis of Athens, where he\n\n"} {"page": 526, "printed_page": null, "text": "514\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nthinks the world's political history begins, as is Mr. Adams on his farm\nat Lincoln.\nSays Edward A. Freeman :\nI claim for the Greek tongue its place .... because it is not dead, but living ;\nbecause, if it is ancient, it is medieval and modern no less. If it is the tongue of those\nwho of old beat back the Persian, it is no less the tongue of those who in later times beat\nback the Saracen, and who won back the soil of Hellas in one age from the Slav, and in\nanother from the Turk.\n\nVerily, we are compassed about with a cloud of witnesses ; and their\nwitness is true. If there be any college fetich in the sense of an outworn\ndiscipline or a superannuated culture, it is not Greek. Among the progressive sciences of our day not one has made more marvelous progress\nin the last quarter century than what, for want of a better name, I may\ncall Hellenics. I do not mean that pinpoint on which Mr. Adams\nessayed to rear his pyramid, namely, Greek grammar with its forgotten\nalphabet. Our Hellenics is a mountain range which makes him who scales\nit the spectator of all time and all existence. It is the volume of the\nbest thought and deed of the most gifted race the world has yet seen —\na race that fixed the great types of literature and art in such absolute\nperfection that milleniums have passed without approaching them. The\nworld knows but one Iliad, but one Parthenon, but one Olympian\nHermes ; and it will know none other save as we turn from burying\nGreek to unburying Greece.\nThat way lies treasure yet untold.\nOpen your eyes for a moment to\nthe light that has already broken forth in our own day.\nThere is\nHomer, the oldest, vividest, completest transcript of the civilization\nwhich is our heritage.\nWhat science of the laboratory can today put\ninto student hands raw material comparable to the Homeric texts, the\nprime source of European history and culture?\nInstead of faring afield\nfor fossils to set up in a museum, the student of Hellenics can buy for a\ndollar and carry in his pockets these great original sources in a more\nperfect text than Pericles could command.\nAnd we are in a far better\nposition to study them critically than were the men of Pericles' time, or\nof any other time between Pericles and Schliemann ; for, thanks to\nSchliemann's simple faith and tireless spade, seconded by the sound\nscience of Dorpfeld and Tsountas and Evans, we can now confront the\npoet with the actual objective realities that entered into the life of which\nhe sang.\nWe can walk round the walls of Mycenae and Troy and count\ntheir towers ; we can enter the palaces where Proitos and Agamemnon\nand Idomeneus and Priam dwelt; we can handle the swords and scepters,\nthe signet rings and diadems, wielded and worn by monarchs who were\ndust before the king of men passed out of the Lions' Gate to win back\nHelen from Troy. We have recovered the very goblets and tankards that\nwent round the festal company as they quaffed the honey-hearted wine or\nmade libations to their gods.\n\n*********\n\n"} {"page": 527, "printed_page": null, "text": "Department!\n\nTHE\n\nFUTURE\n\nOF\n\nGREEK\n\nSTUDIES\n\n515\n\nThus we had recovered the real background of Homer. Yet, with all\nits wealth of art, it appeared to be an age without an alphabet — to have\nleft no written record of itself. But that is no longer the case. In\nOctober, 1899, I stood in a rough-plowed field in Crete, where I knew\nMinos had reigned before Moses took down the law on Sinai. It was the\nmost unpromising ancient site I ever examined ; but a few months later\nArthur Evans, whose house I occupied at Candia, near by, put in the spade\nthere and laid bare the Palace of Knossos, which was perhaps two centuries old when Idomeneus went out from it to the siege of Troy. In\nthat palace he found, for one thing, a wall painting of a young lady in full\ncolors, now certainly the oldest girl in Europe. But what is epochmaking in Evans' find is a whole series of inscribed tablets, probably the\npalace archives. These inscriptions are in a native alphabet, indefinitely\nolder than that which the Hellenes borrowed from the Phoenicians and\nhanded down to us ; and the key to that alphabet is yet to be found. It\ntook fifty years to decipher the cuneiform records of Assyria, over twenty\nto make out the hieroglyphics of Egypt, and the problem presented at\nKnossos may well prove tougher than either of these. But when these\nrecords are read, as read they will be, we shall have pushed authentic\nfirst-hand European history a thousand years or more back, of Herodotus;\nIt was here in Crete Zeus wedded Europa, and their son Minos was,\nstrictly, the first European. Thus the cult of the college fetich carries us\nback to the cradle of European history.\nNor is this the sole Cretan contribution of this dismal cult to our\nknowledge of ourselves, for all this is of our family record. From old\nKnossos I rode over the bare mountains — relieved mainly by ruined villages which mark the retreat of the unspeakable Turk — a long day's\njourney to Gortyn ; and there, a stone's throw from the church in which\nTitus ministered, in the inner wall of a circular building (doubtless the\ntown hall), I studied the oldest autograph code of European law. It\ncovers 150 square feet of stone, in 12 columns of over 600 lines, and the\nprinted text of it is longer than the Constitution of the United States.\nMinos, you remember, was not only a mighty monarch, but the first\nEuropean lawgiver. Every nine years he went home to his father, Zeus, to\nreceive the law from the Olympian lips, as did Moses from Jehovoh in the\nmount. Possibly the old palace may yield up the original tables ; but\nmeantime we have in the twelve tables of Gortyn a code of law humanely\nsafeguarding the rights of women, children, and slaves, which was chiseled down before Plato wrote his laws, possibly as far back as Solon. Is\nnot the great inscription found and read by our Hellenists since some of\nyou were born as well worth knowing as any fossil from the Bad Lands ?\nAnd even the tombs are giving up again the masterpieces of that marvelous literature. In my house in the Lyceum, where Aristotle wrote it,\nI had the felicity to read eleven years ago his \" Constitution of Athens,\"\n\n"} {"page": 528, "printed_page": null, "text": "5 16\n\nNA TIONAL\n\nED UCA TIONAL\n\nASSOCIA\n\nTION\n\n[Higher\n\nthen just come to light after being lost to the world a thousand years and\nmore. Ten years ago, when I made a pilgrimage to the native island of\nBacchylides, we had, all told, but a hundred fragmentary lines of that poet.\nFor six years now the poems of Bacchylides, since recovered from an\nEgyptian tomb, have been among the choicest courses in our curriculum\nat Brown. And these are but the earnest of greater things to come. The\nbarbarians have taken Athens. Germany, France, England, America\nhave there planted their schools for the study and restoration of classical\nantiquity. Already the Germans have restored to us Olympia, with the\npriceless Hermes ot Praxiteles ; the French, Delos and Delphi ; the English, Megalopolis ; while our own countrymen — after uncovering Ikaria,\nThorikos, Sikyon, and Eretria — are now delving away at Corinth. Thus\nthey are not only accumulating the raw material of Hellenics, but they\nare training Hellenists — men and women steeped in the atmosphere and\nsaturated with the sweetness and light of old Greek life. As they return\nto radiate in our schools and colleges and universities, even the author\nof The College Fetich must regret the forgotten alphabet of Homer.\nAnd he might find it no easy task to convince them that Greek is a\nvery dead language. One who has lived among the most wide-awake\npeople on the planet — a people who light their cigars as well as their\nstreets by electricity ; who turn down their ministry and make a clean\nsweep of the offices once every ten months on an average ; who run more\ndaily newspapers in their little metropolis than New York and Boston\ncombined can boast ; who print and read more books in a year than any\nother community of equal numbers in the world ; who carry on a system\nof free public education from the primary school thru all the grades\nto a university as large and twice as troublesome as any of our own —\nwell, one who was lived among these Greeks will hardly class them with\nextinct species.\nAnd what of the vehicle of the marvelous intellectual movement one\nbeholds at Athens? Books by the myriad, newspapers by the ton, schools\nat every crossroad, a people thinking and working out this complex\ncivilization that might have confounded an Aristotle — these are not\ndumb, but speaking. And their speech is just the most wonderful thing\nabout them. From the dawn of history Greeks have dwelt here and\nplayed their illustrious role on this tiny stage. The crowning credential\nof the fact is their language : if it were a crime to be Greek they would\nbe convicted of it out of their own mouths, their tongues betraying\nthem. From the Canterbury Tales to the Merry Wives of Windsor it was\nonly two centuries ; from the Iliad to this morning's Acropolis it must be\ntwenty-eight. Yet Chaucer might have been more puzzled by Shakespeare's English than Homer by our newspaper Greek.\nTalk of dead languages! In the whole \"family of human speech\nthere never was a more lively and prolific shoot than this dead Greek.\n\n"} {"page": 529, "printed_page": null, "text": "I\n\nDepartment!\n\nTHE\n\nFUTURE\n\nOF\n\nGREEK\n\nSTUDIES\n\n517\n\nHow its grafts have enriched our own brave English ! And are we not\nall steeped in Attic sunlight? Is not our literature shot thru with it\nas with thread of gold, and our language so saturated with it that we can\nneither enjoy the one nor comprehend the other save as we are in a\nmeasure Hellenized ourselves? Take up your bread and butter ologies\nand every blessed one of them bristles with Greek. Without Greek you\ncannot name a flower, nor classify a pebble, nor analyze a drop of dew, to\nsay nothing of telling the stars or sounding the deeps of divine philosophy. Every new thought of man finds in it the fitting word, and\nscience takes no step forward that it does not stop to register in Greek.\nAnd what continuity of life ! Look at the books we have just been\nreading at Brown : Homer, who was chanting the deeds of heroes heaven\nknows when and where in the gray morning of the world ; Hesiod, who\nwas singing the generatious of the gods and what he knew about farming\nalmost as long ago ; Pindar and ^schylus, who were building the lofty\nrhyme at Thebes and Athens; Herodotus, who was writing his great\nhistory in the fifth century B. C. ; Theocritus, who was piping his sweet\npastorals two centuries later; St. Paul and Lucian, who were, the one\nheralding a new faith and the other flouting an old one, in the early\ncenturies of our own era ; and along with these, Bikelas, with whom I\nwas hobnobbing in Athens not three years ago ! Ah, this dead language\nof ours is full of sap and quivering with life. It might have served the\nmorning stars in their first matinee, yet the nightingales still sing in its\nbranches and its leaves are for the healing of the nations.\nWhen Sophocles was on trial for senility, he asked leave to rehearse\na chorus he had just written, whereupon the court concluded that the\npoet was quite able to mind his own business. And, by the same token,\nthe educational reformers who are now swearing out letters of guardianship or of administration on the person and estate of Greek may prove\na little too previous. It is always inexpedient to call the coroner before\nyou are sure of your corpse, or to send for the undertaker when the subject is at the top of his condition.\nAnd that is the present state of Greek, both as a social factor and as\nan educational discipline. It was never before so rich in performance as\nwell as in promise and potency as it is today. If education is to make\nmen, it must be thru man-making studies; and, if you ask me what\nthese are, I would answer : Whatever best disciplines faculty, widens\nvision, and ennobles character. In other words, education is to yield\ndiscipline, enlightenment, inspiration; and the value of any study is to\nbe tested by the completeness of its response to one or more of these\nends. The studies that respond to them all in harmonious and happy\ncombination must hold the supremacy until we are prepared for a new\neclipse of civilization. Central in such studies is the study of man as he\nutters himself in language and literature, in history, philosophy, religion\n\n"} {"page": 530, "printed_page": null, "text": "5 18\n\nNA TIONAL\n\nED UCA TIONAL\n\nASSOCIA\n\nTION\n\n[Higher\n\n— the humanities in the widest and noblest sense, fragrant with heroic\nmemories, with lofty ideals, with holy aspirations. The schools that leave\nthis range of mind to choice or chance, to be taken or left at the pupil's\nwhim or caprice, are false to the very idea of culture. And in the\nhumanistic group Greek still holds the center. In the memorial of the\nPhilosophical Faculty of Berlin asking the government to reconsider its\naction in opening the universities to graduates of the Realschulen, professors of mathematics, astronomy, chemistry, zoology, economics, philosophy, English, and German — each speaking from the standpoint of his\nown specialty — pronounced the non-classical men inferior to the classical\nwhen it came to university work in the very subjects emphasized in the\nRealschule training. And the judgment of the faculty is summed up by\nRector Hofman (a chemist) in these strong words :\nThat all efforts to find a substit-ute for the classical languages, whether in mathematics, in the modern languages, or in the natural sciences, have been thus far unsuccessful that\n;\nafter long and vain search we must always come back finally to the result\nof centuries of experience ; that the surest instrument that can be used in the training of\nyouth is given us in the study of the languages, the literature, and the works of art of\nclassical antiquity.\n\nIn this verdict we may with full warrant read the specific vindication\nof Greek, for the Realschiiler, as such, bring to the university a sevenyears' training in Latin. But as an accomplished Latinist — Professor\nWest, of Princeton — has recently urged {^Atlantic Monthly^ December,\n1899, P- 827), Latin can never be taught in its full attractiveness without\nGreek,\nIt may be taught with advantage, with great advantage, but without Greek it cannot\nbe taught to the best advantage, because it is cut off from a large range of important\nillustration and support\nclasses studying Latin alone.\n\nClasses\n\nstudying\n\nGreek\n\nand\n\nLatin' regularly surpass\n\nAnd this for a very plain reason : Greek is in Latin, but Latin is not\nin Greek. And Palgrave's claim for the study of classical literature as\nthe only road to mastery of English is yet more valid for Greek as the\nindispensable key to Latin. The young Grecian finds himself at home\nwith Cicero and Virgil ; the young Roman has a wcM-ld of things to learn\nbefore he can breathe the atmosphere of Plato and Sophocles. And so,\nas Mr. West tells us, to get the best Latin you must study Greek. And\nhe adds :\nThe two are one study, after all, and the one is Greek\nGreek is today the\nschoolmaster of studies as truly as ancient Greece was the teacher of the young western\nworld.\n\nAs an ideal discipline, then, Greek holds a unique position ; but we\nare told that as actually taught it is dust and ashes, dry bones, unrelated\nscraps, gerund-grinding, et id omne. And yet the great apostle of\nmodern studies among us holds up \" the training given by the classical\nsides of high schools in Latin and Greek\" as the standard of merit to\n\n"} {"page": 531, "printed_page": null, "text": "Department]\n\nTHE\n\nFUTURE\n\nOF\n\nGREEK\n\nSTUDIES\n\n5_i_9\n\nbe aimed at in the teaching of \" modern languages, science, and history.\"\n(President Eliot in the Atlantic Monthly for October, 1899, p. 144.) And\nDr. Andrews favors the teaching of Greek in the high schools because it\nis taught more fruitfully and economically than the sciences. But how\nstands the case in college? That there is unfruitful teaching in all lines\ngoes without saying — Greek not excepted ; but that Greek enjoys a bad\npre-eminence in barrenness I cannot for a moment admit. On the\ncontrary, even an average teacher is quite as likely to find inspiration in\nit, to say the least, as in any modern study; and, once inspired himself, he has the most inspiring of all subjects wherewith to work upon\nthe mind of youth. Professor Miinsterberg blesses the dispensation\nthat steeped him in Greek as a German gymnasium boy, tho it brought\nhim to his chair at Harvard without ever having spoken a word of\nEnglish, because in Greek he found his inspiration as a psychologist,\nand so had something worth saying in English when he got to it. And,\non a rather large and varied experience in the calling, I make bold to\nsay that Greek as taught in our colleges is as fruitful as any subject in\nthe curriculum. Other things being equal, including that vital factor of\nthe teacher's personality, I believe it the most fruitful study we have. It\nopens wider and higher horizons, it admits to nobler society, it yields a\nlarger return in fresh ideas and grand ideals than any modern subject.\nThe ethical value of Greek study has been called in question ; but no\nopen-minded student who approaches Greek literature in a teachable\nspirit can fail to find in it a means of grace as well as an instrument of\nculture. The great Greek writers are ethical to the core, as clean and\nwholesome in their tone and tendency as they are matchless in their art.\nAs moral teachers the Greek tragedians are hardly second to the Hebrew\nprophets ; and they appeal to us the more because they are our kinsmen.\nAnd what is Plato but a library of ethics — not simply in the abstract,\nbut applied and hammered in? The platonic Socrates is a preacher of\nrighteousness, who leaves us no ease in Zion, who strips us of the last\nrag of our conceit, and compels us to reckon squarely with reason and\nconscience.\nAnd he is still the best normal school we have.\nNot only have we the original and inspiring sources, but they are\npracticaHy inexhaustible. In range few teachers have the advantage of\nus. If we keep threshing over old straw, it is because the root of the\nmatter is not in us. Even the secondary teacher may prepare eight successive classes in Homer without ever repeating a book. In the drama\none may teach many years without repeating a play; so in Plato and\nDemosthenes. And, taking the extant classical Greek literature, one\nmay teach a long lifetime without running short of fresh material. And\nnow that long-lost authors are rising again from their tombs, we can set\nno limit to our potential resources in the literature alone, to say nothing\nof the history, archaeology, and art.\n\n"} {"page": 532, "printed_page": null, "text": "520\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nThe stock indictment against Greek has another count; not only is it\nuseless, but it crowds out what is useful. It must lie over and make\nroom. In fact, Greek is not exclusive of other subjects, but they of\nGreek.\nAs Professor Clapp, of California, puts it :\nThe classical graduate may be an expert political economist, while the social\nscience graduate knows nothing of Homer. The classical graduate may have had\nforty or fifty hours of natural science, but the science graduate has never read a page of\nPlato. He will have to go to the dictionary for the meaning of the scientific terms which\nhe uses every day, for most of them are pure Greek, and his classical friend can\ninterpret them at a glance. The classical graduate can get more mathematics than the\naverage professor of mathematics will ever use, but the graduate in engineering will\nnever understand the classical allusions in English literature. The classical course is\nthe truly liberal course, because it is the broadest.\n\nAnd now how are we to shape our Greek program to the new conditions? With all protection broken down, and with every Philistine hand\nagainst it, Greek must depend for its survival (i) on its own inherent\nand inexhaustible vitality; (2) on a just social recognition of its unique\nculture value ; and (3) on the wisdom of teachers in planning courses\nand their power in vitalizing them. On the first head, I have said\nenough. On the second, I may quote two of the seven ''admonitions\"\nwith which Dr. Andrews closes the paper already referred to :\nAll believers in a rich and rounded social education should feel, think, and act\nappreciatively toward Greek study.\nColleges and high schools with reasonably ample facilities should be encouraged to\ncontinue teaching Greek if already doing so; if not, to begin.\n\nSo far so good. Society owes it to itself to give Greek a living chance\nin the academy, the high school, and the old-fashioned college, as well\nas to make adequate provision for it in the University. And we who\nteach Greek owe it to society to make our teaching fresh and vital and\ninspiring ; to be ourselves true interpreters of antiquity in terms of\nmodern life and thought ; in short, to keep the living waters of old\nGreece flowing fresh in the currents of young America.\nTo accomplish this our studies must contemplate discipline, enlightenment, and inspiration. As I conceive, these ends may best be met by\na program ranging somewhat as follows :\n1. Careful foundation work in the language. We must master the\nvehicle, which is itself among the marvelous achievements of the Greeks\nand our key to all the rest.\n2. Critical reading, never remitted but never exclusive, of masterpieces.\n3. Free reading for literature only — e. g., all Homer; all Herodotus;\nmuch of Plato.\n4. Still wider reading of Greek authors in English, where adequate\nversions exist, or rapid interpretation by the teacher, combined with\nliterary history and criticism.\n\n"} {"page": 533, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nIN\n\nTHE\n\nAPPRECIATION\n\nOF\n\nART\n\n5^\n\n5. The study of Greek history as written by the Greeks and illuminated by archaeological discovery. This should make the student at\nhome under Greek skies and in the Greek atmosphere.\n,6. The study of Greek life, public and private, in the light of the\nliterature and monuments, to put the student in touch with the men\nand women of Homer, with the contemporaries of Pericles, with the\nAthenians of today.\n7. The study of archaeology and art — a subject of the highest culture\nvalue, and one whose material is increasing every hour.\nThis is but a tentative program, admitting of indefinite variation and\nexpansion, and to be divided between the secondary school and the\ncollege, as occasion requires.\nTo speak of the future of Greek studies may seem to some to savor\nof irony; but, as an optimist, who believes that on the whole humanity is\nmoving forward and not backward, and that it cannot and will not \"afford\nto lose out of its inheritance any part of the best work that has been done\nfor it in the past,\" I confidently expect Greek to outride the storm now\nblowing as she has weathered many a gale already. More than that, I\nhope to see her emerge from the present tribulation in newness of life\nand plentitude of power.\n\nEDUCATION\nCHANCELLOR\n\nWILLIAM\n\nIN THE APPRECIATION\nBAYARD\n\nCRAIG, DRAKE\n\nUNIVERSITY,\n\nOF ART\nDES MOINES,\n\nlA.\n\nIn our young and vigorous country we are great in science, respectable\nin religion, and weaklings in art. We have been too busy with the useful\nand practical in the material development of our new country to know or\ncare much about art.\nIn the matter of government we have discovered foundation principles,\nand know how to talk about the rights of man and the functions of the\nstate. An average American citizen feels himself competent to appraise\nthe values of the various elements that enter into the ceremonial and\npageantry of the coronation of a king. He is no longer overawed by the\ntraditions and claims of hereditary monarchs. He is a fearless critic in\npolitical science.\nIt is a different matter, however, when the same average American\ncitizen is asked to give his opinion of a work of art, a painting by Corot\nor Millet ; a figure by French or St. Gaudens ; or a building by Richardson or Mayer. All self-reliance and boldness are gone. He will probably utter a phrase of fashionable criticism, or, if he ventures an original\nremark, will pass on with a horrible feeling of uncertainty, fearing lest\nhe has said something flat, ridiculous, or both.\nThe fact is that in art matters the American people are in the provincial period; they depend on Europe for their ideas and doctrine in art,\n\n"} {"page": 534, "printed_page": null, "text": "522\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nas our fathers depended on England for ideas of government in the old\ncolonial days. We are not appreciative students of art production and\nvalues, and will not have opinions of our own until we are delivered from\nslavery to conventional traditions, by learning and applying for ourselves\nthe first principles of art.\nWe must be able to write a declaration of independence in the realm\nof art, as we have in the realm of politics. This is the essential beginning\nfor a great national art that shall be the expression of the larger life, the\nnew conditions, and modern ideals of our American civilization. The art\nof Europe expresses the life of Europe for a thousand years and more.\nWe can make it ours for purposes of study, but it can never be our\nnational art — the expression of our own life; that we must create for\nourselves from the ground up.\nIn art development, as in everything else of a broad national character, we must lay the foundation in the hearts and minds of the common\npeople. It is not true that our meager development in art is a racial\ndefect. Art is not the birthright alone of the Latin peoples. It may be\ngranted that the Italians, French, and Spaniards are more emotional in\ntemperament, more sensitive to the appeal of beauty, more responsive to\nthe efforts of their artists, and thus more easily stimulated to the point\nwhere art production begins; but the English speaking race are also, in\ntheir own characteristic , manner, profoundly artistic. Chaucer sang of\nthe common life of a practical people in a way that leaves no doubt as to\nthe art impulse in the English heart. The English blood was warmed by\nintermixture with the original Celts in the island of Great Britain, by the\nlater invasion of Celts from the continent, and by the conquest of England\nby the Latinized Normans. This intermingling produced a new and\npowerful race, that gave the world, not only the splendid pages of achievement and conquest in the times of Elizabeth, but also that unequaled\nchorus of singers and writers who group around the peerless Shakespeare.\nAs the race of English-speaking people have spread out to the east in\nAustralia, and to the west in America, their power and artistic genius have\nbecome more and more conspicuous. There is no room to doubt their\ncapacity for art appreciation and production.\nIn our own land, the poets of New England, the novelists of the South,\nthe sculptors. of the West, the painters of New York, the White City on the\ninland sea, that arose as by enchantment, more beautiful than a dream,\nare all sure prophecies of the coming glory of American art.\nHow can it be otherwise ? We are young and enthusiastic. Our\nideals are high, our love of the beauty of nature profound and sincere,\nour feeling deep and strong. When we turn our attention seriously to\nthe study and production of art, we shall greatly excel.\nThe purpose of this paper is to call the attention of college men to\nthe need of education in the appreciation of art.\n\n"} {"page": 535, "printed_page": null, "text": "Department]\n\nEDUCA TION\n\nIN\n\nTHE\n\nAPPRECIA TION\n\nOF\n\nART\n\n52 3\n\nIn a republic where opportunities for education and culture are provided for all, education in the appreciation of art should be a part of the\neducational scheme, and this, must be done before we can have a truly\nnational art at all, i. e., an art that expresses the deepest heart yearnings\nand ideals of the whole people.\nIndeed it may well seem to the wise student of our national life that\nour civilization is seriously defective just at this point. We are in a new\nland, with vast undeveloped resources, and the lust of conquest possesses\nus. With machines of power and efficiency we are opening up our rich\nresources; the grime of our arduous toil is upon us; too often our minds\nand our souls are smirched by our slavery to the mill, the workshop, and\nthe store ; and we lose sight of the fact that there is something else to do\nin this world besides money making and its machinery. As a nation we\nseem to need the inclination and ability to see the vision of the artist and\nknow how to read and appreciate the symbols by which he would impart\nto us the message of his heart, that he may minister to the joy and fulness\nof life.\nAn appreciation of art would open up a new channel for the amazing\nvigor and energy of our people, would open up for the slaves of labor,\nwhether capitalist or workman, new fields of interest and pleasure, and in\nevery way soften and adorn the hard and ruder spaces of life. Poverty\nwould be enriched by discovering new sources of inspiration and pleasure\nat the free and bountiful table of nature, with its cloth of green spangled\nwith \" daisies and buttercups \" under the azure pavilion of the God of\nbeauty and of love. The sordid money getter, swollen with pride because\nof his success in the scramble for gold, would find a new life, with new\nmeanings, when first enabled to buy with his money one real work of art for\nwhich a genuine appreciation had been awakened in his soul. It would\nkeep the heart young and simple and sincere. It would preserve that\ninvaluable something that was in the heart of Wordsworth when he said :\nMy heart leaps up when I behold\nA rainbow in the sky:\nSo was it when my life began,\nSo is it now I am a man ;\nSo be it when I shall grow old,\nOr let me die.\n\nWe are the wealthiest people of the world, and the most intelligent;\nbut the serious question yet remains : are we not still barbarians until we\nlearn to appreciate the world of beauty, the realm of art ?\nWe have made beginnings in the right direction. We have many\nschools of design and teachers of drawing. In some of our larger cities,\nespecially in Denver, Colo., the cultured people are beautifying the schoolrooms with works of art, and striving as best they can to awaken and\nnourish delight in the beautiful. We are talking about the city beautiful.\nThere are signs of a general awakening to the importance of the claims\n\n"} {"page": 536, "printed_page": null, "text": "524\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nof the artist, and doubtless the movement will increase in power, because\ntruth is on its side, until we shall have methods and teachers and textbooks adequate to the results to be achieved. We must not lose sight\nof the fact, however, that it is not enough to learn how to draw or master\nsome technique of art; the chief thing is to know how to appreciate art\nitself.\nTolstoi's book What is Art is given to the world by its author as\nthe ripe result of fifteen years of study. The book abounds in peculiar\nmarks of the genius of this great writer. All his conclusions will not be\naccepted as sane and satisfactory, but the work is rich in helpful suggestions.\nHe strips the subject of all perplexities and confusing verbiage ; he\nemancipates the reader from the spell of tradition or the tyranny of the\nconventional, and brings the student face to face with the character and\nfunction of a true art product.\nAfter quoting definitions from all the great writers since Aristotle,\nand noting their merits ^nd defects, he offers his own definition of art as\nbetter than any of them, and undoubtedly he is right.\nHe says :\nArt is a human activity, consisting in this, that one man consciously, by means of\ncertain external signs, hands on to others feelings he has lived thru, and that other people are moved by these feelings and also experience them.\n\nWhen one is able to grasp the full significance of this definition, the\nhitherto mysterious and complex world of art becomes simple and plain;\na grammar-school student can understand it.\nThe artist consciously expresses feelings that he has lived thru in\nsuch a way that others experience the same feeling. That is a somewhat\nbroader and fuller statement of a long-familiar doctrine, viz., that \"art is\nthe language of feeling.\" This is fundamental truth. The artist constructs abody out of words, lines, colors, clay, or other media ; and out of\nhis own emotional experience, out of his own fullness of inspiration,\nbreathes into the form he has created the breath of life, and it becomes a\nliving work of art.\nWithout this feeling imparted by the true artist, all high-sounding\nwords, all deft combinations of lines, all splendor of color, all skilled\nmanipulation of keys or strings, are dead things, like artificial palms and\nroses. Mere dexterity in handling material is not art in this high and\ntrue sense. Skill in technique is merely a refined form of mechanics,\nunless a genuine emotion of the heart is behind it all, seeking to impart\nitself to the heart and life of others.\nWhen a student grasps this truth he becomes at once conscious of\npower in himself in the matter of art appreciation. He has learned to\nask the first and all-important question concerning art production, viz.,\ndoes the artist express in it a true emotion, in such a way that I am made\nto feel it with him ?\n\n"} {"page": 537, "printed_page": null, "text": "Department]\n\nEDUCA TlON\n\nIN\n\nTHE\n\nAPPRECIA TION\n\nOF\n\nART\n\n5^5\n\nA student is enabled by Tolstoi's help to make this good beginning\nin art appreciation without considering the elements of beauty in art at\nall, and I agree fully with him that the supreme aim of the artist is not\nto make a beautiful thi^ng ; his sole object must be to express the emotion\nthat controls him, and the beauty will take care of itself.\nWhat is beauty ? The great writers on art have been trying to\nanswer that question ever since the days of Plato, and the best they have\nto give us is this : \" Beauty is that which pleases.\" The whole subject\nis remanded to the verdict of the individual. That which pleases your\nsense of beauty is to you beautiful.\nThere are a host of other definitions, but they can all be classified in two\ngroups: one declaring there is no beauty in the world, it is only in the\nbeautiful soul — idealism ; the other declaring beauty to consist in lines,\nin proportion, in relation— materialism.\nRuskin and many of the great writers on art combine these extremes,\nand see the beautiful in the divine idea — the soul of all things; and also\nsee the beautiful in the material body that the soul or the idea weaves for\nitself. This seems to be the only satisfactory view of the whole matter.\nWe may, then, agree with Tolstoi that beauty is not the end for which\nthe artist works ; his aim must be first and last and all the time to express\nthe feeling that possesses him. But if the feeling is true and genuine,\nbeauty is inevitable in the product ; it fits the ideas of the artist and\nbelongs to it as the body belongs to the soul. The advance to the conclusion of monism is easy along this line — spirit and matter are one.\nThe foundation of art appreciation is the recognition of the alldominant importance of feeling in the work of art. It is helpful to\ntake the student back to the conditions of primitive life and note the\ndevelopment of art language, i. e., the progress in the use of the various\nmedia used by men for the expression of feeling or emotion as they\nadvance from primitive to highly civilized conditions.\nThe young Indian wife in the joy of motherhood beautifies the\nclothing and cradle of the papoose with bead and quill and fringe. She\ncoos over her child with gentle and winning intonations of voice. She\nis merely translating and recording the joy that throbs in her heart and\nshines in her eyes. She is an artist, and stands at the beginning of all that\nlong line of domestic and decorative art-workers inspired by love for\nhome and children — a love that will not stop with the merely useful and\nnecessary, but under the inspiration of affection rises into the luxury of\nembellishment and beauty. It was this point of view that led William\nMorris to declare that art is the expression of joy in one's work.\nThe Indian who finally constructed a finished type of the birch-bark\ncanoe, with its wondrous curves and contours, achieved a masterpiece of\nart — the perfection of utility, the perfection of beauty. The aquatic\nexperience and emotions of a tribe thruout a millenium of its history can\n\n"} {"page": 538, "printed_page": null, "text": "526\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Higher\n\nbe felt in the study of the canoe. It is born of the womb of nature, and\nnourished at her breast ; it is nature's own joyous product thru the agency\nof her child of the forest. The life of nature is in the canoe; it is as\nmuch a part of it as the deer or the water-lily, and is beautiful for the\nsame reason.\nThe Indian birch-bark canoe builder is already far along in the art\npath with the best Indian basketry and pottery. Along that same line\nthe artists advance to the Greek vase, the Parthenon, and all the triumphs\nof modern architecture.\nThe Indian lover bedecked with all the finery he possesses, showing\noff all his paces in dance or game before the maidens of the village, is\nanimated by the same feeling that has created all music, all poetry, all\nliterature and drama of romantic art.\nThe war party returning victorious from battle, giving vent to a .very\necstacy of joy in leaping and shouting and declamation of deeds of valor,\nis an early prophecy of a coming Homer, the triumphial arches of the\ngreat capitals, and all the Te Deums and art monuments to victory.\nIt is interesting to study also the effect of limited material and limited\nability on the part of the Indian to express his emotions. The emotion\noverflows the channels of expression. He had not reached a knowledge\nof sculpture or architecture or literature. All the emotions of the human\nheart were forced into few and narrow channels of expression. He could\nnot express his sorrow for the dead in a splendid monument, but, selecting some bold hilltop overlooking a river or lake, he raised a simple\nmound of earth that seems to be saying evermore to the Great Spirit,\nto the rising and setting sun, to the great dome of heaven : We cannot express our sorrow; we bring our dead here; we lay him on this high\naltar ; let the night and the day, the dark storm and the glorious sunshine,\nspeak our hope and our grief for us. The Indian burial-mound is in\nitself one of the simplest forms of art creation ; in the location selected it\nis great ; it puts nature itself under tribute to express its feeling and\npurpose.\nThe dance is no longer an art product in America; it has been conventionalized into a meaningless whirl. It was a serious art product,\nhowever, for the Indian. He put into it his religious emotions, his joy,\nhis sorrows, his hopes, his prayers. By the dance, he expressed the\nwhole gamut of his emotions.\nIn primitive conditions the feeling that inspires art is the overwhelming fact. The technique of art is in its crudest and simplest beginnings.\nIn our own times, skill in the manipulation of materials used in art\nexpression is the overwhelming fact, and the feeling is often weak or conventional. Much that is called art today is merely a show of skill in\ntechnique; it does not reach the heart or arouse emotion. When one has\nlearned to eliminate from the vast array of art products the large num-\n\n"} {"page": 539, "printed_page": null, "text": "Department]\n\nEDUCATION\n\nI^\n\nTHE\n\nAPPRECIATION\n\nOF\n\nART\n\n52?\n\nber of pictures, statues, and compositions that have no special value\nexcept as exhibitions of technical skill in handling material, he will find\nthe whole art problem simplified and comprehensible. He will no longer\nbe enslaved by the pretensions of the school or the dominion of the conventional.\nIn Millet's \"Sower,\" in his \"Man with the Hoe,\" in his \"Angelus,\"\nthe feeling is so simple, sincere, and strong that all the world responds.\nIt is great art. These pictures tell with wonderful power the tragedy of\nthe life of the peasant who conquered the ground with the hoe. , Note\nhow earth and sky harmonize with the subdued garb of the figures. You\nfeel that this painter was under the dominion of a strong abiding\nsympathy with his theme from beginning to end. More than that, you\nfeel that the picture tells of a profound experience in the heart of the\nartist. He never forgot his text in a single line ; he could not.\nTurn from Millet to Corot. Here again feeling is the dominant note.\nIn some indescribable way the artist has made light and shade, the air,\nthe mass of the trees, tell a wondrous story of the divine beauty that\nbreathes in the landscape at morning, noon, and night. Yet both Millet\nand Corot were old men before honor and praise came to them. The\nartists of Paris scorned and ridiculed the heavy, awkward figures, the dull\ncolors, and the lack of brilliant technique in Millet's work. He had disregarded the traditions of the technique prevailing in the Paris schools; he\nhad chosen his own way to express himself, and had to wait until the\ngreat heart of unsophisticated humanity found him. It was much the\nsame in the case of Corot. So it was with Burns, as in his own simple,\nhomely way he told the story of the Highland cotter. He died in poverty, because his technique was faulty judged by fashionable standards.\nThese are all recognized masters in the world today, because the inspiration was genuine.\nThe true feeling was there.\nIt is not always necessary, therefore, to ask, what do the critics say of\nthis or that work of art? It may be quite interesting and instructive at\nthe proper time to know what others think, but the first question for each\nindividual is, what feeling does the work arouse in me? Is it the product of true emotion in the heart of the artist, and does he make me feel\nthe same emotion?\nAnother question: Has the feeling of the artist compelled him to\nmake his composition a unit? This is an important point. The artist\ncan have but one dominant feeling at one time, and under its sway all the\nparts of the body, all the figures in a group, or all the parts of a structure\nwill arrange themselves in harmony and in proper relation to the central\nidea. In Munkaczy's \"Christ before Pilate\" there are many figures ;\njudges, soldiers, officers of the court, the rabble — representing all phases\nof life in Jerusalem — and the prisoner.\nThe prisoner stands in the center, and you note at once that all inter-\n\n"} {"page": 540, "printed_page": null, "text": "528\n\nNATIONAL\n\nEDUCATIONAL\n\nest is focused in him, and tlie common\na unit.\n\nASSOCIATION\n\n[Higher\n\nfeeling makes the complex group\n\nThis unity will be found in the poem, the oration, the symphony, or\nin any other successful art expression.\nThe art product is an organic whole, like the human body, and throbs\nwith the dominant emotional purpose — the life imparted by the artist.\nIt will be noted also that the real artist, under control of a dominant\nfeeling, selects the most fitting words, the most effective color, the truest\nline. The stronger the feeling the more direct and simple the form of\nexpression. See this illustrated in Lincoln's speech at Gettysburg ; in\nKipling's \"Recessional;\" in French's monument to the young sculptor\nMilmore;\nin the Parthenon;\nand in \"The Man with the Hoe.\"\nUnder the dominion of genuine feeling the artist fulfils the laws of\nexpression that demand vigor, directness, precision, confidence, authority.\nLove is the fulfilling of the law in this as in all other realms of human\nactivity.\nFinally, as the art product is an expression of feeling, the successful\nwork will, by all the virtues already recited, and others we have no time\nto name, impress one as succeeding in its efforts.\nWhatever the material employed, it must be translucent ; the idea or\nsentiment must shine out.\nArtists themselves, as a rule, have a great delight in the skill displayed\nin technique. It is the chief part of their profession to teach or practice\nthe technique of art. Schools of expression cannot, of course, impart\nthe feeling that makes the artist ; that must come with birth. They can but\nhelp the artist to manipulate and control the materials he desires to use\nto convey his feelings to the hearts of men. Schools of expression tend\nto emphasize and develop technical perfection, often unintentionally\nslighting the feeling of inspiration. The process is often ruinous to the\nyoung artist with an inspiration.\nEducation in the appreciation of art must begin with first principles\nby helping the student to recognize the essential character of a work of\nart and understand its message.\n\n"} {"page": 541, "printed_page": null, "text": "DEPARTMENT\n\nOF NORMAL\n\nSECRETARY'S\nFIRST\n\nSCHOOLS\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly 9, 1902\n\nThe department met in the Olivet Baptist Church in Minneapolis at 9 : 30 A.M., and\nwas called to order by President J. F. Millspaugh, of the State Normal School at Winona,\nMinn.\nA vocal solo, \" The Gondolier,\" Stewart, was sung by Mr. C. S. Laird.\nPresident David Felmley, of the State Normal University at Normal, 111., presented\na paper on \"The Relations of Heads of Departments to the Training School.\"\nDiscussion was opened by A. P. Hollis, principal of the training department of the\nState Normal School, Valley City, N. D., and participated in by President Albert Salisbury, State Normal School, Whitewater, Wis.; P. M. Magnuson, instructor in history and\nsocial science. State Normal School, St. Cloud, Minn.; J. H. Paul, president of the Latter\nDay Saints University, Salt Lake City, Utah ; W. W. Wallers, principal of the Eliot\nSchool, St. Louis, Mo.; President J. N. Wilkinson, State Normal School, Emporia, Kan.;\nMiss May H. Prentice, instructor in the City Normal School, Cleveland, O.; and President John R. Kirk, State Normal School, Kirksville, Mo.\nThe department adjourned to Thursday afternoon, July 10.\n\nSECOND\n\nSESSION.— Thursday,\n\nJuly 10\n\nThe department was called to order by President Millspaugh at 2 : 30 P. M.\nPresident Homer H. Seerley, State Normal School, Cedar Falls, la., presented a\npaper on \" Defects in the Normal Schools that Are Responsible for the Opposition and\nCriticism Urged against Them in Many Parts of the United States.\"\nL. Seeley, professor of pedagogy. State Normal School, Trenton, N. J., appointed to\nopen the discussion, was unavoidably absent. By special request of the Department,\napproved by the Executive Committee, his discussion is printed in the following proceedings.\nThe following participated in discussion : President Albert Salisbury, State Normal\nSchool, Whitewater, Wis.; President John W. Cook, Northern Illinois State Normal\nSchool, DeKalb, 111.; President Seerley ; and others.\nThe following officers were elected :\nFor President — Livingston C. Lord, Charleston, 111.\nFor Vice-President — Albert Salisbury, Whitewater, Wis.\nFor Secretary— E.. L. Hewitt, East Las Vegas, N. M.\n\nThe department then adjourned sine die.\nJohn R. Kirk,\nSecretary.\n\n529\n\n"} {"page": 542, "printed_page": null, "text": "530\n\nNATIONAL\n\nPAPERS\nTHE RELATIONS\nPRESIDENT\n\nDAVID\n\nEDUCATIONAL\n\nAND\n\nASSOCIATION\n\nDISCUSSIONS\n\nOF THE HEADS OF DEPARTMENTS\nTHE TRAINING SCHOOL\n\nFELMLEY,\n\nSTATE\n\n[Norma\n\nNORMAL\n\nUNIVERSITY,\n\nNORMAL,\n\nTO\nILL.\n\nIn order that any institution may do its work there must be unity in\nits organization ; all parts must co-operate for a common end. The functions or relations of the various parts cannot be seen without considering\nthe' law of the organization as a whole. The law of an organization is to\nbe found in its putpose. The purpose of the normal schoolis to fit its\nstudents for teaching children. It is a technical school in which knowledge is held of value as it ministers to an art. What anatomy is to the\nsurgeon, or mathematics to the engineer, the various branches of study\nare to the teacher. In a sense, they are the instruments of his art. No\nteacher is really at home in his profession until he feels that the value\nof every subject, topic, or question is to be found in its influence in the\ndevelopment of the child ; that lessons are to be judged, not in their\nindividual nature, but in their final outcome. The teacher stands committed to the biological conception that knowledge is of value as it determines conduct. In the normal school the various branches of study are\nto be organized in the consciousness of the student, not so much with\nregard to their inner logical relations as with regard to the interests and\naptitudes of children. The question is not merely, what is this body\nof thought that we call geography, for example, nor yet what portions are\nof most practical worl^h ; but how shall the child proceed in acquiring\nthis knowledge ? What is the value of these experiences in his unfolding\nlife?\nHence in the normal school the child occupies the center of the stage.\nNor can this child be a mere abstraction, talked about, but never experienced or studied. The center of interest must be definite ; some group\nof living, concrete realities.\nIf we have come into normal-school work after a somewhat extended\nexperience in teaching or supervision, we can scarcely conduct a recitation\nwithout reverting to this early experience. Unless we see inchoate teachers on the benches before us, and are conscious of the children waiting\nbeyond, whatever we may be we are not normal-school teachers. In the\nearly normal school there was no training department. The instructors\nwere men of tremendous enthusiasm, who had already won distinction\nas brilliant teachers. The memories of their own early experience in\nteaching children guided them in their work. But the students, even if\nthey had taught, could not-iiave before them the same children, or chil-\n\n"} {"page": 543, "printed_page": null, "text": "Department]\n\nHEADS\n\nOF DEPAR\n\nTMENTS\n\nAND\n\nTRAINING\n\nSCHOOLS\n\n53 ^\n\ndren under identical conditions ; while the younger students had never\nviewed any group of children from the standpoint of the teacher. Now,\nwe provide systematic work in observation for the younger teachers, to\nwhich class-room references must point if images are to be concrete and\ndefinite. The children in the training department are. the living realities\nupon which the thought of teacher and student may focus. It is about\nthem that all the activities of the normal school must revolve.\nIf this is admitted, it must follow that the training school must be\nmore than a collection of classes for practice ; it should be a model\npublic school in its organization, conditions, and equipment, modified\nas little as may be by the demands of the normal school of which it is a\npart.\nNormal-school instructors should feel that their departments exist only\nthat teachers may be prepared for their work. This truth does not justify\nany of the hand-to-mouth work which seems the summit of aspiration in\nsome teachers and normal students. The primary teacher who has read\nShakespeare and studied ethics and economics we believe is the better\nteacher because of it. Her broader outlook and deeper sympathies must\ncount for something in her work. Still it is maintained that the so-called\n\"general-culture\" courses have no place in the normal-school curriculum\nunless they result in better teachers and better teaching, using this term\nto include all the work and influence of the teacher.\nIt seems superfluous to state that the general doctrines of instruction\nand management taught in the department of pedagogy should be, accurately represented in the practice school. But there have been normal\nschools in which theory and practice were wide apart. This divorce is justified as developing an eclectic spirit in the normal student. When the\ndoctors disagree, he must think for himself. It has been claimed, too,\nthat if a consistent system be followed in all departments of the normal\nschool it begets a spirit of narrowness, of cocksureness, incompatible with\nthat- humility of spirit that is the prime condition of progress.\nIt is true enough that a vast region of undiscovered country lies all about\nus. Still, if we have made no progress in the science of education, there is no\nplace for the normal school. As we are sincere men and women, we must\nbelieve that there is a body of established doctrine, rational in theory and\nsound in practice. It is the mission of the normal school to expound\nand exemplify this doctrine. It must be done clearly and consistently.\nIt is the right of the young teacher as truly as of the young physician or\nof the young engineer to come into his professional inheritance unembarrassed byclouds upon the title. It is primarily the function of the department of pedagogy to declare what this general doctrine is. The training\ndepartment must square its practice with the theory. This unity is best\nsecured where the supervisor of practice is also instructor in general\nmethod.\nIn weekly conferences with the critics he can discuss such ques-\n\n"} {"page": 544, "printed_page": null, "text": "532\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\ntions of theory as are not receiving due recognition, and keep them\ninformed in regard to the lines of instruction in the normal classes.\nThe unity of the normal school demands that the instructors shall\nknow what is going on in the training school, in their own department\nminutely, in all departments generally. Unless a course of study has been\nimposed by state authority, the head of the department should plan the training school course in his branch of study. We may presume that no one else\nabout the school is so well qualified. At all events it establishes a definite\nresponsibility for the practice-teaching in that branch. The course as\noutlined will provide a list of topics in due order of sequence, a catalog\nof the available illustrative material, and directions as to the special\nmethod of particular topics. It will be necessary for the principal of the\nschool to edit and revise the work of the various departments in the\ninterests of co-ordination. He will possibly find it necessary to reduce\nthe time demanded. It is not expected that this course will prove entirely\nsatisfactory. It will need frequent revision in the light of the experience\nof the training school. In order that critics may follow the curriculum\nwisely, or suggest needed improvements, they must know what it is. The\ncritic teacher must know the work of each department in its general scope,\nand must know the work thoroly in its application to her grade. She\nmust feel under obligation to further the general plan and spirit of the\ndepartment, and to contribute from her experience toward the promotion\nof her work. This co-operation cannot be secured without frequent conferences between instructor and critic. If the critic teacher has been a\nstranger to the school in which she is at work, she should spend enough\ntime in the class-room of the departments to discover their plan and\nspirit. The normal instructor has his reciprocal duties. He must explain\nhis plans and methods to the critics and counsel and advise with them in\nregard to difficulties. He should assist in the supervision of the practice\nteachers. To this end the programs should be arranged so that each\nnormal instructor shall be free from class duties at the hour when children\nare reciting in his branch in the training department.\nThe chief value of the daily visits of the normal instructor to the practice school is in the evidence he gains in regard to the efficiency of his\nown work. The ordinary written review tests the quality of the instruction as thoroly as it tests the diligence of the pupils. The visits to the\npractice school serve a like purpose. He can afford great help and inspiration to the practice teachers. He knows best what material is available,\nthe resources of his department in library or apparatus. He can suggest,\nneeded study where he finds that defective knowedge of the subject is the\nchief obstacle to success.\nMost of his criticisms upon the teaching had better be made thru the\ncritic teacher, partly to recognize her responsibility, partly to preserve\nharmony in the criticisms and suggestions that reach the practice teacher.\n\n"} {"page": 545, "printed_page": null, "text": "Department]\n\nHEADS\n\nOF DEPARTMENTS\n\nAND\n\nTRAINING\n\nSCHOOLS\n\n533\n\nThe normal instructors should occasionally teach classes in the training\ndepartment. I question whether one can become a really superior normal\nteacher unless he has taught children. He should serve an apprenticeship\nin the public school. He must know from personal experience just what\nthe problems of teaching and management are. In all his instruction\nthere must dwell in the background of his consciousness this knowledge\nof actual school conditions. He must know the practicable and the possible in the schools of this generation. Teachers of the normal school\nmust be men of ideals, who with prophetic vision behold what ought to\nbe and is to be in education. At the same time they must know that\nheaven is not gained at a single bound. With a clear comprehension\nof present conditions and tendencies they can intelligently direct the\nline of advance.\nIt is equally important that normal instructors do not forget how\nchildren are taught. When it is proposed that they teach classes in the\ntraining department, a good deal of inertia is revealed. It is not because\nthey are willing to assume the role of guideposts that point the way they\nnever travel themselves. Some of this inertia is due to the fear of the\ninstructor that he cannot carry out his own plans. He is conscious of the\nlack of personal skill, or realizes that in his class-room discussion he has\nignored difficulties that he must face in the actual teaching. He is afraid\nof the personal humiliation that must issue from a poorly taught lesson.\nStill, I believe nothing in the life of a normal school is more salutary than\nsuch participation of the heads of departments in the actual teaching in\nthe training school, A term of ten or twelve weeks once a year will\nenable the instructor to conduct some needed experiment, to test some\npromising innovation. He should give also from time to time modellessons for observation and criticism, illustrating some difficult point.\nThis will require him to teach the class a week in advance, to grow on\neasy terms with the children, to discover something of the range of their\nknowledge, and to lay the proper foundation for the lesson proposed.\nIn the foregoing discussion there is an attempt to state some reasons\nfor providing in the organization of the normal school for bringing heads\nof departments into intimate relation with the training department.\nUnless the co-operation is hearty and continuous, little good will\ncome ; in fact, little can be expected unless the normal instructors are in\nthe mood to demand the privilege of such participation as a necessary\ncondition for developing their own work. The question thus becomes\none of the attitude of the normal instructor. This attitude is largely\ndetermined by his training, his acquired habits, his point of view. Of\nlate years we have been filling our normal-school faculties with young\npeople of university training and little else. There is not much in the\natmosphere of many university class-rooms to emphasize the importance\nor dignity of the elementary school.\nThere is little in the spirit of prac-\n\n"} {"page": 546, "printed_page": null, "text": "534\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\ntice of the professor to suggest that the growing child, and not the subjectmatter, is the center of interest. Young teachers inevitably imitate their\nown instructors, especially when no special training has intervened to\ncreate more general ideas of the teacher's function. We must have the\nculture of the university and something more.\nIt is only thru a considerable experience in public-school teaching\nthat the normal instructor is likely to gain an active and intelligent\ninterest in its problems. When men and women of such experience and\ninterests make up our normal-school faculties, we shall not be found\ndiscussing the question now before us.\n\nDISCUSSION\nA. P. HoLLis, principal of the training department, State Normal School, Valley\nCity, N. D. — While the foregoing reveals the logic of President Felmley's contentions, it\ndoes not show how well or how ill these heads of departments are fitted to \"participate in\npractice-school work. If any data could be summoned which would show this vital point,\na most desirable side-light would be thrown on the practicability of President Felmley's\ntheses.\nSome of the points which would be essential to such an inquiry would be :\n1. The amount of professional education normal-school professors had had before\nteaching in the normal school.\n2. The age and experience of these teachers of teachers.\n3. The professional spirit; the character and views of life which heads of departments exhibit to practice teachers and pupils of the model school.\nWhile catalogs furnish some of these items, they naturally do not furnish others. In\nfact, the questions just raised were of too personal and confidential a character to be put\ninto public print. I was therefore compelled to resort again to the syllabus method, and\nsent out a second circular letter to a large number of normal-school presidents, asking for\ninformation on these points. The interests of individual members of faculties were safeguarded bythe fact that no names were asked for, each teacher reported upon being\nreferred to simply by a number.\nAs I expected, not every normal-school president replied to questions of this nature,\nbut a sufficient number did so from representative schools to enable me to call your attention to a small but somewhat unusual group of figures. They are compiled from forty\ntypical state normal schools, and relate solely to the qualifications of their teachers.\nReplies were received from more than fifty normal-school presidents, but some had to be\nexcluded because they were not explicit enough for all the purposes of the tabulation,\nothers because it was found they were not from typical state normal schools. One, for\ninstance, was practically a private school receiving state aid. Some, like Albany, N. Y.,\nand Cedar Falls, la., granted a kind of college degree, which would necessarily place\ntheir faculties in a different class from those of the typical state normal school preparing\nteachers for graded schools. Others were so intimately connected with colleges, like the\none at the state university of Utah and the one in Rockhill, S. C, that the two faculties\ncould not well be separated.\nThe forty schools finally selected ranged in size from a small faculty of five to the\nlargest, of twenty-eight, and geographically they ranged from Alabama to Minnesota and\nfrom Massachusetts to California ; so that I believe they form a thoroly representative\ngroup of American state normal schools.\nThe total number' of teachers in these forty state normal schools was 639. Of these,\n301 had received a college education.\nThis was about 50 per cent, of the total number of\n\n"} {"page": 547, "printed_page": null, "text": "Department]\n\nHEADS\n\nOF DEPAR TMENTS\n\nAND\n\nTRAINING\n\nSCHOOLS\n\n535\n\nnormal-school teachers. But these figures included critic teachers, who are mostly not\ncollege graduates, so that, if the heads of departments alone were taken, the proportion\nof college men on normal-school faculties would certainly reach 60 per cent., and it\nwould be safe to say that three-fifths of the men in normal-school faculties are college\nmen.\nIt is safe to assume, also, that the 40 per cent, who are not college men are nevertheless exceptionally well prepared for their work, since they were elected over the heads\nof scores of college men who apply for every vacancy in a normal school. Several normalschool presidents, indeed, went out of their way, as I shall show later, to emphasize the\nfact that they considered their teachers not holding college degrees of equal value, and\nsome said of greater value, to the school than those holding degrees.\nThe fact, then, that 60 per cent, of normal-school teachers are college bred, and that\nthe other 40 per cent, fully measure up to them in the estimation of normal-school principals, seems to justify a first conclusion, namely: that in point of academic scholarship\nnormal-school faculties in this country are fully qualified to undertake the comprehensive\nwork outlined for them by President Felmley.\nIt might be added that forty-five of these three hundred college-bred normal-school\nteachers were doctors of philosophy.\nI am sure I need not remind this body of the surprising change this indicates from\n\nI\n\nthe normal-school faculty of but thirty years ago, where the principal of the best of them\nwas not a college graduate, and where college-trained men were avoided — where, in fact,\nthe normal idea was the one emphatic protest against the scholastic and time-honored\nmethods of class-room instruction then prevailing in American colleges.\nThe next question which the circular suggested was as follows : \" Is the pedagogical\nor professional education of these college men teaching in normal schools as adequate\nas their scholarship?\" In answer to this question, it was found that 185 of the 300\ncollege men, or three-fifths of them, were themselves without any normal-school training.\nThis was a surprise. I thought of what kind of medical schools those would be which\nallowed 185 college men who had never attended a medical school to get into their faculties to instruct young doctors. No amount of graduate study on Browning or Calculus\nwould atone for such a procedure. Why, then, is it allowable in the professional institutions we call normal schools ?\nIt is occasionally urged that \"deep scholarship compensates for the lack of normalschool education.\" But in that case the speaker denies the necessity of the normal\nschool itself. If the normal school is willing that three-fifths of its college-bred teachers\nshall themselves have had no normal-school training, why should it insist that a normalschool training is so necessary for other teachers ?\nAnother answer, however, might be given to my question. It might be replied that\nthe colleges now provide the professional courses which formerly could be obtained only\nin normal schools. Anticipating such an argument, the circular asked what professional\nstudy the college degree indicated in lieu of a regular normal-school training. I hoped\nto get considerable light from the answers to this question, but I was disappointed. The\nquestion was misunderstood, and only a few replies indicated clearly any strictly professional work at the respective colleges mentioned.\nIn a number of instances, however, it was safe to assume that these college-bred\nteachers in normal schools had taken certain courses of lectures in pedagogy. Some had\neven performed child-study experiments in laboratories, and had sent out several hundred syllabi into grade schools. If there were time, it would be interesting to inquire\nhow far such college courses in pedagogy can be regarded as the equivalent of a normalschool training. Such an inquiry would involve a comparison, not only of the broad\nphilosophical and historical themes of educational literature, but also of the practice\nwork done in the two kinds of institutions, of the attention given to practical commonschool questions, such as courses of study, class-room behavior, absence, tardiness, mark-\n\n"} {"page": 548, "printed_page": null, "text": "53^\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\nings, and reports, with which every teacher of our common schools must be concerned.\nBut such a comparison between college and normal-school professional work is beyond\nthe scope of this discussion.\nThere remained one other line of preparation which might be made to justify the\npresence in 40 normal-school faculties of 185 college men without normal-school training. This was the very practical training which comes from a long experience in teaching. But the returns showed that long experience could not always be shown in the\nabsence of a normal-school course. Eleven of these untrained college men did their\nfirst piece of teaching when they entered the normal-school faculty. Surely these are\nnot fitted to guide the method and practice work of a normal school in the way laid down\nby President Felmley.\nTwenty college men without normal training had had an experience not to exceed\none year before teaching in the normal school.\nThis lack of professional qualifications was greatly emphasized by the next question\nasked on the circular. It was with regard to the age of these college men teaching in\nnormal schools. The average age of all the college men was thirty-seven years. The\naverage age of the forty-five Ph.D.'s in this number was fortyrone and one-half years.\nOmitting the presidents of the schools from the list, the average age of the Ph.D.'s falls\nbelow forty. Fifty-six of these college men were still in their twenties. One was a youth of\ntwenty-three, without either normal training or a month's experience in teaching. One\nhad secured a Ph.D. at twenty-five, and had had neither normal training nor experience\nas a teacher before he was summoned to a normal school to teach teachers how to teach.\nSuch cases were exceptional, but it would seem that under the regime urged by President\nFelmley such exceptions even would be impossible; i. e., it would be simply impossible\nto permit a youth of twenty-three, who had never studied in a normal school or taught a\nyear in his life, to arrange courses of study for graded schools and supervise methods of\nteaching in a model school ; and according to the logical position of Dr. Felmley, no man\nwho could not do that should have charge of any department in a normal school.\nIt cannot be denied that the increasing means of American parents and the multiplication ofuniversities in which graduate work is offered have greatly increased the\nnumber of comparatively young men who possess higher degrees, and whose scholarship\nalone would entitle them to do normal-school work. But in the absence of a further professional training and experience, this very superabundance of scholarship is nearly\ncertain to stand in the way of simple normal-school presentations designed to help teachers of grade-school pupils. These admirable theses of Dr. Felmley's make the time\npeculiarly, opportune to consider the prime conditions of their success, namely, the professional qualifications which should logically be required of every normal-school teacher.\nThe best preparation for men who are to teach in normal schools is foursided. The\nfirst side should consist of a normal-school education, the second of a general college\neducation, the third of a graduate course in pedagogy in a university, the fourth of an\nexperience of several years in grade-school work, either as an active teacher or supervisor\nof such work.\nThe university course in pedagogy cannot alone be regarded as a substitute for a\nnormal-school training. The real normal school, its problems and instincts, are practically unknown to a university man who has not come up thru one himself. Possibly a\nlong and honorable experience in graded-school work may, in scrme instances, compensate for the distinctively professional studies, but the man who learns an art simply thru\nexperience has certain well-defined limitations in the presence of the man who has mastered the scientific principles underlying and guiding the experience.\nThe normal-school teacher who possesses the fourfold preparation outlined above is\nnecessarily a man who has arrived at that maturity of years and of views which will make\nhim, not merely an enthusiastic scholar, but also a wise counsellor and an inspiring\nexample.\n\n"} {"page": 549, "printed_page": null, "text": "Department]\n\nHEADS\n\nOF BE PAR TMENTS\n\nAND\n\nTRAINING\n\nSCHOOLS\n\n537\n\nPresident Albert Salisbury, Whitewater, Wis., Normal School, said : There\nare three factors here involved, viz.: the general doctrine of instruction and management,\nthe special method of each subject, and the practice of the training school. It is necessary to bring these into harmony, lest our graduates be left in a state of confusion and\nuncertainty. But the proposition that the desired unity should be secured by having\nheads of departments make the course of study for the training school is the weak point\nin President Felmley's scheme. We should thus have a race between specialists, with\nthe president of the school acting as umpire over a general \" scrap.\"\nPresident Draper has been credited with the saying that a chief part of the work of\nthe head of an institution consists in keeping specialists sane. Normal schools are not an\nexception to this rule. Heads of departments magnify their own work ; and this is\nlegitimate. But they naturally emphasize the logical or scientific relations of their subjectmatter and lose the child out of sight. The more of a biologist, or Latinist, or geographer one becomes the less of a psychologist he becomes.\nThe critic-teachers are not without scholarship. They, too, must know the subjects\nas well as know the children. The critic-teachers should not be made \" subs \" to heads\nof departments. In my judgment, the proper person to make the course of study for the\ntraining school is the supervisor of practice teaching, or principal of the training school,\nwith the advice and assistance of the heads of departments, and subject to the revision of\nthe president.\nLittle real unity will be secured in any other way.\nP. M. Magnuson, instructor in history and social science. State Normal School,\nSt. Cloud, Minn. — The center of the normal school is the practice department. The\nsummary of all method is a knowledge of the child and his needs. If the critic-teachers\nand the superintendent of the practice school know their business, they ought to be the\nones best competent to superintend practice. They must surely know the fundamental\nprinciples of pedagogy. If they are willing to take anybody else's \" say so \" as a guide\nin methods, they are incompetent and should be dismissed. But by all means let the\nheads of departments keep in touch with the practice school, but as learners and\nco-workers, not as lords and masters.\nJ. H. Paul, president of the Latter Day Saints University, Salt Lake City, Utah. —\nI desire to ask Mr. Mollis a question. Do we understand him to maintain that no\nteachers be employed in normal schools except those trained in normal schools ? Or,\nwill he not rather admit with me that the presence of college men on the faculty — men\nand women educated in the universities — will be a real source of strength and inspiration to any good normal school ? Is it not important that a real biologist shall teach the\nbiology, a mathematician the mathematics, etc., even if these have not received their\neducation in normal schools ?\nW. W. Walters, principal of the Eliot School, St. Louis, Mo., spoke from the viewpoint of the elementary teacher. Mr. Walters expressed regret that the normal schools\nshould still devote so much time and attention to methodology. He hoped that in the\nfuture work of the state normals the nature and growth of the powers of the child would\nbe a far more prominent feature of the work than it has been in the past. He expressed\na regret that every mention of child study had been met with smiles of contempt by a\nrepresentative body of normal-school teachers, and hoped that thoro scientific child study\nwould be recognized as an important part of normal-school work. He expressed the hope\nthat in the near future the best state normal schools would give academic work in English\nand literature, in history and social science, and in elementary sciences, that would be the\nfull equivalent of the undergraduate work in those studies now done by the state universities; and that the normal-school work in pedagogy and psychology and child study would\nbe the full equivalent in culture value of the higher mathematics and foreign languages\ngenerally pursued in the university, so that the graduates of the state normal school might\nnot only be well equipped for the position of teacher in the elementary school and high\n\n"} {"page": 550, "printed_page": null, "text": "538\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\nschool, but that their scholarship and culture might everywhere be recognized as the full\nequivalent for the scholarship and culture of one holding a bachelor's degree from a state\nuniversity.\nPresident J. N. Wilkinson, State Normal School, Emporia, Kan. — It seems to me\nthat this is a very auspicious occasion. We are getting ourselves together on this subject.\nA normal president, a training teacher, and the head of one of the other departments\nhave thus far been heard from. The president evidently finds the training department\nthe best field for the correlation of all departments.\nThere are heads of departments who forget that their work is to be adapted to training\nfor teaching. The teachers of academic subjects are likely to desire above everything\nelse the gaining of recognition for their students in the colleges and the universities.\nSuch teachers spend their time seeking and training prodigies who are not likely to teach,\nand forget that the normal school exists for the purpose of increasing the teaching\nstrength of all its students.\nThere will always be trouble between the training department and the other departments, but it may be a friction that not only produces light, but produces the very heat\nwe need to weld all the parts into a working whole.\nMiss May H. Prentice, instructor in the City Normal School, Cleveland, O.— This\nhas been a most interesting discussion. At least one speaker, I am glad to note, has\nspoken emphatically of the value of the critic-teacher in council with the heads of departments. Criticism from below brings as much gain as that from above. Primary pupils,\nstudent-teachers, critic-teachers, heads of departments, grow best when allowed to express\nthemselves and not required to try to express someone else\nHarmony between the practice and theory departments is essential, but it should be\nthe truth presented that secures allegiance, and not the rank of him who presents it.\nThe plan so well advocated by President Felmley, of actual teaching in the practice\nschools by heads of departments, will do much to secure this harmony. The head of a\ndepartment need fear no unkind nor oversevere criticism on the part of the critic-teacher\nit he meets her on the plane of equality. She knows the difficulties of the task too well\nfor that. If he can demonstrate the value of his theories in actual work, there has been\ngreat gain to all ; and if he proves them to have been poorly based, there has nevertheless been great gain ; and if he is sincere and has courage, the gain to himself has\nbeen greatest of all.\nPresident John R. Kirk, Kirksville, Mo., said : We should receive criticism without flinching. Dr. Butler's objections to so much methodology are well founded. I have\nlived largely in and near normal schools, and have visited them in all parts of the country. They deal too extensively in devices, prescriptions, and recipes — too much in\nmodels. The training school is not the chief center of interest ; it is only one of the\ncenters of interest. Mr. Felmley's theses involve too much mechanism. They destroy\nfreedom. Mr. Hollis indulges in caveling. There need be no quarrel with the college\nmen. The normal schools are content with too low a standard of scholarship. 1 prefer\na normal-school professor whose scholarship, breadth, and personality equal that of the\nuniversity professor, so that the normal-school graduate may feel and know that he has\nknowledge and inspiration from the highest possible sources. The mechanism of Mr.\nFelmley's plan is driving the stalwart young men out of our schools. Many of the state\nnormal schools by an approach to this plan have become almost exclusively girls' schools.\nThe girls, by our customs, submit more patiently to conventionalities, while the young men\nprefer, and will have, the sort of instruction that allows greater freedom and does not\ndestroy the power and habit of initiative.\n\n"} {"page": 551, "printed_page": null, "text": "Department]\n\nDEFECTS\n\nIN\n\nTHE\n\nNORMAL\n\nSCHOOLS\n\n539\n\nDEFECTS\n\nIN THE NORMAL SCHOOLS THAT ARE RESPONSIBLE FOR THE OPPOSITION AND CRITICISM URGED\nAGAINST THEM IN MANY PARTS OF THE UNITED\nSTATES\n\nHOMER\n\nH.\n\nSEERLEY,\n\nPRESIDENT\n\nIOWA\nSTATE\nFALLS, lA.\n\nNORMAL\n\nSCHOOL,\n\nCEDAR\n\nNormal schools as organized and maintained in the United States are\na part of the public- school system of the several states, and are therefore\nsubject to the peculiar laws and the special demands of their state environments. They are also so recent in their founding and so incomplete in\ntheir development that they are more or less in the experimental stage, and\nhence there are almost as many kinds of normal schools as there are\nindividual institutions. It has been but sixty-three years since the first\nstate normal school began its work, and the time has not yet been sufficient\nto enable this great modern movement to adjust itself to the educational\nsystem as a whole and to its special field in particular, so as to define\nthe exact province of such a school except in general terms. These sixtythree years of educational history have been notable for the. criticism and\nopposition that the normal schools have continually suffered.\nPossibly no other educational movement in modern times has been met\nwith more positive ridicule or more organized contempt, and hence positive progress has been much delayed and complete development of type\nhas been greatly retarded. It has in fact been more a question what the\nnormal schools have been allowed to do, rather than a question what they\nought to do or could do. This opposition has come (i) from the influential ranks of the leaders in higher education, because the promoters of\nhigher education have always considered it as the best and almost the\nsole agency for bettering the public elementary and high school. In advocating their ideas they have frankly and decidedly repudiated the normal schools, because they offered short and simple courses of study as a\npreparation for an educational career, and thus were in apparent opposition to the traditions and the theories of the historic system of higher\neducation. They also discouraged the normal-school graduate from taking additional college and university education, by refusing to consider\nhis normal-school education and training as having any equivalent value\nwhatever when it came to be applied to the courses offered by these higher\nschools. In addition, the graduates of normal schools, as representatives\nof their new system of thought and training, found themselves treated as\ninnovators, reformers, and smatterers by an unfriendly supervision which\nadhered strictly and firmly to the older and more accepted system represented bythe college and the university. Hence there was great difficulty\nto get a chance to exemplify the training of the normal school in a practi-\n\n"} {"page": 552, "printed_page": null, "text": "540\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\ncal way, as the opportunity to get a fair test and a proper hearing was extremely difficult to secure. This opposition has also come (2) from\npractical men of affairs, who judge public policies and plans by immediate\nresults, and who ridiculed the pretensions and the efforts of the normal\nschools as specially extravagant, impractical, and illusionary. They\ndecided also that the doctrines and theories of education as taught and\nexemplified by the normal schools were more or less a farce or a fiction,\npossessing in reality no intrinsic merit, and giving finally no promise at\nall of permanent and worthy results. As a consequence of these controversies and contentions, the normal schools have been compelled to strictly\ndifferentiate their field of labor from the college and the university, and\nalso from the elementary and high school, in order to be able to successfully defend themselves from the charge of being simply duplicates, and\npoor ones at that, or as inferior substitutes for other education already\nprovided by the states. They have, therefore, been more or less classed\namong the inferior and the unnecessary as educational efforts, and have\nbeen treated by many influential educational and political leaders as\nunworthy and impractical. Such untoward conditions have naturally made\nthe preliminaries slow to formulate, and have likewise made the development and the progress uncertain, doubtful, and hazardous. But despite\nall these things and the consequent poor chance to exert a salutary influence for the betterment of public education, yet in the past half century\nno other educational movement of any kind has wielded such an effective\ninfluence, nor has any other attained more permanent or satisfactory results.\nThe normal schools in America have enjoyed much popular favor\namong the common people, and the growth of the demand for special\ntraining of teachers has been so decided as a force in civilization that\nnearly all the prominent and growing colleges and universities have found\nit necessary to keep pace with the times by establishing departments for\nthe special study of the educational problems and methods in elementary\nschools, in order that they may successfully take part in the progress that\nwas observed on every hand. Such an acceptance was a positive and a complimentary indorsement of the principles and the aims of normal schools\nin general, and was undertaken as a means of self-protection and for selfinterest by these great higher institutions of learning, more than because\nthey were much in sympathy or greatly pleased with the conception of a\nteacher's professional education. The expansion in the number and in\nthe prominence of the normal schools has been very rapid as a matter of\nfact, and it has meant new power and new distinction for their promoters,\nwhile the constant attempt to limit their province, restrict their service, and\nhinder their representatives in the field has been ineffectual as their\ndevelopment has been continuous and permanent. Their work has been\ncomplimented and accepted by the people at large, while the efficiency of\ntheir graduates has changed the whole face of the public service in public\n\n"} {"page": 553, "printed_page": null, "text": "Department]\n\nDEFECTS\n\nIN\n\nTHE\n\nNORMAL\n\nSCHOOLS\n\n54 1\n\nschools from amateurism to professionalism. The contributions of the\nnormal schools to modern psychology, pedagogy, and philosophy have not\nbeen small or worthless. What they have done has been definite, farreaching, and practical in results, having great effect upon all grades of\nschools, from the first grade of the elementary school to the last year in\nthe university. While the direct influences have been specially marked,\nthe indirect influences have been greater still, as the scholars and investigators in the universities have been more and more ready as time passed to\naccept, absorb, and utilize any new and promising developments found in\nthese schools, organize the facts into a logical body of truth, and put them\nforth to meet and serve the exigencies of modern thought and progress.\nSo much for the work accomplished by the normal schools during\nthe past half century, a time of small beginnings and permanent organization. Itis a proud and notable record indeed, such as history can\nnever overlook nor underestimate, as it continually represents progress,\nreform, and accomplishment. The thoughtful person might even easily\nconclude that this mission has been sufficient and this service has been\nso great that the present can well afford to be satisfied and let well enough\nalone for the future, as it seems doubtful whether further consideration\ncould develop anything that would be stronger, more serviceable, or more\npractical. But those who are aggressively at the front in this great work\nof training teachers for public schools cannot thus be satisfied with present attainments, as they must still recognize that there are defects to be\ncorrected and better plans to be formulated. The criticism and the opposition that these schools yet receive are not products of fancy nor prejudice. Some of them must be accepted as well taken and needing reform\nand construction. The destinies of teacher, education, and training are in\nthe hands of a class of men and women who are specially noted for genuine\nwillingness to investigate the truth, and they are also ever ready to meet\nthe objections and make progress. With such a laudable purpose as\nhere stated, the chief defects that are thought by the writer to be most\nprominent and largest in the public policies of normal schools as organized, maintained, and managed in this country are stated, in the belief\nthat they are such defects that time and effort and common-sense can\neasily overcome them, and that they are at this time the principal hindrances to a better progress in and a better service by these already great\nand prominent public educational institutions.\nI. Normal schools have not made and do not now make enough\nof scholarship and intellectual culture to satisfy the growing demand of\nthe strongest, the best, and the most promising students who personally\nlook forward to education as a career. The fact is that the preparation\nobtainable at normal schools is in many respects not sufficient for as large\na field of usefulness and service as the executive ability and personality of\nthese persons make possible.\nThe narrowing of the preparation must\n\n"} {"page": 554, "printed_page": null, "text": "542\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\nhave the effect of dooming their graduates to smaller and more petty\nfields of labor than is either desirable or necessary. The normal schools\nmust therefore meet the demand and offer such inducements for scholarship and culture as the most promising and keenest intellects need in\norder to guarantee to them a career where talent and strength can be\nused entirely, and where the higher and better possibilities of a vocation\nare assured, or else they fail to comply with the real requirements of this\nprogressive age.\n2. The normal schools have made and still make too much of theory,\ndogma, and philosophy, and too little of the real, the practical, and the\nessential. There is no doubt but the criticism of the common man,\nwhich says that much of the so-called pedagogy promulgated and taught\nas the theory and philosophy of education is the merest bosh and nonsense\nfrom his practical standpoint of serviceableness, value, or benefit, is not\nentirely defensible. It is substance, reality, and efficiency that are needed\nand insisted upon in this great age of progress. It is common-sense and\njudgment that must be applied to all the problems of life in education,\nnot abstruse thinking or disconnected philosophy or useless theories. The\nonly kind of pedagogy that the American people regard as actually worth\nthe having in these days of results and great accomplishments is a kind\nthat is business in its nature, producing readiness in action and decided\nefficiency in the work of education. For such results and for such types\nof activities the real normal school must be an exponent. It cannot\nrefuse its true mission.\n3. The normal schools are usually conducted on the \"one-man idea,\"\ninstead of the ''faculty idea.\" These schools are too generally organized\non a theory of unity, in which the head of the school is assumed to be so\nwell grounded in wisdom, so perfect in judgment, so large in capability\nand resource, and so competent to direct that all associates are subordinated toan extravagant extent, requiring them, not to think themselves,\nbut to faithfully carry out the ideas and the notions regarding education\nthat are possessed and enforced by the central authority. There is of\ncourse a so-called faculty of teachers, but they are not treated as if they\nmight possess valuable ideas or experience that are worthy of being\naccepted or put to use. They must not constructively contribute to the\nupbuilding and management of these schools, as their sole province is\nthat of satellites who shine thru the inspiration and the guidance of\nthe superior. The faculty meeting in such relation is not a place for conference, but a place to receive direction and instruction, a place where the\nunifying process is amplified and magnified until all difference of opinion\nand practice is obliterated. Success as a teacher in a normal school, then,\nbegins to mean a peculiarly special ability to work out a president's conception and decision of the true way to successfully teach and train\nteachers.\nThis system prevents a school from becoming a great public\n\n"} {"page": 555, "printed_page": null, "text": "I\n\nDepartment]\n\nDEFECTS\n\nIN\n\nTHE\n\nNORMAL\n\nSCHOOLS\n\n543\n\ninstitution, such as is always possible for a university or a college, and\ndecidedly limits its influence and power in the very field that it endeavors\nto successfully reach and occupy.\n4. The normal schools are generally conducted on the notion that the\ntraining department is the only center of all complete and perfect efforts,\nand that all other lines of work and development carried on by the school\nmust contribute to its prominence and glory. Now, such a conception\nexaggerates greatly the actual possible service of the training department,\nand also specially belittles the service that the other departments are\nqualified to perform in the development and training of a teacher.\nThere are special benefits to be gained from personal contact with all\nsuperior teachers in the class-room. Such benefit is just as effective in\ndeveloping the power of the teacher in training as the training school,\nbecause the actual and powerful teaching of a branch of knowledge has a\ngreat and direct influence as an effective example upon a would-be\nteacher. If the students getting ready for a teacher's career got nothing\nfrom a normal school except professional instruction and technical training, it is quite certain that the majority of them would mentally perish\nfrom the monotony of the effort, and would find it necessary to decline to\ncontinue such unpalatable work. A true student comes to a school to get\ninto contact with great personalities in the teachers and great ideas in the\nsubjects taught, more than to obtain technical instruction or special\nmethods of teaching and managing. The greatest thing about all schools\nis their spirit and the superiority of their environment over the ordinary\nexperience of the student, and it is folly to expect a right preparation for\nany career without the benefits of a mental diet that is agreeable, attractive,\nand wholesome. To confine a growing life to the technical and the professional alone, to the extent that it is frequently practiced, is contrary\nto science and also to common-sense.\n5. The normal schools are commonly conducted, maintained, and\nsupported on a cheap plan. They are treated as if they were to be small\nand insignificant schools, very meagerly equipped, cheaply directed, and\ntaught by persons of narrow experience and education. The theory of\ntheir management seems to be that they need less apparatus, less libraries,\nless laboratories, and less specialization in their instruction than would\nordinarily be expected of colleges and universities. This fact is assumed\nas correct and true by the people of a commonwealth, by the legislatures,\nwho decide destinies in public affairs by making laws, and also by the\nboards of trustees and faculties selected to manage and develop these\nschools. The preparation of a public-school teacher is thus assumed to\nbe a very easy and simple work, and the expense is therefore inferred to\nbe very small indeed. To secure a good patronage of students under\nthese uninviting circumstances, tuition is made free, and special efforts are\nput forth to gather in \"from the highways and the hedges\" large num-\n\n"} {"page": 556, "printed_page": null, "text": "544\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\nbers of those who are supposed not to be qualified for much of a career,\nthinking that possibly they can in some way be induced to be elementary teachers for the common school, such teachers as can eke out an\nexistence at the small salaries generally paid for this work. This condition is unfortunate and unfavorable. It certainly requires decided native\nability, in addition to training, to make a teacher. The right kind of\nnormal schools can therefore never be cheaply conducted schools, as they\nmust have the most elaborate equipment, the largest working libraries, the\nmost perfect facilities, the most distinguished and original teachers, if\nthey are to be fully able to meet the exigencies placed upon them in solving educational problems.\n6. The normal schools are, as a rule, weak in the personnel of their\nfaculties. This is due to many reasons, but chiefly to the economic conditions that are required by the small salaries paid and by the unfavorable conditions imposed, when compared with other higher lines of\nteaching. Teachers in normal schools are commonly selected because\nthey possess a peculiar kind of skill, even if they lack special personality, marked scholarship, or other decided attainments or experience.\nThese conditions have improved somewhat in the past ten years, but\nnevertheless there is still so much room for positive improvement in\nthese respects that it should never be forgotten that even normal schools\ndepend entirely for their prestige, for their greatness, and for their\nusefulness upon the character, the efiiciency, and the greatness of the\nindividual members in their faculties. Some things are useful and\nimportant, others are imperative and desirable, but a faculty is the\none factor of the school whose superiority, excellence, and greatness\nare always an absolute necessity, whatever else may have been provided\nor planned.\nNormal schools are, and of a right ought to be, great public institutions, because they have such a great province and are rightly expected\nto perform a great public service in a great way. The unusualness of\nthese problems demands that normal schools be conducted on large plans,\nthat they claim their right to the things that civilization stands ready to\ngive when the demand is rightly understood, and that they thus possess\ntheir heritage and have the facilities that are commensurate to their needs.\nWith this outlook there will soon be the advent of a new era, and the\nnext decade will see magnificent public institutions of the highest and\nbest type substituted for what are today commonly denominated as very\nordinary schools.\nDISCUSSION\n\n•\n\nL. Seeley, professor of pedagogy, State Normal School, Trenton, N. J.— The statement of this rather long title seems to admit that there is a great deal of opposition and\ncriticism of our normal schools, and that there is justification of the same owing to defects\nin the normal schools themselves.\nNow I do not know of any considerable opposition to\n\n"} {"page": 557, "printed_page": null, "text": "Department]\n\nDEFECTS\n\nIN\n\nTHE\n\nNORMAL\n\nSCHOOLS\n\n545\n\nthese institutions. I know that legislatures liberally provide for them, that the number\nof students in them is rapidly increasing, and that their graduates were never in so great\ndemand. There will always be critics; nor is this an unfortunate circumstance. Just\nand wise criticism acts as a corrective, and stimulates to better things. Let us examine\nsome of these criticisms of our work, and wherein they are well taken, and strive to benefit\nby them.\nI.\n\nLACK\n\nOF SCHOLARSHIP\n\nOF NORMAL\n\nGRADUATES\n\nPerhaps the most vital and most often heard criticism of the normal school is that\nits product shows too little scholarship. Let us admit that the fundamental necessity in\nthe equipment of the teacher is scholarship. You may secure a \"knack\" of doing things\nin the schoolroom whereby there is an apparent temporary success; you may lay stress\nupon \" methods \" by which instruction seems to be well imparted; you may acquire skill\nin manipulating the external evidences of the teacher's work — and I do not depreciate\nthe vakie of all these — but if there is a lack of scholastic attainment there can be no\npermanent success. Too many of our normal schools, by the admission of poorly prepared students, by too short a course, by depending upon a veneering pi-ocess to cover up\ndefects, are sending out teachers ignorant of the subject-matter.\nThis condition is being slowly corrected, and we have every reason to be encouraged.\nWhen we compare our rate of progress with that of other countries, the picture is not\naltogether dark. Our first normal school was founded in 1839, that of France in 1684\nand that of Germany in 1 697. Thus these two countries have a century and a half the\nstart of us, and yet a comparison of the work of our best normal schools with that of the\nelementary normal schools of France and the teachers' seminary of Germany would show\na result of which we do not need to be ashamed. The trouble is the difference between\nour best and our average normal school is very great, and we are comparing our best with\ntheir average. Our early normal schools were mere academic institutions, and, without\nmaterially lengthening their course, we have added the recently demanded professional\ntraining, thus weakening the academic work. The obvious remedy is a higher standard\nof admission, or a lengthening of the course, or both. That higher standards of\nadmission are now possible is shown by Dr. Harris' latest report. The increase in students\nin our secondary schools from 1890 to 1906 was 95.98 per cent., while the increase in the\nnumber of secondary schools for the same period was 138 per cent. Commissioner\nHarris very hopefully says :\nThe increase in the number of high schools and in the number of students enrolled in them is something\nphenomenal. It would seem as if the people of all cities and villages had determined to provide high-school\naccommodations for their children. More than this, there is now a movement to furnish accommodations for\nall qualified children in county high schools where the population is too sparse and the wealth too small to\nprovide town high schools.^\n\nWhen the standard of admission is fixed at the completion of a full high-school\ncourse, as has already been reached in some parts of the land, this defect should disappear, and to remove this is the first and imperative duty of our normal schools.\n2.\n\nLACK\n\nOF\n\nCLOSE\n\nRELATIONSHIP\n\nWITH\nTHE\nSCHOOLS\nTEACHERS\n\nFOR\n\nWHICH\n\nTHEY\n\nPREPARE\n\nOur normal schools take too little account of the schools for which they prepare\nteachers. Of course we cannot expect to come as close to our clientage as the German\nand French normal schools do, where each normal school supplies teachers for a limited\nterritory; but we might study our mutual interests far better than we do. How often\ntrustees employ local teachers with but little fitness in preference to normal graduates,\neven on the same terms ! Prejudice may be a factor, but why should there be prejudice?\nThe truth is we fail to prepare our graduates to meet peculiar local conditions, and the\ntrustee will have none of them.\n\nHe thinks that they are full of new-fangled notions,\n\n' Report of Commissioner of Education, 1899-1900, p. liv.\n\n"} {"page": 558, "printed_page": null, "text": "546\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\ncurious methods, and high-spun theories ; but he could stand these things if the teacher\nhad been trained to a sympathetic comprehension of the needs of his community, as the\nGerman country schoolmaster is. The normal school must be the leader, the pioneer of\neducational thought and practice; but it must not go too fast, else it will prejudice the\ncommunity and defeat its purpose.\nThis is no old-fogyism; it is common-sense.\nOur American people are progressive in education as well as in everything else; but\nthey have been suspicious of the normal school because of its lack of close touch with the\ncommon school.\nI am warned that I have exhausted the space allowed me, and can only state a\nthird effect, without discussing it.\n3.\n\nLACK\n\nOF\n\nCIRCUMSCRIBED\n\nAIM\n\nThe high school prepares for college or for life. The college aims to fit for broader\ncitizenship and lays the foundations for a professional career. The university specializes\nalong different lines, seeking to give definite mastery of some particular field of human\nthought and human endeavor. Modern civilization is so complex, the division of labor\nso great, and the requirements of each calling so multifarious that no one can be\nexpected to master other callings than his own.\nThe normal school is intended to prepare teachers, but there are many kinds of\nteachers, and the aim is not definite enough. The normal school attempts to make\nkindergartners, primary, grammar and high school teachers, assistants and principals,\ngrade teachers and district-school teachers under the same course of study, in the same\ntime, with the same instruction, in the same classes.\nHas not the time come when there must be a greater differentiation in the work of\nour normal schools?\nThis work has already begun by the establishment of chairs of pedagogy in colleges,\nby the founding of teachers' and normal colleges, and by organizing classes for kindergartners insome schools. But this does not reach the great mass of our common-school\nteachers, who also must in some way receive special training for special work. This will\nnecessitate a reconstruction of our normal-school scheme, whereby there may be at least\ntwo grades of normal schools, somewhat after the pattern of France.\nPresident Albert Salisbury, State Normal School, Whitewater, Wis. — The state\nnormal schools are set for a specific, practical service, to serve their states. The state\nexpects the normal school to take the young people where it finds them, and to hold them\nas long as it can, and give them all it can. More than this it cannot do. It must give\nthem scholarship, all they will stay for, and first of all in those subjects which they will\nbe called upon to teach.\nBut this is not all that it should give them.\nAbout a generation ago a bogey was invented and set in motion, the bugaboo of\nmethods, \" cut-and-dried methods.\" This bugaboo is now old and second-hand, but\nseems to have alighted in Dr. Butler's hat. We have been told here today that we should\npresent a few fundamental principles, and then method will take care of itself. But is\nthis true?\nI understand method to be systematic procedure according to principles. It is the\napplication of principles. Are young people able to make this application wholly for\nthemselves? Principles are abstractions; they must be reduced to the concrete. We do\nthis by our work in special methods and by the work of the practice school. Can we do\nit in any other way? What more consistent or logical or profitable thing can the normal\nschool do?\nPresident John W. Cook, Northern Illinois State Normal School, De Kalb, 111. —\nI am reminded of a remark which President Lincoln once made when beginning an\nargument in, a lawsuit in reply to the eminent Judge Logan, of Springfield, 111. It was\nto the effect that he had so profound an admiration for the intelligence and legal\n\n"} {"page": 559, "printed_page": null, "text": "Department]\n\nDEFECTS\n\nIN\n\nTHE\n\nNORMAL\n\nSCHOOLS\n\n547\n\nknowledge of Judge Logan that whenever he found himself unable to accept the opinion\nof that distinguished attorney he felt somewhat skeptical as to the conclusions of his own\njudgment, and he could only console himself in the thought that possibly even Judge\nLogan might make a mistake. I have always listened with interest to anything that\nDr. Seerley has had to present, but I am obliged to confess that I cannot adopt his view\nin this particular instance. And the discussions that have followed have been still less\nsatisfactory. Indeed 1 have rarely attended the meetings of any of the sections of the\nNational Association in which the work of the institutions for which the section stands\nhas been so unhappily discredited. A stranger who should have dropped into our midst\nmight conclude that he had strayed into a meeting whose central idea was to attack\nnormal schools, rather than to elucidate their methods of work. The references to the\nSuperior Normal School of Paris are interesting and suggestive. But to hold that the\nAmerican state normal school at its present stage of development has any such function\nor should attempt any such problems is to make a grave mistake. France is generously\nequipped with provincial normal schools, and it is to them rather than to the unique\ninstitution in Paris that she must look for the preparation of teachers for her elementary\nschools. Teaching, indeed, cannot be said to have attained the rank of a profession as\nyet in this country. In no one of the states of the Union has there been any such\ndevelopment of the idea of professional instruction for teachers as to secure well-equipped\nand thoroly competent schoolmasters for all of the schools. Massachusetts has one good\nnormal school for each thousand of her teachers, but such distressing mortality prevails\nin this particular department of human activity that even her admirable facilities are\ninadequate. In no state west of the Alleghanies is it possible, with the facilities at\npresent operative, to furnish an adequate supply of teachers for public schools. Our\nambition consequently must be far less lofty than that of the gentleman from Missouri.\nI am disposed to think that a longer experience in the work which he has undertaken\nwill satisfy him that humbler achievement will do far more for the commonwealth by\nwhich he is employed than any Quixotic scheme shaping normal schools after the\nmodel of the institution to which he has referred.\nI have heard ever since I can remember a good deal of talk about normal-school\nmethods. The impression seems to have prevailed that these institutions were engaged\nin the manufacture of formal devices with which their pupils were to be stuffed and\nwhich were to be retailed regardless of their application in the schools that should\nunhappily come under their influence. I have not before, however, heard the sentiment\nexpressed by normal -school men. The remarks have also been so utterly inapplicable to\nthe institutions with which I have been acquainted that I have attributed them to the\nignorance of their authors. Am I mistaken in my impression that there is a disposition\non the part of normal-school men to return to the academic work of the old normal school?\nIs it because there has been an attempt to construct professional courses and that such\nan attempt has been unsatisfactory because of the lack of development of pedagogical\nprinciples and practices ? I sincerely trust that I am in error in this matter, and that the\nnormal school will not abandon the fields of professional investigation and development\nbecause the problem of education is found to be difficult. That would indeed be an ignoble\nsurrender. I have no such conception of method as I find coming so trippingly from the\ntongues of many speakers. The term has a deeper and profounder significance to my\nmind, and I should rather include under the word \"devices\" all' of that formal machinery\nwhich has been so justly condemned in the past. Method is indeed a subject that is\nworthy of the profoundest investigation, and it is indeed to this deeper and more vital\nmethod that the normal school must devote the larger part of its energy. Let the\nacademy exploit the knowledges on their own account, but let the normal school separate\nitself more and more widely from those institutions whose function is the diffusion of\nknowledge, and not the technical preparation of men and women for the practice of a\ndistinct and fairly well-defined art.\n\n"} {"page": 560, "printed_page": null, "text": "548\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Normal\n\nPresident Homer H. Seerley (in closing the discussion) — I hardly think it best\nto prolong this discussion, altho I desire to express my appreciation of the courtesy\nextended. I had purposed to not make any reply to criticism upon the paper I previously\nread, because I have no doubt of its shortcomings. However, I am glad to express my\npleasure at the unbounded optimism of my friend President Cook. He is remarkable in\nbeing able to be optimistic in whatever condition he finds himself officially. \"Whatever\nis is best \" is a good motto for all of us to have who are workers for the American people.\nWe do what we can much more than what we would. Each has his environment of\nstatutes and customs to more or less regulate his work, and no state normal school in the\nUnion is able to decline to accept the conditions and limitations thus imposed. President\nCook is optimistic regarding the normal-school plans of Illinois, and I am just as\noptimistic regarding the plans of Iowa. We certainly cannot, therefore, agree ; neither\ndo we need to do so nor care to do so, as we can respect the efforts of each other despite\nthese differences of opinion.\nI think the state normal school ought to be a training school in which all kinds of\nteachers needed by all grades of public schools can be prepared. I believe in the training\nof teachers, for primary and elementary grades, and Iowa is busily doing this very thing.\nIt is certainly the function of the normal school to do such work, but that cannot be its\nsole function, as there is no reason that is worthy of the name that excludes a normal\nschool from training all kinds of special teachers and all varieties of high-school teachers\nif the state sees fit to properly support and equip such departments as are necessary.\nThe college and the university have no particular right to claim those higher lines of\npublic-school work by virtue of their individual ownership. The right kind of a normal\nschool can even make a better preparation for teachers of Latin, science, history, and\nother subjects in secondary schools, if scholarship is recognized as a part of the lawful\nwork of the normal school, than can now be secured in any college or university as at\npresent managed, as the training in teaching and the professional instruction possible\nhave much to do in the development of the power and the spirit of the teacher.\nMy claim is, therefore, that the normal school can be a greater and more useful\nschool for the state than most of .those who have spoken have thought ; and furthermore,\nthat it is the business of the normal school to occupy these neglected fields, as the states\nstand ready to give the buildings, the equipment, and the teachers to meet this larger\nservice, if we but feel ourselves to be capable for the larger task. What the American people need to know is that these larger things are possible, and that we are\nready to be their servants in every way that we can help the public schools. The normal\nschools need to put themselves upon such a basis that they are entitled to the respect and\nesteem of the public as being equivalent in utility and possibility to the best educational\ninstitutions in the land. That the people are more than ready to permit such expansion\nand development so as to make them great institutions is a fact. I have had such experience as to justify me in saying to you all : Come upon the platform of a greater service\nand demand such public support as will guarantee the most satisfactory success.\n\n"} {"page": 561, "printed_page": null, "text": "DEPARTMENT\n\nOF MANUAL\n\nSECRETARY'S\nFIRST\n\nTRAINING\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly 9, 1902\n\nThe Department met in the chapel of the Minnesota State University at 9 : 30 o'clock\nA. M., and was called to order by President Charles R. Richards, of the Teachers College, Columbia University, New York city.\nAfter a vocal solo by Mrs. L. M. Park, Professor Arthur W. Richards, of the Ethical\nCulture Schools of New York city, presented a paper on the subject, \"From the Practical\nto the Intellectual in the Shop.\"\nJ. E. Painter, supervisor of manual training, city schools, Minneapolis, Minn., read a\npaper on \"The Field of Shop-Work in the Elementary Schools.\"\nThe following named were elected as officers for the ensuing year:\nFor President— Q. F. Warner, of Springfield, Mass.\nFor Vice-President—^. E. Painter, of Minneapolis, Minn.\nFor Secretary— K. W. Richards, of New York, N. Y.\n\nThe department adjourned to Thursday afternoon, July 10.\nSECOND\n\nSESSION.— Thursday,\n\nJuly 10\n\nThe Department met in the University chapel in joint session with the Department\nof Art Education, and was called to order at 2:30 P. M., President Richards in the\nchair.\nMiss Gertrude Louise Hale sang a waltz song, \" Nymphs and Fauns,\" Bemberg.\nThe following papers were presented :\n\" Possibilities of Art in Relation to Manual Training,\" by Ernest F. Fenollosa, and\n\" Practical Co-operation between Art and Manual Training,\" by Harold Peyser, instructor\nin manual training, public schools. New York city.\nDiscussion of the papers was opened by W. H. Hatch, superintendent of schools,\nOak Park, 111., who was followed by Homer H. Kingsley, superintendent of schools,\nEvanston, 111.\nAfter the discussion the joint session adjourned.\nTHIRD\n\nSESSION.— Friday, July ii\n\nA round-table conference was held at 2 : 30 P. M., in the University chapel, to\ndiscuss the topic, \"The\n\nRelation of Household Economics\n\nto Science in the High\n\nSchool.\"\nMiss Lillie Collamore Smith, of the Brookline (Mass.) High School, presided at the\nconference and introduced the subjects for discussion.\nThe question of the relative value of cooking and other forms of hand work as compared with instruction in applied science was first taken up. The weight of opinion\nexpressed was that actual constructive work with the hands is the natural road to the\ninterests of high-school pupils, and represents the essential feature in any real development of knowledge and capacity in the field of household economics.\n549\n\n"} {"page": 562, "printed_page": null, "text": "55°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nThe conference then discussed the correlation of instruction in household economics\nwith that in pure science. Many points of view were expressed, but the current of opinion\nwas clearly toward denying the importance of a close correlation between instruction in\nthe two subjects.\nThe conference closed by adopting the following resolution :\nResolved, That in the opinion of this conference intimate correlation between instruction in household\neconomics, especially in its early stages, and the teaching of pure science is not essential, and that a scheme\nof instruction in household economics can be most effectively arranged on the basis of its own subject-matter.\n\nCharles\n\nFROM\nARTHUR\n\nTHE\n\nPAPERS\n\nAND\n\nPRACTICAL\n\nTO\nTHE\nTHE SHOP\n\nR. Richards,\nActing Secretary.\n\nDISCUSSIONS\n\nW. RICHARDS, ETHICAL CULTURE\n\nINTELLECTUAL\n\nIN\n\nSCHOOLS, NEW YORK, N. Y.\n\nLet US think of the title of this paper as indicating a movement, not\na goal, and as a larger world-movement not less than one of possible or\ndesirable bearing upon the question of hand work in the school.\nLooking about upon the activities of life, even as a citizen, does it\nnot appear that progress in their conduct from religion and philosophy\nto the arts and industries is ever toward a greater intelligence concerning\nthe processes and laws involved ? And altho the outcome in present\nworld affairs may seem chaotic and unsatisfactory, these have nevertheless a very natural and lawful descent from a past which with much fitness\nwe may take seriously.\nIn the fabric of life it is with the weft thread cast by Bacon and the\npattern then begun and yet in process which the present day has to do —\nthe warp and woof of science, which has shown the outlines of an orderly\nworld and the presence of an intelligence with which man feels some kin.\nIn no department of human affairs has this thread woven to greater\neffect than in the arts and industries of life, and the social and educational purport to' man is not at all a clear and settled matter. It is, however, becoming plain that the whole fabric of life is affected, and that\nsome adjustment is demanded of its beneficent institutions, even its\nschools.\nOf the handwork of man especially is some adjustment of the vision\nnow and then necessary if it is to be contemplated with due perspective.\nThe moderate and crude rule-of-thumb methods of the crafts and\ntrades of old; the contentment of a son with the craft of his father; the\nsimple, home-made paraphernalia of life, with its homely and human\ntouch; and, finally, the leisurely day necessary to give this lingering touch\n— are fast dropping from the ways of life. Regret for this the author\nshares with many, yet the world ever moves on, and no artificial resurrec-\n\n"} {"page": 563, "printed_page": null, "text": "Department]\n\nFROM\n\nPRACTICAL\n\nTO INTELLECTUAL\n\nIN\n\nTHE\n\nSHOP\n\n55 ^\n\ntion of the arts and crafts of old will stay those real movements which\nare organic.\nBut the time is at hand when the arts and crafts of old, picturesque\nand human as was the art they gendered, do not represent or cover by a\nlong way, either as to motive or matter, those constructive activities of\nman which are expressed thru the work of his hands.\nLittle wonder that the age of crafts and primitive forms of industry\nand the present age of steam and electricity show not immediately marked\ncommon factors. Man is, however, very much the man he was — \" a toolusing animal.\" Because his tools have become infinite and complex, and\nthe forces subject to his intelligence surpass the highest flights of the\nimagination of his earlier day, shall we say, therefore, as we may no longer\nhail him as craftsman, that he is a less worthy kind ?\nThis matter of values in differences of kind bothers us sometimes to\nbalance, so often is it more of one than another kind with which we have\ndwelt. It was under such stress, in fact, that the several forms of hand\nwork entered the school — thru the familar kinds, not thru philosophic\nconsiderations, from the technical school on the one hand and the kindergarten on the other, with an intermediary movement springing from\nand devoted to the home and household interests.\nThis latter movement there is some reason to think will move on\nunder the pressure of the art and aesthetic interests into the arts and\ncrafts point of view. If so, again will manual training fail, as it has in\nthe past failed, to adequately represent in the school the workshop of the\nworld as a social and civilizing factor in the life of man ; for, failing to\nrepresent the workshop of industry and science, it fails to represent also\nmany important human and world interests, and omits material of too\ngreat educational value.\nThis material which has come into the workshop of the world thru\nthe impulse of science, discovery, and invention is, it is believed, of\nspecial significance to the child of the elementary school age, considering the needs of motive, intellect, and imagination.\nFrom the workshops of industry and science come those servants and\ntools of man which are the attractive features of the world of action\nwhich he sees about him, the factors which give it \"go,\" ever challenging\nhis curiosity and understanding. But is this not just the appeal we\nwould expect of these things to him who is in nature something of the\nman concerned with making the mysterious in nature subject to his\nintelligence ?\nMore than this, is not the dominant impulse of the elementary school\nage an impulse to acquire a larger grasp of and intelligence about man's\nworld and its activities? And tho we may leave by the wayside multitudes of ordinary impulses, are there not some large and dominating\nimpulses which we would hardly be justified in not considering, so much\n\n"} {"page": 564, "printed_page": null, "text": "552\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nfManual Training\n\ndo they seem to indicate something of \" the nature of the living principle within \" with which Plato would have us start, and so much is it\nnecessary to consider them if we would \"order their lives for the best\",\nas is his injunction?\nThe question, then, of what material offers the most fitting food for\nthese larger impulses is one of some importance, and it is purposed to\nconsider here that material which science and invention have given to the\nworkshop of the world in its significance to the needs of the elementary\nschool, and in the several aspects — first, as concerns the nature of the\nmotives which it lends to the work; second, as concerns the intelligence\nwhich it lends to the activities ; and, third, as concerns the qualities it\nlends to the imagination.\nConsidering the motives which may be associated with our handwork,\nthe question is, what desires, what ends, shall we consider of most worth\nas the conscious impelling and directing agents of the activities, when\nvalued according to the social, ethical, and intellectual life and purpose\nto which they lead ? Have those superior worth in this direction which\nconstantly seek the aesthetic, the beautiful, the emotional, or must this\nplace be given to those which seek delight in the rational, the philosophic, the perception of purpose, law, and order in creation ? Or shall\nthe honors be divided between these two types ?\nOr, further, are these but exterior aspects of the same more fundamental thing, the human quality and import of which, if acquired thru\neither exterior form have much the same culture value ? Knowledge for\nknowledge's sake is quite as sane and useful a proposition as \"Art for\nart's sake,\" both art and knowledge in themselves being quite on equal\nterms until to humankind a difference in value and import is manifest.\nIf we come to their subjective co-ordinates and consider knowledge, not\nin itself, but as leading to intelligence, exaltation, and inspiration thru a\ncomprehension of something of the majesty of truth and order in creation, then it is hard to escape the feeling that we are on the borderland\nof the aesthetic, and if forbidden the word according to present-day usage,\nit is mainly because at present the field of the aesthetic has not its final\nand fixed limits.\nHowever, it is not of much concern here as to whether they are or are\nnot in the final analysis the same in kind or are covered by the same\nterm, for it is desired but to present them here in opposition to indicate,\nas bearing upon the matter in hand, that there are motives which, thru\nother form and manner than that commonly assumed by tho'Se of the\naesthetic, are to human-kind of much the same purport as to the social,\nintellectual, and culture values involved.\nOf such bearing are those motives and aspirations which have kindled\nthe imagination of and stirred to absorbing labor the man of science, discovery, and invention ; and the results of these, if measured either in terms\n\n"} {"page": 565, "printed_page": null, "text": "Department]\n\nFROM\n\nPRACTICAL\n\nTO INTELLECTUAL\n\nIN\n\nTHE\n\nSHOP\n\n553\n\nof the type of individual produced or in terms of the quality of life given\nto mankind, as indicated by the freedom and aspirations and the altruistic works made possible, constitute perhaps the grandest record of history.\nIt is but an ordinary observation that\" not always are those of superior\nmoral and ethical force who are constantly occupied with the fine arts.\nThe difficulty which this brings into the school, as already suggested, is\nin this matter of perceiving fairly the value in differences of kind. \"Our\nday has its idols\", and institutions still have much ancestral material in\ntheir garrets. So it is that the aesthetic is still limited to its old forms,\nand not as a practical working conception is it generally recognized that\nhe of scientific and inventive impulse may \" have an aesthetic aim alluring him by a beauty\" peculiarly its own.\nExterior form as a pleasing effect may be the end held before the\nmind in our constructive work. Now if this end be given first place in\nthe mind as the motive of our handwork, it leads most naturally to such\nwork being selected as allows of the maximum freedom in exterior form,\nand in which the functional and mechanical determine only to a minimum what the form shall be. Very readily, then, does a preponderance\nof conscious attention come to be given to this matter of appearance,\nwith which, I submit, both the social and the school atmosphere are\nalready sufficiently charged.\nLet there be no mistaking what is meant here. It is effect in appearance as the conscious and all-important end in the child-mind which is\nconsidered as dangerous and corrupting, and not appearance, which is a\nresult and natural attribute of that which is admirable because constitutionally sound and adequate.\nThe objection, therefore, is to giving a minor attribute the major\nplace in the child mind ; to starting at the wrong end.\nAnd so it is held that the manual work of the elementary school, to a\nlarge extent, may well be given over to a type of work the forms of\nwhich to a maximum degree call for the consideration of the functional\nand mechanical content, and precisely for the purpose and advantage of\nplacing the preponderance of attention on the content rather than the\nform — giving the major attribute the major place; starting at the right\nend.\nNothing depreciating the value of the aesthetic as a force in the world\nof action or in education is intended here, but that this value comes only\nthru the influence of the fine arts is held as a reasonable doubt and considered inadequate as a conception for the educator; for it is reasonably possible that like culture values do not depend upon like forms,\nespecially if in this connection anything be conceded individuality in its\nvarious modes of establishing its human and world relations.\nTo hold to what this specific point leads, however, is not necessary to\n\n"} {"page": 566, "printed_page": null, "text": "554\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nthe purpose of this paper; but concerning the main question of individuality, for which it may not seem adequate provision is here made either as\nto matter or method, let somebody be presented to allay unnecessary\nmisgivings and lend point and perspective to the position, so far as it is\nintended to involve this question of individuality.\nBriefly, individuality is considered as having little or no motive or\ninterest apart from real things and affairs of the world of man. In these\nthings, in fact, it finds itself sufficiently reflected ; that it is from without the self that interests and motives are built up ; that in the same\nobject or matter groups, or even multitudes, may acquire and have equally\nintense and personal interests. And that becoming a personal interest\nor motive not at all is it more or less personal because the same to\nothers, or on account of the source or occasion of its origin. Whether it\nbe derived from or suggested by person or thing, accident or purpose,\nfriend or relative, home or school, matters but little ; for as an interest\nand motive it thrives more upon its inherent attributes than upon the\noccasion of its conception.\nFrom this point of view, therefore, it was difficult to understand why\nthe boy who was making an ironing-board, the motive for which was\nacquired at home, was necessarily working with greater individual interest\nand motive than he who was equally absorbed in making a bridge, the\nmotive for which came from the interest of the shop. And neither was\nit clear why it was an obvious conclusion that because the whole class\nmay be dealing with the same thing there is necessarily, therefore, less\nindividual motive, activity, or satisfaction. It would seem that those\nholding such a view are more interested that the individuality of pupils\nrtctxvt free play than that it receive the freedom gdiinQd. bywork associated\nwith matters of large human concern, with which all inspiration and\nmotive, however individual, must be concerned. It was not so difficult,\nhowever, to see why one boy at any given time may not have a bit of\nmotive in making a paper-knife or ironing-board, while his neighbor may\nhave considerable ; for with particular objects having very narrow worldrelations and very little content of a nature to quicken the intellect and\nimagination have we not very much a common experience? And so\nlong as we deal with the matter on the basis of objects alone, especially of\nthe kind mentioned, that long does the question of individuality promise\nto present itself as requiring for its satisfaction particular things. On the\nother hand, can we but get beneath the things to the general attributes\nand principles of their being, experience shows the author that with these\nthe question of a common kinship assumes an entirely different aspect.\nIn connection with the two aspects of the question of motives, it is\nfelt that the thoughts presented bear with special potency upon the latter\nhalf of the elepientary school age ; for at this age especially is there\nan awakening\nof the intelligence to a greater reality of things, and\n\n"} {"page": 567, "printed_page": null, "text": "r\n\nDepartment]\n\nFROM\n\nPRACTICAL\n\nTO INTELLECTUAL\n\nIN\n\nTHE\n\nSHOP\n\n555\n\nduring this period are formed, thru a more conscious reconstruction of\nthe old and a construction of the new mental material, the more positive\nand final motives, purposes, and ideas that are to carry over into adult\nlife and purpose. The environment, suddenly enlarged by the freedom\ngained from the nurse and nursery, presents on every hand forms which\nare but signs of a more significant and enticing content, giving continual\nchallenge to this awakened intelligence.\nThe transition, then, from the form to the content of material as the\nbasis of selection, is a move of some consequence, if we are to face the\nquestion of food for the activities of this period.\nAnd I would present here as very little exploited to this purpose the\nworkshop of the world in its larger meaning, as transformed and enriched\nboth in matter and method by the contributions from science, discovery,\nand invention. Not less is it practical, accurate, and effective in small\nmatters and methods, but more is the intellectual demanded in dealing\nwith the larger laws and forces with which the constructive work of man\nhas become associated.\nThe bearing of this material upon motive and inspiration to labor has\nbeen indicated somewhat. Its bearing as concerns the intelligence which\nit lends to activity is equally important.\nThis it is hoped will appear when considering the question of method\nfrom concrete examples, for it has to do both with matter and method,\nand space allows of but one point being considered here.\nThis point is that a large view and grasp of the matter, a full intelligence upon the part of the pupil, is necessary if anything valuable as to\nmeans and method are to be conceived and given birth. As manual\ntraining, no means or method, tool or practice, just because representing\ngood usage in a trade or craft, is so important or valuable as that means\nor method conceived as fitting from the fullness of the worker's intelligence. Again, the plea is to give the major place to the major consideration, that the minor may be given its just and real bearing and import to\nthe whole. And I would suggest the significance of this to the practical\nproblem of treating large classes by raising the question as to whether\nforty workers, with an intelligent and broad view of the matter, or forty\nwho have in mind but the immediate bearing of that move with which\nthey are at any time occupied, make the greater problem. Does not the\nanswer to this indicate that the first concern is the matter of intelligence\nabout the problem in hand ?\nA third respect in which the workshop of industry and science\nbecomes valuable to our purpose is in respect to the sanity, fertility, and\ncreative power which it lends to imagination.\nHere again is there some reason for thinking that the \" idols of the\nday \" or the material of institutional garrets are still lingering in the\nworking conceptions of those whom this most concerns.\n\n"} {"page": 568, "printed_page": null, "text": "556\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nIs there not some reason for believing that too much relative value is\nassigned the world of fanciful forms and unreal things, in which all\ntruth, balance, and laws of order and sense, as used seriously in life, are\njeopardized as formative material for the imagination of children?\nIs it not a common observation that the faculty to put together and\nconceive in imagination possible relations, forms, and arrangements of\nreal things and forces with a keen, true sense of fitness is a faculty which\nin children will generally stand improvement, and one which it is at least\nsafe to cultivate? It is, in fact, in just these qualities of imagination\nthat the pupil whom we consider able and worthy excels.\nMay we not, even yet, well lend ear to Bacon, at least as open to\nsuggestion, as he condemns the practice of \"the mind working, not\nwith stuff, but upon itself, producing cobwebs of no substance or profit,\"\nand consider in this connection the condition of the child mind, and if\nit is not often judged as having little imaginative power when but material\nis lacking ? And again when he calls natural philosopy — in which he\njustly includes the manual arts — the first matter of philosophy, and consider if to the child mind this is not especially potent ? And may we\nnot in like manner lend ear to Rousseau, who would have his pupil philosophize ashe works, and consider as material for this the relative merits\nof those matters with which the workshop of the craftsman is concerned\nand those with which the workshop of industry and science is concerned,\nhaving in mind their bearing upon motives, intelligence, and imagination,\nthe mainsprings of action ?\nHastening on to the question of method, which after all determines\nthe final character of the activity secured, it is presented thru an example\ntaken from the year's work of the seventh grade, and one which fairly\nwell answers to the thought presented in this paper.\nThe limitations placed upon this paper, however, allow of the method\nbeing presented only in outline.\nA study of the water wheel — not a model of a water wheel.\n1. A historic sketch — concerned with the value and uses of the\nwater wheel to man, past and present; conditions of their use; primitive\ntypes of wheels and mills.\n2. The physics involved — hydraulics, concerned somewhat with the\ndynamics of fluids ; raising questions concerned with pressure, head, and\nquantity, explaining the occasion for dams, mill-ponds, reservoirs, etc.\n3. The mechanics involved — concerned with the interaction of\nwater and wheel, the three ways which it may act upon a wheel, by\ngravity, pressure, and impulse ; giving three types of wheels to correspond, and classing thereby the several kinds known as \"overshot,\"\n\"undershot,\" \"breast,\" \"turbine,\" and \"jet-wheels,\" and leading to questions of efficiency as determined by conditions.\n4. The problem of design and construction, starting with our city\n\n"} {"page": 569, "printed_page": null, "text": "Department]\n\nFROM\n\nPRACTICAL\n\nTO INTELLECTUAL\n\nIN THE\n\nSHOP\n\n557\n\nconditions — a faucet in the sink ; what type of wheel promises greatest\nreturns.\nThe jet-wheel winning its own case — not the teacher; consider\nsize of wheel as bearing upon power and speed, number of spacing of\nbuckets. Leaving questions about the form of buckets and the form, number, and direction of jets, for the imagination to work upon, the wheel may\nbe started as a problem in drawing, mechanical design and construction,\nand tool work.\nHaving the wheel, the problem of feeding or applying the water to it\nmay be taken up by discussion, and with drawing-boards at hand, that, as\nconceptions are formed, their expression according to the laws of\nmechanical drawing may be dealt with effectively. The question of size,\nnumber, and position of jets being settled, and lined in, the question of\nconnecting and feeding them may be discussed, one boy discussing the\npropositions of another to the profit of all. Many questions as to thickness and length of material, size of holes, length of shaft, base, and\nmany other matters, may be left for the individual to settle.\nBrief and meager as is this outline, it is hoped that several significant\nthings will have appeared :\n1. That in the order, we have given man, nature and the two\neffected in the arts — in the large sense. That while dealing with a matter of import to the world of man, it continually satisfies the intelligence\nby its content, and finally results in a production extremely worth while\nwhen measured in terms of the boy's life.\n2. That of first concern was the establishment of the human and\nworld relations involved, for not only may the shop-work contribute\nsomething directly to a sense of the historic, human brotherhood, and so\nreally to the geographical, but, in accord with the thought presented\nunder individuality, it is in these things that it finds itself adequately\nreflected, and hence finds matters most worth its while; freedom coming\nto individuality as to man in the world, in adjusting itself to what is\nalready achieved, and deriving greatest satisfaction in modifying this in\nsmall ways.\n3. That in physics and mechanics (nature) we have that from without the self — the impersonal — which kindles the intellect and imagination and at the same time inspires the mind with the stability of the\nthings of law and order in creation.\n4. That the imagination, not being crystallized by the presence of a\nmodel, creates forms from conceptions of functional and mechanical\ncauses and effects, thus giving imagination real creative activity.\n2. That the first day in the shop results in something that may be\ntaken home and put in mamma's lap is not so important as that it contributes something new to purpose, awakens the intelligence, and creates\nactivity of imagination.\n\n"} {"page": 570, "printed_page": null, "text": "558\n\nNA TIONAL\n\nEDUCA\n\nTIONAL\n\nASSOCIA\n\nTION\n\n[Manual Training\n\nI would commend to attention here the gap which seems to exist\nbetween the freer mental work of literature and history, with its full content, and the abstract mathematics with its meager content, and suggest\nthat such matter as the water wheel is concerned with would very effectively occupy an intermediary position.\nIn closing, space not permitting a summary, I express a conviction\nthat the workshop of the school will soon emancipate itself from the\npetty and special influences to which it has been subject, and attach itself\nto the serious matters and methods which dominate the school as a\nwhole.\n\nTHE FIELD\nJ. E. PAINTER,\n\nOF SHOP- WORK IN THE ELEMENIARY\nSCHOOL\nSUPERVISOR\n\nOF MANUAL\n\nMINNEAPOLIS,\n\nTRAINING,\n\nCITY SCHOOLS,\n\nMINN.\n\n\"Education,\" says Dr. Emerson E. White, \"is a complex process. In\nits widest sense it includes all those processes, activities, and influences\nthat occasion subjective changes in man, whether the changes be physical,\nmental, moral, or spiritual. The home, the school, the church, civil\n^ society, the state, industry, physical environment, and all else that touches\nman, are, in this wide sense, educational agencies, and each contributes\nsomething to the complex result called ' education.' \"\nLeaving out of consideration all these agencies save the school, it is\nthe purpose of this paper to discuss one phase of school education, commonly known as \" manual training,\" and this in its relation to the elementary school.\nAs the end sought must determine the means to be employed in its\nattainment, I will first state in a general way what I believe this end to be.\nThe school has always concerned itself with the physical, mental, and\nmoral uplift of the race, and we must defend whatever enters the curriculum on the ground that it contributes in the highest degree to these\nends. We must know that its reactions upon young lives will produce a\nhigher type of manhood and womanhood, that it will result in clearer\nvision and finer feeling, and furnish the strongest incentive to nobler\ndoing. In brief, my conception of the purpose or object of education,\nfrom the public-school point of view, is to instill into the lives of the\npupils such high moral principles, to give them such facility for obtaining\nuseful knowledge, and such power of all-round expression as will insure\nto them the greatest happiness thru life, and to society the highest example of true living.\nWhat, then, should the construction work in our schools contribute\ntoward this result ?\n\n"} {"page": 571, "printed_page": null, "text": "Department]\n\nFIELD\n\nOF SHOP- WORK\n\nIN ELEMENT\n\nA R Y SCHOOL\n\n559\n\n\"Man without tools,\" says Carlyle, \"is notliing ; with tools he is all.\"\nIn Ruskin we read :\nA boy cannot learn to take a straight shaving off a pJank, or to draw a fine curve\nwithout faltering, or to lay a brick level in the mortar, without learning a multitude of\nother matters that books could never teach him.\n\nThe reason for this is well stated by Professor Henderson in describing the interaction between the inner and the outer world.\nThought is not carried on in terms of thought, but in terms of things, and is as\ndependent upon these as bodily action is dependent upon thought. Eviery bodily experience affects one or more of the sense organs, and sends one or more impulses along\nthe nerves to the central receiving station, the brain. Here something very wonderfnl\ntakes place, something so wonderful that we have no explanation for it in the whole\nrealm of empirical science. The nerve-current setting in from the outer world to the\ninner world of the brain manifests itself there as a fact of consciousness, a sensation.\nAll we know about it is that these impulses taken together produce that stream of\nthought which is the drama of existence. The richer and more varied these impulses\nor sensations the richer and more varied the stream of thought. With meager sensation\ncomes meager thought.\nThis perceptual knowledge, this report of the senses, is the only thing that comes to\nus, and out of it we build the entire world. Reflection and reason make use of this material, but they can add nothing to its original content. It is impossible to overestimate\nthe importance of having the senses alert and keen, that they may report the outer world\naccurately. It is impossible to overestimate the importance of giving the senses much to\noperate upon, the largest possible field, that they may report the outer world fully. We\nwant for the complete life the fullest and most accurate perceptual knowledge, and we can\nget this only thru the activity and training of the senses.\n\nThe application in education is obvious. This is what constitutes the\ngreat difference in environment and makes one favorable to growth and\nanother unfavorable. \"A keen tool with nothing to work upon, a dull\ntool with a wealth of material, can neither of them turn out much of\nvalue.\"\nA great deal of energy is wasted in attempting to get children to\nreason about a world with which they are unfamiliar. Their stock of\nperceptual knowledge is so meager that they have no foundation upon\nwhich to build. By compelling a strict adherence to a prescribed course\nof formal studies we cheat our pupils of all perceptual knowledge, except,\nas some one has aptly said, \"what they get on holidays and when they\ntruant.\"\nplayNow,\nit is very largely the province of manual training to furnish this\nperceptual knowledge — this wide acquaintance with things. \"If we\narrange a series of bodily acts,\" says Professor Henderson, \"we bring\nabout a corresponding series of mental reactions ; and if we arrange the\nbodily acts with sufficient cleverness, we bring about a series of mental\nreactions of high educational value.\" Now this is what manual training\nattempts to do, and it is in the utilization of this \" newl}'' apprehended\navenue of approach to the spirit\" that the construction work in our elementary schools finds its legitimate field.\n\n"} {"page": 572, "printed_page": null, "text": "56o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nIt is a principle of all good teaching that the spirit and character of\nthe work should be in accord with the best interests and highest capabilities of the pupil. It is evident, therefore, that any series of exercises, or\n** bodily acts,\" in order to adequately represent these interests and capabilities, must be broad in their application. They cannot be circumscribed\nby the narrow limits of any set course of models. No better can they be\nserved by turning the boy loose in the shop and allowing him to make\nsuch use of the tools and materials as suits his fancy. We hear much of\nlate about leaving the boy free and untrammeled in his choice of what he\nshall do, but, in the words of Professor Bennett :\nWe all know that it is the regular business of the school to influence the choice of\nthe pupils. We could not eliminate the personal influence of the teacher or of fellowpupils or of the school-room if we would, and we would not if we could. To nullify\nthe influence of the teacher would be to repudiate the fundamental idea of the\nkindergarten — the development of character by means of organized and directed selfactivity.\n\nNothing succeeds like success, and for this reason the pupil should\nnot be permitted, much less commanded, to undertake anything which he\ncannot do well. He should proceed by easy stages from the simple exercises to those of more complex nature, and every object completed should\nrepresent the best that he can do. Nothing less than this should satisfy\nhim. Nor will it if his activities are wisely directed at every stage of\nhis work. Notice that I say \"directed,\" not \"led.\" It is possible\nto lead a pupil until he becomes a mere blind follower, an imitator,\nwith no power of initiative, no individuality. But by wise direction or\nsupervision his power of initiative is developed, his individuality cultivated.\nIn manual training, as in any other subject, there are certain fundamental principles that cannot be omitted in the training, and it is this\nfact that makes the course of instruction necessary.\nNow, the question which confronts us at this point is : have our\ncourses of instruction in shop-work been so formulated as to give every\nchild these fundamentals, and at the same time to adequately serve the\nhighest interests and capabilities of each ?\nIn attempting to answer this question, 1 wish to introduce into the discus ion form\na\nof manual training which, to my mind, is peculiarly adapted\nto the needs of the elementary school, and which, I believe, has done more\nthan anything else to place manual training on the high educational plane\nwhich it occupies today. I refer to the sloyd, and I do so notwithstanding that I was informed but a few days since, by a gentleman whose\nintelligence in most directions cannot be questioned, that sloyd was\nrapidly becoming passe.\nSloyd has sometimes been called the \" kindergarten of the elementary\nschool,\" and very appropriately so, for in fact it is but the application to\n\n"} {"page": 573, "printed_page": null, "text": "Department!\n\nFIELD\n\nOF SHOP- WORK\n\nIN ELEMENT AR Y SCHOOL\n\n56 1\n\nhigher grades of that same principle of self-activity which Froebel made\nthe corner-stone of the kindergarten.\n\" It is permeated,\" says Professor Henderson, \"with the true Froebelian\nspirit, and is quite worthy to follow the kindergarten in a rational scheme\nof education.\" It stands for all that is best in manual training for primary and elementary schools, and I will add further that it is better\nadapted to the needs of most high schools than the average course\nemployed in such schools. When I say this I do not wish to be understood as discrediting everything in manual training that does not bear\nthe name of sloyd. To do &o would be to discredit sloyd itself, for what\nmanual training stands for today in its most advanced stage, sloyd has\nstood for since its inception in this country.\nA difference in phraseology does not necessarily mean a difference in\nprinciple. And this leads me to say that it stems a pity that our phraseology is not more uniform. It is eminently desirable, if not necessary,\nthat we adopt a common distinguishing term for all purely educational\nhandwork in our schools — one that would eventually become at least as\ndefinite in its significance as history or mathematics in their respective\nfields — and I know of no other word that is broad enough to fill this\nplace.\nPerhaps the keynote of the sloyd idea is the importance which it\nattaches to \" the great worth and carrying power of right motive.\" Right\nmotive, or the desire in the mind of the child to realize an end which he\nrecognizes of real worth, impels to right action, which, in turn, leads to\nthe development of the power of concentrating all his energies upon the\nattainment of the desired end. With this power of concentration comes\nthe power of inhibition in the nervous system.\n\"The power of physical inhibition,\" says Mr. Carley, \"means selfdiscipline, and, when coupled with right ethical ideas, means high ethical\nconduct.\" This is a consideration of tremendous importance at this particular period of school life.\nFrom the viewpoint of method, sloyd is most thorogoing. It strives\nto develop the body by a series of physical movements physiologically\narranged, to develop the mind by means of the rich mental reactions\nwhich accompany all motor activities, and no less to develop the heart\nby enlisting in all the work the child's good will and unselfishness,\nand by so doing to cultivate a tendency to healthful sentiments and\nimpulses.\nIt has been well said that \"sentiments and impulses make all the\ndifference between good and bad character.\" The intellect and the will,\nto which we usually direct all our attention, are as, much constituent parts of\nbad character as of good, for their highest cultivation is not inconsistent\nwith the worst moral degeneracy. One of the greatest gains in sentiment\nis cheerfulness in disposition ; and let no one suppose that a happy dis-\n\n"} {"page": 574, "printed_page": null, "text": "562\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nposition, bred from constant exercises in mastering the tasks of school,\nwill not affect the character of after life.\nTruthful care in work is one of the most precious elements of good\ncharacter. The errors, slights, and misconceptions of the pupil's sloyd\nwork cannot escape detection as easily as in memory recitation studies,\nwhile good, honest, careful work will always show for its real value. It\noften happens that a passing embarrassment so misrepresents honest work\nin memory recitations that the sensibilities of the pupil are wronged and\nhis feelings biased toward evil and resentful thoughts. This is exceedingly unfortunate from a moral point of view.\nHaving taken the stand in favor of sloyd pure and simple, as the best\nform or system of construction work that has yet been devised for elementary schools, I wish to notice briefly some of the criticisms that have\nbeen and still are urged against it, and try to show that such criticisms\nare due to a general misconception of its fundamental principles.\nSome say it makes mere imitators of the children ; that they simply\ncopy what some one else has worked out for them, and no opportunity is\nafforded for independent thought. To this I answer : It is a fundamental\nprinciple of all sloyd work that each effort shall be a direct product of\nthe pupil's own thought. Conceive, if you can, of a boy making, for\nexample, the sugar scoop without first forming in his mind a definite\nand intelligent plan of operation.\nThe trouble with this class of critics is that they look only at the outward forms, and fail utterly to comprehend either the principle or the\nmethod of the work.\nThen there is a much higher type of criticism coming from those who\nhave looked more deeply into the subject and who realize the absolute\nneed of systematic work ; yet they feel that a close adherence to any\ncourse of models is open to grave objections. They argue that no course\ncan be devised each piece of which will appeal to a large number of children as something in itself worth working for, and, as a result, the work\nis not done under the best motive. They further urge that the pupil's\ninitiative is not given opportunity to develop.\nTo the first I would say that a close adherence to any course of models\nis contrary to the spirit of sloyd. If a model in a given course meets the\nneeds of one child and not those of another, it should be used in the one\ncase and not in the other. The course of models is not an inflexible\nthing that must, in all cases and under all circumstances, be adhered to.\nEven the series of exercises may and should be varied to suit individual\nneeds. I realize when I say this that I am setting a high standard for\nthe teacher, for the selection of the specific exercises best suited to the\nneeds of each child requires a fine power of discrimination not possessed\nby the average manual-training teacher.\nAs to the^second objection, I cannot see why sloyd methods should\n\n"} {"page": 575, "printed_page": null, "text": "Department]\n\nFIELD\n\nOF SHOP-WORK\n\nIN ELEMENTARY\n\nSCHOOL\n\n5^3\n\ninterfere with the development of the power of initiative. Of course,\nif the teacher must be eliminated before this power can be developed, I\ncan see where the interference occurs, for sloyd insists upon a wise supervision of all the pupil's acts. But this supervision is not inconsistent\nwith the cultivation of the power of self-expression, for self-expression\ndoes not necessarily mean invention or origination. As well expressed\nby our president, Mr. Richards, \" It means putting the worker's own\nthought and feeling into the thing he is working upon, rather than some\nother person's thought and feeling.\"\nAnd this is the true sloyd spirit. I think it was Coleridge who said :\n\"If genius be the initiative and talent the administrative, sense is the\nconservative branch of the intellectual republic.\" Substitute in this quotation \"sloyd\" for \"sense,\" and \"field of manual training\" for \"intellectual republic\", and you will have the position sloyd occupies in the field\nof educational manual training. If genius be the initiative and talent the\nadministrative, sloyd is the conservative branch in the field of manual\ntraining.\nBut, however excellent the principles of sloyd, they fall short of their\npurpose unless wisely administered; and this brings us to the question,\nWho shall be the teacher ? The question has been variously answered by\nthe action of school authorities all over the country, and the way in which\nit has been answered has determined the degree of success or failure of\nthe work wherever it has been undertaken. Too often the only consideration has been mere skill of hand. Any ordinary mechanic has been\nthought good enough to direct the work of the shop. Culture and refinement have not been deemed essential qualifications of the manual-training\nteacher. The boys and girls have learned to look for these qualities in\ntheir other teachers, but when they enter the shop they expect to find a man\nwith limited education and little culture, and they are surprised if they\nfind instead a cultivated, scholarly gentleman.\nThis is the kind of an answer that has hindered the progress of the\nwork more than anything else. I believe, with Mr. Keyes, that \"the only\nway the friends of manual training can so improve and elevate that work\nas to make it sought for by the best people in every community is to labor\nfor the improvement and elevation of the manual-training teacher, with\nspecial emphasis on the \"man\" and the \"training.\"\nWhen we are able to place in our school shops teachers whose personality compels respect, and whose general culture, wealth of knowledge,\nand power of expression, both lingually and manually, is such as will\nexcite the admiration of their pupils, and create in them a desire to cultivate like qualities in themselves, then opposition to manual training will\ncease and the public will recognize the manual-training teacher as belonging to the very highest rank of the profession.\n\n"} {"page": 576, "printed_page": null, "text": "564\n\nNA\n\nPOSSIBILITIES\n\nTIONAL\n\nED UCA\n\nTIONAL\n\nASSOCIA\n\nTION\n\n[Manual Training\n\nOF ART EDUCATION IN RELATION\nMANUAL\nTRAINING\nBY\n\nERNEST\n\nF.\n\nTO\n\nFENOLLOSA\n\nI naturally approach this complex subject from the point of view of\nart, because my experience for twenty-five years has fallen chiefly in that\ndirection. My knowledge of recent methods in manual training was so\nmeager, and I felt so little able to put before myself the immediate problem\nof the grade-school teacher, that I shrank from accepting the invitation\nto read this paper. Professor Richards, however, overpersuaded me, on\nthe ground that, in taking a larger view, based upon the art and social\nexperience of several races and of many times, I might be able to contribute some suggestions of value.\nIn the first place, I find it extremely difficult to conceive a clear line\nof division between manual training and art education. The two are\nnot merely entangled, but identical. We cannot draw the line, as the\nword \"manual\" seems to imply, at hand-work, for all forms of visual art\ndemand the highest muscular skill. Neither can a difference in use justify\nthe cleavage, as if industry produced utensils to be consumed, but art,\nluxuries to be treasured. Our modern collections in art museums have\ndeceived us here — so many thousands of pictures and statues torn away\nfrom the places and uses which once gave them value.\nShall we, then, fall back on difference of plan, shop-work dealing only\nwith laws of mechanical structure, art with spiritual ? There, if anywhere,\nthe line would cut. But such a limitation implies too much modesty and\nabnegation on the side of manual training. It defeats the specific end\nof a rounding out and synthesis of human faculties. It was a good thought\nto supplement book-work with hand-work, and thus get away from abstractions. But if we confine the plan of work to mathematical and physical\nlaws, we get right back to abstractions, in somewhat the same way as the\nold art teaching which harped upon type solids.\nBut the weakness of separation shows up more glaring still from the\nside of art. Painting and sculpture are but branches of useful industry,\nways of treating material surfaces, the plaster and the bronze of architecture. Art infuses harmony into all man's surroundings, transfigures with\nsome new law of his spirit the material which he touches, makes virtual\nextension of the realm where internal affinities supplement external\nrestraints. Beauty exhibits a kind of higher economics, in which waste\nand even compromise must be eliminated, in that each part helps all and\nuses all. A thing, therefore, can have no real beauty if its material values\nbe not involved in the harmony.\nHence I urge the union of art education and manual training on\nhigher grounds than the clamor of industry for superficial ornament; I\n\n"} {"page": 577, "printed_page": null, "text": "Department] AR T ED UCA TION\n\nIN RELA\n\nTION\n\nTO MANUAL\n\nTRAINING\n\n565\n\ndeclare it to be involved in the very life and health of art education itself.\nAs a student of the history of art, I assert that the great creative impulses\nof all races and times have sprung from the needs and laws of structure.\nNot only is this clear in the simplicity and structural quality of all Greek\nornament, but it is involved in the fact that the greatest schools of painting\nitself have grown out of mural painting. There boundary of column and\narch and structural spacing furnish the very key to composition ; the lighting of the wall strikes the note of the necessary values; and the colors of\nsurrounding materials govern the pictorial tones. The so-called \"easelpicture\" that starts from blank canvas, with no trace of structural key, has\nseldom furnished seed for a great school of art. It gluts the market, as\nwe see in our exhibitions, with unusable objects, fit only for the mausoleums of art galleries. But the vitality of Greek mosaics, of Italian\nfrescoes, of Chinese and Japanese mediaeval painting, springs solely from\nthe fact that structural problems furnished the seed for the aesthetic. So\nwith sculpture. Greek statues, torn from their appropriate niches, crowded\ninto the palaces of Roman conquerors, eventually dug out of the ruins of\nthose palaces and set up artificially in Italian gardens, have at last come\nto litter the corridors of our museums, thus becoming virtually threefold\nabstractions. And the worst of it is that we go on creating more abstract\nVenuses to crowd more corridors.\nWhy has this fatal gap between art and structure been allowed to\nvitiate the work of our schools ? My answer is, because the nature and\naim of art has been falsely conceived to be representation. In all the\ndiscussions about art in schools, I see talk of landscapes and dramatic groups, of technical advance in shadow drawing, perspective, anatomy, and of the separate study of noses and toes. Art, we\nsuppose, is the painting of things, and therefore, if we let children\nsit down and express their crude ideas, it will be the natural beginning of art education. Somehow or other we seem surprised when we\nfind that children of the middle grades have learned practically nothing from all this, and are quite incapable of any systematic progress.\nBut there need be no surprise. Leading artists whom I have talked with\nin New York and elsewhere generally condemn this realistic art work in\nschools as waste of time. No child, say they, under the age of fifteen\nor sixteen can master the scientific analysis necessary to represent with\naccuracy. And this opinion seems to be borne out by the experience of\nour teachers. There is no progressive way to teach these abstract means\nto the child mind.\nBut even if this elementary work in representation were practical, it\nhad absolutely nothing of help to offer the manual trainer. He, weighted\nwith the inertia of matter, asked for a hint of grace to enliven his mechanics,\nand all he could get in reply was how children tell a story. Perspective,\nand anatomy, and cast-shadows, and reflected lights are useless to him.\n\n"} {"page": 578, "printed_page": null, "text": "566\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nOf themselves they imply no harmony, no proportion, no graceful adjustment, no interior law.\nAnd here we come flat against the great antimony of modern art, the\ndualism, nay the divorce, between representation and design. Before the\nyear 1600 no such gap existed. In no creative era have painters suspected\nthat their work differed from industry. It was only after pride in the\nmastery of realism led to the conception of painting as an intellectual and\nacademic exercise superior to craft that design fell into contempt. We\nnow admit that industrial ornament maybe conventional; but, in order to\nprevent its poisoning our academic courses, we shut it up in water-tight\ncompartments, labeled \"design schools.\" In 1887 I visited the South\nKensington Museum and Academy, which had been founded by the English government for the very purpose of building up national design.\nBut the director confessed to me that the purpose was practically defeated\nin that all the best pupils insisted on taking the painting and sculpture\ncourses, leaving only the incapables for the inferior work.\nAnd that this ingrained prejudice against design lingers with us today\nis proved by the enormous disproportion between demand and supply in\nart. Here we have tens of thousands of abstract paintings and sculptures\ndumped upon the world year after year, with no purchasers ; while on the\nother hand our manufacturers in vain offer large prizes for corps of\ndesigners, who have to .be supplied chiefly from Belgium and France.\nWe see in it the fact that we still assume proper art work in schools to be\nbased upon representation. We see in it the persistent use of the word\n\" conventional,\" which, in the very arguing away from representation,\nstill takes representation for the starting point. We see in it the\npreference of the superficial term \"decorative\" to the vital term\n** structural.\"\nBut this antimony, this divorce of representation from structure, is a\nmistake. It is not that one approaches nature and the other recedes from\nit ; it is that under both lies a common set of vital qualities which define\ntheir value of art. These are the qualities of unity, of harmony, of affinity,\nbetween line and line, mass and mass, color and color. These comprise\na whole new world for study as truly as do the laws of harmony in music.\nThis is what distinguishes art from not-art. If a design has those visual\nharmonies it is good. If a representation has them, it is good. If it\nhas them not, it is bad as art, no matter how good it may be as representation.\nI am not the least surprised to find that the representative art work of\nchildren does not improve, rather degenerates, above the first and second\ngrades. What else could we expect ? If it could improve, it would be\nonly because conscious mastery of these underlying harmonies were\ntaught. But it is not taught. The seed of art is not nature, but the consciousnes of harmony in the mind, which goes out from itself to see\n\n"} {"page": 579, "printed_page": null, "text": "I\n\nDepartment] AR T EDUCA TION\n\nIN RELA TION\n\nTO MANUAL\n\nTRAINING\n\n5^7\n\nbeauty in nature. The country bumpkin finds nothing in the sunset\nthat nightly would minister to him. But the child, whose keen grasp\nof harmony has been stimulated, not blunted, recognizes all beauty\nin a common leaf. Therefore, art education can be nothing but\nthe orderly stimulation by exercise of this power to perceive and create\nbeauty.\nNow, the best and most natural exercise of this faculty is found in\nbeautifying the products of human industry. - It is a mere accident of\nhabit that we should study line harmonies in the form of pencil marks on\npaper. These are abstractions from reality. Better to find them in the\nlines of support and stress, the patterns of weaving, and the yielding contours of pottery. Here they are realities, and here the child feels their\nidentity with human needs and human history. Let us create in matter,\nnot merely on paper.\nOne of the most vital thoughts of manual training has been to follow\nthe course of evolution in leading human industries. Here the structural\nneed spells itself out to the child as to the primitive man. But how if\nthe aesthetic need, the order of the synthetic line and color problems,\nwere found to follow essentially the same course ? The simplest line\nrelations should spring naturally from the simplest industries. The\nsavage hut would grow into the Greek temple by a progressive refining\nof lines which were always structural. The study of dark and light would\nfollow, not the difficult representation of shadows in drawing, but the way\nin which the indentations and openings of structure contribute to the\nbeauty of things. We need not be forced here to press history too far.\nStill it remains true that all the artistic possibilities of line problems lie\nwrapped up in the indications of the loom, the forge, the potter's wheel,\nthe contrast of supporting posts with horizontal lintels, in the strengthening transition of the diagonal bracket, and in the supreme synthesis of\nthe arch.\nIf this be true, it will not be difficult to state an important practical\nlaw in all art work. This is that all line and color systems should utilize,\nspring from, carry out, enrich, but never obscure, the structural elements\ngiven in the uses, forms, and materials of things. This rule is as absolute in the highest realms of painting and architecture as in the lowest\nof basket weaving. It distinguishes strong art from weak everywhere.\nIt is a rule which manual training is in a natural position to apply for\nitself.\nLet us follow this matter a bit further. Art consists in the positive\nvalue given to each other by a group of contiguous visual areas. One of\nthe simplest kinds of such value is given in the proportion of these areas.\nIn fact a feeling for fine proportion is one of the natural instincts of the\nhuman race. But all industrial structures present contiguous areas ; for\ninstance, the sides of a piece of furniture, the spacings of roof, wall, and\n\n"} {"page": 580, "printed_page": null, "text": "568\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nstory in buildings. Here the use and the structure furnish a plan, or key,\nwhich the art instinct is asked to refine, not obscure. The beauty must\nbe made to lie in these main spacings. But we violate this law everywhere in the crude notion of applying ornament. .Wherever we see an\nempty space we rush to mar it by filling it with trivialities. All inlay, all\nshadow mottling, all color, which violate the large proportion of these\nspaces are vicious. The most complex figure painting, if it be good, carefully divides a few main areas.\nThe next step is to perceive that these areas, to be clear, must be\nbounded ; hence the presence of line in all art. But the lines of things\nare structural where planes intersect or stresses converge. Curves are the\nexpression of resistances. You can feel them in your thumb. Now art\ntakes up these lines and refines them to a single, clear impression. It\ndoes not impose something alien upon them. It expands them into fuller\nmeaning.\nThey still underlie and guide its most complex system.\nHow opposed to almost all our ordinary methods of drawing and\ndesigning is this rule ! We sprawl our lines lawlessly anywhere over\nour paper or wood, making arbitrary curves and systems which only\ndeface our surfaces. Let all lines spring from the main lines. How\nsplendidly painting follows this rule in the composition of Raphael's\nVatican stanza, and sculpture in the infinitely complex draperies of the\nParthenon pediments! Structure forms the backbone of such ultimate line\nsystems.\nBut the law may be first exemplified in pottery.\nNext we may see that our visual areas can be harmonized, not only in\nterms of their proportions, but in terms of their varying luminosities, the\nquantities of light which they severally reflect. It is not that dark and\nlight spots are to be sprinkled about at will, but the law is that this dark\nand light must follow the dark and light of structure and yet be beautiful.\nAny artificial inking or modeling which breaks the silvery luminosity of\nthe planes is vicious. Materials, too, may give us these masses, as when\nbronze comes out dark against white marble.\nMore constantly than any other we violate this law. All poor drawing and painting relies upon the accidents of vagueness. We muddy our\ntones instead of keeping them fiat and clear. But the best photography\nfrom nature often gives us composition in three clear values. This is why\nmethods of stencil work and block-printing, too, are so valuable in elementary study that they secure fiat tones and give scope for easy variation. Power to create in two or three tones underlies all the complex\ncombinations of painting. The whole subject can be worked out in the\ncourse of rug designing.\nFor three-dimensional study wood-carving has points of advantage\nover clay-modeling. It gives firmer lines and planes. In clay we smear\nweak, curved surfaces. In bad drawing we try to make things look\nround.\nBut the great problem in art is not to make things look round.\n\n"} {"page": 581, "printed_page": null, "text": "Departmentj ART\n\nEDUCATION\n\nIN RELATION\n\nTO MANUAL\n\nTRAINING\n\n5^9\n\nbut how to make round things look square. We must conceive of solid\nthings in planes. It is difficult, in clay, to produce the impression of firm\nplanes. Both in our bad modeling and bad drawing we treat nature as\nif made up of tufts of wool or cannon balls.\nSo, the lead pencil is the worst possible tool to draw dark and light\nmasses with. Pencil blacks have no flatness and no luminosity. They\ngive tones like the grizzled head of a negro.\nLastly comes the grouping of visual areas according to the quality of\nthe light with which they are charged. Here structure finds play chiefly\nthru materials. The color scheme of a room is guided by the wood of\nits furniture, exterior house tints by the nature of landscape surroundings.\nBut the color must not violate the purity of the large planes, thus distracting attention from the structure. Moreover, it should be simple.\nTo let children run wild with a color-box is almost as criminal as to let\nthem play with gunpowder. Yet the three-color box is too limited. In\nthe real art of color there are no primaries. Any groups that neutralize,\nout of thousands, may be taken as primary in their own key. Therefore,\nwe must constantly vary the tints we use, in order to advance in power\nover color. Perhaps one good method is sometimes to follow the evolution of pigments in industry. Color is a wonderful great world of law,\nwhich has hardly yet been explored. It is a mistake to give it to children\nfreely, just because they want it. The color sense is the latest and least\ndeveloped in the human race of all the art instincts. To make it take the\nplace of simpler and clearer work is to violate the order of nature and of\nevolution. Young children are interested more vitally in actions, and\ncolor lends least of all to the expression of action. The child's liking for\ncolor is, therefore, mostly aimless play.\nI come, lastly, to what I conceive to be one of the highest merits\nin this view of art, namely, its identity of plan with physical and social\nlife.\nSuch discipline in synthesis should have the highest spiritual value.\nThe enthusiasm for fine proportion which becomes a second nature,\nshould transfigure our whole life. Every case of art is an enhancing\nof mutual values thru contact. A color, like a man, becomes utterly\ntransformed thru its surroundings. The circle of the parts must be\ncomplete ; all are essential. Art so conceived gives us the type of positive economy, where each member is used to the full. It admits no loss,\nno waste, no clashing, no friction. It is literally transposed, for all\nthe parts are reflected thru each other. Such ease and perfection are\nfound in normal animal life, the delicate feline curve, the sturdy tower of\nthe pine. So the impulse in man to feel beauty and to create it should\nbe one. There is positive muscular delight in drawing a fine curve. So\ngood carriage, graceful manner, genuine greeting are the incorporation\nof this order in ourselves — a true species of art. Even character takes on\n\n"} {"page": 582, "printed_page": null, "text": "57°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nan unconscious charm, as if its beauty were rather of a flower than of a\ngnarled oak.\nThe social value of such art education would be twofold. Its identity with the manual or industrial side brings personal work into conscious\nharmony with the great currents of civilization. Art, however individual\nin its creation, is no selfish loiterer in a detached heaven, as some sneeringly suppose. There can be but one Shakespeare, and one Beethoven ;\nyet they, have widened the very definition of humanity. So the pupil may\nfeel that in his contribution, however humble, if it be genuine, he adds a\nnew unit, a new art individual to the sum of human treasure. And this\ntreasure is to be no mere luxury for the galleries of the rich, but shall\nillumine the daily toil and consumption of the masses. In Japan today\nthousands of new designs, simple and fine, are turned out in clueap\nprinted cottons for simple clothing every year and every month. The\nnational consciousness fairly bubbles with creative energy. Art is primarily social.\nBut a second and more subtle social value is given in the very type\nof being which such art embodies. It brings virtually a new dispensation, the age of harmony. A mechanical world carries us out and off into\nendless series of time, space, and cause. A utilitarian opens up endless\nlines of means. But all imply simple process, change ; there is no\nmutuality, no integration, no return into the self. So the world of\nscholastic logic, which shuts over the European brain a cap of Chinese\nformalism, can do nothing but run up and down endless scales of classification. Classification always accentuates an abstraction, a point of\ntransition, as if our bamboo should be nothing but joints. When I pluck\na flower or cut a seed to study it, I tear into death the very life I wish to\nobserve. Definition is innocent of the element of reciprocity. Nothing\nreally acts singly; give becomes take ; all negation is reaction, as positive\na process as action.\nNow, if there were a kind of being in which mutuality reigned supreme,\nand all modifications became simultaneous, so that we must see all to know\neach one, this would give us a higher logical type, fitly to be called harmony. Such, indeed, is art. And it is clear that similar terms might be\nused of an ideal society. Art gives an approximate definition of the\nstate ; for in an ideal state each individual should help all the others to\nbe themselves, call out their positive powers, so that from such perfect\nco-operation a larger freedom of social life shall spring. Every great\nwork of art is thus virtually a lesson in good citizenship. And so, without superstition, and in no mystical sense, we might regard the power of\ncreation in art as literally bringing the order and type of spirit to earth,\nand incorporating it in man's material life.\n\n"} {"page": 583, "printed_page": null, "text": "Department]\n\nCO-OPERATION\n\nPRACTICAL\nHAROLD\n\nPEYSER,\n\nOF ART\n\nAND\n\nMANUAL\n\nTRAINING\n\nCO-OPERATION BETWEEN\nMANUAL TRAINING\n\nINSTRUCTOR\n\nIN\nNEW\n\nMANUAL\nTRAINING,\nYORK\nCITY\n\n57\n\nART AND\nPUBLIC\n\nSCHOOLS,\n\nManual training used to mean, very literally, hand training. We\naimed, by a series of exercises, to impart to the pupil notions of method\nand accuracfy. Nowadays I think we have gradually come to the conclusion that, while method and accuracy are desirable and necessary qualities, the aim of manual training is rather to cultivate an appreciation of\nthe proper use of material in adaptation to ends; how to bring construction and art together to make the useful beautiful, with a beauty that is\nsimple, restful, harmonious.\nWe want our schools to lay the foundation of that good taste which\nwill make of us a nation of lovers of the beautiful. We will demand,\nthen, of our manufacturers that the commonest utensil of everyday use,\nturned out by the thousands perhaps, shall be beautiful as well as useful. Necessarily, a mere series of drill exercises would not help much\nin furthering our object. We must have a number of constructive models, admitting of original thought on the part of the pupil, and whose\nexecution will show the qualities of the material he works in, its uses\nand its beauties.\nIn designing something for any given purpose, the first consideration\nis the fitness of the material determined upon; does it answer all the\nrequirements of utility? Second, what must be the general form of the\nobject for the given use ? Art now steps in and makes of the merely\nuseful form a beautiful one ; it also discovers the inherent beauty of\n\n3\nthe material. This determines the nature of our decoration, which must\nbe a part of the object, growing out of it, conditioned by it, and not\nsomething foreign that is grafted on. Design should be worked out\nfrom the object, not on it ; it is not a study of abstract spaces and\nways of filling them, and should certainly not be taught in the class-room\nas such. Given a beautiful form, our decoration must bring out its beauty\nand add interest to the surface.\nThere are many forms that manual training takes.\nI will use some of\nthe more important ones and endeavor to show that the method of con-\n\n"} {"page": 584, "printed_page": null, "text": "NATIONAL\n\n572\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nsidering them all may be essentially the same. Let us take up constructive design in wood first. Say we want to make a book-rack. We are\nagreed that wood is eminently fitted for this purpose. We determine\nupon the length, width, height, and method of fastening ends to base.\nHere is the purely mechanical side of our work ; it gives us a block form.\nNow, we ask, what are the characteristics and\nbeauties of wood that we must take into account in\nmodifying our type form? It is fibrous, therefore\nthe lines of our design should be simple and strong.\nIt has a grain which can be brought out by staining,\npolishing. If we use color it should not be opaque,\nand thus hide the grain. In other words, our\ndesign should be strong, broad, and woody. Our\nfirst problem in design might be to modify the end of this book-rack,\nkeeping it simple, making no projections liable to be broken off, using\nas far as possible a line that is continuous and directive and that gives\nthe appearance\nof strength.\nI\nhave here a series of such modifications that were worked out in\nthe class-room.\nThe second problem is to\nwork out of our space a pleasing\ndesign, that will stay flat, whose\nlines will harmonize\nwith the\nshape of the end and its colors with the color of the wood. What are\nthe limitations of our design? It must be basal; chief interest will center at the top. We may decide upon a border design which draws attention to the outline, or upon an all-over design which makes the surface\nthe more important beauty.\nIn the first case we might use, say, a stem\n\nFig. 3\nFig. I\n\nFig. 4\n\nFig. 2\n\nform, following the outline, working into a leaf or flower form at the top,\nand a root form at the bottom, sufficiently heavy to give the proper basal\neffect.\nOn the other hand, if we decide upon an all-over design, we must\ndivide our space into a series of masses.\nTake the same end, as example:\nFigs. I and 2 are purely abstract ; 3 makes use of a leaf form ; 4\n\n"} {"page": 585, "printed_page": null, "text": "Department]\n\nCO-OPERATION\n\nOF ART\n\nAND\n\nMANUAL\n\nTRAINING\n\n573\n\ntakes the spacing of 2 and uses conventional flower forms. I present\na number of models which have been worked out in this manner. Matchbox, bracket book-rack, box, bookcase. The method used in doing the\nwork was as follows : After it was well sandpapered the design was\nmarked on the wood heavily with a soft pencil ; the wood was then\nstained with oil paint of the desired shade,\nrubbed in hard ; then the design was painted\nin water color, outlined with India ink, and\nfinally, when thoroly dry, rubbed with boiled\noil, to which was added about 10 per cent, of\nhard-oil finish.\nThere can hardly be any doubt as to which\nsort of work makes a more lasting impression\non a child — mere drill work or that in which\nthere is the interest of originality, of use, of\nbeauty. We can get the same drill if our\nmodels are designed properly. Naturally, the\nearly ones will be very simple, demanding little\nin design and execution, becoming more and\nmore the product of the pupil's own thought as\nhe goes on. If clay is our material we might\nstart with a small tray form, merely turning up\nthe edges, working up into bowls, vases, etc.\nSay we desire to make a flower vase. We\npresent to a class approximate height and\ndiameter, say, height about 12 inches, diameter about 5 inches. Here\nis our block (Fig. 5). For stability the base should certainly not be as\nsmall as, say, 3 inches;\nlet us assume 4^^ inches.\nThe size of the mouth will\ndepend upon whether our\nvase is to hold many or\nfew flowers ; say we make\nit 2 inches. For the given\npurpose, our form should\nbe graceful, springing, and\nyet have strength. The\nbeauty of pottery is in its\nform and color. A vase\n^'°' ^\nshould not be treated as a\nsurface for a painting or for elaborate relief work. The decoration\nshould be simple, broad, flat, highly abstract, and characteristic of the\nform. If this is low and broad, then the line must suggest stability\nand weight, the design must give emphasis to the base and mouth and be\n\n"} {"page": 586, "printed_page": null, "text": "574\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\nweighty in effect. If the form is to\nbe tall and slender, then the line must\nsuggest an upward growth or spring.\nWe give more emphasis to the top\nand side. I present some vases which\nwere\nand 7).designed in this way (Figs. 6\nWeaving, it seems to me, offers\nexcellent opportunities for the cultivation of the art sense, and will\nundoubtedly take a much more important place in the field of manual\ntraining than it has up to this time.\nThe closer we adhere to the limitations and feeling of our material, the\nfiner is our product. The weavers of\nthe East understood this so well that\ntheir work has never been surpassed.\nWhat is the beauty of a woven material ? Its surface, due to kind of\nthread used and the method of weaving,\nwhich affects the play of light ; its\ncolor, harmonious and level in result.\nWoven designs should partake of the\nmechanical nature of weaving, and\ntherefore should not be naturalistic.\n\nWISMMMl I\nFig. 8\n\nFig. 9\n\n"} {"page": 587, "printed_page": null, "text": "Department]\n\nCO-OPERATION\n\nOF ART\n\nAND\n\nMANUAL\n\nTRAINING\n\n575\n\nm22Mm^^\n\nThe forms are either of a given length\nand width, as in blankets, rugs, etc., or\nin continuous lengths. Say we decide\nupon a rug as our model, with wool as\nthe material, and ground color, as\nsome soft shade of green. How shall\nwe determine the sort of design to use?\nA band, or a series of them, at the ends\nof our rug, to emphasize the fact of\ndefinite length, is the most natural first\nstep in decoration. This would be the\nmost elementary form of design. The\nbands should be a little heavier than\nthe body color (Figs. 8 and 9).\nA further step would be to continue\nT^ ) J f J nf ) t JM ,,l, f )inLL\nthe bands on the sides of the rug.\nThen we can break up the center space,\nusing simple motives, such as lozenge,\nFig. io\ncross, or other geometrical motive. In\na continuous pattern (Fig. lo), the design should have no definite direc-\n\nw//////i/m///nn7j\n\nFlG.\n\nII\n\ntion unless the purpose for which the material is to be used requires it, as\nin weaves used for hangings.\nBasket weaving may be treated in the same manner.\nSay the problem\n\ni\ni\n1\n\n1\n\n1\n1\n\n1\n\ni\n\nv_\nFig. 12\n\nis a work-basket ; material, some kind of rush. The type is a fairly wide\nand rather shallow one.\nAssume diameter and height; then in this given rectangle we can work\nout a great variety of forms (Figs. 11, 12, and 13).\nFrom the nature of the material, we can see that the decoration should\n\n^\n\n"} {"page": 588, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\n576\nconsist of bands, or combinations of them, following the weave. The\nplacing of the design is worked out in the same manner as in the previous examples. In the given type we put a band at the top by coloring\n\nW}}}/))V}m)h)jhw))))>hh))}})})m\n>>/)^^MM////i;,i/)/f„/j;l)})m/?jmj/)m/,)\nFig. 13\nthe rush, or thickening it, or both, to emphasize the broadness and to give\nfinish. Coloring the rush at the bottom gives the required* basal effect.\nIn a high basket, vertical bands must be worked in to emphasize the\nheight and form (Fig. 14). In each case we see the method of\napproach is the same ; we take a block form which is modified in accordance with the purpose of the thing we are making; then\" we work out\nour design from the characteristics of the form and the material.\n\nFig. 14\n\nDISCUSSION\nW. H. Hatch, superintendent of schools, Oak Park, 111. — As I have not been able\nto see the paper just read before its presentation, I have not been able to prepare a discussion of its subject-matter. But as I was requested to present a discussion from the\nstandpoint of a superintendent of schools I will suggest three points, a careful consideration of which may be suggestive along the line of the topic of the paper :\nI. A broader view of the work by both the teacher of art and the teacher of manual\ntraining ; a fuller appreciation of the relations of the two subjects.\n\nThe teacher of man-\n\n"} {"page": 589, "printed_page": null, "text": "Department]\n\nCO-OPERATION\n\nOF ART\n\nAND\n\nMANUAL\n\nTRAINING\n\n577\n\nual training too often has but little use for the free-hand blotches of the art teacher, and the\nlatter is equally disturbed by the mechanical formalism and rigidity of the former. Each\nmust admit that the other has something of value to contribute to the well-rounded whole.\nOn the part of the art teacher we must hear less of art for art's sake, and more of art for the\nchild's sake. On the part of the teacher of manual training we must see less of the constructive exercise that is an end in itself, and more of the making of objects that have an\nimmediate purpose in the life of the child. No one will deny that one function of art\ninstruction, and doubtless the highest, is to develop in the child an appreciation of the\nbest in art ; to cultivate a love for the beautiful as produced in color or in form. Nor\nwill we deny that in constructive work the great aim is the result to the child, and that\nthe object made is secondary. But there is a phase of art and x:onstructive work that\ntouches more closely the lives of all. A large part of man's constructive and decorative\nactivity has to do with the common articles of daily life. He has in all his history first\nmade an article to meet some need in his life, and then decorated it. Crude have been\nhis attempts and slow his progress, especially in the latter. One has only to look about\nhim to see the great lack in fitness of structure to use, and the barrenness and lack of\nartistic taste in our architecture, the furniture in our homes, and our mural decorations.\nThe artist produces something beautiful in itself, and the artisan an object of use to man,\nbut how rarely do the two work together and produce an article or a structure that fills\nthe needs of man in its use, and that is decorated by the artist in such manner as to satisfy the aesthetic in his nature. Structure that is in harmony with function, and decorations that are beautiful and that fit the place for which they are made, are far too rare.\nThe movement for fitness in form and decoration of the common articles of the home that\nis so greatly forwarded by the arts and crafts societies in our cities may be, I am confident, greatly accelerated by a cordial co-operation of the departments of art and manual\ntraining.\n2. Both departments should more fully recognize the conscious needs of the\nchild. He does not put much of himself into any exercise unless he has an immediate\nend to attain. If an article is to be made, a pressing need for its use in his little life\nadds greatly to the value of the exercise. The greatest teacher is he who brings the\nchild face to face with each problem of the school life and instills within him the feeling\nthat it must be solved. The method in which he does the work is of far less importance\nthan the state of mind in which he approaches each exercise. This is more plainly seen\nin constructive exercises than in any other work of the school. If the child has a strong\nconscious need of the object to be made, he will find some way in which to accomplish\nhis end. The skillful and sympathetic teacher who gets near the child and understands\nthe needs of his little life, if he have only pencil and paper, or jackknife and board, will\ndo more for him than can be done in the best equipped shop with the most elaborate\ncourses that must be slavishly followed. Our best-devised schemes are too often only\nstumbling-blocks in the pathway of the live teacher and the eager pupil. This immediate\nconscious need must not be the end. It is merely a starting point for the teacher. His\nwork is to enlarge this need into something broader that will lead the child to higher\nneeds and broader fields.\n3. More attention to these departments by the superintendent of schools. There\nis always danger that the teaching of the specialist will tend toward narrow and unrelated work. It is said that \"thinking is seeing relations.\" If the relations be broad,\nthe thought should be broad. The course of instruction in the education of the child\ncovers a broad field. In it there is no place for the work of the specialist in the narrow\nsense of the term. The teacher must know the child in his relations to all other subjects\nto teach well in any. The fads are so called because they have been considered as bearing no relation to the other subjects in the course ; and too often this has been true. Added\nvalue is given to these subjects when they are no longer considered special studies, but an\nessential part of the course.\nThe superintendent has paid too little attention to these\n\n"} {"page": 590, "printed_page": null, "text": "57^\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Manual Training\n\ndepartments, but his work is not fully done when he leaves their direction to other hands.\nHe may neither be an artist nor have the skill of the artisan, but he should know children\nand what phases of child development are to be touched by each subject. He is in better position than any specialist can possibly be to see the needs in the course of instruction and the means to be employed in supplying these needs. It is his function to bring\ninto harmonious relation all the forces employed in the system of schools that he directs.\nHomer H. Kingsley, superintendent of schools, Evanston, 111. — There is one fundamental principle governing this relation of art to manual training which I believe we\nmust all recognize, viz., that the cultivation of the eye and of the hand cannot be\ndivorced. The hand, cannot be taught to execute unless it has an eye to govern it, and\nconversely the eye cannot apprehend a problem unless it has a knowledge of the conditions of the problem, such knowledge having been gained by means of the use of the\nhand. In other words, a teacher of manual training should have his pupils work from\ndesigns which they themselves have made under the instruction of an artistic designer.\nAn art teacher cannot give instruction to such a student unless he is familiar with the\nmaterials with which the manual-training teacher has to deal. The great difficulty in\ncorrelating these branches is the too frequent lack of training of the designer. I have\nfrequently seen attractive designs on paper intended to be worked out in wrought iron,\nbut so designed that no artisan could execute them ; designs for wood which ought to be\nworked out in iron ; . and terra cotta designs where stone was the only legitimate material\nto use. Mere charm of outline or beauty of form expressed on paper are of no practical\nvalue nor of any artistic merit unless it is known whether the article is to take a tangible\nform in wood, or iron, or clay, or glass, or stone, or leather. The actual manipulation of\nthese materials on the part of the designer is the only thing which will give familiarity\nwith the possibilities and nature of materials, and consequently enable him to prepare\nfor the manual-training department those designs which can be executed in the proper\nmedia there. It seems to me entirely feasible that the scientific-construction man should\nsupervise the designs of the art department, and that the art department should familiarize itself with the possibilities and actualities of the shop. There need not be any friction\nbetween the two, but each ought in effectiveness greatly to multiply the other.\nI believe we should raise the standard of all our artistic and manual-training work\nby observing rigidly a few well-established principles, well established as principles, but\nunfortunately not well established in practice, or in general recognition in our publicschool work, and I speak particularly of this because I have seen such lack of its application in many exhibitions of sloyd and manual-training work.\nFirst, the form of an article must be in keeping with its function. A pitcher from which\nyou cannot pour water without submerging yourself, the table, or the floor is not of good\ndesign, however beautiful it may be in form ; a cup with so small a base that a breath of\nwind will blow it over is not of good design, however beautiful it may be in proportion ;\na chair in which you cannot sit with comfort is not of good design, however expensive\nthe carving or rare the wood ; a spoon is not of good design unless you can eat from it\nwith convenience, however richly it may be engraved or ornamented. The fundamental\nobject of the pitcher is to pour water, of the chair is to furnish you a comfortable seat, of\nthe cup is to hold tea or coffee, and of the spoon is to enable you to convey food to your\nmouth in safety and leave it there with grace ; and whenever any one of these principles\nis violated the design is poor.\nSecond, the material used must be consistent with the object made ; in other\nwords, honesty of material is a second fundamental feature of good design. A galvanized iron cornice sanded to represent granite is a fraud ; a column covered over with paper\nto represent onyx is a fraud ; a chair with a design stamped upon it with a hydraulic\npress to represent carving is a fraud : a gas log in a library with cast-iron holes in it and\ncast-iron insects crawling over it is a fraud ; a cylinder of white glass at the tip of a gas\n\n"} {"page": 591, "printed_page": null, "text": "Department]\n\nCO-OPERATION\n\nOF ART\n\nAND\n\nMANUAL\n\nTRAINING\n\n579\n\nfixture to represent a candle is a fraud ; and I might multiply these illustrations indefinitely. You have only to go into the average home to find plenty of them.\nThird, in addition to the two features which I have already mentioned — viz., form\nadapted to function, and honesty and consistency of material — a third element of beauty\nand grace must be added to make the thing complete. These three features require\nthe skill of both the artist and the artisan. In other words, it is not enough to have\nthe services of the engineer, but we must have the services of the poet as well ; but a poet\ncannot be a poet in this line of work till he has been first an engineer, or, as someone has\ntersely put it, \" The whole problem of good design is to solve the problem of utility in\nterms of beauty.\"\nAgain, I wish to emphasize the fact that it is the constructive nature of the child\nwhich we wish especially to cultivate. When we reflect that practically all of the progress\nof the world has been based upon the work of the constructive imagination of men, we\nsee the necessity of cultivating that power of the child in our school work, and making\nthe child produce the design which he is to interpret in the shop. Let the child produce\nthe design, let if be refined by the suggestion and constructive criticism of the art teacher,\nand let it find its complete and tangible expression in the shop under the direction of the\nmanual-training teacher, and always with this thought in mind : To develop character,\nnot alone character as expressed in honest construction, which is the usual educational\nplea for manual training, but character as expressed in recognizing the value of all\nmaterials and their inherent fitness for certain purposes ; that is, original, honest uses,\nand not imitations. Real character manifests itself not only in the honesty which comes\nfrom doing a thing well, but more especially from doing honest things.\n\n"} {"page": 592, "printed_page": null, "text": "DEPARTMENT\n\nOF ART EDUCATION\n\nSECRETARY'S\n. FIRST\n\nSESSION,\n\nMINUTES\n\nWednesday,\n\nJuly 9, 1902\n\nThe Department of Art Education met at 2 : 30 p. M. in the chapel of the state university.\nIn the absence of all of the officers. Miss Bonnie E. Snow, of Minneapolis, the chairman of the local committee, took the chair. Miss Janet M. Stevens, of Faribault, Minn.,\nwas appointed secretary pro tern.\nThe program was opened with a selection on Musical Glasses by Odin Wold and\nClaudia Wold.\nMiss Snow made brief introductory remarks, and then named the Committee on\nNominations as follows :\nMiss M. E. Roberts, Minneapolis, Minn.\nMiss Annetta Wales, Milwaukee, Wis.\nMiss A. May Pierce, Boston, Mass.\n\nThe first speaker, James L. Hughes, inspector of schools, Toronto, Can., was then\nintroduced and read a paper on \"Art as an Educational Factor.\"\nAn interesting and somewhat spirited discussion followed, participated in by several\nmembers.\nThe Lorelei Ladies' Trio then sang \"Ave Maria.\"\nThe next paper, \" Elementary Preparation in Drawing for Secondary Schools — What\nMay Reasonably be Expected,\" was presented .by Clarence Valentine Kirby, teacher of\nart, High School, Denver, Colo. Mr. Kirby illustrated his paper with blackboard\nsketches.\nA brief discussion followed.\nThis closed the program, as both Miss Lucy Silke, of Chicago, who was to have read\na paper on \"Sense Training and Art Education,\" and Mr. Frank C. Bray, of Cleveland,\nO., whose subject was \"Specifics for Ugliness,\" were absent.\nThe business was then taken up and reports of committees called for.\nDr. Langdon S. Thompson, of Jersey City, presented the report of the Committee of\nTen appointed at Washington in 1898. The report was adopted and ordered published\nin the Proceedings.\nThe Committee on Nominations then submitted the following report :\nFor President — Miss Clara A, Wilson, Davenport, la.\nFor Vice-President — Miss Charlotte W. Stoddard, Rochester, N. Y.\nFor Secretary — Mr. William Vogel, Cincinnati, O.\n\nThe report was unamimously adopted, and the nominees declared elected as officers\nfor the ensuing year.\nThe department was then adjourned to meet on Thursday afternoon in joint session\nwith the Department of Manual Training.\nJanet M. Stevens,\nSecretary pro tern.\n\n580\n\n"} {"page": 593, "printed_page": null, "text": "Department]\n\nART\n\nAS\n\nPAPERS\nART\nJAMES\n\nL.\n\nAN\n\nEDUCATIONAL\n\nAND\n\nFACTOR\n\nDISCUSSIONS\n\nAS AN EDUCATIONAL\n\nHUGHES,\n\nINSPECTOR\n\n5^1\n\nOF\n\nSCHOOLS,\n\nFACTOR\nTORONTO,\n\nCAN.\n\nEven those who still see no reason for teaching any subject except its\neconomic value are beginning to understand that art is one of the most\nimportant of all subjects on the school program. Men are learning very\nclearly that artistic training in childhood means artistic manufactures in\nadulthood, when the productive period of life is reached.\nThe wealthiest nations are those which export manufactured articles,\nnot raw materials. The value of the manufactured article consists chiefly\nin the character of the transformation made in the raw material by the\ndesigner and the workman. The more artistic the designer and the\nworkman can become, the more perfectly they can transform the raw\nmaterial, the more completely they can unify beauty and utility — the\nmore they increase the value of the manufactured article. The value of\nthe article depends much more on its beauty than its utility. \"Art transforms clay beds into gold mines.\" Dr. Harris has well said : \" The great\nproblem in the industry of nations has come to be the aesthetic one, how\nto give attractive and tasteful forms tp productions so as to gain and hold\nthe markets of the world.\"\nArt is, therefore, revealing itself as the most practical of all subjects ;\nas the subject that has most direct influence on the productiveness of\nindividual men and women, on national wealth, and on the elevation of\nthe home in its material conditions.\nBut the strongest reason for the universal introduction of real art\nteaching into schools is its educational, not its economic, value. Art is\nan educational factor, because it gives the child a new power of expression. Individual power develops only by self-expression. Art is the\nhighest form of self-expression. Every time a child is trained to use a\nnew means of expressing its selfhood, a new phase of selfhood is\ndeveloped, and every other already developing power is increased, both\nin force and range of application. The varied powers of each individual\nform an interrelated unity, and each undeveloped power prevents the\nperfect growth of all other elements of the unity. It is even more\ngrandly true that the development of each new power strengthens and\nextends the sphere of all interrelated powers. It is, therefore, of the\nhighest importance that educational institutions should afford the best\nmeans for stimulating all developments of human power in each individual, in order that he may attain his widest and most complete growth\nand be most perfectly qualified to understand his relationship and per-\n\n"} {"page": 594, "printed_page": null, "text": "582\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nform his duties to the universal brotherhood. As art appeals to a wide\nand high range of intellectual and aesthetic powers, it is an essential\ndepartment of true education.\nOne of the established principles of education is that each child has\na special department of power which is his interest center. This interest\ncenter may change at different periods of the child's development, but\nthe essential psychological fact remains the same, that there is always\nsome interest center in each child, which, if aroused and allowed to\nbecome the leading element in his executive work, will kindle his whole\nintellectual and moral nature and stimulate his most energetic efforts in\nself-expression. No external agency can rouse to the most productive\ninterest. The interest that kindles and defines and accomplishes, that\nawakes and achieves, must act spontaneously from within the child himself, and it must have appropriate material and opportunity for its stimulation and its activity. With a narrow curriculum many children were\nnever kindled, and they passed thru life \"deaf and dumb and blind to a\nmillion things;\" indifferent, negative beings, instead of energetic and\npositive, as they should have been.\nInterest aroused in the central department of power so fully as to\nlead to original expression becomes the supreme agency in producing\ndefinite and energetic action of the whole being, and therefore one of\nthe chief aims in education should be to find the interest center of each\nchild and provide opportunities for jts executive activity.\nThere are many children whose central life power cannot be fully\nkindled by mathematics, or science, or history, or literature, or music,\nwho may be aroused to harmonious activity by art. If these children are\nnot allowed to illumine their lives by art study and art expression, the\nresult is restricted and barren lives. One of the most pathetic things in\nthe world is a barren life. No life should be barren. No life can be\nfully productive unless it yields its best fruit in fullest measure. No life\ncan yield its richest fruitage unless its powers of self-expression have been\ntrained to self-activity. No individual power of self-expression can be\ntrained to its supreme limit of productive activity unless all co-ordinate\npowers of self-expression have been trained, and especially the central\nelement of highest selfhood.\nArt should be a high form of self-expression for every child, and it\nmay be the highest form of self-expression for many children ; therefore,\nall lives must be relatively barren, and some lives pitifully barren, without\nart training. Every child should have the right of added joy and power\nand growth that may come to it thru art, but especially those for whom\nart alone has strongest kindling power.\nMr. Morris says, \"Art is for the few.\" This is a narrow view. It is\nthe limited thought of an artist, not the broad thought of an artistic\neducator.\n\nAll partial training is defective.\n\nEducation\n\nwithout\n\nartistic'\n\n"} {"page": 595, "printed_page": null, "text": "Department J\n\nART\n\nAS\n\nAN\n\nEDUCATIONAL\n\nFACTOR\n\n5^3\n\ntraining is partial, because the highest form of self-expression has been\nomitted.\nTo omit this training restricts all lives and dwarfs some lives.\nWhat are the educational influences of art in individual development ?\nArt cultivates the observant powers. Seeing is an act of the mind.\nEvery additional element of artistic thought increases the power of seeing\ndefinitely and widely, and especially of seeing beauty and relationships\nto which we were previously blind. The child who has not been taught\nthe principles of symmetry is blind to the harmony of the beautiful\ndesigns in carpet and wall paper and other artistic productions. The\nchild whose color sense has not been trained is not able to recognize the\nrich harmonies of color in flowers and trees and landscape and sky.\nThe trained ear gets melody unheard by untrained ears. The trained\neye sees a thousand beauties in form and color and symmetry that are\nunseen by untrained eyes. The melody and the beauty exist for all, and\nare seen by all in proportion as the mind is trained. Oh, the difference\nbetween the trained and the untrained !\nWe see only those things to which we pay attention. Thousands of\npictures form themselves on the retina each day which are not seen. We\nsee only those to which the mind attends. The mind can attend to those\npictures only that are related to apperceptive centers formed in it by\nexperience and training. Each new apperceptive center increases the range\nof definite and comprehensive seeing. Each new apperceptive center\nmakes us conscious of beauty or relations of which we were previously\nunconscious. How different the revelations of a great cathredral to an\narchitect of wide artistic culture and to a man of even broad learning\nwho knows nothing of architecture !\nA child has gone to school for years in a city along the same streets.\nThe houses and churches and public buildings have been to him but\nindefinite masses. He has scarcely been conscious of their forms, or\ncolors, or proportions. He reaches at length a class where he is taught\ncertain elements of historic art, and suddenly he begins to see. Every\nporch and arch and window and spire is filled with interesting life.\nHe finds design and purpose in each stone. He sees beauty or the lack\nof it everywhere. He sees the correct and the incorrect, and soon can\nrecognize Egyptian, or Ionic, or Doric, or Corinthian, or Gothic styles.\nHow much better it would be if all architecture were true ! How\nmuch higher the silent influence of environment would be if all schools\nin external construction and interior decoration were correct and harmoniously suggestive !\nCulture in seeing power means culture of the mind, not of the eye.\nTrue botanical study vastly increases the power to see beauty and harmony and unity and creative design in nature. True art teaching multiplies our power to see the beauty and harmony and unity and creative\ndesign in nature and art in all their varied forms.\n\n"} {"page": 596, "printed_page": null, "text": "5^4\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nThe power to see increases as the finite mind grows consciously toward\nthe infinite mind. The best work of education is to promote the conscious growth of the finite mind toward the infinite mind. Good art\ntraining does this for most children more effectively than any other subject on the school curriculum.\nArt trains the reasoning powers. Definite seeing leads to definite\nthinking. Accurate observation lays the foundation for correct judgment,\nand comprehensive observation prepares for broader thinking in regard\nto a greater variety of individual things and their true relationship to each\nother. A considerable portion of our reasoning depends on conceptions\nof size, form, color, and relationship ; therefore art training, by the cultivation of new and exact apperceptive centers of size, form, color, and\nrelationship, makes a logical preparation for clear thinking.\nArt provides the highest opportunities for the culture of the imagination. Real art is not a mere reproduction of beautiful things that have\nbeen stored in the memory, nor is its best work the representation of the\nbeautiful in nature. True art is more than this. It is an expression of\nthe highest revelations of a lifetime in new forms in harmony with the\nindividuality of the artist.\nThe divine element in man — his selfhood — should be trained to\nmold material things into new and higher forms, to beautify them with\nmore exquisite and more harmonious colors, to decorate them with more\nattractive and more suggestive designs, and to transform them into more\nennobling expressions of the highest spiritual evolution of humanity.\nBut art does not stop here. It deals with the unseen and attemps the\ninterpretation of the infinite. Its grandest work, the highest work\nhumanity can ever do, is the revelation of the most transcendent development of spiritual insight, the expression of progressively unfolding conceptions of God himself in his personality, his. attributes, and his loving\nrelationships to the universe and to man.\nIt is by the transformation of material things, and by the expression\nof his highest ideals of God, that man aids succeeding generations to\nbroader, purer, higher evolution, and qualifies himself for clearer revelations of beauty and of divinity. Whether art be reproduction, or representation, or transformation, or spiritual revelation, it exercises some\nform of the imagination, either representative or constructive or creative,\nand by exercise develops it and qualifies it for fuller, freer activity. Our\nhighest powers are capable of most rapid and most comprehensive development, and all powers grow most rapidly and most fully when used for\nhighest purposes. As art is the highest form of self-expression it necessarily follows that it is one of the most perfect agencies for developing\nthe imagination.\nArt develops originality, and qualifies man to aid in increasing human\nwisdom and power, and in the promotion of human happiness, by the\n\n"} {"page": 597, "printed_page": null, "text": "Department]\n\nART\n\nAS\n\nAN\n\nED UCA TIONAL\n\nFACTOR\n\n5^5\n\nrevelation of new thought, new forms of beauty, and new conceptions of\naesthetic and spiritual evolution. We should leave the world richer than\nwe find it. Our only possible gift to civilization is some true revelation\nof our selfhood. The development of original power is therefore the\nsupreme element in education. Original power can be developed only\nby the exercise of some form of self-expression in constructive invention,\noratory, literature, music, or art. Art is certainly one of the highest of\nthese forms, and therefore one of the most productive of original power.\nThere should be no barren lives, and every life is barren that gives\nout no new light, or new transforming thought or influence to enrich\ncivilization. No teacher should be satisfied unless the emotion and\nthought of each child is given out in improved form, full of new life and\n\nI\n\npower in harmony with the child's individuality. It is in this way that\nthe sum of human achievement is increased, human power developed,\nhuman happiness promoted, and the certainty of the progressive evolution\nof humanity established.\nWe are too willing to be satisfied with high achievement in the power\nof expression by the child in oral language, written language, music,\nmanual training, and art. Expression alone adds nothing to the sum of\nhuman power. Expression is but a preparation for self-expression. It is\nnot even that in the truest sense. Self-expression is not only the desired\nend of education, but it is the process by which the most comprehensive,\nthe most definite, and the most perfect forms of expression may be\nacquired; Self-expression is infinitely more productive than expression.\nSelfhood should never be divorced from expression. The passive forms\nof expression are little better than the passive forms of accumulation in\nthe development of the child. The selfhood or individuality of the child\nis his element of divinity. The development of this element of divinity\nmust be accomplished in the same way that every other element of power\nis developed, by calling it into self-activity. The true function of selfhood is the exercise of originative or creative power. Whenever the\ncreative functions of the child are assumed by the teacher or are left out\nof consideration altogether the child's development is dwarfed at its most\nvital center.\nNo other school work affords such universally attractive opportunities\nas art for the expression of selfhood and for the revelation of the growing inner life by creative activity in improving and beautifying the\nconditions of our environment.\nArt is of great educative value because it so readily reveals the possession oforiginal power to the child himself. It is a most important\nepoch in the life of a child when he awakens to a consciousness of\nindependent power. This is the most inspiring moment of a child's\nexperience. The central element in strong character is a positive selfreverence based on a conscious recognition of original power that should\n\n"} {"page": 598, "printed_page": null, "text": "586\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nbe used for humanity. No other school study affords such opportunities\nas art for the revelation of special power in a child, both to the teacher\nand to the child himself. The results of a child's original power are\nmore distinctly manifest, more objectively real, in art than in any other\nsubject.\nArt should be a part of the education of every child, in order that he\nmay be qualified for the fuller comprehension of the great works of art.\nAll the revelations that have been made to the world's great leaders are\nstored in literature, music, and art. I am never so conscious of a lack\nof education as when I stand with a painter before a great picture, or\nwalk with an architect in a grand cathedral. He sees and feels and\nthinks a thousand things unseen, unfelt, unthought by me. I am relatively blind and unconscious. The things he sees and feels and thinks\nare recorded in the picture or the cathedral for me quite as much as for\nhim. I cannot see them because I was not trained to see them. It\nmight not have been possible for me to have seen them as clearly as he\ndoes, but my whole intellectual and moral life is narrower and weaker\nbecause I cannot see them as clearly as I might have learned to see them.\nArt training brings with it no deadening of the soul. It kindles and\ninspires and illumines. Oh, how we have blighted individuality and\ndwarfed intellectual power by some of our teaching in the past, and are\nblighting them even yet! But art is one of the subjects that awakens and\nbroadens the child while he is gaining power to produce beauty, or to\nappreciate beauty and emotion and thought as revealed by others. We\nwisely try to train the race to be capable of comprehending and enjoying\nand using the emotion and thought that are stored in literature. We\nshould for exactly the same reasons train the race to see and understand\nand be uplifted by the revelations and records of the varied forms of art\nin painting, sculpture, and architecture. The fact that we could not all see\nwhat Ruskin saw in color or in architecture is no reason why we should\nnot be trained to see as much as we have power to see. Our duty as\neducators is to kindle the children and cultivate their vital intellectual\npowers so fully that they may be able to gain as much of culture and of\nuplift as possible from the elements of culture and uplift to which they\nmust always be deaf and blind unless they are truly trained.\nArt has a wide educational value in correlation with other departments\nof work and study. The vital history of the race is recorded in architecture and sculpture and painting quite as fully as in books. Much\nthat has passed in schools for history is a record of the results of\njealousies and rivalries and ambitions of a selfish nature. Architecture\nand sculpture and painting record great ideals as they have been\nrevealed to succeeding generations and civilizations, and to different\nnations. Epoch conditions and national characteristics are indelibly\nrecorded in the art productions of eras and of nations.\nIt is quite cer-\n\n"} {"page": 599, "printed_page": null, "text": "Department]\n\n\"\n\nART\n\nAS\n\nAN\n\nEDUCATIONAL\n\nFACTOR\n\n5^7\n\ntain that the boy who studies and draws the various types of architectural\nelements of different nations will have not only a more awakened intellect than the boy who studies history as it is usually taught, but a more\nrevealing knowledge of the real influence of the nations upon civilization.\nArt is the basis of true manual training. All forms of productiveness\nare degraded when beauty is subordinated to utility, or when utility alone\nis considered. The richest beauty cannot detract from the highest utility.\nTrue beauty cannot lesson utility. If the aim to give more beauty renders any article less useful, then the unity between beauty and utility has\nbeen neglected, and a fundamental law of beauty has been violated.\nArtistic design is one of the most important elements of educative manual\ntraining.\nArt may also be correlated with geometry and geography and science\nand literature. Many of the fundamental principles of Euclid are essential in architecture and in the art department of manual training, and\nthese principles learned incidentally as they are wrought out and applied\nin art are learned more definitely and understood more thoroly than\nthey could be by being committed to memory or even thought out by the\nmost advanced methods of abstract thinking. A boy who draws the homes\nof people in different climates and of different degrees of civilization, or\nwho sketches the people themselves in characteristic national costumes, or\nwho makes an illustrated map of the world with pictures of the animals\nfound in the different zones, has learned and impressed the facts relating\nto these departments of geograpy better than by reading or listening to a\nteacher. Drawing and painting are now universally used in the study of\nbotany, zoology, and other departments of natural science. Literature\naffords one of the best opportunities for the use of art in developing\nthe originality of children, when pupils are allowed to represent in\ndrawing or color their conceptions of the author's thought expressed in\nlanguage.\nArt should have a definite influence in the elevation of the moral nature.\nOne of the most effective lessons I ever learned was taught me by a\nteacher of art who showed me a collection of Japanese pictures chosen\nespecially as illustrations of color harmonies as developed by those greatest students of color, and who then placed beside the pictures cinders and\nbark and decaying woods, which perfectly reproduced every color harmony of the artists. It means a great deal to a young life to be made\nconscious of the fact that even the commonest things that lie unnoticed\naround us possess some elements of beauty equal to the highest developed\nconception of the race. The revelation of the beauty and harmony hitherto\nunrevealed prepares us to believe in the higher evolution of the race in\norder that it may be capable of comprehending the higher beauty and\nharmony yet to be revealed. It helps, too, to a clearer understanding of\nthe universe and its Creator to realize that even the most apparently\n\n"} {"page": 600, "printed_page": null, "text": "588\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nvalueless things possess transcendent beauty when we become capable of\nseeing it.\nBut the lesson that we are ill the midst of beauty, and the training in\npower to see beauty, great as they are, are not so important as the\nhabit of searching consciously for the beautiful. The greatest modern art\nteachers make alertness to beauty and responsiveness of life to its influence their supreme aims. The true teacher of art says to her pupils :\nDraw or sketch or paint during next week or next month the flower or\nthe tree or the tower or the landscape that is most beautiful to you. Or\nshe may say: Bring me the pattern or the picture or the object that you\nlike best. At first it is enough to have the choice made, but later the\nreason for the preference should be given.\nOf course it is essential that the choice of each child be recognized as\nof absolute value to him, and reverently respected by his teacher. If his\nchoice be inferior, his taste cannot be lifted truly to a higher plane by\nthe adoption of another's choice. It is by continued choosing and by\nconscious delight in what at present appeals to us and satisfies us that we\ngain a higher power of choice ; not by weakly accepting the choice of someone else, consciously or unconsciously. The teacher should simply arrange\nthe pictures or objects for exhibition, without praise or disapproval. She\nshould aim to establish standards of beauty by teaching the fundamental\nprinciples of correct taste, but such teaching should always be impersonal.\nAll the pupils maybe asked to choose the best specimens brought by their\ncompanions, but they should not be asked to include their own in the\ncomparison, and they should report their choice privately to the teacher,\nnot that a summarized vote may be given to the class, but as a revelation\nto the teacher of the present development of the individuals of her class.\nThe making of such choices, and the explanations of the reasons for\nmaking them, form a very productive intellectual exercise ; but the chief\nvalue of such training is the development of a persistent tendency to\nsearch consciously for the beautiful and true in our environment and conditions. The constant relating of the best outer to the best inner will\nlead to a conscious purpose to make the best inner become the outer by\nthe joyous desire of not only appreciating the best, but doing it. The\nhabit of choosing the most beautiful in environment will necessarily\ndevelop the most beautiful characteristics of the life, and exercise the\nhighest elements of the intellectual and moral nature.\nIdeals transform individuals, and ultimately transform national life.\nIdeals become vital in our lives by consciously choosing them. The child\nwho is trained to choose consciously the most beautiful things in his\nenvironment is being trained in the most effective way to consciously adopt\ntrue ideals in manhood.\nArt has a high moral influence because it tends to lift the race soul\nabove materialism.\nAs Dr. Harris has said, \" it arouses emotions and\n\n"} {"page": 601, "printed_page": null, "text": "Department]\n\nELEMENTAR\n\nV PREPARA\n\nTION\n\nIN\n\nDRA WING\n\n5^9\n\nfeelings, not appetites.\" Every working man should feel that he can create\nand reveal ideals. So will his life be ennobled. Unless the material life\ncan be spiritualized, man's tendency is toward the jungle. The spiritual\nin literature and music and art has lifted the race slowly toward the\ndivine.\nThis is the only true education.\nThe time has come when, not the leading few, but all, should become\nconscious of the exultant thrill of the soul when in conscious relationship to\nthe universal spirit. Art can do more to achieve this grand result than\nany other subject.\nLet us accept Ruskin's philosophy : \" If we do not use the faculty of\ncolor to discipline a people, they will infallibly use it to corrupt themselves.\" The artistic power is one of the highest, and therefore is capable\nof highest development. With grander ideals of liberty and individual\npower and the possibility of human achievement as we grow toward a\ntruer spiritual emancipation, let us teach the best we know of art to all\nthe children as a basis for a nobler art and a purer individual and national\nlife.\n\nELEMENTARY\nEXPECTED\nCLARENCE\n\nPREPARATION IN DRAWING FOR SECONDARY SCHOOLS— WHAT MAY REASONABLY BE\n\nVALENTINE\n\nKIRBY,\nTEACHER\nDENVER,\nCOLO.\n\nOF\n\nART,\n\nHIGH\n\nSCHOOL,\n\nWe, directors and instructors in art education, have reason, I think,\nto congratulate ourselves, for we are teaching a subject which is more\nvaluable than any other. The best education develops a sound muscular\nsystem, which responds to every bidding of a clear brain and wellorganized nerve centers ; and thru right drawing methods the eye is not\nonly trained to observe accurately and the hand to be the willing servant\nof the mind's impulses, but the impressions received from nearly every\nschool study, which might otherwise be nebulous and evanescent, are\nfirmly fastened in the mind thru the hand, which is really rooted in the\nbrain, and traces there the fabric of each idea. Thus drawing can make\nall knowledge partake of the nature of experience. How well we remember our experiences when other learning has flown !\nIn considering the subject, \" Elementary Preparation in Drawing for\nSecondary Schools,\" it may be well for us to remind ourselves that our\nobservations from the standpoint of the high school are based upon a\nsmall percentage of the entire number who have received elementary\ninstruction, it being generally known that nearly 90 per cent, of the\nnumber who started have dropped by the way; persumably these were\nless equipped than those it is our opportunity to study.\nDesiring to\n\n"} {"page": 602, "printed_page": null, "text": "590\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nmake this paper the true concensus of opinion, rather than my own\nweightless criticism, I have communicated with prominent members of\nour profession from all parts of the country, and shall consider their\nrecommendations in this paper, together with the conditions that have\nappeared to me. I am aware that, while my position as critic may not\nmake me altogether popular, it is nevertheless easy compared with the\nefforts earnestly put forth by those criticized, for the reason that it is\nalways easier to pull down than build up.\n\"^ Drawing has a threefold mission, and it fulfills this mission to the\ndegree that it develops the whole child physically, intellectually, aesthetically, and morally, instead of part of him : First, drawing is an energizing power in forming a disposition and habit of work with mind and\nbody; second, drawing is one of the most valuable instruments for\nco-ordinating memories and ideas on all subjects; third, drawing ennobles\nand exalts the mind by acquainting one with the mysteries of nature,\nand by enabling one to appreciate beauty, and thus bring joy into the\nmost sordid life.\nIn considering the first mission, it appears of paramount importance,\nfor if there is one thing that the pupil seems to lack upon entering his\nsecondary course it is power, and the thing he possesses most is the fear\nthat handicaps joyous spontaneous expression. In spite of the wellgraded courses and attractive exhibitions of supervisors and teachers,\nwho are laboring zealously all over the country, the general sentiment\namong high-school educators seems to be that pupils are not satisfactorily prepared for advanced work ; in fact, it is not uncommon to be\nobliged to return to first principles. As we view the exhibitions of\ngrammer-grade work, we are impressed with the broad scope of the field\nunder cultivation, and if improvement can be made along any line it\nmight be along the line of the quality of individual power, rather than\nthe quantity of product. But as we are getting away from the weak,\ntentative touches of old, I believe we are implanting thru the larger,\nmore vigorous efforts of the present, deep in the motor centers of each\nchild's organism, the ability to make in a bold, fearless way the fundamental forms which are the rudiments of all creations in nature and art.\nThe best publishers are urging this larger control today. On blackboard,\nwhere fear of error is abolished, the child attains the facility which only\nlarge arm movements, in accordance with nature's law, give. This is\nthe way the mechanic draws when he desires to express his thought. It\nis the way we express our thoughts on the piano and in writing, unconsciously, fearlessly. And yet, some teachers have stood over the child and\nexpected accurate results where there was no control. We have been\nafraid of spoiling the paper, and so we have spoiled the child. And the\nchild still grasps the pencil as tho it were a crowbar, and his labors\nshow the lack of spontaneity which all agree is the only true expression.\n\n"} {"page": 603, "printed_page": null, "text": "Department]\n\nELEMENTAR\n\nV PREPARA\n\nHON\n\nIN\n\nDRA\n\nWING\n\n59 ^\n\nAn old axiom defines spontaneity as the soul of art. This power, like\nevery other, comes thru the performance of deeds ; deeds that give\nthe hands skill to represent with certainty and precision the shape of a\nleaf, or the charming lines of the human figure, and inculcate in the\norganism ideas of uprightness, symmetry, balance, right proportions, and\nother fundamentals in art instruction. These are the underlying principles in all technical pursuits, and they can be mastered in early years by\nevery child who can write. The favored few endowed with a special\ntalent may soar higher aesthetically, but I like to think of the many less\nfortunate, who, I believe, can all express themselves in drawing as well as\nin writing. Goethe tells us that \" all art is preceded by a certain mechanical expertness.\" There will be no failures when we all come to recognize\nthe deeper physiological principles of drawing, which can never fail where\nthere are eyes to see with and hands to do with.\nCloser and closer each year have grown the ties between art work and\nmanual work. Art workers are finding that art methods which are not\nmanual training are a delusion ; and manual workers are learning that\nthe manual training which is not artistic is a snare. William Morris\nsaid: \"Drawing is the basis of all the arts.\" As a product of the art\nschools, I can say that I wish someone might have helped me at the\nbeginning to lay such a foundation. We thought that art was monopolized by the easel-picture, and we forgot the ennobling influence of the\nhandicrafts and the men they produced — Men like Michael Angelo,\nCellini, and Leonardo da Vinci. Gradually we found the art in joinery,\nin wood-carving, turning, and in other crafts. I am determined always to\nmake a plea for the ones who, thru some misapprehension of the already\ncrowded field, have found themselves unable to cope with the difficulties\nin the way. Having aimed so high, they have failed, because they were\nunprepared for the practical. A preparation for the ininor arts is the\nvery best preparation for the high arts ; for, if a man falls from success\nin the so-called \"high arts,\" he lands on a solid foundation, for craftsmen are needed, and the progressive ones in our profession have found\nit out, and we shall soon be rewarded by their labors in this direction.\nThe growing appreciation of art instruction among superintendents\nand others in authority has come thru the second mission of drawing as\na means of co-ordinating memories and ideas on all subjects, and this has\nbrought about to a large degree a closer relationship of the drawing\ncourse to the other school work. From lessons in object drawing, distinct\nand detached from the other departments of the school, we have made\nourselves felt by the means we have at hand to fix in the young mind the\nimpressions the teacher is trying to make in the various school studies.\nYet I feel that we have hardly began to show our real strength. Let us\nput away some of our pet ideas, and if the grade teacher has a geography lesson on Egypt, let the drawing lesson for that day consist of\n\n"} {"page": 604, "printed_page": null, "text": "592\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\ndrawing and clay-modeling of mummies, sphinx, obelisks, pyramids,\nthe plan of the country, and the flag in colors, and perhaps these boys\nand girls will know more geography than some of us do today. We plan\neach year to acquaint the child with flowers, shells, birds, and animals,\nbut why not help out in botany, geology, zoology, illustrate the great\nevents of history, or learn lettering and constructive drawing in geometry ? Let the art man and the school man come and reason together.\nThere is a distinct mental process in memory drawing that is too\nvaluable to be neglected. Tests should frequently be made by removing\nthe model from sight, requiring a drawing from memory, and in every\ncase returning the object that it may be compared with the child's effort,\nand the differences noted. Of course the child will fail at first, but he\nwill soon acquire the ability to construct proper mental images from\nmaterial previously seen ; and these mentaT images, by the way, should\ncontain the facts of form, rather than of hair and feathers. In early years\nit is undoubtedly an error to force too many abstract exercises upon the\nchild ; to give him part of a thing when everything indicates that he is\nconcerned only with the whole. A better method encourages the child\nto illustrate from time to time some circumstance in his own life or\nenvironment that directly concerns him ; then he has a story that he\nwants to tell, and he is anxious to learn how to tell it. In one case he has\nto say something, in the other he has something to say. Let us first\ncreate a consciousness of need ; then the child is ready to assimilate the\ninstruction which will help him over the difficulty. Our methods should\nbe an unfolding from within, rather than stucco work on the outside.\nAs for imaginative ability, most children are born with it ; that is, with\nthe kind that creates hobgoblins, fairy-tales, and other indefinite conceptions. This is unbridled imagination, but it is not the kind that concerns itself with the intricate workings of a marvelous machine, a splendid\nbuilding, or an enduring statue. This untrained imagination must first\nbecome subjected to the control of the will thru right drawing methods.\nBy accurate observations, the receiving of correct impressions, and the\nexpression of right ideas does the imagination come under the mastery\nof the mind.\nThe importance of perspective is urged on all sides, and yet pupils\nleaving the elementary course seem to have a very vague idea of its principles. Ihave wondered if we have not confused them with too many\nprinciples and too little observation, for we are reminded that altho\nthese principles can be applied to a table or chair, there are none that\nwill foreshorten the human arm or head.\nThe increased use of color in the grades is most delightful. It not\nonly gives joyful satisfaction to the child, but it conveys a clearer idea of\nform by helping to distinguish objects and parts of objects one from the\nother.\nIt has been my experience that high-school pupils are not always\n\n"} {"page": 605, "printed_page": null, "text": "Department]\n\nELEMENT\n\nA R V PREPARA\n\nTION\n\nIN\n\nDRA\n\nWING\n\n593\n\naware that yellow and blue colors mixed would produce green. But,\nthanks to our enterprising publishers, we now have three-color boxes that\nhave excellent quality at a very low price, and are only dangerous as they\nfall in the hands of teachers with strong tendencies for purple and reddish combinations.\nIt might be well here to say a word for clay-modeling. While drawing is the representation of a single view, clay-modeling is the actual\nconstruction of an infinite number of views, and consequently is thoro in\nits capacity to form concepts that can be worked out in wood or metal.\nIn the art schools it is noticeable that the pupils who model excel in rendering form on a fiat surface, and we are all aware of the successful ones,\nfrom Michael Angelo to Sir Frederic Leighton and Gerome of our time,\nwho have modeled as well as painted.\nAs a means of exalting and ennobling the mind, by enabling one to\nappreciate beauty, our drawing courses are fulfilling their mission.\nRuskin said : \" Hundreds of people can talk for one who can think, but\nthousands can think for one who can see.\" And Emerson exclaims :\n\"We are immersed in beauty, but our eyes have no clear vision.\" Drawing opens the eye of the understanding to the marvelous message written\nin every leaf, woven in the architecture of every shell, and painted in the\nheart of every flower — messages of beauty and grace. The child turns\ndirectly to nature for these messages, and it is to be regretted that so often\nin the past artificial copy-books have been his interpreters, instead of teachers who could both see and do.' Children cannot be averaged up like\nbricks, but the artificial system presupposes the same pecularities in each, and\nso the child is made from the textbook, when in truth he should be the textbook for us to follow. While I believe that every teacher of drawing\nshould not only be able to draw skillfully and accurately, but be able to\nteach successfully with only something to draw on and something to\ndraw with, at the same time I appreciate the progressiveness of certain\npublishers and the factor they have been in raising our courses to the\nplane they now occupy. Like every other good thing, they fail, not by\nuse, but thru abuse.\nIn the light of general opinion, it does not seem unreasonable to\nexpect that a pupil upon leaving the grammar grades should have a hand\ntrained to make forms upright, symmetrical, well balanced, right proportioned, and graceful at will. He should understand the simple laws of\nperspective, and be able to apply them to simple forms. He should be\nable to arrange his work pleasingly on the surface it is to occupy and\nletter it neatly. He should have had enough design to understand its\nfundamental laws of growth, rhythm, balance, and harmony, and to be able\nto recognize the characteristics of the leading historic styles. Work with\nbrush and color should not be unknown to him. He should be able to\nreproduce from science and other studies with freedom and certainty.\nIn\n\n"} {"page": 606, "printed_page": null, "text": "594\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nthe use of instruments he should have at least learned the value of\naccuracy, and he should understand the principle of working drawings.\nNow, if these results may reasonably be expected, and yet so often fail,\nwe are led to ask ourselves the reasons, and they are found rather in the\nprevailing conditions than bad methods. There are two plans : either\nthe grade teacher must be directed by a supervisor, or each subject must\nbe taught by a special teacher. The former plan prevails, and is no\ndoubt better, for the reason that a teacher who has entire charge of a\npupil can do more (providing she is wholesome and earnest) in the development of character and good citizenship than the special teacher\nwho comes occasionally. The unfortunate part of it is that the grade\nteacher is her own lawyer, and she asserts with emphasis that she never\ncould draw, \"not even a straight line.\" In one of our largest cities, the\nsupervisor began three years ago to put the teachers thru a systematic\ncourse. Altho it was necessary to take some school drawing hours for\nthis departure, the results, I have learned, far exceeded the anticipation.\nIf there is one criticism that can be laid at the door of supervisors and\ndirectors, it is that they endeavor to cultivate too large a field. The actual\ninstruction for the most part falls to the grade teacher, whose training\nis often so insufficient that she is not aware of the many poor specimens\nthat slip thru her fingers. But let us not be discouraged by these failures. Let us rather gain hope thru our success. Let us look forward to\nthe time when the pupils who are receiving the benefits of our present\nmethods become the teachers of the future, and teaching becomes a profession instead of a convenience ; then will our teachers express their\nthoughts in drawing so as to win the admiration and regard of their\npupils. And the latter will have, thru right drawing methods, such welldisciplined eyes and hands that they too will express their ideas in drawing as readily as they do in writing or talking. Let us inculcate such\npower in the young that the mind may be left free to think and plan while\nthe hand moves with automatic facility to accomplish the heart's desires.\nThen we will not be modeling every boy after our own pattern, but we\nwill be helping him grow to be all to which he could possibly aspire.\n\nREPORT\n\nOF THE COMMITTEE OF TEN ON ELEMENTARY\nART EDUCATION\n\nAPPOINTED\n\nNATIONAL EDUCAREMARKS OF THE\n\nAT THE MEETING OF THE ART DEPARTMENT OF THE\nTIONAL ASSOCIATION JULY 8, 1898. WITH APPENDICES AND\nINDIVIDUAL\nMEMBERS\nOF THE\nCOMMITTEE\n\nANALYSIS OF THE\nPreface.\nPresentation of Report.\nAction of the Art Department Constituting the Committee.\nNames of the Committee.\n\nREPORT\n\n"} {"page": 607, "printed_page": null, "text": "Department!\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n595\n\nSome General Reflections.\nWhat is Art Education ?\nLimitations of the Subject.\nForm as the Basis of the Space Arts.\nI. An Infinite Number of Apparent or Accidental Forms.\nII. Only one Real Tangible or Potentially Tangible Form.\nThe Two Phases of Appearances,\nA. The Mere ^Esthetic Appearance or the Beauty of an Object or of a Scene.\nB. The Pictorial Appearance, or the Picture of an Object.\nThe Two Phases of Real Shape or Form.\nC. The Real Shape in Space of an Object Having Three Dimensions.\nD. The Real Shape in Space of the Planes, Sections, or Edges of an Object.\nSuggested Outline of Course of Study for Graded Schools.\nOutline by School Years or Grades.\nSuggested Outline of Course of Study for Ungraded Schools.\nOutline by Groups — Group\nI.\nGroup II.\nAppendix A.\nAppendix B.\nAppendix C.\nPREFACE\n\nOf what practical use is the work of the Committee on Elementary Art Education ?\nOn reading the following report for the first time some may object to the abstract or\nphilosophical form in which some parts of it are expressed.\nThe fact that the committee was required to determine the basis, or bases, of a\ncourse of study in elementary art education necessitates somewhat the form of expression of the report, since these principles cannot be clearly stated except in exact language. The manner of expression must be somewhat abstract in order to include the\ndifferent concrete elements in the minds of different individuals. If expressed in the\nconcrete form of any one individual's thought, such expression would exclude to a greater\nor less extent the favorite forms of other individuals. Hence the committee feels that a\ngeneral or abstract form of language gives greater liberty to the individual to read into it\nhis own interpretation, and at the same time secures greater unity in the result of its\ndeliberations.\nIts should be further stated that the committee has not attempted to make out a\ncourse of study that would completely fit the conditions found in any particular school\nwithout a single modification. It has endeavored only to lay down basic principles\nand a general outline which could easily be modified to suit the particular circumstances\nof any ordinary school.\nThe report, then, appeals to superintendents, boards of education, and general educators, rather than to the class teacher. Many class teachers will no doubt be interested\nin it, but there are also many excellent class teachers who are not conscious of the underlying principles of the course of study they are helping in an efficient manner to carry\nout, and for this reason they may not care to study it.\n\nREPORT\nPRESENTED\n\nOF THE\n\nTO THE\n\nART\n\nCOMMITTEE OF TEN\nEDUCATION\nDEPARTMENT\n\nAT MINNEAPOLIS, MINN., JULY\nLANGDON\nS. THOMPSON\n\nOF THE\n\nON ELEMENTARY\n\nNATIONAL\n\n9, I902, BY THE\n\nEDUCATIONAL\n\nCHAIRMAN\n\nOF THE\n\nART\nASSOCIATION\nCOMMITTEE,\n\nThe following resolution was passed by the Art Department of the National Educational Association July 8, 1898, at Washington, D. C:\nResolved, That a committee of ten shall be appointed by the president of the Art Department of the\nNational Educational Association, and that the president shall be one member thereof, for two purposes :\n1. To determine, in the light of psychology, environment, and experience, a proper basis, or bases, of a\ncourse of study in elementary art education, including form study, manual training, drawing, and the study\nof art works.\n2. To outline, in a general way, such a course of study for the common schools.\n\n"} {"page": 608, "printed_page": null, "text": "596\n\nNATIONAL\n\nTo the Art Department\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nof the National Edticational Association:\n\nIn accordance with the foregoing resolution, the undersigned Committee of Ten on Elementary Art Education, appointed at the meeting of the Art Department of the National Educational Association at Washington, D. C, July 8, 1898, has the honor to submit the following report, pointing out the fundamental principles\nof Elementary Art Education, and suggesting a general outline for a course of study for the common schools.\nLangdon S. Thompson, Chair in an,\nHenry T. Bailey,\nCharles M. Carter,\nJohn S. Clark,\nJosephine C. Locke, i\nHerman T. Lukens,\nHarriet Cecil Magee,\nM. V. O'Shea,\nGracia L. Rice,\nDouglas Volk,i\nCommittee.\n\nSOME\n\nGENERAL\n\nREFLECTIONS\n\nEveryone who pursues the vocation of a teacher for any considerable length of time\nobeys principles, either consciously or unconsciously. Man, as a rational being, must\nthink or reason concerning that which he does. Thinkers demand definitions, clear statements ;and hence reasoning on the basis of right perceptions and true conceptions must\nresult in the discovery of more or less truth, which, when stated in language, we call principles. The resolutions above quoted assume that there are principles to be observed in\nelementary art education which maybe determined. It has been the business of your committee to determine and state such principles, and, in accord with these principles, to suggest a general outline for a course of study.\nHere, as in all courses of study, purpose or aim must be the organizing element.\nThe ultimate aim must determine general principles and methods of procedure, while the\nimmediate aim, at any particular stage of advancement, must determine particular\nmethods and devices.\nThe general aim of elementary art education is the same as of all phases of education.\nOf the ultimate end of education we may safely look to ethics and philosophy for a statement. It is, in short, the grand march, or evolution, or progressive development of the\nsoul (i) (^Mi\" ij/the slavery of mere sense perception of thing and environment, the supposition of non-relation, (2) into and thru the category of the understanding and the\nreason, the supposition of universal relation, (3) to the freedom of pure thought, the supposition ofself-relation. Hence all fragments, parts, or departments of education should\nhave in view and should tend toward this development of the self-active soul.\nThe particular scope of elementary art education is the field of the sensibilities, or\naesthetics, the leading forth of the emotions from mere capricious spontaneity to the\nserenity of the habitual admiration and reverence for all ideal and aesthetic expression in\nsensuous matter, and for the aesthetic realization of the self-active, free spirit of man and\nof God.\nThe various studies, or sciences, used as stimuli or food for the development or education of the soul may be arranged in such general groups as follows: (l) Those derived\nfrom the investigation of the inorganic world, giving rise to mathematics and the physical\nsciences; (2) those derived from the organic world, giving rise to the biological sciences;\n(3) those derived from the social world, giving rise to the sociological sciences ; (4) those\nderived from the spiritual world, giving rise to the metaphysical sciences or philosophy.\nSpace-art education, whether elementary or advanced, is not confined to any one of\nthese groups. So far as art education deals with sensuous matter, or with form or space,\nit finds its basic principles in the first group, in physics, chemistry, or in geometry, which\nlast is par excellence the science of form and space. Here is clearly indicated the proper\nuse of geometry and geometrical forms.\nI Resigned before report was completed.\n\n"} {"page": 609, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n597\n\nThe different forms assumed by the fine arts, coming under the consideration of your\ncommittee, as ceramics, architecture, sculpture, and painting, find their sensuous matter or\nmaterial for embodiment in the first and the second groups. Here we see the necessity for\nexercises in clay-modeling, in wood-work, and other hard material, in fact for the whole\nfield of manual training, in order that the pupils may get some power of manipulation and\nself-realization in matter.\nThe particular /orwj of expression that works of art will probably take at any period\nare determined by developments in the social world, or in the third group. Here is\npointed out the breadth of our proposed course of study. It must include the elements of\nceramics, architecture, sculpture, painting, decorative design, and something of their\nhistory.\nThe ultimate end of art education, as previously stated, is best explained in the fourth\ngroup, in the realm of self-activity, or philosophy. Here we have authority for whatever\nof self-realization and culture we may find practicable.\nWHAT,\n\nTHEN,\n\nIS ART\n\nEDUCATION\n\n?\n\nBefore we can specifically point out the nature or the purpose of art education it will\nbe necessary to inquire into the nature of art itself.\nAnd, first, as to what it is not. It is not a mere recreation of the mind or soul. It\nis much more than a recreation. Art is an expression of the profoundest interests of\nhuman nature and of the most comprehensive truths of the spirit. But art is not religion,\nnor can it take the place of religion, altho it has power to soften human manners, by\ngiving to man a vision of his ideal self, and indicating what he ought to be. When he\nthus sees himself objectified in art he is led to dispassionate reflection- which enables him\nto discover higher possibilities for himself. Thus, indirectly at least, art may be said to\nhave a proper moral end. But neither in its form nor in its content is it the highest manifestation or the last and absolute expression by which the true and the good are revealed\nto the human spirit.\nArt is not a mere imitation of nature, altho it is perfectly natural in that it has\nits origin in the nature of man, and in that it uses natural elements thru which to\nexpress its ideals. Art is one of the results of the self-activity of man on his environment,\none of the results of his self-consciousness. It appeals both to the senses and to the\nintellect, its object being something between the sensible and the rational; but in its use\nof images it appeals more directly to the imagination, as well as by its incarnation in a\nsensible form.\nArt is not merely the beautiful. Beauty is not all of art, altho it is the most\npleasing element and one of the most important elements in it. Beauty is not the merely\nuseful, nor does it have its origin in the association of ideas. Beauty is the revelation of\nthe free spirit in a sensible form, and is both objective and subjective.\nThe real labor of everyday life is serious ; it is work rather than play, while the\nreal work of art is serene. Tears and sorrow often belong to the real work-a-day life, in\nconflicts between sense and duty, while joy properly belongs to art, the field of the ideal,\nwhere the spirit works with perfect freedom, where both sense and will may have their\nway, and where we may do as we like and no mischief will come of it. This is the\ngladsome kingdom of the beautiful, where man may put forth his supremest creative\npowers in self-realization. The mission of art, then, is to represent, under sensible forms,\nthe free development of ideal life, and especially of ideal spiritual life.\nLIMITATIONS\n\nOF THE\n\nSUBJECT\n\nIn general, the word \" art \" is a very comprehensive term, including many different\nforms of expression. All of these various forms, however, must find their expression in\nspace, or in time, or in both ; hence all art subjects may be loosely divided into two general\n\n"} {"page": 610, "printed_page": null, "text": "598\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\ngroups, which may be called the space arts and the time arts. Those of the first group,\nrequiring space in which to manifest themselves, appeal for recognition to the eye and\nto the touch; while those of the second group, requiring time in which to manifest themselves, appeal more direclly to the ear. The principal arts in the first group are architecture, ceramics, sculpture, and painting, while those in the second group are music and\npoetry.\nThe resolutions of the Art Department limit your committee to the space arts, form\nstudy, drawing, architecture, ceramics, sculpture, painting, etc., all of which must concern themselves in their sensuous expression \\i\\\\hform or shape.\nFORM\n\nAS THE\n\nBASIS\n\nOF THE\n\nSPACE\n\nARTS\n\nThese words, \"form\" and \"shape,\" have several meanings when applied to actually\nor potentially visible objects. There are two of these meanings, however, that must be\nclearly understood, defined, and distinguished, if we would avoid interminable confusion.\nThese two meanings of \"form\" and \"shape\" may be distinguished as follows : Every\nvisible object, or potentially visible one, has, or may have —\nI.\n\nAN\n\nINFINITE\n\nNUMBER\n\nOF\n\nAPPARENT\n\nOR\n\nACCIDENTAL\n\nFORMS\n\nThese apparent forms, aspects, or appearances can be known or recognized only\nthru sight. They are visual percepts pure and simple, created by the self-activity of\nthe observer. The truth of the above becomes evident if one looks at any common\nobject from many different standpoints. Every change in the position of the eye or in\nthe position of the object, no matter how slight these changes may be, makes a different\nimpression on the retina of the eye and causes a different contour or form to appear to\nthe mind. But notwithstanding these infinite apparent forms, every visible object, as a\ndefinite unified body in space, has and can have —\nII. ONLY ONE REAL TANGIBLE\n\nOR POTENTIALLY\n\nTANGIBLE\n\nSHAPE\n\nThis tangible or individual shape of an object is the result of its extension in space,\nand is never seen thru the physical eye as it really is in space. For the mind, it only\nexists as a mental concept. So long as the extensions of a material object remain the\nsame and the object retains its individuality as such, it can have but one real shape in\nspace.\nThe above two meanings (i. and ii.) are entirely different, and the failure to discriminate these meanings and to keep them separate in the mind has caused the\nteachings of many writers to be a mere play upon words. Some writers and teachers\nfrequently use the same unqualified word \" form \" in both senses perhaps in a single\nparagraph or even in the same sentence, thus confusing readers and pupils.\nNote carefully the distinctions. — The first is the conception of a visual percept pure\nand simple ; the second is a conception of the mind made up from visual and tactual\npercepts. The first form can be seen only because only the sense of sight can perceive\nit ; the second can never be seen by the eye of sense, because it is an elaboration of the\nmind, and cannot be imaged ; it can only be defined. The first, by the observer's long\nexperience, has taken on the attitude of suggesting the second to the mind ; but the\nsecond, by itself, never intimates any one of the innumerable aspects of the first except\nthru the return process of scientific perspective. The first pertain^ to line only, or to\ncolored surface, or to both ; the second pertains to line, to colored surface, and to solidity.\nThe first gives us the beauties and the pictures of vision ; the second gives us ideals for\nmaking, modeling, architecture, sculpture, and manufacturing in real materials. The first\ncan have but one or two dimensions ; while the second may have one, two, or three\ndimensions.\n\n"} {"page": 611, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF\n\nTHE\n\nTWO\n\nTHE\n\nCOMMITTEE\n\nPHASES\n\nOF\n\nTEN\n\n599\n\nOF APPEARANCES\n\nSpace art recognizes two phases of appearances in objects : (A) the aesthetic results\nof vision, or the apprehension of pleasing space and color relations through the eye ;\nand (B) the images or appearances themselves, derived from objects thru visions. These\nwill be explained in order as follows :\nA.\n\nTHE\n\nMERE\n\nESTHETIC\n\nAPPEARANCE,\n\nOR THE\n\nBEAUTY\n\nOF AN OBJECT\n\nOR OF A SCENE\n\nThe beauty that is apprehended thru the eye, or a beautiful visual percept (and we\nare speaking of no other kind at present, such as may be apprehended thru touch or\nhearing, etc.), is a matter of appearance, something to be seen only, something pertaining to pleasing space or color relations in outline or as colored surface, but not to\nsolidity as such, because the appearanae of solidity is not solidity itself.\nMost objects appear more pleasing from some points of view than from others,\nbecause by changing our point of view we may change the space and the color relations in\nour field of vision, which field is always apprehended on the retina of the eye as colored\nsurface rather than as solidity. If the beauty pertained to solidity as such, it could not\nbe apprehended by the eye alone.\nThe beauty of objects may consist (a) in their color (analogy, contrast, harmony),\n{b) in their light-and-dark (value, proportion, space division), (r) or in the composition\nof line, light-and-dark, and color (regularity, variety, unity).\nIn general these ideas of color, light-and-dark, and composition may have their outward expression in the pleasing arrangement of natural or other objects in the field of\nvision, in a scene, or in given geometrical spaces, but more especially in the division of\nsurfaces into pleasing proportions for ornamental purposes. Of this specific form of\nexpression there are two principal methods of composing an ornamental design, the\nanalytic and the synthetic.\nAs the practical, concrete expression of the preceding ideas, we have the historical\nornament of all ages and countries of the world and modern decorative design. The\nscientific outcome of this study of the beautiful should give us the science of (esthetics, or\nthe science of beauty.\nHow\n\nexpressed. — Visual beauty is its own most complete expression. It exists for\n\nitself and expresses only itself. It is its own raison d^etre. Its images as seen by the\nmind thru the eye may be imitated on a flat surface by drawing, painting, printing,\nweaving, or other method of transcribing.\nThe second phase of appearances may be stated thus :\n\nI\n\nB.\n\nTHE\n\nPICTORIAL\n\nAPPEARANCE,\n\nOR\n\nTHE\n\nPICTURE\n\nOF\n\nAN\n\nOBJECT\n\nUnder B we must remember that the graphic representation of a visual percept of\nan object gives us a picture, an appearance, a visual image; not the object as it is in\nspace, only one of its innumerable visual aspects. The purpose of a picture may be (i)\nto inform the understanding, or to teach something; (2) to arouse the feelings, and thus\nto incite to action; or (3) simply to give pleasure in the presentation of the beautiful.\nWhen \" (3) \" is the purpose, the picture is not considered as a visual image of some\nreal object, and in truth it belongs under the head of A instead of B.\nThe study and the record by drawing of our visual percepts, or images of objects,\nif done to illustrate general school work, may be called \" illustrative drawing ; \" if\ndone for the purpose of learning the principles and their applications to the drawing\nof appearances, we call the process \"model and object drawing,\" \"pictorial drawing,\"\nor \"free-hand perspective.\" The scientific study and the representation of appearances\nyield us the science of perspective, both linear and aerial. In the execution of a pictorial drawing there may be one, two, or three stages : {a) outline, {b) light-and-dark,\nand (c) color.\n\n"} {"page": 612, "printed_page": null, "text": "6oo\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nHow expressed. — Under phase B, the picture is the only complete and perfect expression, or outward realization, of a visual image, or percept. (Oral or written language,\nmodeling, making, or working drawing cannot form a substitute, nor can they give any\ndirect help.)\nSee Appendix A.\nTHE\n\nTWO\n\nPHASES\n\nOF REAL\n\nSHAPE\n\nOR\n\nFORM\n\nWe may distinguish two phases of real shape or form, as we direct our attention to\nthe real shape of an object as a whole, or as a solid, or to the real shape of its various\nplanes, sections, and edges, and their relations to one another. The first phase may be\nstated as follows :\nC.\n\nTHE\n\nREAL\n\nSHAPE\n\nIN\n\nSPACE\n\nOF\n\nAN\n\nOBJECT\n\nHAVING\n\nTHREE\n\nDIMENSIONS\n\nThe study and the analysis of the real shapes of objects may reveal to us certain\nfundamental, ideal, or type solids which are useful as units of comparison in dealing with\nthe concrete forms of all objects. For our subject the following is a convenient classification of artificial objects: (i) Regular geometrical solids, or type solids; (2) objects of\nordinary manufacture and building construction ; and (3) objects of art. The study of the\nfirst group gives us the science of geometry; of the second, the principles of building construction of\n; the third, the laws of ceramics, architecture, sculpture, and all plastic art in\ngeneral.\nHow expressed. — The only really complete and logical expression for the real tangible forms of these three-dimension objects is in solidity, in some material having three\ndimensions. (No vocal or written language can portray solidity directly. No pictorial,\nconventional, mechanical, or other kind of drawing can do it.) Remembering that pictorial drawing and pictorial painting of any kind can show us appearances only, not real\nthree-dimension forms, it then becomes evident that mechanical drawings are only conventional symbols.\nThe second phase of real shape or form may be stated as follows :\nD.\n\nTHE\n\nREAL\n\nSHAPE\n\nIN\n\nSPACE\n\nOF\n\nTHE\n\nPLANES,\n\nSECTIONS,\n\nOR\n\nEDGES\n\nOF\n\nAN\n\nOBJECT\n\nUnder D the objects to be considered are mostly artificial, and their planes may be\nclassified as follows :\n(l) Faces, horizontal or vertical ; (2) sections, cross and longitudinal ; and (3) the singleplane surface, showing all the faces of an object arranged and joined in one plane. All\nthese planes with their edges may be studied as concepts derived from visual and tactual\npercepts. When we study the edges, faces, sections, or surfaces of type solids and other\nregular objects, as buildings, furniture, machines, etc., and record by conventional drawing their real one-or-two-dimension forms (not our visual percepts of them), we call the\nresults, {a) plans or elevations, {b) sections, [c) developments, or patterns.\nHow expressed. — It will thus be seen that the only adequate and true expression for\nour concepts of edges, faces, sections, and developments, composed from visual and\ntactual percepts, is in so-called \"mechanical,\" or \"working\" drawing. Such drawings do\nnot show us objects as they really are in space ; they are only conventional representations\nof the separate and detached edges or faces, with their relations conventionally indicated\nThe synthesis of these separate concepts forms in the mind a whole or a unified concept,\nwhich may be realized only by a constructed object in space.\nThe basis for the conventional representations of these mental conceptions formed in\nthe mind, or of the corresponding objects in space, is orthographic projection, a branch\nof descriptive geometry, with its practical departments of architectural, machine, and\nengineering drawing.\nSee Appendix B.\n\n"} {"page": 613, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF THE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n6oi\n\n[Note. — Working or mechanical drawing is the most abstract and conventional of all\ndrawing that deserves the name of drawing. It is a mere symbolical language, making\nno attempt to show the external unity of the object suggested. Pictorial drawing is a\nnatural language that can be read at sight, showing the unity of the object in the drawing itself, while working drawing is an artificial or conventional language, suggesting\nthe unity of the object in the mind as a conception, and requiring a process of reasoning\nand imagination to be fully interpreted.]\nTo some art teachers the preceding analysis of form may appear too formal, and,\neven if true, unnecessary. The committee has tried to make it express the truth, and if\nthey have succeeded they cannot but think it of vital importance in determining a course\nof study.\nTo know the psychological relations of the different kinds of drawing and the different branches of art to one another, and to education in general, would certainly help to\ngive confidence and stability to our procedure in this important work. To want of such\nknowledge the committee believes is to be attributed in part the feverishness and vacillation of many teachers, educators, and directors of art education. JThey have become dissatisfied with what they have been doing, many perhaps rightly so, and instead of\nendeavoring to know, to formulate, and to apply the educational principles well known to\npractical as well as to philosophical educators, they ignore the thought and experience of\nthe past and suppose the path of progress to lie in the direction of further experimentation, sometimes of the most random character.\nThe committee is aware that a breaking away from, or rather an earnest questioning of^ previous processes and supposed principles is desirable as a step forward ; yet it\nalso knows that after this self-estrangement there must come the return process in which\nthe old has not been cast aside, but taken up into a higher unity with the new.\nWhen the committee is further reminded of the help that has come to practical\nteaching and to the adoption of rational courses of study from such philosophers as Kant,\nHegel, Herbart, Rosenkranz, Spencer, and Harris, it is inclined to ask if it is not about\ntime that some effort be made to unify and to arrange in somewhat scientific order what\nis known about modern elementary art education.\nIf the present work of the committee should incite the leading thinkers in our chosen\nline of study to seriously discuss their report for the purpose of finding the truth or falsity\nof its theses, it believes much good may yet come from its efforts.\n\nSUGGESTED\n\nOUTLINE OF COURSE OF INSTRUCTION IN ELEMENTARY\nART EDUCATION FOR GRADED SCHOOLS\nINTRODTTCTORY\n\nFor the last few years elementary art courses have been passing thru a transition\nperiod, and at the present time there is still much confusion in the minds of even the\nmost thoughtful educators. The old unifying principles have been somewhat discounted\nand the new are not yet well established. In such an unsettled condition there are those\nwho, having seen the abuses in the almost exclusive use of geometrical solids and\nmechanical methods in vogue some ten or fifteen years ago, are now inclined to go to\nthe other extreme and throw out these so-called type solids altogether, and so much has\nbeen said in a plausible manner against the abuses of such solids that some teachers in\nhigh places have been tempted to discard even their proper use.\nAgain, the rapid growth of the fascinating exercises called \" nature study,\" in general education, and the pleasing and advantageous use of drawing in connection therewith, have tempted many to say that such work should be the basis of the course of\nstudy in drawing.\nAgain, others have looked with confident hope to child study and the investigation\n\n"} {"page": 614, "printed_page": null, "text": "6o2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nof children's spontaneous drawings for assistance in making out a natural course of exercises in drawing and elementary art.\nOne or two members of the committee have taken a prominent part in the investiga[Art\ntion and study of children's drawings, and its members are all familiar with what has\nbeen done in this line. While the results are sometimes very interesting as knowledge or\ninformation, which is very valuable in individual cases, it is perhaps unfortunate that the\nprofessional investigator is very seldom in a position to put into practice what he thinks\nhe has discovered, in a system of schools where the classes are large, the teachers inexperienced, and where practical, visible results are demanded by school authorities.\nAgain, in this connection it must be noted that professional investigators are no more\nagreed among themselves as to the best methods of procedure than those who have\napproached the subject thru actual experience in the schoolroom. In view of these\nconsiderations, perhaps none but the most enthusiastic devotees of child study thru\nthe spontaneous drawings of children would claim that we have received any revolutionary ideas as yet from this source.\nThe committee, however, is inclined to be conservative in suggesting a moderate use\nof the type solids, while acknowledging the value of nature study as a practical application of object drawing and as furnishing indispensable material for ornamental design,\nand giving due credit to child study for emphasizing the importance of conceptual and\nimaginative drawing at the beginning of the course.\nIn general, then, the committee wishes to say that it has tried to conserve the good\nof the past and to welcome the aid of the present and the future, believing that those\nwho discard the type solids now will call them back again later on, and those who^now\ndepend on nature study so confidently will yet see their need of more regular and definite\nforms from which to derive general principles, and, still further, that the child-study\nadherents will yet see that it is too soon to throw aside what has already been successfully done in elementary art education for many years in the past.\nThe committee is not so presumptuous as to expect the entire approval of all who\nread their report, and they only suggest this general outline, hoping it will afford diversified and verified topics and material from which selections can be made conforming to\nany circumstances likely to be met in our public or private schools.\nA proper course of instruction in elementary art education for graded schools should\nprovide for the development of the self-activity, the spontaneity of the pupils on the one\nside, and for the restraint, the guidance, or the discipline of this self-activity on the other\nside. Unrestrained spontaneity is one-sided and in the end self-destructive by exhaustion. Too much guidance or restraint is also one-sided and self-destructive by repression.\nThe true educator understands and acts on the principle that both self-activity and\nguidance are necessary elements in the education of self-determining human beings, and\nthat a well-balanced course of instruction must provide for the harmonious combination\nof these elements.\nIn accordance with this principle it would seem that a model course of instruction in\nelementary art should provide in some degree such exercises as the following for developing self-activity : {a) A series of free hand and arm movement exercises ; {b) exercises\nin invention and composition ; {c) exercises in free-hand brush and color drawing ; (d)\nillustrative sketching in connection with nature study, geography, and history, stories\nread or heard, and literature ; {e) exercises in clay-modeling and free paper cutting with\nscissors; (/) exercises in drawing animals and the human figure in various attitudes of\nactivity.\nFor developing the guidance of self-activity, so as to prevent waste and dissipation\nof energy, there must be exercises of definite form, size, and position by which the\nchildren shall learn the conventionalities of form expression as established by the best\nusage. Such exercises as the following will be found useful for this purpose : {a)\nExercises in drawing from well-executed copy, conventional forms, and historical orna-\n\n"} {"page": 615, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n603\n\nment ; {b) drawing from memory and dictation ; {c) drawing from type solids and other\nregular objects, as well as the careful drawing of natural objects based on them ; {d)\nmechanical or working drawing ; {e) decorative design.\nWith these principles and general exercises in view, the following details are suggested bygrades or years. It is not meant that every school shall be required to carry\nout every detail here laid down. Something, perhaps much, must always be left to the\njudgment of teachers, their qualifications in drawing and other art work, the environment\nof the school, and to the apparatus and materials at hand. Care, however, should be\ntaken to select work from the two series of general exercises presented above, so as to\nkeep about an even balance between the two, neither emphasizing nor slighting too much\nthe self-active spontaneity or the conservative force of constraint or guidance.\nIn carrying out this or any other course of art instruction, the order of procedure at\neach step, lesson, or topic should be \" observe, think, then express.\" Again, after this\nfirst expression, compare the results with the previous and with renewed observations and\nadditional thinking, so as to be able to correct errors.\nCompare again, and again.\nTime devoted to drawing. — In some schools not more than one hour per week is\ngiven to drawing. The committee thinks this is too little time in which to do satisfactory\nwork, but one hour per week faithfully given to this subject is much better than none.\nIn other schools as much as three hours or more per week for drawing and manual training are allowed. This is none too much time for the best results in both subjects. The\ncommittee, however, believes that two hours per week for drawing alone ought to produce excellent results. The average time thruout the United States is not more than one\nhour and a half per week, which is not fully satisfactory.'\nOUTLINE\n\nBY SCHOOL\nFIRST\n\nYEARS\n\nOR GRADES\n\nYEAR\n\nForm study and modeling:— ^tudy and model in clay the sphere, the cube, and the\nisometric cylinder (a cylinder of equal dimensions), and some natural objects based on\nthem, as cherries, grapes, peaches, oranges, nuts, apples, etc. Study the shapes, the\ndirections, and the relations of the edges and the faces of the cube with one another. If\npreferred, the natural objects may be modeled before taking up the geometrical forms.\nEsthetic study and drawing, — Lay leaves, seeds, sticks, and circular and square\ntablets for borders, illustrating the idea of simple repetition. Place dots in symmetrical\npositions and draw simple symmetrical figures. Use the brush and ink, or brush and\ncolor, in free-hand work in border making. Study pictures, such as the \" Pet Bird,\" by\nMeyer von Bremen, \" Pony and Dogs,\" by Barber, or \" An Interesting Family,\" by\nCarter.\nDistinguish and name the six standard leading type or positive colors, as standard\nred (or positive red), standard orange, standard yellow, standard green, standard blue,\nstandard violet. Ornament with color or by drawing the faces of the cube made under the\nhead of Working drawing.\nPictorial drawing. — In all kinds of drawing thruout the course, give special\nattention to the shape and size and color of the paper and to the arrangement of drawings\nupon it, so as to produce a well-balanced and pleasing effect.\n(«) Imaginative drazving. — Draw imaginative land and water views, representing\nsimple visual appearances of the land, trees, water, and sky ; as a hill with a house, a road,\na pathway, or trees ; a boat on the water, as a lake or the ocean ; a rainstorm, a snowstorm, or a snow scene ; the sun rising over the water or the hills ; what can be seen\nthru a window; etc. Illustrate fables, simple stories, or myths, one scene at a time,\ntold or read by the teacher.\nI Those educators who think too much prominence is given to form study and modeling in this suggested outline can easily leave out a portion or all of it, especially in the grammar grades.\n\n"} {"page": 616, "printed_page": null, "text": "6o4\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n(b) Sight drawing. — Draw with the brush or pencil the appearances or direct views\nof a cake, a cookie, a coin, a plate, the sun, moon, ball, soap bubbles, balloon, fruits,\ngrasses, grains, leaves, and other natural objects based on the sphere, cube, or isometrical\n[Art\ncylinder. Use drawing freely in all nature-study work. Use very freely large and small\nfree hand and arm movement exercises based on circles, squares, and long, straight lines.\nFrequently draw appearances from memory.\ncuted in mass treatment.\n\nMany of the above drawings may be exe-\n\nWorking or structural drawing. — Learn definite distances from one inch up to four\ninches, by measurement first, and the unaided eye later. Draw a pattern for a two-inch cube,\nby measurement and ruler, and construct it in cardboard. In designing, draw around the\nsticks, seeds, or tablets used as units. Cut free-hand, with scissors from paper, the faces\nof the sphere, the cube, and the isometric cylinder mentioned under Form study and\nmodeling, and also the forms of weather signals, toys, lanterns, boats, birds, other animals,\nand persons in interesting attitudes.\nSECOND\n\nYEAR\n\nForm study and modeling. — Review the solids of the first year. Study and model in\nclay the hemisphere, the prolate spheroid, the oblong-square prism, and the oblong\ncylinder (a cylinder whose axis is longer than its diameter), and some natural objects\nbased on them, as bowls, hats, lemons, plums, melons, pecans, potatoes, peanuts, birds,\nother animals, drums, spools, etc. Study the shapes, the directions, and the relations\nto one another of the edges and the faces of the oblong-square prism and the oblong\ncylinder.\nIf preferred, take up the natural objects before the artificial ones.\n/Esthetic study and drawing. — Lay leaves, seeds, and circular, square, and elliptical\ntablets for borders and rosette forms, to illustrate the ideas of alternate and radiate repetition. Continue the drawing of symmetrical figures. Use the brush in free-hand border\nmaking. Study pictures, such as \" A Fascinating Tale,\" by Madame Ronner, \" Pussy\nand P'amily,\" by Reichert, \" Angels' Heads,\" by Sir Joshua Reynolds, and \" Dignity and\nImpudence,\" by Landseer.\nReview previous color study and distinguish and name six intermediate spectrum\nhues, as orange-red, red-orange, yellow-orange, orange-yellow, green-yellow, and yellowgreen, with their tints and shades. Ornament with color or by suitable drawings the\nfaces of the square prisms constructed under the head of Working drawing. For\nthis purpose practice the division of squares by spots, lines, or bands, so as to produce\npleasing effects.\nPictorial drawing. {a) Imaginative drawing. — This will be similar to that\ndescribed in the preceding grade. Only the simplest elements of natural scenery are to\nbe attempted. The different seasons of the year may be illustrated. Also, calendars may\nbe drawn illustrating the different months.\n(b) Sight drawing. — Draw with the brush, in ink or color, the pencil, the pen, or\ncrayon, sedges, grasses, leaves, and objects based on the circle, sphere, hemisphere, prolate\nspheroid, the oblong-square prism, and the oblong cylinder, as clock face, jockey cap,\numbrella. Use drawing in all nature study, whether of animals or plants, and for illustrating fables, simple stories, as \"Jack and Jill,\" myths, or fairy tales of not more than\ntwo scenes, read or told by the teacher. Use very freely large and »mall free hand and\narm movement exercises based on squares, oblongs, and circles. Draw appearances\nfrequently from memory.\nWorking drawing. — Learn the distances one-half and one-quarter inch, and from\none to twelve inches from a scale or ruler. Draw by ruler and measurement the shapes\nof the faces of the solids studied, and also the shapes of common objects having no\nappreciable thickness, based on these faces. Draw a pattern mechanically for the square\npreviously studied and construct it in cardboard. Draw around the tablets or other units\nused in designing borders, rosettes, or all-over patterns.\n\nCut with scissors, free-hand, from\n\n"} {"page": 617, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n605\n\npaper, the faces of the prolate spheroid, the oblong square prism, and the oblong cylinder mentioned under the head of Form study and modeling, also umbrellas, boxes, toys,\nwagons, wheelbarrows, vegetables, fruits, and animals.\nTHIRD\n\nYEAR\n\nForm study and modeling. — Review rapidly the solids of the first and the second\nyears. Study and model in clay the oblate spheroid, the square plinth, and the circular\nplinth, and some natural and artificial objects based on them, as lemons, potatoes, turnips, tomatoes, pumpkins, squashes, melons, onions, square and circular boxes, toys, etc.\nStudy the shapes, the directions, and the relations to one another of the edges and the\nfaces of the square plinth and the circular plinth. As usual, natural objects may be taken\nup first if so desired.\nEsthetic study and drawing.- — Lay tablet forms for borders, rosettes, and all-over\npatterns, to illustrate repetition in a line, around a center, and in all directions. Continue\nthe drawing of symmetrical figures, as rosettes and shields, from copy. Use the brush in\nfree-hand ornamental work and in the drawing of plants or animals in circles, so as to\nresult in pleasing space divisions. Study pictures, such as \"Can't You Talk,\" by Holmes,\n\"School's Out,\" by Geoffroy, \" Baby Stuart,\" by Van Dyke, or \"Lending a Hand,\" by\nRenouf.\nReview rapidly all previous color study and distinguish and name six more intermediate spectrum hues, as violet-red, red-violet, blue-violet, violet-blue, green-blue, bluegreen, with their tints and shades. Ornament with brush and color, or by suitable\ndrawings, the faces of the square plinth and the circular plinth constructed under the head\nof Working drawing. Use the method of radiation from a center for the pleasing division of squares, circles, and oblongs.\nPictorial drawing, — Draw with the brush, the pencil, the pen, or the crayon, grasses,\nleaves, shells, and other objects based on the lens, the equilateral triangle, and the ellipse.\nUse sight drawing in all nature study, whether of animals or plants, and imaginative\ndrawing for illustrating sports and pastimes of the seasons, the seashore, or the country\nwhere the pupil has been, autumn and winter pastimes, as fishing, hunting, nutting, coasting, skating, a sunset scene, fables, simple stories, myths, or fairy tales of not more than\nthree scenes, read or told by the teacher. Use very freely large and small free hand and\narm movement exercises based on circles, squares, oblongs, and ellipses. Draw appearances frequently from memory, also in mass, from some child posed before the class in\ninteresting attitudes.\nWorking drawing. — Learn large distances, as foot, yard, etc., and use them in drawing the shape of a door, a window, or the schoolroom. Draw mechanically the shapes of\nthe faces of the plinths studied and the shapes of common objects based on their faces ;\ndraw the circle, the square, the oblong, and also the lens. Draw around the tablets used\nas units in decorative design. Cut from paper the faces of the solids studied under the\nhead of Form study and modeling; also cut out fruits, animals, etc.\nFOURTH\n\nYEAR\n\nForm study and modeling. — Review very rapidly the solids of the first three years.\nStudy and model in clay the ovoid, the square pyramid, and the cone, and the common\nobjects, natural and artificial, based on them. Study the shapes, the directions, and the\nrelations to one another of the edges and the faces of the square pyramid and the cone.\nEsthetic study and drawing. — Lay more complicated conventional tablet forms for\nborders, rosettes, and all-over patterns, reviewing the ideas of simple repetition, alternate\nrepetition, radiate repetition, and all over repetition. Continue to draw symmetrical\ncurved-line figures, as rosettes and conventional forms, more difficult of execution. Use\nthe brush with color in ornamental work. Study pictures, such as \" The Song of the Lark,\"\nby Breton, \" Lions at Home,\" by Rosa Bonheur, \"The Balloon,\" by Dupre, or \"The\n\n"} {"page": 618, "printed_page": null, "text": "6o6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nSower,\" by Millet. Review rapidly all previous color study and learn to lay with colored\ntablets or draw with brush and color, or colored pencils, a \" scale of standard colors,\" a\n\" scale of spectrum hues,\" or a \" scale of hues \" and a \" scale of tones.\" Make\nsimple designs for a paling, or an iron fence, gate, grating, or grille, plaids, napkins,\ntablecloths, to illustrate the pleasing division of spaces by lines, bars, or bands. Ornament with brush and color or by drawings the faces of the square pyramid and the cone\nmentioned under the head of Working drawing.\nPictorial Drawing. — Draw with the brush and color, the pencil, the pen, or the\ncrayon, grasses, leaves, flowers, shells, fruit, and objects, natural and artificial, based on the\novoid, the cone, the oval, the triangle, the spiral, and the reversed curves. Use drawing\nin all nature study, whether of animals or plants, and for illustrating simple stories from\nliterature and history read or told by the teacher. Use very freely large and small free\nhand and arm movement exercises, based on lenses, ovals, triangles, spirals, and reversed\ncurves. Draw appearances frequently from memory, and draw in mass from children\nposed in interesting attitudes before the class. Continue imaginative drawing as in\nprevious grades.\nWorking drawing. — Review the study of distances and measurements, and draw\nmechanically the shapes of the faces of the solids studied and the shapes of some common objects based on them. In the same way draw the shape or plan of a school yard,\na garden, a field, a town, a part of a city. Draw around the tablets used as units in\ndesigning. Cut with scissors free-hand, from paper, the faces of the solids studied, as well\nas fruits, animals, and artificial objects of interest.\nFIFTH\n\nYEAR\n\nForm study and modeling. — Review the study of the previous solids and planes,\nespecially circles, ellipses, spheres, spheroids, hemispheres, cylinders, cones, and ovoids.\nConstruct the cylinders and cones in cardboard. Model such natural objects under nature\nstudy as may be convenient. Model geometrical and conventional forms in relief, as\nsimple crosses, etc., on tiles. Model simple, regular, curved-line conventional objects in\nrelief, as trefoils, quatrefoils, cinquefoils, etc., also natural leaves and fruits on tiles.\n.-Esthetic study and drawing. — Continue the designing of borders, rosettes, and allover patterns in color, using the brush where needed. Give attention to aesthetic form\ncomposition and the pleasing division of surface areas applied to decorative arrangements for school programs, title pages, tailpieces, and book covers. Conventionalize\nsome of the natural forms studied under the head of nature study, and use them for units\nin design. Study pictures, such as \" The Shepherdess \" and \" By the Riverside,\" by\nLeroUe ; \" Queen Louise and her Sons,\" by Steffeck ; \" Washington Crossing the Delaware,\" byLeutze. Review previous color study and take up the broken colors and use\nthem in design, such as the neutrals and the colored grays, as the russets, the citrons, and\nthe olives.\nStudy Egyptian ornament.\nPictorial drawing. — Draw with the brush and color, the pencil, the pen and ink, or\nthe crayon (occasionally blocking in the outlines), flowers, sprays, plants, or animals, used\nin nattire study, and objects, natural or artificial, based on objects circular in action, as\nspheres, spheroids, hemispheres, cylinders, cones, and ovoids, singly and in groups of two\nor three. Treat inductively, that is, derive principles from observation and experiment.\nIf circumstances favor, some systematic shading maybe introduced. Use drawing freely\nto illustrate simple stories, geography, history, literature, and imaginative compositions.\nUse very freely free hand and arm movement exercises based on circles and ellipses.\nDraw frequently from memory, and draw in mass from children posed before the class in\ninteresting attitudes.\nWorking drawing. — Draw mechanically common objects having but two dimensions\nand no appreciable thickness. The use of compasses or dividers may be introduced where\nneeded.\nDraw and cut from cardboard patterns for cylinders and cones, and all units\n\n"} {"page": 619, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n607\n\nused in designing, and mark around them, instead of drawing the separate units free-hand.\nDraw diagrams to illustrate other studies, as comparative weights and measures and fractional operations in arithmetic.\nSIXTH\n\nYEAR\n\nForm study and modeling. — Review the study of previous solids, especially of\nobjects bounded by straight edges and plane surfaces, as square planes, cubes, oblong\nsquares, and triangular prisms, square pyramids, and hexagonal prisms and pyramids.\nConstruct some of the above in cardboard. Model conventional leaf forms in relief on\ntiles.\nEsthetic study and drawing. — Design and draw more elaborate borders and all-over\npatterns, divide definite surfaces ornamentally, and give some attention to landscape\ncomposition. Conventionalize natural forms for spots or units in design, and use units\nderived from historical ornament. Study pictures, as the \" Horse Fair,\" by Rosa Bonheur;\n\"Christ and the Doctors,\" by Hoffman; \"Lost,\" by Schenck ; and \"Moses, Joshua,\nElijah,\" by Sargent. Review rapidly previous color study and take up the complementary colors by the use of colored papers and pigments, or water colors, and use them in\ndesigning.\nStudy Greek ornament.\nPictorial drawing. — Draw with the pencil, the pen and ink, the crayon, or the brush\nand color, flowers, sprays, whole plants and animals, used in nature study, and objects,\nnatural or artificial, based on objects bounded by straight edges and plane surfaces, as\nsquare planes, cubes, oblong, square, and triangular prisms, square pyramids, and hexagonal\nprisms and pyramids, singly and in groups of two or three. If circumstances permit, bring\nin more shading. Draw frequently from memory and from some one posed before the\nclass interestingly costumed. Use very freely large and small free hand and arm movement exercises based on the square, the oblong, the triangle, and the hexagon. Treat\ninductively.\nWorking drawing. — Continue the mechanical drawing of objects of two dimensions.\nUse compasses and draw from scales preparatory to the solution of geometrical problems.\nCut out units for design in cardboard, and draw diagrams to illustrate other studies, as in\nhistory and geography. Draw patterns for the construction of the solids mentioned under\nthe head of Form study and modeling.\nSEVENTH\n\nYEAR\n\nForm study and modeling. — Model historical ornament in relief, especially the\nEgyptian, the Greek, and the Roman elements. Model natural objects when convenient.\nModel the human hand and the foot.\nEsthetic study and drawing. — Design and draw patterns for book covers, grilles,\ngratings, or screens. Review the elements of Egyptian and Greek ornament, and study\nand draw the elements of Roman ornament, using the brush where needed. Conventionalize natural forms for spots or units of design. Continue the use of water colors, illustrating the three analogous harmonies, that is, harmonies of tones, harmony of hues, and\nharmony of grays. Study pictures, such as \" Aurora,\" by Guido Reni ; \" Columbus at\nthe Court of Spain,\" by Von Brozik ; and \" The Edge of the Woods,\" by Rousseau.\nPractice pleasing space division, illustrating the analytical and the synthetical methods\nof designing.\nDesign or select several spots as units and use them in surface patterns.\nPictorial drawing. — Draw with the pencil, the pen, the brush, the crayon, or charcoal, flowers on sprigs or branches, fruit-pods, seed-cases, or whole plants, and animals,\nas birds, used in nature study, and objects, natural or artificial, based on objects circular\nin section, and those bounded by straight edges and plane surfaces, as cylinders, cones,\nfrustums, square frames, and crosses, singly and in groups, using shading where possible.\nGive special attention to balance in arrangement of drawing on paper. Compose landscapes with pencil or brush, as the arrangement and balance of a house, a hill, a tree, or\nseveral trees, and a pond, in an oblong inclosing form.\nDraw occasionally from memory,\n\n"} {"page": 620, "printed_page": null, "text": "6o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\ndictations, and from someone posed before the class. Use very freely large and small\nfree hand and arm movement exercises based on curved and straight lined forms. Use\ndrawing and painting freely in nature study and to illustrate stories, geography, histoiy,\nand literature.\nWorking drawing. — Draw patterns for the construction of some of the frames and\nthe crosses mentioned under the head of Fonn study and modeling. Cut out units\nfor design and draw diagrams to illustrate other studies, as mensuration, square and\ncube root in arithmetic, inventional geometry, etc. Make a special study of the solution\nof geometrical problems by means of compasses and ruler, and use drawing board,\nT-square and triangles, preparatory to orthographic problems in the next grade.\nEIGHTH\n\nYEAR\n\nForm study and modeling. — Model historical ornament in relief, especially the\nelements of Byzantine, the Saracenic, the Gothic, and the Renaissance styles. Model\nnatural objects if convenient. Model a medallion of the human face in profile in relief,\nand of the head and face in the round.\nEsthetic study and drawing. — Conventionalize natural forms for units of design.\nMake ornamental designs for grilles, iron gates, a screen, or stained-glass windows.\nStudy and draw the elements of historical ornament, as Byzantine, Saracenic, Gothic, and\nRenaissance ornament. Continue the use of water colors illustrating the three contrasted\nharmonies of tones, hues, and grays. Review all the harmonies. Study pictures, such as\n\" The Gleaners,\" \" The Angelus,\" by Millet, and \" Oxen Going to Labor,\" by Troyon.\nContinue the practice of pleasing space division, and the composition of spots, of line, and\nmass.\nPictorial drawing. — Draw with the pencil, the pen, the crayon, the charcoal, or the\nbrush, flowers, insects, butterflies, groups of beautiful objects, as vases, interiors of rooms,\nhistoric houses, as Washington's various headquarters, or the cottage of Edgar Allan Poe,\ntrees, or landscapes. Compose landscapes with pencil or brush. Draw frequently from\nmemory, dictation, and from some one posed before the class. Draw Byzantine, Saracenic,\nGothic, and Renaissance ornament from the cast. Study pictures that clearly illustrate\nthe convergence of lines. Use drawing and painting freely in nature study, and to illustrate stories, geography, history, and literature. Use very freely large and small free\nhand and arm movement exercises based on ornamental forms.\nWorking drawing. — Make a special study of the solution of simple problems in\northographic projection ; that is, the drawing of plans, elevations, sections, and developments of simple geometrical solids and their applications to the working drawing of the\nmechanic's shop, using ruler, ruling pen, compass, drawing board, T-square, and triangle.\nSUGGESTED\n\nOUTLINE OF COURSE OF INSTRUCTION\nIN ELEMENTARY\nART EDUCATION FOR UNGRADED SCHOOLS\n(ONE-TEACHER,\n\nCOMMON\n\nOR\n\nRURAL)\n\nIn drawing for the ungraded schools, the aim has been to construct a course of study\nthat is practical and flexible, one that the ordinary teacher can teach and the ordinary\npupil can comprehend. In ungraded schools, or one-teacher schools, it is impractical to\nhave a grade or division in drawing for each school year. The youngest pupils just beginning to read and to spell may make simple, imaginative drawings on their slates, some\nsymmetrical drawings and free arm and hand movement exercises, without much special\ninstruction. All the pupils above these should be divided into two groups, corresponding\nsomewhat to the ordinary primary and grammar divisions. Both of these groups,\naltho doing different kinds of work, may be taught simultaneously, or at the same recitation period of time, by the aid of some suitable published system of drawing. If, however, time can be spared for a drawing period every school day, it would be better to take\n\n"} {"page": 621, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n609\n\nthe two groups separately on alternate days. The order of treatment of subjects in each\nof the above groups and the amount of work that can be done must depend upon the\nconditions. What is entirely practical and convenient in one school may be almost\nimpossible in another. In some cases more can be done than is here suggested, while in\nmany other cases not so much can be accomplished. Much of the detail must be left to\nthe intelligent teacher or to the particular system of drawing that may be selected.\nIn all parts of the course of study in elementary art, care should be taken to cultivate an appreciation of the simple elements of beauty and to develop a love of the\nbeauties of nature and in art. To this end the schoolroom should be furnished with\nsome examples of good art reproductions, and artistic drawing books should be placed in\nthe hands of the pupils, since such pupils have but little other opportunity of seeing art\nproducts worthy of careful study.\nThere should be at least three lesson periods for drawing per week of twenty minutes each in Group I, and at least two periods of thirty minutes each in Group II.\nColor. —Teach the spectrum colors from the prism and from the colored-paper spectrum. Teach standard colors, hues, tints, and shades, and apply them in nature-study\ndrawing, in map drawing, in designing borders, rosettes, and all-over patterns, in the\ndivision of surfaces into spaces having pleasing relations to each other, and in the drawing of natural objects, as fruits, animals, imaginative stories, etc.\nA SUGGESTED\nFOR\n\nGENERAL\nGROUP\n\nOUTLINE\n\nI\n\nThe pupils in Group I, which corresponds somewhat to the higher primary grades,\nshould draw very simple, familiar, and natural forms of beauty and interest, as grasses,\ngrains, leaves, fruits, nuts, shells, etc., according to the season. Where it is practicable,\ncolor should be used in drawing leaves, apples, peaches, plums, lemons, oranges, and\nother convenient objects.\nThere should be some drawing from copy, as from such conventional forms as\nsquares, oblongs, circles, ellipses, reversed curves, spirals, etc., combined in pleasing\nsymmetrical figures, and so taught as to exercise the invention and cultivate the taste of\nthe children.\nThe bisection, the trisection, and the quadrisection of lines should be taught in connection with the drawing of interesting figures.\nMemory drawing, dictation drawing, and sketching from imagination are interesting\nand important methods of teaching drawing not to be neglected in primary grades or\nGroup I in ungraded schools.\nInventive drawing, that is, the arrangement and the drawing of tablets and other\nconventional units so as to form borders, rosettes, and all-over patterns, is delightful as\nwell as cultivating to the taste of pupils in this first group, and should not be omitted.\nMuch use should be made of free hand and arm movement exercises, based on\ncircles, squares, oblongs, triangles, ellipses, etc. No other means will so quickly give\nstrength and certainty to the movements of the muscles and steadiness to the nerves of\nthe hand and the arm.\nWell-directed picture study is a powerful means for the cultivation of the crude\ntastes of children, and it should be the subject of at least an occasional lesson all thru\nthe period of Group I.\n\nA SUGGESTED GENERAL\nFOR\n\nGROUP\n\nOUTLINE\n\nII\n\nForm study. — Study such geometrical planes as squares, triangles, oblongs, circles\nellipses, ovals, and such solids as spheres, spheroids, cylinders, cones, ovoids, cubes,\nprisms, and pyramids. Study the shapes, the directions, and the relations to each other\nof the edges and the faces of the above. Construct some of them in cardboard, esptcially those having straight edges.\n\n"} {"page": 622, "printed_page": null, "text": "6 1o\n\nNA TIONAL\n\nED UCA TIONAL\n\nASSOCIA\n\n7 ION\n\n[Art\n\n.'Esthetic study and drawing. — Design borders, rosettes, and all-over patterns illustrating the different kinds of repetition, as simple, alternate, in a line, radiate, or around a\ncenter, and all-over. Squares, triangles, oblongs, circles, ellipses, any geometrical figures\nand conventional forms derived from natural ones may be used for units of design.\nDraw simple and more complicated symmetrical figures than those used in the first\ngroup, using both straight lines and curved lines, and copy approved elements in historical ornament. Use the brush freely with ink or color in free-hand work, in designing, and in the division of surface areas, so as to produce pleasing space relations.\nStudy pictures, such as the \" Pet Bird,\" by Meyer von Bremen ; \"A Fascinating\nTale,\" by Madam Ronner ; \"Angels' Heads,\" by Sir Joshua Reynolds ; \"Can't You Talk?\"\nby G. A. Holmes; and \"The Song of the Lark,\" by Jules Breton.\nDistinguish and name the six standard spectrum colors and the principal intermediate\nspectrum hues, with their tints, shades, scales, and harmonies, and use them in decorative\ndesign.\nPictorial drawing. — Draw with the pencil, the brush, with ink or color or the crayon,\nthe appearances of grasses, grains, leaves, flowers, and other objects, natural or artificial,\nbased on the circle, ellipse, oval, triangle, square, spheroid, cylinder, cone, ovoid, cube,\nprism, and pyramid.\nUse drawing freely in all nature study, whether of animals or plants, and for illustrating stories, real or imaginary, geography, history, or literature. Use very freely large\nand small free hand and arm movement exercises based on circles, ellipses, reversed\ncurves, spirals, squares, oblongs, triangles, and conventional forms. Frequently draw\nappearances from memory, also from poses of children or animals.\nWorking drawing. — Learn definite distances from eighth, quarter, half-inch to\ninch, inches, foot, feet, yard, and rod by measurement and by the unaided eye. Draw\nmechanically, by scale and ruler, patterns for making cubes, prisms, pyramids, cylinders,\nand cones in thin cardboard. Draw mechanically the shapes of the faces of some of\nthe solids studied under the head of Form study, and cut them from paper with scissors.\nDraw mechanically the shapes of windows, doors, blackboards, wall-divisions,\nschoolroom floor, school yard, a garden, a lot, a field, a part of a village or a town, a\ntownship, a county, or a state. These last will of course be known as \"maps,\" and they\nmay be colored.\nAPPENDIX\n\nA\n\nNotes. — Why is model-and-object drawing so difficult ? When we look at a familiar\nobject (a material object occupying three dimensions) we have at first a general concept\nof it. This general concept is made up of sight elements, tactual, taste, and other elements, which help the mind to a general notion as to what the object really is in space.\nThis general concept as to what an object really is is the almost universal aim of all\nexternal observation of things. We seek percepts and hold them only long enough to\nlead us to true concepts, when they, the percepts, are cast aside as a bridge might be\nthat has done us a service.\nNow, notwithstanding the supreme value of these general concepts in all thinking\nand in all practical life, they are not what we must transcribe when we wish to draw the\npicture of an object. When we would transfer from the mind the visual image of an\nobject on a surface, we must cast aside the general concept and give attention to one,\nand only one, visual percept, sighted from a fixed point, and transcribe that. To do this\nwe must lay aside, or inhibit, all the general notions we may have of an object, such as\nits real size, shape, taste, smell, beauty, color, etc., which the world and our fixed habits\nhave taught us from infancy, and have forced us to regard as the essence of knowledge,\nand look for one^ of the infinite number of appearances suggested by the object. This\nappearance, or visual percept, which hitherto has been cast aside for the truthful concept,\nis changeable, ephemeral, and elusory, a mere passing shadow or image, created by the\n\n"} {"page": 623, "printed_page": null, "text": "Department]\n\nspectator.\nonce?\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\nIs it at all wonderful that children find it difficult to do\n\n6li\n\nall these things at\n\nIt will be useful to study the following steps in seeing the appearance or the picture\nof a material object, because if these steps are clearly seen the instructor may the more\neasily lead the pupil to lay aside his concepts and give attention to one, and only one,\nvisual percept.\n1. We usually first see an image of a material object in connection with other images\nof material things in space. It is seen in a vague unity, or in a state of unseparateness\nfrom the general stream of visual sensations coming from many different objects. This\nimage is unconsciously united instinctively with us in this stream of sensation. This\nis the vague, hazy, general, or indefinite stage. It is merely the beginning of distinct\nvisual perception.\nWe are merely conscious of something within the field of vision.\n2. We must now give attention to this particular image of the object, by separating\nit in mind from the general stream of visual sensation. We must separate this image\nfrom the previously sensed something, and against this something, as a sort of background, hold it (the image) before the mind. This is the stage of analysis, the stage of\nisolation, discrimination, or separation.\n3. Finally, this visual image must be seen again in its relations with the other and\nsurrounding images. It must be compared and unified with these surrounding images in\na way not to lose its individuality, and still be distinct in thought. This is the stage\nof completeness, of synthesis, the stage of creative activity.\nAPPENDIX\n\nB\n\nNotes and definitions. — The following discussion and the consequent definitions\nseem to be necessary here because, owing to the newness of the subject no doubt, there\nhas been much confusion of thought and vague expression in speaking of matters which\nought to be well settled, at least among thoughtful educators.\nIn general, a drawing is the result of placing significant marks on a surface, usually\nflat, so as to express real or apparent space relations. More specifically, any drawing,\ndiagram, or painting, when completed, may be considered in itself a conception of some\nmind made visible on a surface. This conception may refer (i) to some image created\nby the mind thru the aid of the memory and the imagination; (2) to some visual\nappearance or percept of an external object; or (3) to the actual relations in space of the\npoints, edges, and planes (real or imaginary) of an external object.\nFrom the above it will be seen that there can be but three general kinds of drawing,\neach representing one of the conceptions just described : (l) We have the arranging and\nthe drawing of the parts and the whole of a creation as the mind and the taste wish them\nto be, or \"decorative\" or \"inventive\" design; (2) the drawing of the appearances of\nexternal objects, or \"pictorial drawing;\" and (3) the drawing of conventional diagrams\nto show the actual relations of the parts of an object as they are in space, or \"working\ndrawing.\"\nDecorative design. — It is the pleasing division, breaking up, or diversifying of plane\nsurfaces of regular or accidental shape, by means of spots, lines, light-and-dark, or color;\nor by cutting, carving, or molding ; or by any one or all or any combination of these.\nPictorial drawing. — It is drawing or transcribing on a surface, usually flat, what\nthe mind, thru the eye, sees in the presence of a material object having length, breadth,\nand thickness ; or it may be expressed as the drawing of an imaginary visual image of\nan object ; or putting on a flat surface, by means of some marking implement, an eye\npercept; or the graphic record of a visual percept; or simply drawing appearances.\nIVorking drawing. — It is the drawing of or making visible such conceptions as\nplans, elevations, sections, and developments.\nN. B. — Drawing from memory, drawing from copy, drawing from dictation, free-hand\n\n"} {"page": 624, "printed_page": null, "text": "6l2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\ndrawing, and instrumental drawing are not kinds of drawing at all.\nto the methods and the circumstances of execution.\n\n[Art\n\nThey only pertain\n\nDrazving from memory. — It is drawing a past or remembered visual percept, or visual\nimage of an object, or a remembered visual concept of an object or of another drawing,\nneither the object nor the remembered drawing being present to serve as a copy.\nDrawing from copy. — It is drawing from or imitatiirg another drawing in sight as it\nis in space, or as the mind conceives it to be in space, not as it may appear ; or it is\ndrawing from or imitating the shape of a real, limited, concrete plane in sight.\nDrawing from dictation.— It is making a drawing entirely from a word description,\nin the absence of the object or any drawing of it.\nFree-hand drawing. — A drawing is said to be free-hand when made with the hand\nand some marking inplement, without the aid of instruments, as rulers, compasses, etc.\nInstrumental drazving. — A drawing is said to be instrumental when such implements\nas rulers, compasses, etc., are used in making it. These two methods may be applied to\nany kind of drawing.\nSigned by\nLangdon S. Thompson, Chairman.\nHenry T. Bailey.\nCharles M. Carter.\nHerman T. Lukens.\nHarriet Cecil Magee.\nGracia L. Rice.\nAPPENDIX\ndissenting opinions by members\n\nC\nof the committee\n\nI regret that I cannot see my way clear to sign the report of the Committee on Art\nEducation, sent me by its chairman. My view of art education is fundamentally different\nfrom that taken in the report — at least in its theoretical part. I find there is much relating\nto the aim of education and the psychological process involved in the educational\nactivities that I do not understand, and I think it quite probable that if I could comprehend them I should find myself disagreeing with them.\nTake, for instance, the statement of the aim of education made in the report, that\nit is \"the grand march or evolution or progressive development of the soul(i) outofihe\nslavery of mere sense-perception of thing and environment, the supposition of non-relation,\n(2) into and thru the category of the understanding and the reason, the supposition of\nuniversal relation, (3) to the freedom of pure thought, the supposition of self relation.\nHence all fragments, parts, or departments of education should have in view and should\ntend toward this development of the self-active soul.\" These propositions mean very\nlittle to me. I cannot conceive of any such mental processes as are here indicated. To\nmy mind the purpose of education is to bring the individual into harmony with the environing world, to give him an understanding and a mastery of it. Every individual is\nrelated to his environment in a physical way, a social way, an intellectual way, and an\naesthetic way, and the purpose of art education should be to perfect the individual's\nrelations to the world on the aesthetic side. In achieving this on the mechanical side the\nlearner must be led to apprehend facts of form and color as they are presented in the\nthings which he will come in contact with in his daily life, and he must begin at a point\nwhere these facts are apprehended in a relatively simple and isolated way, and move on\nconstantly to things more complex and involved. There must also be developed in him\nthe ability to reproduce in all ways possible what he sees, that he may keep a record of it\nand that he may express it to others. In the course of his education the pupil must be\nled to appreciate the most agreeable relations of form and color, first in relatively simple\nand then in more and more complex situations, and be trained so that he can create\naesthetic objects and situations in which will be embodied these principles of harmony.\nThe process of accomplishing this end is a simple one in its fundamental features.\n\n"} {"page": 625, "printed_page": null, "text": "Department]\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nOF\n\nTEN\n\n613\n\nThe pupil must be led to see the distinguishing form and color characteristics in things\nto be represented, and he must associate with these the proper manual activities required\nto reproduce them in drawing or painting or any other form. This relation between\nmotor expression und visual apprehension must be made so facile that the appropriate\nexpression will follow more or less automatically upon the visual perception of facts to be\nrepresented. The whole process, on the technical side, consists in leading the pupil to\ngive discriminating visual attention to the things he wishes to represent, and then making\ntheir motor expression so perfect that they can be reproduced without conscious effort.\nOf course in the larger aspects of art education there are involved many problems relating to the development of taste and the creation of artistic things ; but these questions\nhave not been taken up in the report.\nThe theoretical part of the report, it seems to me, is based upon a metaphysical or\neven verbal psychology, which is likely to confuse the teacher and lead her astray rather\nthan to lend her any assistance in her practical work. Terms are used describing mental processes with which I am not familiar. Take in illustration such a proposition as\n\"the conception of a visual perception.\" I am unable to determine what this may be,\nand I find many statements of this character to which I cannot subscribe.\nI was placed on this Committee of Ten, I think, because of my interest in the psychological questions underlying art education, and I shall not attempt to do more than to\noffer a suggestion or two regarding the course of study which the report outlines. I am\nnot competent to pass an opinion upon many of the details of this course, but while much\nthat appears in the course seems to me to be sound, still I have noticed a few things\nwhich appear to be founded upon an erroneous educational philosophy. At the very outset the child is expected to study pictures, but for what reason is not apparent. If it is\ndesigned that he should study reproductions of great paintings in order to gain principles\nof technical and aesthetic value, then I should say that this work is altogether beyond\nthe novice. If pictures are to be studied at all they must at the outset deal with the\nsituations in which the child is frequently placed, and he must study a picture for what\nit expresses in the way of content, and not for its technique. He would not be expected\nto analyze words at the fifth year to become familiar with their mechanical properties.\nThen the report indicates specific objects which the child is to represent at different\nstages in its development, but I cannot see that any principle of selection has been followed, except the principle that to some extent the objects must represent form and color\ncharacteristics similar to those presented in the type forms being studied at the time.\n\nI\n\nTo my mind the report does not allow sufficient spontaneity and freedom in the selection of these objects ; it would be better if provision were made for choosing the objects\nand situations with which the child has interesting relations in the experiences of everyday life. Then the objects would not be just the same in Utah as in Madison or Boston,\nand could not be indicated in any comprehensive way in a report of this sort. The child\nwould keep close to his environment at all times, acquiring drawing as a means of\nexpressing the objects and situations of interest to him. I should give a larger place to\nwhat the report calls \" imaginative \" drawing, where the child illustrates stories, indicating how he conceives the situations described. Imaginative drawing is, in the report,\nconfined at first to isolated objects ; whereas a child is interested in situations where such\nobjects are related to one another in causing some event. At the outset the child does\nnot profit greatly by critical study of isolated things.\nAgain, illustrative drawing should occupy a more prominent place than the report\nprovides for it. In this work the child acquires the right attitude toward drawing. He\nemploys it as a medium of expression, and by means of it the teacher can keep\nin intimate contact with a pupil's mind, and see how he conceives objects and situations,\nand she can make good use of it to help the child to correct erroneous notions, and get\nhim into the way of regarding things in their natural relationships instead of in isolation.\n(Signed)\n\nM. V. O'Shea.\n\n"} {"page": 626, "printed_page": null, "text": "6 14\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Art\n\nI subscribe to the above report, approving, as I do, of its main features. The report\nis quite conservative, and yet attempts to be appreciative of all that has been clearly\nestablished by a study of children's drawings.\nThe chief objection I have to the report lies in its omission to even discuss the stages\nof development in a child's drawing power. Yet this discussion clearly belongs in a\nreport whose main object is \"to determine, in the light of psychology, environment, and\nexperience, a proper basis or bases for a course of study in elementary art education. \"\nMany of the most important questions in this field were formulated by the committee\nbut have never been discussed or in any way incorporated into the body of the report.\nThis is a most serious omission, leaving, as it does, the report as a merely logical discussion on a deductive basis.\nIt seems to me that the question of sequence of material is the vital question in the\ncurriculum. That, however, is not a question for logic to decide at all, but for child\nstudy. What material, what objects, what method, what technique are best adapted to\ndevelop the artistic nature at each successive period of growth ? At what age do children progress most rapidly in art development? (i) On the side of appreciation ? (2)\nOn the side of production ? What is the course of development in [a) appreciative\npower, in {b) executive skill ? Should either be stimulated beyond the others ? What\nis the relation of race and individual development in art ? What is the relation of the\nadolescent period of a child's development to the unfolding of his artistic nature ?\nThat these are still unsettled questions is no reason for ignoring them.\n(Signed)\n\nHerman\n\nT. Lukens.\n\nI offer the following statement of dissent from the report of the committee :\n1. The psychological section of the report does not take into account the latest and\nmost authoritative statements regarding the essential nature of art nor of the action of\nthe mind in art creation.\n2. The courses of study included in the report do not, in my judgment, meet the\nneeds of the schools at the present time. They lay out sequences of class-room work\nwhich could have been followed ten years ago ; but the betterment of school conditions\nand the awakening of more general and intelligent public interest in art and elementary\neducation make possible a distinct advance beyond the ground covered in these courses\nof study.\nRespectfully submitted,\nJohn S. Clark.\n\n"} {"page": 627, "printed_page": null, "text": "DEPARTMENT\n\nOF MUSIC EDUCATION\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly 9, 1902\n\nThe Department of Music Education met in the Andrew Presbyterian Church, Minneapolis, at 9 : 30 A. M., President A. J. Gantvoort in the chair.\nIn the absence of the secretary, Mrs. Gaston Boyd, Mrs. M. L. Chapin was appointed\nto act as secretary.\nMiss Clara Tli'ompson sang two numbers, and the president gave his greeting to the\nmembers.\nMr. Thomas Tapper, of Boston, spoke upon \" The Future Development of PublicSchool Music,\" and was followed by Hollis E. Dann, director of music, Utica, N. Y., upon\n\"An Anomalous Situation, with Suggestions for Improvement.\"\nBoth of these papers were discussed at the close of Mr. Dann's paper. Those taking\npart in the discussion were Messrs. Mountz, Corson, Marx, Cross, and Mrs. F. E. Clark.\nAs a result of this discussion, Mr. P. C. Hayden made a motion, which was carried, that\na committee of three be appointed by the chair to present at the next session the names\nof three members who should be instructed to formulate a plan of study for teachers of\nmusic in the public schools, this plan to be presented at the session of the department\nnext year. Miss McClure, Messrs. Weaver, Tapper, Congdon, and others spoke of the\nwork already being done along this line.\nThe chair appointed as this committee Mr. Dann, Miss Brant, and Mr. Krinbill. The\nfollowing persons were named by the chair as a nominating committee :\nP. C. Hayden.\n\nMrs. F. E. Clark.\n\nMr. Mountz.\n\nThe department then adjourned to Thursday at 2 : 30 p. M.\nSECOND\n\nSESSION.— Thursday,\n\nJuly id\n\nThe department met at 2 : 30 P. M., President Gantvoort in the chair.\nThe opening number was an illustration of public-school music given by the Adams\nSchool chorus.\nMiss Elizabeth K. Fairweather, of Cincinnati, O., read a paper on \"The Psychological and Ethical Influence of Music.\"\nMrs. Frances Elliott Clark, superintendent of music, Ottumwa, la,, presented the\nsubject of \" High-School Music.\" Mr. P. C. Hayden, of the School Music Monthly,\nopened the discussion, and was followed by Messrs. Krinbill, Johnson, and others.\nAfter a song by Miss Hiscock, Frank L. Nagel, musical director, Des Moines, la.,\nread a paper on \"The Musical Qualifications of a Teacher of Music in the Public\nSchools.\" Sterrie A. Weaver, of Westfield, Mass., opened the discussion, and Miss\nWilson and Messrs. Fullerton and Weeks followed.\nA motion was made by Mr. Johnson that the incoming officers request of the president of the Department of Superintendence that a paper on \"The Needs of Music in the\nHigh School \" be given a place upon the program\nof the Department of Superintendence,\n5\nwhich meets in the winter.\nThe motion was 61carried.\nThe committee to nominate a committee of three to formulate a course of study\nreported the names of Mr. Thomas Tapper, of Boston, Mr. A. J. Gantvoort, of Cincinnati,\n\n"} {"page": 628, "printed_page": null, "text": "6l6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nand Hon. O. T. Corson, of Columbus, O.\nA motion was made, and carried, to instruct\nthe secretary to cast the ballot of the department for the nominees.\nThe nominating committee presented their report, and the following officers were\nelected.\nFor President — Mr. Sterrie A. Weaver, Westfield, Mass.\nFor Vice-Presideni-MT. W. A. Wetzell, Salt Lake City, Utah.\nFor Secretary — Miss Helen W. Trask, Minneapolis, Minn.\n\nA committee on resolutions appointed by the chair reported thru their chairman, Mr.\nHayden, that the department desires to express thanks to the officers of the Association,\nto those who had provided music for the department, and to the chairman of the local\ncommittee.\nThe department adjourned.\n\nPAPERS\nAN\n\nANOMALOUS\nHOLLIS\n\nE.\n\nM. L. CHAPIN,\n\nAND\n\nDISCUSSIONS\n\nSITUATION,\nWITH\nIMPROVEMENT\nDANN,\n\nSUPERVISOR\n\nSecretary.\n\nOF\n\nMUSIC,\n\nSUGGESTIONS\nITHACA,\n\nN.\n\nFOR\n\nY.\n\nIt is a trite saying that music is now recognized as a necessary part\nof the school curriculum from the kindergarten thru the high school.\nTen years ago a poll of the foremost educators connected with the public\nschools thruout the United States revealed the fact that they were practically unanimous in giving music a place in the daily program. State,\ncounty, and city superintendents thruout the country are practically\nrequiring music of some sort. More than three-fourths of the common\nschools are studying music in one way or another, while city schools without music are considered decidedly unprogressive. It is no longer looked\nupon as simply a diversion, nor is it considered an incidental ornament\nto the school program.\nIts educational value is freely conceded.\nThe eminent educators in practical control of the public schools have,\nwith remarkable unanimity, welcomed music as an important part of the\ncourse of study. Thus far they have been consistent and progressive.\nFailure to take the next step places the school authorities of any state in\nan anomalous, illogical, and indefensible position in regard to school\nmusic. Upon the power that controls the admission of any subject into\nthe public school rests the responsibility of making provision for its\nproper presentation. The licensing power is in duty bound to provide\nsafeguards against incompetence in the teaching force, to fix some standard of qualification for the teaching of every subject placed in the course\nof study. Of all the subjects taught in the public schools, music is the\nmost harmed by incompetence or lack of skill on the part of the teacher;\nand yet, both as regards subject-matter and methods of presentation.\n\n"} {"page": 629, "printed_page": null, "text": "Department]\n\nAN\n\nANOMALOUS\n\nSITUATION\n\n617\n\nmusic is, of all subjects, the most unfamiliar to the teacher. Add to this\nthe fact that it is the one subject that is not required in the teacher's professional training, and we have a state of affairs which demands careful\nand serious attention.\nThe situation is aggravated by a failure of the school authorities to fix\na standard of qualification for the supervisor. Provide the grade teacher\nwith competent supervision and she will in time gain a fair knowledge of\nthe subject and skill in presenting it. This, however, the authorities\nhave signally failed to do. There is no standard set for the would-be\nsupervisor, no test of qualification, no competent authority empowered to\npass upon his fitness or unfitness. One may not teach reading or arithmetic without a license, but if he desires to teach singing in the schools,\nto be intrusted with the care and development of children's voices and\ntheir general musical education, he may enter upon his duties without a\nlicense, and without satisfying any required standard of fitness whatsoever. He may not conduct a spelling lesson without satisfying the constituted authorities of his knowledge of the subject, but he may go on\nimpairing the voices of thousands of children because of his ignorance of\nwhat should be the ABC of every supervisor's training, and no effective\nprotest is made.\nAnother discouraging part of the matter lies in the fact that school\nboards and patrons do not detect bad and pernicious results. People in\ngeneral fail to use ordinary common-sense and judgment the moment\nthey come in contact with music or music teaching. Where in the field\nof education is there a parallel to the gullibility of the public as regards\nvocal teachers ? Given a lusty voice, with plenty of nerve and good\nadvertising ability, and a veritable novice in music will make a good living teaching \"voice culture\" in almost any community in the United\nStates. He needs only to proclaim that he has studied abroad with\nShakespeare, keep his pupils constantly before the public, and the dear\npapas and mammas will swear by him, altho he may be literally breaking in two and straining beyond repair the voices of their children. If\none of these papas has a promising colt to be trained, he will select a\ntrainer only after the most careful investigation concerning his record as\na caretaker and speed-maker. He will watch the colt's progress daily,\nand, on the first evidence of incompetence or failure to make speed,\npromptly change trainers. The same papa will send his only daughter\nto school for nine years and never once go to the school or interview her\nteacher. It is this unaccountable indifference and lack of appreciation\nof the evils and dangers involved, combined with the astounding stupidity\nof the public in its judgment of music teaching, that has made possible\nthis anomalous condition in public-school music and allows its continuance.\nIt must be said, however, that the failure on the part of the public to\n\n"} {"page": 630, "printed_page": null, "text": "6i8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\njudge intelligently of music teaching is not wholly due to indifference.\nThe public don't know, and it knows that it don't know. Even the\nsuperintendent of schools usually finds himself incompetent to judge of\nthe work in music. The able and experienced superintendent gives\ninvaluable assistance and wholesome criticism to the entire corps of\nteachers, excepting the supervisor of music. When witnessing the work\nin music, the superintendent is entitled to look wise, and usually proves\nhis wisdom by consistently neglecting to commit himself further. If he\n•be a man of courage, and feels sure of his ground, he is also entitled to\nlook pleased, while the supervisor, perchance brilliantly incompetent,\ngoes his way in perfect peace, fully conscious of the unique situation\nwhich shields him and his work from destructive criticism. The supervisor\nof music, whether he be an expert or a novice, must plan and carry on\nhis work unaided either by expert assistance or criticism.\nIt is peculiarly necessary, therefore, that the supervisors of music\nshould be men and women of good scholarship, sound judgment, and\nthoro professional training. They should be broad enough to see and\nappreciate all sides of the subject. The too frequent controversies\namong supervisors, threshing over matters that should have been settled\nin the training school, is evidence of an inadequate and one-sided training. For example, it is anything but creditable to the leaders in school\nmusic to be found either discouraging the teaching of sight reading or\narguing against rote singing and song interpretation. Both are essential.\nOne may be able to secure results in sight reading that will astonish and\ndelight most of his patrons, and yet be utterly unfit to supervise school\nmusic. He may secure sight reading and still be devoid of musical taste,\nignorant and incompetent regarding tone quality, and utterly indifferent\nconcerning the necessity of keeping good music constantly before his\nschool. Such one-sided work is a failure, and is justly condemned by\nthe best class of musicians. Again, it is equally true that school music is\nemphatically a failure where it does not give the children the power to\nread music ; where the study of sight reading is neglected and the technical study of music is considered uninteresting and beyond the comprehension of little children ; where the energy of the supervisor and\nteachers is concentrated on song interpretation alone. It would be\nequally sensible to study the English language by means of recitations\nand declamations learned by rote.\nTrue success lies in developing both sides of the subject, and it\nfollows that the supervisor should have, as it were, a twofold education;\nfirst, a technical training, providing a practical knowledge of musical\nnotation, the elements of harmony and counterpoint, a fair degree of\nfamiliarity with musical literature, and more or less skill as a singer and\naccompanist; second, a professional training, adding to his academic\nknowledge skill in methods of teaching.\nHe must study the child voice\n\n"} {"page": 631, "printed_page": null, "text": "Department]\n\nAN\n\nANOMAL\n\nO US SITU A TION\n\n619\n\nand learn the simple but all-important principles which govern its care\nand development. He must also be an expert in the classification and\ntreatment of adult voices, a training invaluable in the work of the high\nschool. In addition to all this, he should be a capable and successful\nconductor of both chorus and orchestra.\nIs it urged that this will require years of preparation before one may\nbecome a supervisor ? So it will, and so it should. The character of the\nwork demands more than ordinary ability and training. The ordinary\nhigh-school teacher must take four years in college or university before\nbeginning teaching ; can it be maintained that the general culture and\nprofessional training of the supervisor should be on a lower plane ? The\nwhole trend in school affairs is toward increasing and broadening the\nteacher's equipment. Speed the day when the specialist in school music\nshall be the peer of his colleagues in ability, scholarship, and special\ntraining! Our calling, instead of being lowered and cheapened by free\nentrance, should be guarded and uplifted by a comprehensive and\nelevated standard of admission. The proper and only way to gain for\nthe profession its rightful place is to elevate the character and equipment\nof its membership. A higher standard means better ability, better\ntraining and better compensation, with infinitely better service to the\ncommunity.\nThis paper would be incomplete if it failed to suggest a remedy for\nthe evils pointed out. Several weeks since, the writer prepared and sent\nto all state superintendents of public instruction four specific questions\nconcerning public-school music, and invited an expression of opinion\nupon a fifth, based upon a statement of facts concerning the responsibility\nof the state in the matter of the competency of the supervisor. Thirtyfour replies were received. Every one of the thirty-four heartily favor\nthe teaching of music, and in the states where it is not taught extensively the superintendents deplore the fact and hope for its general introduction. Twenty-seven have some sort of music course in the normal\nschools ; sixteen requiring it for graduation, eleven making it elective.\nFour provide regular instruction in the county institutes. In only four\nstates is there any serious attempt made to examine candidates for supervisor. In the remaining thirty, the examination of the supervisor is left\nto the city superintendents and boards of education, who do not examine.\nThese officials, being unable to pass upon the competency of the applicants, choose the supervisor either upon letters of recommendation,\ngeneral hearsay evidence, or personal preference. Fourteen expressed no\nopinion on the last question ; four thought the state had no responsibility\nin the matter, and sixteen believed it the duty of the state to establish and\nmaintain a standard of qualification for the teaching of music in the\nschools.\nTwo things are evident from these replies : First, the state depart-\n\n"} {"page": 632, "printed_page": null, "text": "620\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\n.ments of public instruction are favorably disposed toward music to a surprising degree ; second, the competency of the men and women on whom\nthe success of the whole matter depends is virtually left to chance, with\npractically no protection against incompetency.\nWhat can be done to improve the situation ? Whatever is attempted\nmust be done in a careful and conservative manner, with due regard\nto existing conditions in the particular school system under consideration.\nIn states requiring uniform examinations for all grade teachers the problem is simple. In the state of New York, for instance, simply one change\non the part of the state department in its attitude toward vocal music\nwould result in gradually working out a solution of the difficulty. Let\nmusic be placed on the same basis as other subjects in the course of\nstudy; let it be truly recognized, and not, in effect, ignored. This would\nrequire but one addition to the force in the state department. It would\nnecessitate having on the board of examiners one person thoroly qualified and experienced in school music. His services would be invaluable. He could help bring order out of confusion. Take, for example,\nthe matter of music in the normal schools. As long as the selection of\nthe instructor in music is left to providence and the board of trustees, so\nlong will the normal-school training in music be, in the majority of cases,\na miserable farce. The marked success and effectiveness of the work in\nan occasional normal school where there is a competent and successful\ninstructor only proves the folly of the present system. With capable\ninstruction, based upon a well-planned course of study, excellent training\nin vocal music might be given to a majority of the grade teachers of the\nstate. It is entirely feasible to gradually establish a standard of fitness in\nmusic, both for the grade teacher and supervisor, doing great good to the\ncause of school music, at small expense, and working hardship to no\none except the hopelessly incompetent. Neither should there be great\ndifficulty nor serious opposition to the working out of this or some\nbetter plan.\nA few weeks ago the superintendent of public instruction of a great\nstate wrote as follows concerning music in the schools :\nI am in hearty sympathy with any movement which is to give the subject of vocal\nmusic proper consideration in the public-school curriculum.\n\nHe and all other progressive leaders are only waiting for sufficient\nlight to enable them to act wisely. They do not know, and ought not to\nbe expected to know, the needs of school music. On those who do know,\non the progressive supervisors of this country, rests the grave responsibility of making plain to these and other powerful friends of music the\nproper means of lifting this, the greatest of all forms of expression, out\nof the mire of incompetence toward the domain of art. They have\nadopted music into the family of studies; now let her guardians see that\nshe be not abused nor neglected ; that somehow there shall be provided\n\n"} {"page": 633, "printed_page": null, "text": "Department J\n\nPSYCHOLOGICAL\n\nAND\n\nETHICAL\n\nVALUE\n\nOF MUSIC\n\n621\n\na way of protecting this, the most sensitive of the arts, against crude and*\nunsatisfactory teaching ; that there shall be built up a profession thoroly\nqualified and equipped for the great work which it is destined to do.\nTo this end should the efforts of this department be directed. By\nsinking differences concerning matters of detail, and uniting on the\nessential truths held by all sane members of the profession, the Department of Music Education should represent the most progressive thought\nand spirit of the times, doing its full share toward placing music where it\ncan do its unique and wonderful part in the refinement and unification of\nthis great people ; sowing and nourishing in their hearts a spirit of love\nand devotion which will help mightily to live, and, if need be, to die, for\ncountry, for home, and for the brotherhood of man.\n\nTHE\n\nPSYCHOLOGICAL\n\nELIZABETH\n\nAND\n\nETHICAL\n\nVALUE\n\nK. FAIRWEATHER, TEACHER IN NORWOOD\nHAMILTON\nCOUNTY,\nO.\n\nHIGH\n\nOF\n\nMUSIC\n\nSCHOOL,\n\nIn this age the characteristic attitude of every activity is the scientific.\nA raison d'etre is demanded at every turn. Education is not exempt,\nbut, lifting itself out of the traditional and haphazard, is seeking' to\ndeduce rules of practice from certain first principles. Here the so-called\nnew education calls on psychology for principles of instruction, and on\nsocial science, including ethics, for principles of education ; the one dealing with methods, the other dealing with subjects proper to create the\nwell-educated man.\nTo meet this urgent demand for a rational psychology upon which to\nbase a systematized education, there has arisen in the field of philosophy\na band of most earnest thinkers, who, going beyond the study of perception, reflection, judgment, will, etc., are studying the evolution of the\nwhole personality — not merely of the intellect. To these men we, as\nteachers, owe an immense debt. Their work is not yet done, nor our\nobligation finished, altho they urge upon us not to expect too much, nor\nto expect any patent process.\nToday we give attention to one of their findings, and to a few thoughts\nwhich grow out of it. They state the end of education as a training, not\nto get a living, but to live ; as an effort to put the child in complete possession of all his powers ; to furnish him with a complete preparation for\nlife as a whole ; to make him a dynamic personality ; to enable him to\nadjust himself to the civilization in which he finds himself and the universe of which he is a part.\nAs we place our system over against this ideal, how ill-adapted to\nsuch high purposes it seems! How has it gotten where it is? In our\nmad zeal for knowledge we have concentrated all our attention on the\n\n"} {"page": 634, "printed_page": null, "text": "62 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nintellect. Grudgingly we have yielded lately a few minutes a day to the\ntraining of the body for health and the hand for skill, but we have had\nno time or place for the systematic cultivation of that third side of man —\nthe heart, the sentiments, the emotions. May we not here have our\nfinger upon the cause of the widespread disappointment in the results of\nmodern education ? Our smart men are not all good men. We must\nrecognize a philosophy of the heart, which underlies that of the head.\nThe feelings are mighty factors behind will and action. To know is\noften not enough to move to do, but to feel is to act. It is not only\nnecessary that the emotions be trained, that right aspects of them be\ninculcated, before which the baser will disappear, but that it be attempted\nnot too late. The emotions show themselves early, and settle into fixed\nhabits, which make or mar one's happiness thru life and that of all who\ncome in contact with one.\nWith the cultivation of the feelings goes that of the imagination, by\nwhich one can be led to create a world of his own, to conceive ideals of\nbeauty, virtue, nobility, happiness, by which his life may be dominated,\nand to enter into the joys and sorrows of his fellow-beings, and even to\napproach the divine source of all being.\nEducation must foster whatever elements are in man ; it cannot deal\nsolely with the surface, but must take cognizance of the vast and spiritual\nbehind and beyond.\nThis need for awakening and cultivating the feelings which lie at the\nfoundation of all sensation and will, in order that there may be a harmonious development of body, mind, and soul, readily makes itself felt,\nbut it does not suggest how it shall be done. Neither are the voices of\nour guides, the psychologists, so unanimous.\nFew think that the study of ethics as a science will give us help, since\nthat should come late in development, and the books so far presented\nfor use in the schools are very inadequate.\nSome of the leading thinkers hold that all knowledge is saturated\nwith feeling ; that each subject in the curriculum has its feeling side, its\nmoral tone, which should be inculcated with it, and give no special place\nto moral instruction elsewhere. This necessitates the teacher having the\nright feeling, and lays a heavy responsibility upon him.\nAll agree that, in the finest sense, the highest things cannot be taught,\nbut must be caught, as it were, by contagion. Spirit grows by contact\nwith spirit. This brings us to the supreme importance of a great personality in the teacher.\nAs a further outgrowth of these two facts — first, that some subjects\nhave more of the ethical element than others, namely, that those into\nwhose creation the most spiritual force has gone can give out the most;\nand, second, that, being denied the touch of a great living personality, the child can be brought under the spell of those works.which\n\n"} {"page": 635, "printed_page": null, "text": "Department]\n\nPSYCHOLOGICAL\n\nAND\n\nETHICAL\n\nVALUE\n\nOF MUSIC\n\n623\n\nare the very embodiment of the great souls of the world — we have the\ngreat service modern psychology has done in justifying the arts in education as the expression of every dream and aspiration of the human heart\nby master spirits.\nBut even among the arts there are degrees of usefulness. Painting\nand sculpture are limited by their material. It is impossible to bring the\nchild into direct contact with the masterpieces, while copies and casts\nare unsatisfactory. In poetry there is the limitation of language ; but\nstill, as Shelley says, \" Poetry lifts the veil from the hidden beauty of\nthe world.\" The most available art seems to be music. Thru it we\ncan bring the child into touch with those highest moments in art in\nwhich great ideals were realized, in which noble aspirations and sentiments were successfully embodied, and his experience must be enriched,\nhis life widened and deepened.\nOften the truest and deepest emotions refuse to be expressed in\nwords. When language fails, music can take up the thread, on the one\nhand revealing the workings of the spirit within him, thus bringing him\na consciousness of his individuality; on the other widening his horizon,\nrevealing to him a world of infinitely beautiful, organic, all-pervading,\nliving order, and making him feel his place in the great harmonious\nwhole, showing his relation to his fellow-men and to his creator. Music\nis a means of keeping in relation with the deepest realities and of\nsustaining the soul's purer and higher life. It leads to truth and to\nbeauty.\nHere is the supreme value of music: to give the child a medium for\nexpressing what he feels. This expression reacts upon his soul, intensifying, in turn, the original emotion, leaving him broadened and deepened. Then as he studies the great works and finds he is not alone, but\none of a great company, experiencing many things in common, and as\nhe finds adequately expressed what he dumbly feels, he is led out from\nhis narrow little first feeling into the fullest sympathy with the noblest\nand the highest.\nMusic is the outcome of a desire to share with and to convey impressions\nand enjoyment to others, and is the direct expression of man's innermost\nfeeling. What privilege can be greater than to teach others to find the\nterras by which they will understand what these great men mean, to teach\nthem to find the key by which they can unlock the secret places of their\nown hearts and of the universe?\nThat this end is not attained by all music teaching must be admitted.\nWhere the teaching is perfunctory, music can never realize its true mission or reach a dignified place in the course of study. It is not a matter\nof notation and dynamics, or fine exhibition performances, but a deep\nrealization of what is back of all that — the composer's soul experience,\nwhich has driven him to utterance.\nTo this the strong teacher must add\n\n"} {"page": 636, "printed_page": null, "text": "624\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nthe skill to make this felt by others. It is necessary that the music\nteacher add to her regular training a knowledge of the principles of\npsychology and pedagogy.\nMay I suggest that a good deal of the -failure might be traced to a\nlack of appreciation of the importance of rhythm, which is the very\nessence of all music, and which makes it the key to the universe? I mean\nrhythm in its broadest sense, that divine rhythm which pulsates in all\nthings and by which music is allied to all things. This rhythm manifests\nitself in the divine order of the universe, in the poise of each man's inner\nbeing, in the phenomena of color. Someone has said that all physical\nlife is perfect in proportion to the perfection of its rhythm. In music it\nis the very basis itself. It is not enough that the teacher feel this and\nrealize its importance, but she must find the way to develop a sense of it\nin the pupil. This must begin with more training of the ear, which is\nnow so neglected. How much of the ear's work is turned over to the\neye ! When one hears a new word in his own language, or in learning a\nforeign tongue, how frequently he says, '' Oh, if I could just see it written\nI could remember it\"! How many people must write out the word of\nwhose spelling they are doubtful, not daring to trust to the discrimination of the ear! There is room for a great deal more attention to this\nculture of the ear. The eye is trained in a hundred ways, but it cannot\ndo all the work. As the child is trained to a sense of rhythm and to a\ngenuine appreciation of tone color, he learns to know good music from\nbad, and why it is one or the other. I should like to make a strong plea\nthat the child be given some understanding of the end aimed at by the\nteacher. Likewise that he be made to feel in some way the need of the\nlaws which he studies in theory, that he may see how they help him.\nHere is one of the plainest paths in the way of discipline — to lead the\nchild from obedience to the laws of the teacher back to the Law behind\nthem, and before which both teacher and pupil must bend if there is to\nbe harmony. In music he sees that obedience to established laws brings\nout beautiful and harmonious effects. He can be led to see that those\nlaws are but parts of the great laws of the world, which require implicit\nacquiescence on the part of all, that unity and concord may rule in the\nworld.\nBy leading the child to see the end aimed at, his desire to do something is aroused, and he welcomes the means to the end of doing that;\nthus what would be the drudgery of acquiring technique of expression\nbecomes a joy. As someone has put it, his intention leads him to pay\nattention, which results in retention. Here you have the psychologica\nprocess for the strengthening of memory. While I do not see just how\nit can be done in large classes, there would be the greatest advantage if\nthe children could be led to attempt little compositions in the sphere of\ntheir own experience, under guidance, as well as the usual re-creating of\n\n"} {"page": 637, "printed_page": null, "text": "Department]\n\nPSYCHOLOGICAL\n\nAND\n\nETHICAL\n\nVALUE\n\nOF MUSIC\n\n625\n\nOthers' thought and feeling by means of the voice, for it is thru expression\nthat the child grows and develops. Denied proper channels, he turns in\nupon himself and becomes misanthropic, or, breaking out without\nrestraint, he lets his passions run riot. Music furnishes an important\noutlet, since it helps him to know himself, to understand humanity, and\nto come into relation with the infinite in an emotional way when he cannot satisfactorily in thought; it relieves tension, implants positive qualities, and gives him a soil for right volition ; it tends to a love of refined\npleasure. The ancients said one need not worry about man's acts in his\nworking hours, for then he is too busy to go far wrong ; but that one's\nenergies should be concentrated on culture for the leisure hour. In this\nleisure hour the boy stands upon the street corner today and waits.\nFinally he moves in the direction of his strongest impulse. Whether he\nmoves toward the ugly, base, and vile or toward the good, the true, and\nthe beautiful depends upon standards of enjoyment established unconsciously little by little in his past. It is for us to give him the clue to\nthe better things. On Tuesday, Professor Dewey drew our attention to\nour loss in neglecting recreation and amusement as moral agents, and to\nthe certainty that if we did not provide healthy and innocent forms of\namusement the tendency would be to the low and degraded. Music has\nan exalted place in this field of refined recreation.\nAs a social agent the value of music can hardly be overestimated. It\nis a universal, common language, transcending great differences of race,\nculture, position, and age, and making for unity. Of all arts it is the most\nsocial, the one we enjoy best together. In chorus work the individuality\nof each member can be deepened and his importance emphasized, while\nat the same time he is taught to work in unison with others for a common\nend. It is a means of binding him more firmly and more intimately with\nthe social whole.\nThere is one danger in all this — the confounding of sentiment and\nsentimentality. Nothing could be worse than the latter, which is feeling\nsought for itself and affected. True feeling is a divine reality, and worthy\nour gravest consideration. Here we have taken up one avenue of\napproach — music. Never has music been so much needed in the world\nas today, when there is so much attention to material progress and material ends. But the immaterial must stir the material, if we are to be prepared to live the rounded, full life. We must have art for the elevation\nof the spirit.\nIt is as true now as in the days of Plato that —\n\nI\n\nMusic is a moral law. It gives a soul to the universe, wings to the mind, flight to\nthe imagination, a charm to sadness, gaiety and life to everything. It is the essence of\norder, and leads to all that is good, just, and beautiful, of which it is the invisible, but\nnevertheless dazzling, passionate, and eternal, form.\n\n"} {"page": 638, "printed_page": null, "text": "626\n\nNATIONAL\n\nEDUCATIONAL\n\nHIGH-SCHOOL\nMRS. FRANCES\n\nELLIOTT\n\nASSOCIATION\n\n[Music\n\nMUSIC\n\nCLARK, SUPERVISOR OF MUSIC, PUBLIC\nOTTUMWA, lA.\n\nSCHOOLS,\n\nFellow- Teachers of the Tribe of Apollo :\nWe have gathered here, in this beautiful city of lakes, humble worshipers at the shrine of Music, to lay our tribute at her feet, and, with\nwilling ears, listen to her counsel and wisdom thru the inspired words of\nher devotees.\nWhile we may look backward with some degree of complacency, there\nis yet much to be desired before school music takes an equal position\nwith other departments of the profession, or its well-deserved place in\nthe curriculum of every public school, and equal rank on the program of\nevery state and national meeting. This position has not as yet been\ngenerally accorded us, and why ? Evidently there is a break in our\ndefenses somewhere, or, more properly speaking, there is some spot in\nthe bulwark of prejudice of our friends the enemy that we have not\nbeen able to break down.\nThe one great aim of school music, including and absorbing all\nothers, is the evolution of a nation of singing people, an intelligent, educated, music-loving people, a nation of singers, whose rich and mighty\nvolume of ringing tone shall roll heavenward from every valley and\nmountain top in paeans of praise for the blessings of our commonwealth.\nMusic has been taught in the grades of most of our city and village\nschools for many years, and, in the main, well taught. The children\nread with more or less facility, enjoy and interpret the beautiful songs\nof the child world, and a foundation has been laid upon which to build a\nnational music at once strong, characteristic, and as rich and free as our\nown broad prairies and lofty mountains. That this dream is not being\nrealized as rapidly as we could wish is true. There lies a breach somewhere between the singing children of every city and town and the\nnotoriously unmusical adult population. There is no dearth of music\namong the children from the kindergarten to the grammar grade.\nWhy should not our people, as a whole, be as familiar with the names\nand choral works of Handel, Haydn, Schubert, and Brahms as they are\nwith the poems of Longfellow and Wordsworth ?. Is there any reason\nwhy we shall not have in every village and town a considerable per cent,\nof the people able to sing, with pleasure, the folksongs, patriotic songs,\nglees, part songs, and choruses of the best composers, both American and\nforeign? Those same children who were able to sing with clear, sweet\ntone the little songs of childhood, when grown up are, for the most part,\nunable to sing respectably in a mixed audience even our national hymn.\nThere is surely a break somewhere, and I believe that the gap is to be\n\n"} {"page": 639, "printed_page": null, "text": "DepartmentJ\n\nHIGH-SCHOOL\n\nMUSIC\n\n627\n\nfound in the high school. Music in the high school is and ought to be a\nquestion of supreme importance to all persons interested in any way in\nschool music, to all promoters of musical intelligence in any form; for to\nthe high school, more than to any other place, we must look for the\nestablishment of the art of singing the music of the masters and the\nfounding of an abiding love for the best in the musical literature of\nmodern times.\nThe high school is a sort of crucible which chaotic childhood is put\ninto, and from which he emerges, thru the kindly administrations of\nwatchful teachers, the self-helpful, self-reliant youth, with hopes, aspirations, and determinations for his career.\nIf not the birthplace, then it is the cradle, of character. The pupils\nare filled with the desire to do and to be. The future is opportunity, the\npast a tale that is told. They are filled with energy and enthusiasm, wideawake, and alert. Historical and mythical references are understood, the\ntouches of tenderness and pathos are felt and interpreted, and they give\nthemselves heart and mind to the swaying, swinging witcheries of the\nscore in a soulful way that is seldom equaled anywhere else or with any\nother body of singers.\nGranting, then, that music, for its own wider dissemination and\nnational propagation, needs the high school, does the high school need\nmusic ? It has been said that the high school is the poor-man's college,\nand certain it is that the masses who make any attempt at education look\nto the high school as the zenith of their ambition. Probably threefourths of the graduates from the various high schools of the country, not\ncounting the large number that drop out before graduation, never seek\nhigher institutions of learning, and their preparation for life's battles, as\nfar as books are concerned, ends on the night of commencement. The\nhigh school should offer, then, those studies that will best fit tlje average\nboy or girl for his future, not in the way of trades or business necessarily,\nnot fit him to meet some circumscribed college course, but in a way that\nwill render him a useful member of society, and an intelligent, lawabiding citizen. It should give to its young people those things that\nmake for good in the development of character; those things that give a\ngreater fullness of life in any and all conditions; those things that develop\nthe greatest mental activity and sharpen and quicken the whole being,\nmoral, social, and intellectual.\nDoes music answer satisfactorily these demands? When properly\ntaught in a reasonable, broad, and comprehensive way, it most certainly\ndoes. There is no subject in the whole course that requires quicker perceptive faculties, more comprehensive grasp of many details, or is\nstronger as a brain developer than music, and none is more influential\nin reaching the mind and will of the pupil, stirring him to better things.\nThe melodic flow of the voice appeals to his aesthetic nature, and he\n\n"} {"page": 640, "printed_page": null, "text": "628\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nis stirred and thrilled by the lyric beauty of the composer's thought.\nThen the meaning of the words dawns upon him, and the beauty, the\ndaintiness, or the pathos of the author's pen-picture is revealed by the\nsearchlight of his awakened soul, and he is touched, ennobled, strengthened, softened, and builded by this glimpse into the realms of the beautiful and true.\nBrain cells that have been built up by coarse and unworthy thoughts,\ncells tha.t have harbored low motives and ambitions, are torn down to make\nroom for the new that have been called into life and action by the demands\nof the better, higher, and nobler things which music brings.\nIt is most certainly true that the brain mass is changed by the\nthoughts that find lodgment there, and so every good and pure thought\nsent into the brain of impressionable boys or girls means much for their\nfuture development and character.\nThe music exercise in the high school should be the brightest spot in\nthe day, a sort of safety-valve where the exuberance of spirit may effervesce and dissolve into concords of sweet sounds, vibrant with the\njoyousness of youth. Does anyone suppose that this taking of the pupil\nup and out of the ordinary grind of school life lasts but thru the music\nhour? Every time the mind is thus lifted up above the ordinary\nroutine it is just so much added to the sum of education, which is in\ntruth a leading out of our best powers. Every time the brain is thus\nquickened, every time the aesthetic nature is stirred, every time the emotions are touched, the paths from ignorance and dullness to knowledge\nand culture are deepened by just so much. The power gained is carried\nover into every other thing in the school life. Minds are brighter and\nmore appreciative of the beauties of other languages and sciences, the\nnature is more easily controlled, and the whole school life and the life of\nthe individual is sweetened, broadened, and uplifted by the hallowed\nbenisons of music — God's most- universal and best gift to man.\nIf, then, music in its fullness and entirety means so much to the actual\ndevelopment of the boy or girl, so much in their attitude toward all\nthings that make for good in the building of life's ideals, so much in the\ngeneral atmosphere of the whole high-school life, we, as supervisors,\nshould approach the subject with a full realization of its magnitude and\nsacred responsibility.\nMany have seen their work dwarfed, their efforts handicapped, their\nresults belittled by the place allotted to music in the high-school program.\nSuperintendents and high-school principals, blinded by custom to the real\nmerits of music, thinking it only a frill, a nice but unimportant elective,\nhave in many places relegated it to a secondary position, outside regular\nschool hours, making it impossible for any but those especially musical\nto take advantage of its culture.\nThink for a moment of what progress would be made in English or\n\n"} {"page": 641, "printed_page": null, "text": "Department]\n\nHIGH-SCHOOL\n\nMUSIC\n\n629\n\nmathematics if under such auspices! How can school people expect music\nto give an account of itself, as a branch of education, if continually shelved\nin this way, pushed aside for everything else, allowed only the odds and\nends of hours and places ?\nThese, however, are minor and unimportant grievances compared to the\none great injustice done music in so many high schools where the credit\nsystem is followed for graduation. If music is to be an integral part of a\nhigh-school course, taking its place beside other branches as an intellectual\nforce in mental development, why, in the name of reason and justice,\nshould it not have an accredited place in the scale? Why should not\nthis premium be placed on the beneficial results of music as well as\nalgebra, and why should the pupils be asked to give their time to music,\nfor love of it, without credit, any more than to English? Is it not a\nthousand wonders that music has not failed more completely under such\nconditions, and is it not proof conclusive of its powers that so many highschool pupils have been willing, for pure love and devotion to music, to\ngive their energy and effort to it without any additional credit counting\ntoward graduation ? How long would geometry, geography, or German\ncontinue to be elected under like mismanagement?\nUntil music shall have its proper and legitimate place in the scale of\ncredits of every high school, our work as missionaries of the forward\nmovement will not have been accomplished.\nGranting, now, that music has gained her rightful place, there arises\nthe momentous question, does high-school music, as at present generally\ntaught, measure up to the requirements of such an accredited place ? Are\nwe presenting it in such a way as to be worth such a place? Of what\nought it to consist? How much should be done? Toward what should\nwe aim?\nThese points must be settled.\nTo be consistent with our demands, to be true to our high purpose,\nthe what ought certainly to be something more than the dry routine of\ndo-re-mi. The high school is not the primary school, and is not the place\nfor the alphabet in music any more than in English.\nThe amount and kind of reading and theoretical work must depend\nupon what has been accomplished in the grades below.\nMusic is a language, and must follow the same laws as to the order,\nmethod, and time of presentation. In the early years of school life, children are taught the mechanical processes of reading, the ear-training and\nspoken vocabulary first, the eye-training and written vocabulary second.\nThe first four years the eye-training necessary to recognize words on the\nprinted page with quickness and accuracy constitutes the principal part\nof his teaching. As a well-known institute instructor puts it, \"The child\nin the first three or four years of school learns to read ; in the next four,\nand for the rest of his life, he reads to learn.\" The child who has not\nlearned to read at fourteen will plainly be unable to study anything else.\n\n"} {"page": 642, "printed_page": null, "text": "630\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nor get anything from the printed page ; will have great difficulty in learning at all, and probably never be a good reader.\nMusic is taken up later in the child life than is language. At five\nyears the average child possesses a vocabulary of perhaps five hundred\nwords by ear and voice, and is ready to begin the eye work. In music\nour five-year-old is at the bottom of the ladder, possessing a few musical\ntones and some small ability of repeating tones heard. He is in music\nexactly where he was at three or four in language. The analogy is plain.\nThe first year must be spent in completing the ear-training, in getting\nthe vocal vocabulary in preparation for written work. Having made such\npreparation thoroly and well, in the next four or five years is the time to\nteach, once for all, the process and practice of reading music at sight.\nAt that age the ear, perceptive faculties, and memory are actively\nalert, and it is the time of all others to master forever the technicalities of\nnote reading, the words of the language of music. Then in the sixth,\nseventh, and eighth grades the child begins the life plan of reading to\nlearn. When he enters the high school, then, we ought reasonably to\nexpect him to be able to read accurately, at sight, simple and comparatively difficult music, to know the minor scales, to be at home with chromatics, to be able to sing with well-placed and modulated tone, true to\nkey, his part in the songs, themes, and solfeggios. He should know something of the life and work of, and three or four selections from, two to five\nof the masters, and have a repertoire of perhaps fifty good songs, by good\ncomposers, with words that rank as literature.\nWith such a foundation, high-school music may be made to cover\neixactly the same ground as the course in English. There, having begun\nthe classics in the grades, the course consists of a thoro study of the\nmasterpieces of literature, the gems of thought of Emerson, Tennyson,\nMilton, Browning, and the immortal Shakespeare, reading, analyzing,\ncomparing to get the thought, style, breadth, and depth of the greatest\nminds of all ages.\nSo the music in the high school ought to consist of a thoro and comprehensive study of the best productions of the best composers from\nHandel down to the birthday of the twentieth century. The technique\nof sight reading being mastered in the grades, where it ought to be, there\nis no reason why we should be confined to easy songs and jingles that\nrequire no effort and brin^ no material advancement. There is no excuse\nfor the awful waste of time and ability in many high schools in singing\nover and over trashy weaklings of song of the gospel-hymns order, songs\nwritten by certain would-be composers that jingle and jump and jiggle\nalong with dotted eighth and sixteenth notes, and a bit of bobbing, disjointed rhythm in the chorus for bait. The market is flooded with scores\nof such miserable scarecrows masquerading in the form ^nd name of\nmusic ; songs that have not a vestige of real harmony, no depth of mean-\n\n"} {"page": 643, "printed_page": null, "text": "Department]\n\nHIGH-SCHOOL\n\nMUSIC\n\n63 1\n\ning; songs that caricature pure sentiment with their maudlin sentimentality, and debase and degrade the sacred name of music.\nSuch songs have no more right in the course of music in the high\nschool than would the dialect poetry and prose or the ten-cent novel have\nin the English course. We do violence to our better selves, and incalculable harm to the cause, when we cater to so-called popular demand\nand admit even one to our list. The world is so full of good things that\nit is folly to waste the time of the school and our own when we might\ngather the rich harvest from the fields of modern real music and revel in\nthe volumes of the great tone poets. Objection may be raised here that\nthe music of the masters is too difficult and involved for the high-school\npupils, and demands too much from young and immature voices. Perhaps itdoes, some of it, but the great bulk of the standard choral literature, if properly arranged, may be used in an ordinary high school with\npleasure and profit. The same objection might be raised to the study of\nShakespeare, but no one dreams of eliminating his matchless plays from\nthe course of study. We may not be able to extract all the beauties of\na grand chorus, nor appreciate it fully, perhaps, possibly we may not\nhave sufficient volume of tone to give it like a company of grand-opera\nsingers, but it is our business to educate, not to furnish entertainment.\nWe are forming the taste for only the best in music. The real value of\nthese great things lies in the study of them, the intimate acquaintance\nwith and knowledge of the great hearts that made them, much more than\nin the finished production.\nHow much of this great mass of material can we study, how much can\nwe hope to accomplish, in the four years' school life of each graduate\npupil ? Under certain unfavorable conditions, very little ; with fairly good\ncircumstances, a great deal. With little or no classification, with small,\nstraggling classes, or one great heterogeneous mass, or with poor hours, or\nwith an indefinite program, little can be expected. If we begin with the\nninth grade in miscellaneous chorus work, and continue thru the twelfth\ngrade with the same miscellaneous chorus work, we evidently are not\naiming at anything, are not going in any especial direction, and cannot\nexpect to accomplish anything.\nOn the' contrary, if we can have the grades by themselves, in separate\ndivisions, some progressive plan is made possible, and a course of study\nmay be followed that leads to something.\nAfter the heavy demands in reading and theoretical work of the eighth\ngrade (and there because the children are best prepared to do it there),\nand in view of the large number of changing voices, it seems best that\nthere should be a decided change in the ninth grade, a rest from the solfeggio and drills, a year of song gradually leaving the do-re-mi for\nstrictly sight work. Here is a place in the course where the folksongs\nand national songs of all lands can best be studied, because of their small\n\n"} {"page": 644, "printed_page": null, "text": "632\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\ndemands on the voices and the ability of the pupils to look up the historical references, which serve as a preparation for the work in history,\nand also for their singableness, which is important at the crisis of bridging over the gap between the eighth grade and the high school. Supplement this with a dozen light, easy choruses, and the way is paved for further advancement.\nIn the tenth grade the voices are not yet mature enough for the heavier work. If we can have it alone, valuable work may be done in stirring\nchoruses of medium difficulty, containing much part-work in canon form\nand with broken rhythm among the parts, and difficult chromatics.\nHere, too, is a place where musical history can be taught to advantage.\nHigh-school pupils should know as much of the growth of music as that\nof Greece and Rome.\nIf this can be accomplished, then a solid preparation is made for the\nadvanced work of the eleventh and twelfth grades. Here the door is wide\nopen for using and enjoying practically the entire choral literature of the\nworld. Eleventh and twelfth grade boys and girls are quite mature; they\nhave already had so much really good music that their taste is critical.\nThey have their voices under control, and are far enough advanced in\nother lines to appreciate the lights and shades of meaning of words and\nmusic, and they give themselves up to it so completely as to cheer your\nheart with the glow and glamor of their enthusiasm. These young people\ngo out into the society of the town carrying with them, ringing in their\nears, these great choruses. In a few years the alumni forms a leaven to\nlighten the whole lump.\nWhat are the personal needs today of supervisors, to enable them as\nwell as their work to stand side by side and rank with other educators of\nthe school system ? If school music has not reached the plane we wish,\nwe, as supervisors, have not been guiltless. Our sins of omission and\ncommission have been many and serious. We have been content to enter\nupon our work with meager preparation, and to continue therein without\ngrowth. It seemed all-sufficient if we could sing or play respectably, and\nnot necessary to trouble about a general culture, a broad, well-balanced\neducation to fit one for a fuller life. The teacher of school music needs\na wider knowledge of mankind ; needs to be awake to current events \\\nneeds more than a bowing acquaintance with the literature of the past and\npresent; must have, with Ophelia, wept; with Jack Falstaff, laughed; must\nhave dreamed with Jeanne D'Arc, and dared with Jeanne Deans. It is\nnot enough to know music alone ; we must be able to meet on their\nown ground, intelligently at least, our co-workers in other lines.\nThe high-school teachers are the best-educated and cultured people\nwith whom we come in contact. Their friendship and companionship\nare of inestimable value to us.\n\" Mind sharpeneth mind as steel sharpeneth steel,\" and the full-fed\n\n"} {"page": 645, "printed_page": null, "text": "DepartmentJ\n\nTHE\n\nFUTURE\n\nDEVELOPMENT\n\nOF SCHOOL\n\nMUSIC\n\n633\n\nbrain of these college-trained high-school teachers may be to us a wellspring of information and instruction. Their meetings for self-help\nshould be our meetings as well. We need pedagogy, psychology, Herbart\nas well as they. If any of them desire to study German or French, we\nneed it too. We need to identify ourselves closely with the life of the\nhigh school in all its phases, not only as a matter of policy, but of selfimprovement.\nIt is not criminal if circumstances compelled us to begin our work\nwith insufficient preparation, but it becomes so if we continue to draw our\nsalaries from year to year without strenuous effort toward progress that\nleads to power. We cannot draw sustenance for long from the same fountain we ourselves are feeding; the pool becomes stagnant, and decay is\nthe result. We all long for power. Power in a teacher comes only by\ngrowth. Learning more of music and all kindred subjects, doing the old\nthings better each year, is progress that promises power. Power is spelled\nwith personality, opportunity, work, enthusiasm, and righteousness. The\ninitial personality counts for much in one's success. The years of experience are a rosary of gleaming pearls of opportunity. They may mean a\ncross of sacrifice and toil, but if improved for actual growth must bring\nthe crown of reward. The whole turns on the pivotal center-work. There\nis the key; just work; work with all our soul and strength; then set it on\nfire with enthusiasm, and expect the blessing of God, which will come if\nwe try to do our best in his name and for the bettering of humanity.\n\nTHE\n\nFUTURE\nTHOMAS\n\nDEVELOPMENT\n\nTAPPER,\n\nTEACHER\n\nOF SCHOOL\n\nOF MUSIC, BOSTON,\n\nMUS/C\n\nMASS.\n\nThere are said to be about fifteen millions of children in the United\nStates who sing every day in school. It costs annually millions of dollars to train this monster chorus.\nThe training of this chorus, the character of the music it sings, the\ncharacter it sings into the music, the music it sings back into the\ncharacter, the knowledge gained in it by every individual, the spiritual\nstrength awakened by it in every individual — these are a few of the\nforces the responsibility for which rests with the people in this room.\nThe size of this responsibility, when compared with the size of this\naudience, establishes a proportion that may seem amusing, yet none the\nless is it clear and unmistakable in what it suggests.\nEven a brief moment of clear visibn shows us that what men think\nand put into books ; what men think and put into the act of teaching;\nwhat men think and manifest in attitude; what men think and express as\nthe fruit of the faith that is in them, be it force or weakness, positive\npurpose or makeshift lack of purpose — on the character and potency of\n\n"} {"page": 646, "printed_page": null, "text": "634\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nthese thoughts the little children of the great chorus are being fed, and\nthe food is nourishing them after its kind.\nAnd the kind of food is no secret. What we know, what we think,\nwhat we manifest as we teach a child to sing, all these he sings back to\nus, telling justly what he receives. The children are telling in the very\ntones of their songs how we conceive them, how we provide for them,\nafter what manner of heart we look upon them. In their singing they\nare telling the simple truth that as a man conceives himself so he conceives others; as he conceives the value of his work to himself, that very\nvalue and no more goes out with it when he teaches others.\nWe learn this slowly. We believe this unwillingly. It dawns upon\nus late that the story of the creation, in Genesis, is a man's personal\nhistory in his every action. Let us not forget that, having created, the\ncreation looks up to us, as a child to its mother, to smile in the joy of its\nperfections or to cry in the pain of its imperfection. Thus a child's voice\nand a child's love for music you create, and at the, close of the sixth day\nthey look up to you and you see in them — yourself.\nAs a profession we are given to the discussion of sight-reading; yet\nof all the ready readers of symbols where is there a readier or more\naccurate reader than a child of a man's actions and intentions? That is a\nmatter of \"sight-reading\" that is worthy of discussion at an annual\nmeeting.\nThey know — this great chorus of fifteen millions of children — whether\nit is your intention that out of death shall come life ; out of darkness\nshall come light ; out of oppression shall come freedom. They know\nwhether or not it is true that in that day even the children of Abraham\nshall teach the brotherhood of man.\nA man teaching a child is in a great presence. There may be dirt\non it. That is explained in this: that God had to send the child over a\nhard path to bring it and the man together. We must take no risks, we\nmust conceive the child loftily. And equally loftily let him conceive his\nmusic. Out of it is the strand woven by which he shall show the child\nhow to fasten himself to the realities of life; these realities making for\nthe brotherhood of man in the name even of the children of Abraham.\nWith school music you are not dealing with a part of education, you\nare dealing with the very soul and life of it; with school music you are\nnot filling in a little here and a little there, you are supplying the spirit\nof it all; with school music you are not merely a toleration in the school\nfaculty, you are its inspiration; with school music the curriculum is not\nonly made complete, but all is quickened. The youth sent out into life\nwith some years of school music mingled with the rest is not merely\npolished a little brighter in one spot, he is alive farther in. There is\nmore of him. All the rest has come to its true value with the music that\nis present.\nWithout the music there is not that mingling of harmony\n\n"} {"page": 647, "printed_page": null, "text": "Department]\n\nTHE\n\nFUTURE\n\nDEVELOPMENT\n\nOF SCHOOL\n\nMUSIC\n\n635\n\nwhich comes when the sounding-board gathers up the message of the\nstrings and throws it off like a tonal rainbow ; something beautiful in\nitself, but even more so as an earnest of the reality of that from which it\nsprings.\nIs this placing music too high ? Is this overstating the case ? Any\nman who thinks less of his music than I have hinted at should know it\nbetter. This does not overstate the force and place of music; it merely\nsuggests some of its possibilities.\nMusic's power, it seems to me, lies in its deep stimulation of the\nindividuality. It reveals a man to himself no less truly than it reveals\none man to another. We seem to know Mozart and Schubert more intimately than we know Rembrandt and Turner. With all men the former\ntouch more that is deeply responsive.\nMan works with his hands, forming a rude symbolism in which he\ntries to tell of the real world within him. And music is the symbolism\nmost commonly understood. To some it conveys knowledge; to others\ncomfort; to others wonder; but it moves them all. We do not comprehend its force as an individual factor in education. Every member of\nthe great chorus of fifteen millions can be lifted into higher, into more\nvibrant life if we keep our wits about us and never forget the great\nfactors in the case: The wonderful power of music; the wonderful power\nof individuality; the wonderful opportunity one has who teaches.\nThru my conviction that we do not yet begin to realize the force and\nvalue of music in the public schools I am compelled to ask if what is\nbeing done for music thruout our country is a fair tribute to its deserts.\nAre we paying in full ihe debt of responsibility we owe to the great\nchorus of fifteen millions ? Or may we bring them yet a little more\nintimately into relation with the life of rare moments which, as one grows\nolder and becomes more immersed in the affairs of bread and butter,\ngrows less and less brilliant, and by and by threatens to pass like the\nfading of twilight?\nComparatively few studies in the school curriculum are not taught\nwith a fair degree of uniformity in all communities. Of comparatively\nfew studies is it true that each year's work is not a definite quantity. It\nis usually stated by lecturers on education that the subjects now forming\nthe curriculum have entered one by one in the order of their utility. A\nthoughtful man might question the utility of the curriculum as it is, but\nhe cannot question the fact that it is possible to estimate with a fair\ndegree of accuracy how much reading, penmanship, and mathematics an\naverage boy of fifteen will have, practically irrespective of the community\nfrom which he comes. This fact is a business asset of value to authors,\nteachers, superintendents, and boards of education. But this statement\nhas not always been a fact. Once upon a time the unevenness in thirdgrade arithmetic, for example, over a large geographical area was greater\n\n"} {"page": 648, "printed_page": null, "text": "636\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nthan it is now. The difference lessened more and more as men interested\nthemselves in the subject, discussed it, made known their experiments\nand results, and related with what success they worked according to\na definite schedule; changed the schedule and worked again, and again,\nand still again, always simplifying and naturally always progressing. Thus\neverything in our personal history moves or has moved thru various\nstages, passing up from the period of just getting along to the period of\ngetting the best there is.\nThis scheme of transition is particularly true in education. Once\narithmetic was taught very unevenly, because the exigency of the situation\ndemanded action first, discussion afterward. After a while, when things\nbegan to move somewhat smoothly, men began to take a day off now and\nthen to study their surroundings and to observe the work of others.\nThis process produces skilled thought, which is the better name for\nskilled labor.\nMany musicians who have been in schools little or not at all have\nspoken forcibly of the inutility of school music, charging that it produces\nneither singers nor sight-readers ; that it does not increase the musical\nstatus of the community ; does not help the choir nor the choral society —\nall of which is accepted as true by another man of the same opinion, but\nby no one else.\nAny man who will go into schools of all kinds, in all parts of this\ncountry, and ask to hear the music lesson, will get a knowledge of some\nfacts, if he keeps out on the road long enough. He will learn that the\ncountry is extensive and the conditions vary enormously ; that in many\ncommunities there are skilled professional men whose teaching is remarkable;that in countless other communities children are crying out for\nhelp, like sick men in a mining camp, and are being assisted, with wonderful results, in some cases by skilled people who have come away from large\ncities, in other cases by a class who are either possessed by a spirit of\ngood luck in their treatments, or else are natural healers ; he will learn\nthat the children in remote corners of the United States often sing in a\nmanner to surprise and delight, and that every day is a busy day in school.\nHe will deduce no little from what he sees. Some of his deductions\nmight run as follows : There is unevenness in music teaching ; the best\nteaching is not always done in large cities ; the supervisor usually wastes\nhimself by doing work that should fall to a subordinate ; the grade teacher\nwho is not learning the music work is to be set down as an opportunity\nwasted by the supervisor; nothing in all the field varies so much as the\nequipment of the supervisors themselves.\nI once observed a good man led into exceeding embarrassment by his\nown generous impulse. He arose to address a meeting of music supervisors. He was a distinguished man, accustomed to speak before audiences of specialists. His first words were his Napoleonic Waterloo.\nThey\n\n"} {"page": 649, "printed_page": null, "text": "I\n\nDepartment]\n\nTHE\n\nFUTURE\n\nDEVELOPMENT\n\nOF SCHOOL\n\nMUSIC\n\n637\n\nwere these : \" Whence comes the music supervisor as a scientifically\ntrained educator?\" The question sounds innocent enough, but, like\nmany nervous, insistent men, he threw such energy into it that most of\nthe audience stiffened perceptibly and assumed the defensive. That\npuzzled the speaker. A few, however, smiled ; that seemed to comfort\nhim. These, he evidently concluded, are with me. They were, but only\nin the interest of amusement. At the end there was a period of twenty\nminutes for discussion. In that time the innocent but well-meaning\ngentleman learned whence the music supervisors come. He learned that\nsome supervisors are well trained, there having been an opportunity at\nhand ; that some are untrained, no adequate opportunity having been at\nhand ; that a demand often forces a man into the work before he has\nthought of preparation ; that when fifteen millions of children arise to\nsing, there are places all along the line where any \"natural healer\" may\nfall to and help. The row of boys and girls is long, and extends from\nthe heart of the cultured city to the remoter confines of civilization.\nA man addressing a gathering of physicians can readily infer what\nintellectual experience is common to the various individuals in his audience. Whether they come from London, Vienna, or New York, they\nhave been familiarized with much that is the same. They have enjoyed\na fairly uniform training.\nA man addressing a gathering of music supervisors is less positive of\nthe educational course pursued by each individual before him. This will\nlead him to inquire what training they receive, and where they secure it.\nHe will be surprised to learn that many, instead of going to schools\nspecially designed to give such training, find themselves immersed in the\nwork ere they have investigated it in detail. They are compelled to learn\nit as they go on. When the investigator returns to the question of\nspecial training schools for music supervisors what does he find ? You\nall know what he finds. He finds that : (i) There are but few schools in the\ncountry devoted to supervision ; (2) geographically, they are so unevenly\ndistributed that they may not deal fairly with the just and the unjust;\n(3) there is no commonly accepted standard on which these few schools\nbase their courses of study, hence there is nothing for the student to\npursue that is definite.\nThese conditions demand remedies: (i) That the principles of training schools for music supervisors meet the representative supervisors and\nagree upon a course of study; (2) that this course of study should be\ncarried out in all schools uniformly; (3) that the growing importance of\nschool music as a special professional career should be made evident to\nyoung men and young women of ability, in the expectation that they will\npursue it ; (4) that the number of training schools should be increased.\nThe subject of school music has reached that point in the history of\nits development where these changes are demanded.\nIt presents itself\n\n"} {"page": 650, "printed_page": null, "text": "638\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\nvery forcibly to me that, as we are responsible to every member of the\ngreat chorus of fifteen millions, it falls to us to engage ourselves actively\nin this reform.\nSome delightful results will follow:\n1. Supervision will extend to places that do not now enjoy it.\n2. Supervision as a whole will become more even, and better music work will be\ndone in the normal schools.\n3. The young man and young woman who desire to specialize school music will pass\nfrom adequate normal-school training to adequate special training.\n4. The grade teacher will come from the normal school better equipped for the daily\nmusic lesson.\n5. The supervisor will have a chance to draw his salary for doing his own work,\ninstead of throwing himself away in little tasks.\n\nThis sets him where he belongs. Here and there, as you know, the\nbelief obtains that the moment the grade teacher can conduct the daily\nmusic lesson well the supervisor must go (he ought to go, if that is the\nkind of supervisor he is); otherwise he will remain and attend to the\nhigher qualities of his profession, bringing forth a result in school music\nthat the world now knows not of.\nI have always maintained that an excellent music supervisor, at a generous salary, is the best investment a community can make. No mayor,\nalderman, or overseer of the poor can compare with him. The intellectual and spiritual contribution which it lies in his power to make to\nhis community are beyond the terms of my stating. He ministers to\neveryone about him thru a beautiful art. Certainly one who does that\nis not lightly to be thought of. You recall the office of town musician in\nthe old German principalities. His modern prototype is not the leader\nof the village brass band. It is the music supervisor. He is an amusing\nanomaly. Ordinarily the community that hires him does not suspect his\nvalue, and he usually does not show that he realizes the musical possibilities of the community that has invested in him.\nI wish he would pre-empt the post and do all it suggests, continuing\noutside of school the work he does in it. Do not say the town could not\nafford to pay him. After he has shown the community to itself he may\ndictate his own terms of surrender. When we actually look to see the\ncourse of the country that is becoming musical we are astonished. It is\nthe change in the general mass. The well-known composers, whose names\nyou know as well as I, are not doing as much, after all, to change the mass\nas that man is whose daily labor is to be a good guide, a sympathetic\nfriend, a careful teacher, a lover of music and of children. He is the man\nwho, every day, leads his section of the great chorus of fifteen millions\nand inspires it every time.\nHis office is that of the music supervisor.\nThis, the Department of Music Education of the National Educational\nAssociation, has met for a number of years. It is likely to continue to do\nso. Have you ever noticed that the annual report, tho it weighs several\npounds, contains little or no mention of music in its general sessions ?\n\n"} {"page": 651, "printed_page": null, "text": "Department]\n\nTHE\n\nFUTURE\n\nDEVELOPMENT\n\nOF SCHOOL\n\nMUSIC\n\n639\n\nIt is deemed sufficient to grace any of its proceedings with a solo (at times\non the cornet). How many of you have ever been invited to appear\nbefore the general sessions and contribute your quota to the sum total of\nhuman knowledge they are piling up in the annual report ? Very few\nhave had that honor. But, instead, you are set here apart and advised to\nlove one another. You cannot make any very extensive application of\nthat behest in an audience of this size.\nThis, I think, is largely your own fault. If the opportunity comes for\nyou to go over the way and give information about music to the elect, be\nwide-awake and have something ready to give, something that will make\ncollege presidents, state superintendents, boards of education, and the\nlike sit up straight and wonder why they had hitherto overlooked you.\nI would suggest that the president of this department, with your\napproval, appoint a committee to determine some facts of prime importance:\n1. What course of study and acquirement would constitute an adequate knowledge\nof music for the grade teacher ?\n2. What course of study in general education should a student pursue who aims to\nbecome a music supervisor ?\n3. What course should he follow in music ?\n4. How may schools, public or private, be established in every state where such\nstudy may be provided to young men and women ?\n\nI\n\nI\n\nOne might continue these questions to an indefinite number; but in\nthese four there is ample trouble for one administration. If these questions, or a few of them, could be conscientiously investigated by a small\ncommittee, willing to work hard and to pay its own postage, I feel sure\nit would bring back to this meeting next year a report you would listen\nto with joy and admiration. This work of investigation and formulation\nshould be carried on every year. Then the Department of Music Education would push itself onward ; it would in time be the means of establishing school music well and aright; of permitting it to show its value\nmore fully; of bringing things about in such way that grade-teachers'\nwork and the supervisor's work would each fall into place, one supplementing the other ; then the music supervisor could draw his salary for\ndoing his own work, instead of for doing a grade-teacher's work.\nThese questions I have offered you for consideration are, as you know\neven better than I, but the very beginning of the matter. In like manner\nthis department could investigate systematically and report on the extent\nof kindergarten, primary, grammar, high, and normal school music.\nThis department could, to its great advantage, institute an inquiry into\nthe music of every state, what towns have it and what have not.\nThe accomplishments in school-chorus performance should be closely\nwatched. Every significant achievement should be reported here. You\nwould then come to these annual meetings and get something directly\ncontributing to your own work.\nCarrying on this inquiry for a time, we\n\n"} {"page": 652, "printed_page": null, "text": "640\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nwould soon have information worth one hundred cents on the dollar\nto\n[Music\nsuperintendents, boards of education, and the general sessions of the\nNational Educational Association. Do this and the great chorus of fifteen\nmillions will move us when it sings.\nBut let us not forget this: Lord Macaulay has pointed out that the\nannals of history record many battles won by armies commanded by the\nincompetent general. But in the annals of history there is no record of\na single battle having been won by an army commanded by a debating\nsociety. The investigation suggested here deserves debate, but that alone\nwill avail nothing without long-continued and enthusiastic labor.\n\nMUSICAL\nFRANK\n\nQUALIFICATIONS NECESSARY FOR A\nOF MUSIC IN THE PUBLIC SCHOOLS\nL. NAGEL,\n\nDIRECTOR\nCOLLEGE,\n\nPIANO\nDES\n\nDEPARTMENT\nMOINES,\n\nTEACHER\n\nOF HIGHLAND\n\nPARK\n\nlA.\n\nThis subject will be considered from the conditions as they are at\npresent. I say at present, for the reason that these are but the pioneer\ndays of this all important branch of musical culture in this country. In\nthis pioneer work we are confronted by situations and circumstances that\nhave to be taken into consideration, and that play no small part in the\nis-ness of things. Music in the public schools is a new thread in the\nwarp and woof of our educational life, and the hands so long confined to\nthe handling of cotton and wool homespun may be found clumsy when\nthis bright gold thread is suddenly thrust into the loom, with the order :\n\"This must be woven into your cloth and appear in your finished goods\nsmooth and harmonious.\" The average teacher is certainly confronted\nwith a problem.\nWe will therefore first consider our topic from the present status of\nthings. We will say how little a teacher should know about vocal music in\norder to efficiently assist in this pioneering. We will take it for granted\nthat the supervisor is fully equipped for his or her work.\nThe teachers in the primary grades should be able to read the simple\nexercises that are used for beginners, and beginners should be the primaries. Itis of great importance that the musical education should\nbegin with the tenderest years, for it is easy to impress the soft, pure tablet of thought during the first years of school life with the fundamentals\nof music as well as the three R's. This sight-reading necessarily implies\na knowledge of time and rhythm. It is in these primary grades that genuine, solid work must be done, for it is here the foundation is laid upon\nwhich the advancing grades are to build. Unless there is to be a mushroomy, flimsy structure, that will not bear close inspection, we all know\nthere must be conscientious work done by the teacher in this foundation\n\nI\n\n"} {"page": 653, "printed_page": null, "text": "Department] QUALIFICA\n\nTIONS\n\nNECESSAR\n\nY FOR\n\nTEACHER\n\nOF MUSIC\n\n64 1\n\nlaying. It is the part of the work affording the least opportunity to\n\"show off\" your pupils, even as the slow process of digging and putting\nin the foundation of a building is the least observed both before and\nafter the building is erected.\nBut it is our duty as exponents of our much -abused art to raise our\nvoices against this lack of proper foundation work. Sight-reading is one\nof our great needs, and it is this very need that has brought about the\nincreased facilities for music in the public schools.\nThe primary teacher no longer teaches the child to say, \" This -is- acat,\" \"That-is-a-rat,\" and calls it reading. Neither must the child be\ntaught the simplest exercises or songs as a parrot would be taught them.\nThe primary teacher must, therefore, have sufficient knowledge of musical\nexpression to avoid this danger, for, as important a part of this question\nas sight-reading is, it is not the whole thing. The spirit of the thing\nmust not be buried in the letter.\nThe first expression of music was rhythm, and this is an important\npoint with the primary grades. While the supervisor selects the songs and\nexercises, the teacher must have a thoro knowledge of rhythm and time.\nThese primary teachers must have some knowledge of tone production and what this signifies. The young voice must be handled gently\nand wisely; otherwise we shall have in a few years' time a lot of crippled,\nmisshapen voices that will be nothing short of criminal. To illustrate :\nWhat could be more offensive than the monstrous nuisance of the\nso called \"methods \" used by some so-called \"vocal instructors,\" who\nhave turned loose upon the listening public a horde of singers with quivering, vibrato methods of producing tone that reminds one of so many\nfrightened billy goats. Give me a cultivated voice, but let the billy goat\nstay in the back pasture where he belongs.\nThe teacher should be able to sing a pure, clear tone, and if unable to\nda so should keep still, for the child thought is too receptive to have any\nbad pictures held before it. Indeed, the grade teacher should do no\nsinging beyond what is absolutely necessary. If unable to sing a pure\ntone, the teacher should know how it can be done. Young children need\na curbing hand when it comes to singing, for they are naturally disposed\nto shout, and the voice must be intelligently guarded and guided during\nthe first grades. The real teacher is one who seeks for what is within the\nchild, finds it, and then nourishes and develops the child's native capacities.\nThe old way of simply pouring and cramming the same thing into every\npupil is no more teaching than darkness is light. As the grades ascend,\nthe grade teacher must naturally know more about the science of music.\nThe higher grade teachers should be able to build an exercise as a\nsuitable study for that special grade, tho I do not advocate the extensive\nuse of home-made exercises. You will see at a glance that this means a\ngood deal to us now, but in the lapse of a few years it will be considered\n\n"} {"page": 654, "printed_page": null, "text": "642\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Music\n\na matter of course. There is so much that enters into the fabric of\nmusic, when you set out to furnish a whole garment, that each teacher\nshould set before himself a high standard and never stop until it is attained.\nYou cannot jump up to this elevation in a course of \"six week's summer\nschooling,\" but you can begin, and climb one step at a time, always\nworking in the light of thoro understanding of what you leave behind as\nyou advance. The higher grade teachers must have an intimate personal\nacquaintance with musical history, musical biography, and musical lore in\ngeneral ; and the teacher who has never looked into the vast storehouse of music will find many brilliant gems to set into his coronet of\nknowledge. It is the refining influence necessary to education and culture, and twenty years from now all these efforts to raise the standard of\nmusic, to bring this sweet breath of harmony into darkened and sodden\nhomes, will be rewarded. The higher grade teachers need not sing unless\nthere is the ability to present a pure, clear tone. There will always be\nsome pupil or pupils who will be able to \"lead,\" and with the thoro work\ndone in the primary grades the pupils will be able to read. These are the\nnecessary qualifications for the teachers of our public schools, as we noiv\nstand, and no teacher need feel the least alarm about,undertaking the task\nset before him, for it is not difificult of attainment; it simply requires a\nsystematic, conscientious effort on the part of any man or woman who\nhas chosen the vocation of teacher. Good teachers in any line work for\nresults, and not merely for the reward. In a few years' time this country,\nas a nation, will feel the beneficent influence of this most important work\nof putting music into the lives of every school boy and girl in the land.\nIn each grade the work should be thoroly done, and this does not\nmean that a few or many songs should be well sung, by any manner of\nmeans. No more is a pupil a thoro mathematician who can swiftly and\naccurately work a certain set of problems than one is a thoro musician\nwho can sing a certain number of songs in the most acceptable manner,\nif these songs are not merely the structure that rests on a solid foundation.\nAnd when in due time we look upon the beautiful results of some years of\nwork and see a symmetrical structure fitly framed and put together with\nclassic columns and gilded dome, let us not forget to give thanks for the\nunseen and humble work of the foundation layer — the primary teacher.\nThere should be an all-around effort made to equip the country\nteacher with a good knowledge of this entire subject, for here is the\ngreatest need. The children are cut off from much contact with any\nsound of music, except the hymns as they hear them in the country\nchurches, or the \"fiddle\" as they hear it at some country dance ; and it\nis here we find Egyptian darkness so far as music is concerned.\nI once came in personal contact with an illustration of the difference\nbetween the musical development among the lower classes of our own\ncountry and that of foreign nations.\nOne summer, while camping in the\n\n"} {"page": 655, "printed_page": null, "text": "Department] QUALIFICA\n\nTIONS\n\nNECESSAR\n\nV FOR\n\nTEACHER\n\nOF MUSIC\n\n643\n\nmountain fastnesses of Utah, where a small fertile valley was almost shut\nin from the outside world, save for a few stray peddlers who occasionally\nfound their way into this by-path of civilization, I would hear in the twilight times the distant tones of a trombone, played in an unusual manner.\nLittle snatches of opera, symphony, or sonata would occasionally be\nwafted to our camp in the most tantalizing fashion. When we found\nthat trombone it was in the hands of a man who was earning $40 a\nmonth as watchman at a tunnel that made its way thru the Wasatch range.\nHe was a Swiss shepherd, who with his little family had made his way from\nthe vicinity of Neuchatel, Switzerland, to central Utah. He could not\nread and write in his own language, but in the universal language of music\nthat day laborer was perfectly at home ; and a German, an American, and\na Scotchman sat down and listened to this Swiss shepherd play \"The\nEvening Star \" as an artist would play it. It is a universal language, for\nwe all heard the same thing, and/ench\n4\nAlgebra\n4\nEnglish history . . 4\n\nDrawing\nMusic\nDebating\n\ni\nI\ni\n\nDrawing\nMusic\nDebating\n\ni\nI\ni\n\nPhysiology\nSpanish\nBotany\nFrench\nHistory:\n\npractice\n10\nPenmanship and\nspelling\n3\n\nGreece and Rome 4\nPlane geometry. .4\nGerman\n4\n\nCorrespond'ce . 2\nCommercial English\n3\n\nComme rciaj\nEnglish\n3\nHistory of commerce\n2\n\nUnprepared Recitations\n\nBookkeeping and\nintercommunication business\n\nCivil gov ern ment and elementary economics 3\n\n>\n\nPrepared Recitations\n\nOffice practice. . 5\n\n4\n4\n3\n4\n\nFrench\n4\nGerman\n4\nEuropean history. 4\nPhysics\n4\nShorthand\n5\nSolid geometry. . .4\n\nDrawing\ni\nMusic\nI\nPenmanship\nand\nrapid calculation.!\nTypewriting\n5\nPari iamentary\npractice\n\ni\n\nGerman\nU. S. History\nGeology\nChemistry\nShorthand\n\nDrawing\nMusic\nPenmanship\n\ni\nI\n\n3\n3\n4\n4\n5\n\nand\n\nrapid cal c ul a - I\ntion\n\nIn preparing a commercial course for a high school, it must be remembered that the training to be derived from it is to give the pupil a special\nfitness for entrance into business life, but that, unlike the private business\nschool, the public high school must do foundational work. Two extremes\nmust be avoided. The technical commercial subjects must not be so\nmuch diluted that the pupil shall enter the business world with no appreciable advantage over his schoolmate who took the scientific or classical\ncourses and then began to work in a business office. . On the other hand,\nthe course must not be narrowed to the limits of that given in the average\nprivate business school.\nThe graduate from the commercial department of a high school ought\n\n"} {"page": 700, "printed_page": null, "text": "688\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nlo be able to compete favorably with the graduate of a good commercial\nschool for a business position. It is on this theory that the accompanying\noutline was prepared.\nThe subjects are divided into two general groups, required and\nelective. The former includes the usual commercial branches, excepting\nshorthand and typewriting. The elective group includes subjects so\narranged as to make it possible for a pupil to carry, parallel with his\nstrictly commercial studies, a course in history, language, mathematics, or\nscience, together with some subjects of a general character.\nThe outline is based on a week of twenty-five possible recitation\nperiods. The minimum requirement is fifteen periods of prepared work\nand five periods of unprepared work. No home work is to be allowed in\nbookkeeping. Elections are to follow a definite plan thruout the\ncourse. Two periods of unprepared work should be accepted as equivalent to one period of prepared work.\nBecause spelling and penmanship are not taught satisfactorily in the\ngrammar schools, considerable attention is given to these subjects in the\nforegoing outline. Both of these subjects ought to be completed in\nthe grammar schools, but they are not, and must therefore be taught\nthoroly in the high school.\nEnglish is required in every year, because of the fundamental character\nof its relation to the other subjects of a properly arranged commercial\ncourse. The first two years of this subject are not to differ from the\nregular English teaching in the high school, but the last two years should\nbe differentiated from the English of the college preparatory classes,\nmore attention being given to composition and the mechanical features\nof writing. Much dictation involving business terms — not necessarily\ncorrespondence — should be given to the class, with careful correction of\nthe transcripts, the essential purpose being to teach the pupil to prepare\na perfect transcript and to set forth his own thought effectively.\nThe arrangement of bookkeeping, shorthand, typewriting, and ofiice\nwork is intended to hold pupils thru the four years of high-school\nwork. Intensive work in bookkeeping is highly desirable. The work in\nbookkeeping and business practice is therefore concentrated into one\nyear. Two consecutive periods daily are allowed in order to save the\nloss of time and energy in getting out, arranging, and putting away the\nnecessary books and papers, and in getting hold of the work in hand.\nPupils should be taught how to journalize, post, take a trial balance,\nclassify accounts, make a simple form of balance sheet, and close a set of\nbooks before they are required to perform any work in business practice,\nso called. , With such a foundation, some one of the several systems of\nbusiness practice requiring dealings with imaginary persons should be\nused, but only long enough to familiarize the pupil with common business forms. This training can be followed in the last term by no more\n\n"} {"page": 701, "printed_page": null, "text": "Department]\n\nA PRACTICAL\n\nCOMMERCIAL\n\nCOURSE\n\n689\n\ninspiring work than intercommunication business practice, in which the\npupils of several schools should deal with one another, actually carrying\non their transactions thru the United States mail. The pupil at the\nclose of the second year in the high school should be able to keep any\nordinary set of books.\nShorthand and typewriting are made elective because they are subjects\nnot indispensable to a good business education, and furthermore because\nthey are worth practically nothing unless mastered ; and some pupils\ncannot master them.\nIn the third year a sound foundation in the principles of shorthand\nshould be laid, with but little dictation. In the fourth year, accompanying\na continual review of principles, the pupil should get dictation until he\ncan write readable shorthand at from one hundred to one hundred and\ntwenty-five words a minute.\nTypewriting should be taught by the all-finger method, or '* touch\nsystem.\" No pupil should be allowed to do general work for anybody\nduring the first half-year. The class should receive a great deal of dictation at the machine. They should be given plenty of work requiring\nthe use of the hektograph, the mimeograph, and the neostyle, and every\npupil should become proficient in making carbon duplicates, in taking\nperfect impressions in the letter-book, in the use of the tabulator, and the\nvarious methods of indexing and filing, including card work.\nIt is a mistake to put shorthand in the earlier part of the course\non the theory that the pupil can make shorthand a useful substitute for\nlonghand in taking notes in class. It should be studied, as a rule, only\nby those who expect to use it in a business way after the close of school.\nBoth shorthand and typewriting should be so placed in the course, and\nshould be given time enough, that the pupil who takes those subjects may\nderive from them practical as well as disciplinary value, and be, when\nschool closes, at his very best in writing and transcribing shorthand.\nOne of the important objects to be kept in mind in arranging a commercial course in the high school should be to persuade young people to\nremain thruout a four-year course. In many instances, putting shorthand and typewriting early in the course will result in their leaving school\nas soon as they have done the required work, to try to get positions as\nstenographers ; or they will quit early in the course to go to a private\nbusiness school where they will probably not have to take the indispensable English that they dislike, and where such cultural subjects as\ngeography, history, language, and literature are rarely heard of.\nBusiness correspondence should be taught as a subject distinct from\nEnglish.\nCommercial law should be taught from some simple text-book adapted\nto the immature minds of high-school pupils, and attention should be\ndirected largely to contracts and negotiable paper.\n\n"} {"page": 702, "printed_page": null, "text": "690\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nCivil government should be presented from the practical, rather than\nfrom the historical, point of view. It is better that a boy know only the\norganization and operation of town government than that he know only\nits origin and the conditions under which it has been developed.\nIt seems that at least the primary principles of the science of political\neconomy should be taught to pupils in the high school.\nCommercial geography is one of the most valuable of the informational subjects, and should occupy an important place in every commercial course.\nThe history of commerce, because of its close relation to commercial\ngeography, may well follow it. It is here placed in the last year in the\noutline, in order that, at a time when the pupil will be best able to appreciate them, lectures may be given on various phases of present-day commerce by able men engaged in the work.\nIn the outline herewith, commercial arithmetic is placed earlier in the\ncourse than is altogether desirable, because the later years are occupied\nby subjects that cannot to advantage be shifted to the earlier part of the\ncourse. Pupils should reach the high schools thoroly taught in the four\nfundamental operations, in common and decimal fractions, and in compound numbers.. They will, of course, have some familiarity with the\nmore common applications of percentage. In the high school, daily drill\nshould be given in some of the following : Rapid adding, multiplying,\nbilling, and the computation of interest and discounts. Pupils should be\ntaught to write from dictation figures for addition, rapidly, plainly, and\nin straight columns. Partial payments should be worked by United States\n.and Merchants' rules, and, if time permits, some attention may well be\ndevoted to involution, evolution, and mensuration, in addition to the\ncommoner applications of percentage.\nA complete equipment of office books should be provided, as far as\npossible, so arranged as to avoid duplication of forms, and to illustrate\nspecial books, special columns, and special systems. The loose-leaf ledger\nin one office, the card ledger in another, the horizontal sales and purchase ledgers in another, is an indication of the general plan. Card\nindexes and ticklers, or \"following-up\" systems, should have a place.\n\" The vertical system \" of caring for correspondence, as well as the\ncommon plan of using the letter-book and transfer case, should be represented.\nCorrespondence emanating from the offices should be dictated to\nshorthand pupils by pupils acting for the time being as managers, should\nbe transcribed on properly printed letter-heads, copied on a letter-press\n(or a carbon duplicate filed), and finally sent out in envelopes properly\ndirected, stamped, and sealed, but sealed only after the teacher has\ninspected and stamped his approval on every business paper contained in\nthe envelope.\nPupils should be taught mail classification, and, by using\n\n"} {"page": 703, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATION\n\nOF\n\nTHE\n\nAMANUENSIS\n\n691\n\nthe postal scales, to affix the correct amount of imitation postage. The\nteacher each day should collect all mail that is to go to the same place, and\nput it in a large envelope, mailing it to the teacher in charge. A centrally\nlocated school bank may be chosen to play the combined part of clearinghouse and correspondent bank for the other schools in the association.\nIn short, the offices should be so completely equipped, so systematically\nlaid out, and so enthusiastically and carefully carried on that in attractivenes , ineducational worth, and in practical value office practice should\nbe regarded by pupils, teachers, and taxpayers as the crowning feature of\na capital course. The initial expense is considerable, varying with the\nquality. That which I have in mind may run from $700 to $1,500; but\nthis is chiefly an initial expense. The necessary annual outlay is a very\nsmall amount, ranging from possibly $25 to $75, according to the size of\nthe school. Probably no other course in the high school assures a better\neducational dividend than does the properly arranged four-year commercial course, and certainly no other provides the immediate financial\nincome that graduates from the commercial department command.\nIt is not intended, and it does not appear feasible, that instruction in\nelectives should, for commercial pupils, differ from instruction for the other\npupils. The commercial course, not only in a Massachusetts high school,\nbut also in any other high school, should be both disciplinary and cultural,\nand it should provide such thoro instruction in the technical commercial\nsubjects that graduates from the commercial department of the high school\nmay have not only a general preparation for a business life, but also a\ndefinite, technical training that will entitle them, other qualifications\nbeing satisfactory, to immediate remunerative employment in a business\noffice.\n\nTHE EDUCATION\nSELBY\n\nA.\n\nMORAN,\n\nPRINCIPAL\nIN HIGH\n\nOF\n\nOF THE AMANUENSIS\nSTENOGRAPHIC\n\nSCHOOL,\n\nANN\n\nARBOR,\n\nINSTITUTE\n\nAND\n\nTEACHER\n\nMICH.\n\nThe kinds of work done by the stenographic amanuensis today are so\nvaried and the quality of the work accepted by employers differs so\ngreatly that it becomes an exceedingly difficult task to treat the subject\nassigned to me.\nIn order to lend what little influence I can to raise the standard of\nprofessional stenographic work to a higher plane, I have briefly outlined\nwhat I believe to be the requirements necessary to the attainment of the\ngreatest success in this line of work.\nIt seems to me that the most important element, in fact the one thing\nthat really includes all that should be taken into consideration in the\neducation of an amanuensis, is a habit of thoroness. This is something\nwhich today, unfortunately, is woefully lacking in the average young\n\n"} {"page": 704, "printed_page": null, "text": "692\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nman and woman. It is, however, one of the chief essentials to the\nhighest success of the stenographic amanuensis. Thoroness is, of course,\nimportant in every field of effort. In no other one is it of so great value\nas in the one occupied by the reporter. Thru him, as a medium of correspondence, idaily\ns\ntransacted an immense volume of business, amounting in the aggregate to a sum too great for the mind to even dimly\ncomprehend. Today, in the mad race for professional, scientific, and\ncommercial supremacy, the scientist, lawyer, merchant, or manufacturer\ncannot take the time to minutely scrutinize the important communications he indites, any more than he can spare the time to write out his\nown business correspondence. Therefore he wants, and must have, as an\nassistant an amanuensis whose training for this special work has been so\nthoro that every tendency to error may, as nearly as possible, be eliminated.\nThis is the kind of stenographer who is today being demanded more\nand more in the great world of affairs.\nAn engineer, under the influence of liquor, disobeys orders and wrecks\nhis train. As a result the railroad company which employed him must\npay many thousands of dollars as damages. Railroad corporations have\nlearned, after having sustained immense losses resulting from such unfortunate and expensive occurances, that it does not pay to employ men\nwho drink. It is therefore not surprising that the large majority of\nrailroad corporations make it a rule never to employ a man who touches\nliquor.\nOnly a short time ago, in Chicago, a manufacturing firm was asked to\ngive a quotation on a large amount of high-priced material. Careful\n■estimates were made by the superintendent and the result dictated to a\nstenographer. The letter giving the quotation closed with the statement\nthat a 5 per cent, discount from the price quoted would be allowed for\ncash. The careless stenographer, confusing the discounts allowed on\ndifferent classes of material, made the clause concerning discounts read\n25 instead of 5 per cent. The party receiving the quotation based\na bid for an important contract upon the price and discount quoted\non the material. As a result he was the lowest bidder. He secured the\ncontract, gave his bond for its satisfactory completion, and wired his\norder for the material. The Chicago firm then discovered the error, but\nit was too late to rectify it, and the company was obliged to live up to the\nquotation made by an incompetent amanuensis. As a result the manufacturer sustained a loss equivalent to the stenographer's salary for\nten years.\nErrors of more frequent occurrence are those which, as a result of\ncarelessly written letters, give rise to misunderstandings and disputes, and\noftentimes to expensive litigation. In view of such things, is it strange\nthat men at the htad of large affairs are coming to realize more and more\nthat they must have amanuenses upon whom they can rely implicitly?\n\n"} {"page": 705, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATION\n\nOF\n\nTHE\n\nAMANUENSIS\n\n693\n\nThe important question arises, how may we educate the amanuensis\nso that he or she may be so thoro in his or her duties that all danger of\nthese and all other kinds of error may be reduced to a minimum?\nIn the first place, much depends upon the man with whom you\nstart. Does he want to be something? Can he amount to anything if\nhe has an ambition to make something of himself ? Ordinarily, the boy\nor girl has sufficient foundation of native talent upon which to build.\nAssuming that he has, the following questions arise:\nI. How can you reach and inspire the student with a desire to make\nsomething of himself or herself ? Without ambition on the part of the\nstudent the case is hopeless.\nIn order to arouse ambition, the teacher must first gain the respect\nand confidence of his pupil. He can gain and hold the confidence of\nthose whom he would lead up to higher and better things only by cultivating in his own heart a wealth of sympathy for and an interest in the\nyouth whom he would thus inspire. It is oftentimes surprising how even\nthe dullest pupil may in this way be aroused to accomplish what before\nhad seemed utterly beyond his reach. There can be no set rules by which\none may attain this end. Each teacher must study the peculiar characteristics of each individual pupil and treat each one according to his\nspecial needs.\nFollowing this awakening should come careful, systematic, and thoro\ntraining by a teacher capable of developing all that there is in the pupil,\nespecially along the lines most beneficial to the aspiring stenographer.\nThis brings us to what is ordinarily included in the formal school education of the amanuensis.\nThis formal education must necessarily be of two kinds: First, education in the art of writing shorthand and operating the typewriter; second,\ngeneral education.\nOf the two, the former requires but a few months of careful training\nand study of a good system of shorthand and the manipulation of the\ntypewriter under the direction of a skilled teacher. The latter, or general education, requires the work of years, and, strange to say, is too\noften considered of very little importance by those who aspire to become\namanuenses.\nI have, in this brief paper, confined my remarks to the latter phase of\nthis subject. In speaking of this general education, three things occur\nto me as being of special importance :\nI. One of the indispensable things is a thoro grounding in what may\nbe called the rudiments of English. In my opinion too many schools,\neven many of the better class of high schools, are sadly neglecting that\nthoro training in English which should be an important part of every\nyoung person's education.\nUnder this head I would include, first, spelling, capitalization, punctua-\n\n"} {"page": 706, "printed_page": null, "text": "694\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\ntion, and paragraphing; second, a large amount of careful practice in\ncomposition. By this I mean drill in how to express ideas in clear, concise language, using no more words than are really necessary in each\ninstance, and using them in such a way that they will express just what it is\ndesired to express, and nothing more. While these subjects are all studied\nand practical drill given to a certain extent in every high school, and\nin most instances in the grades also, the work is not thoroly done.\nWhat I mean by being thoroly done is that one shall be so familiar with\nthese subjects that when he attempts to write out matter which he has\ntaken at dictation he will be able to spell readily common words without\nreferring to the dictionary; he will not halt in the use of capitals; will\nnot sprinkle in his marks of punctuation apparently with no conception\nof their proper use; he will need to make no special effort to properly\nparagraph the matter he must turn out upon his typewriter. Further, if\nfor any reason the one dictating does not use the best language, or does\nnot express himself in the clearest and most concise manner, the amanuensis should be able readily to recast the matter so as to remedy these\ndefects. I would include among those who need more drill in these elementary subjects not only the boy or girl who drops out of school at the\nend of the eighth grade, but also the average high-school graduate. I\nwould say, too, that a very considerable portion of the students in our\nleading colleges and universities could take more drill in those subjects\nto good advantage. What the amanuensis must have, if he would do his\nwork well, as it should be done, is such familiarity with these rudiments of English that he will, unconsciously and without the least effort\nor waste of time, properly spell, punctuate, capitalize, paragraph, and\n(when necessary) edit the matter received at dictation. A stenographer\nwho is able to do this is indeed rare, and when found is always highly\nprized and liberally paid. What is needed to develop such ability is more\ndrill in these rudiments of English, beginning in the grades and keeping\neverlastingly at it until one completes his high-school and university\ncourse. I am inclined to believe that if, in the high school especially,\nmore time were devoted to such work and less time given to an attempt\nat advanced literary criticism of our English classics by immature minds,\nfar more benefit would result.\n2. Another thing of special importance to the amanuensis is the\nacquisition of a large vocabulary, and with it a knowledge of the\nexact meaning and use of every word with which he is at all familiar.\nThis requires long and patient study. To do this it is absolutely necessary that one, as soon as mature enough, shall read and study extensively literature, science, and the arts, and also that he shall keep abreast\nof current events.\n3. Skill in the ready use of words. A knowledge of a large number of words is of but little value to the shorthand amanuensis unless\n\n"} {"page": 707, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATION\n\nOF\n\nTHE\n\nAMANUENSIS\n\n695\n\nhe is sufficiently familiar with the words he knows to recall them instantly\nand apply them properly. To acquire an ability to do this requires much\ndrill in the actual use of words. One may be a great reader, and become\nfamiliar, in a way, with a vast number of words. This is important and\nnecessary, but not all that is necessary. He must not only have instruments of thought, but he must also know how to use these instruments\nreadily.\nIt is, it seems to me, right along this line that the large majority of\namanuenses are weak. This accomplishment requires extended study and\npractice. The best college education obtainable is none too much to fit\nthe amanuensis for the attainment of the highest possibilities in his art.\nIndeed, I would advise that wherever possible the would-be stenographer\nsupplement this with a considerable training in rapid composition.\nWriting for the press, for example, affords most excellent drill, if done\nunder proper restrictions. Such work will develop a ready and correct\nuse of language, and will be remarkably helpful to the work of the\namanuensis. Six months' schooling in\" this kind of work, under the\ndirection of a critical managing editor who will check the tendency to\nloose work so common to newspaper writers, will add much to the fluent\nand correct use of one's English, a thing greatly needed by every wouldbe amanuensis.\n\nI\n\nAnother thing in which the amanuensis should have careful training\nis in editing copy. He should be able in an instant to detect errors in\nconstruction and in the exact use of words, and should feel it his duty to\nmake amends for the shortcomings of his employer. The lawyer is\nabsorbed in the strictly legal phases of his case ; the physician is concerned chiefly with important scientific questions ; the merchant is thinking mainly of some business undertaking ; the manufacturer has questions\nof labor, material, and the disposal of his products to demand his best\nthoughts. Except possibly in the case of an employer engaged in purely\nliterary work, other things than correct English construction are of\ngreatest concern to the employer, and it is the duty of the amanuensis\nto furnish the literary exactness that is almost sure to be lacking where\nother questions so greatly overshadow. The amanuensis should in fact\nbe the literary critic of the concern, rather than the literary bungler, as is\ntoo often the case.\nThere is another feature too often overlooked, and one which should\nalways form a part of the necessary training of the amanuensis. I believe\nit is one fully as important as any. It is the cultivation in the would-be\namanuensis of the idea that he should take an active interest in his\nemployer's business. No person has a better opportunity to advance his\nemployer's interests than his stenographer, because his position enables\nhim to know more about it than any other person. In no other position,\non the other hand, will it become more readily apparent if the stenog-\n\n"} {"page": 708, "printed_page": null, "text": "696\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nrapher is indifferent to the interests of his employer. He should understand that this interest cannot be assumed. The relation of employer\nand amanuensis is too close to allow any pretense in this respect. It\nshould not be necessary for an employer to urge such active interest upon\nhis stenographer. As a rule, an employer will appreciate more thoroly\nthan any other one thing a genuine and a willing interest in his affairs on\nthe part of his stenographer.\nI am aware that I have demanded a far more extended education than\nis usually acquired by the average amanuensis. It is true also that the\nremuneration usually offered is not sufficient to warrant such thoro prepa^\nration on the part of the amanuensis. On the other hand, there is a\ndemand, a constant and an insistent demand, for amanuenses with a\nliberal education. That this demand is growing, and that the remuneration offered for such assistants is liberal, is known to all who are familiar\nwith existing conditions. Many young men and women with a university\neducation have come to me to be fitted for the work of the amanuensis.\nI have never known of a single one who has not readily found employment at a liberal salary and in places where the opportunities for promotion were not far greater than are found in the positions usually secured\nby stenographers who are not university graduates.\nI think it is our duty to induce every teacher of shorthand to strive to\nlift up the profession to a higher level. There is no doubt that such\nefforts will be fully appreciated by the better class of business and professional men. We need not concern ourselves about the demand for cheaper\nstenographers. There will always be plenty of second and third class\nschools to furnish the required supply.\nA business or profession is judged by the best men and women it\nproduces. Let us strive, then, to elevate our profession by demanding a\nbetter general education on the part of amanuenses. It is sure to give\nus a better standing and a wider influence.\n\nTHE EDUCATION\nMRS.\n\nM. L. VEENFLIET,\n\nPRINCIPAL\n\nOF A STENOGRAPHER\nOF ALPENA\nMICH.\n\nBUSINESS\n\nCOLLEGE,\n\nALPENA,\n\nAs 75 per cent, of stenographers are employed in business offices,\nthe opinion of business men as to what should constitute the equipment of a shorthand secretary or general office amanuensis is of first\nimportance to us in determining the essentials of a stenographer's education. The employing public, not the schools, set the standard of requirement, which is steadily moving upward, and the schools training in this\nparticular branch of practical education fail in their duty if they do not\nelevate their standard of proficiency in proportion to the advance in the\n\n"} {"page": 709, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATION\n\nOF\n\nA STENOGRAPHER\n\n697\n\ndemand. A§ indicating how high that standard is, I insert a few of the\nreplies I received last month from a number of prominent business and\nprofessional men to whom I addressed these questions :\n1. Wherein do stenographers most frequently fail to meet the requirements of business offices ?\n2. Where do you place the responsibility for these defects ?\n3. Considering a practical course of stenography, what would you advise as to {a)\ncontent of curriculum ? {b) speed requisites in both shorthand and typewriting ? {c) tests ?\nIn other words, what proficiency would you require for a certificate or diploma ?\n\nThe president of a corporation which has made itself felt in trade\nmatters during the past year wrote :\nA stenographer should, first of all, be intelligent ; quick to catch the language and\nmeaning of the dictator ; reliable in spelling and use of good English ; able to punctuate and paragraph a letter and arrange it pleasingly without being told. She should at\nleast know the elements of bookkeeping, and be able to make good letter-book copies\nand to classify and file letters and papers so that she can produce them without delay.\nThe ideal stenographer for any business-man's office must be neat, methodical, and\nsecretive. The stenographer who does not understand that the secrets of the office\nshould never pass beyond the office door is dangerous. Schools should train particularly\non this point. Also, a business stenographer should be good in figures and ready in the\ncorrection of errors of all kinds.\nWho is to blame for the great number of inefficient stenographers ? The schools.\nThey don't require enough special as well as general ability. The length of time is too\nshort. It should certainly take as long to make a good stenographer as to make a good\ndentist, civil engineer, etc.\n\nAnother wrote :\nA good stenographer is one who can spell and punctuate and who is generally\nwell informed. Shorthand without a good English education back of it simply qualifies\nsome young man or women to be an aggravation, a thorn in the flesh, to busy people.\nWe have just discharged a \"steno.\" who in transcribing a recommendation of our head\nchemist made the statement, \" He is a thinker,\" read, \" He is a thin cur.\" Can't you\nteachers weed out such unpromising material ? Seems to me this is where your chief\nduty lies.\n\nA lawyer wrote :\nAs you know, I lean decidedly to the culture requirements of a stenographer's education, Thoro drill in English, composition, business forms and customs, legal papers, and\na general knowledge of English literature and history, and familiarity with the elements\nof the sciences which are such an important factor in the business of today, are as necessary to the stenographer as ability to take dictation and manipulate a typewriter.\n\nHere is the opinion of a successful teacher of shorthand :\nI wish to think of the profession of stenography seriously — as a distinct business\nventure, rather than a temporary makeshift leading to \" something better.\" A groundwork of English, composition, spelling, and punctuation must be had by every stenographer. In addition to these, for the better class of positions a considerable knowledge\nof bookkeeping, familiarity with business papers, and a great deal of information of a\ngeneral nature increase a stenographer's usefulness very greatly.\n\n"} {"page": 710, "printed_page": null, "text": "698\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nAnother writes :\nThe crucial test of knowledge of English is composition. One who can read good\nliterature intelligently and can write English with purity, force, and clearness has sufficient command of the knowledge to meet the needs of anyone except a professional\ninstructor.\n\nIn the light of these replies, and from what we hear and read on all\nsides, we have a pretty good basis from which to figure out the essentials\nwhich should enter into the training of a stenographer.\nNative ability, the quality known colloquially as \"gumption,\" scholarship— these are the things required to make stenographic service effective.\nNot the least important of these requisites is gumption, used in the\nsense of ready perception and discrimination, quick discernment,\nacuteness, common-sense. The stenographer who has not gumption\nis a nuisance, and the uneducated one a living evidence of sin on the part\nof some school.\nBut what shall we do with the students who lack this sense of the\nrelation of things ? Don't try to make stenographers of them, that is\nall. Advise them to take some other course, or keep them at other work\nuntil the quality of gumption is acquired. In this day of liberality in\nschool matters there is seldom any excuse for mistake in the selection\nof the trade or profession best adapted to any student's particular\nabilities, acquirements, and the time at his disposal.\nNo matter what other sins we may have to answer for, let us see to it\nthat turning out poor stenographers isn't one of them. There is no sense\nin it, no cause for it. Young men and women who haven't gumption\nenough to get a serviceable knowledge of good English and to broaden\nout along general educational lines should not be allowed to continue\nthe stenography course in any school. We, as teachers of technical\nbranches, are responsible for the quality of the work we turn out in exact\nproportion to the power we have of creating the standard of qualification. The proprietary schools are not more free in this respect than\nthe public schools, and the teacher of business subjects who does not feel\nthat his responsibility is always first to the profession he represents fails\nin that highest attribute of a teacher, that which makes for character in\nhis students.\nBusiness education within the scope of secondary schools naturally\ndivides itself along two lines, bookkeeping and stenography. Necessarily\nthese two courses of study overlap, and there are those who advocate that,\nespecially in the public schools, there shall be only the one commercia\ncourse, made up of bookkeeping and correlated branches plus stenography and typewriting ; but it is hardly fair to the students who wish to\nprepare for positions as bookkeepers only to make stenography and typewriting obligatory. Ability to do business and record business are the\nrequisites of a bookkeeper or business manager.\nThe successful book-\n\n"} {"page": 711, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATION\n\nOF\n\nA STENOGRAPHER\n\n699\n\nkeeper need not be able to write shorthand nor operate a typewriter, but\nthe successful business stenographer must know something of bookkeeping and business practice, commercial paper, etc.; hence, it is the stenographic course which, in the secondary schools, should require the longer\ntime and greater preparation.\nIf there is any one person in a business office who should be well\neducated, it is the amanuensis. The brains of his employer flow thru\nhis fingers, and the correctness of the rendition depends as much on\nthe stenographer's literary ability as on his skill as a shorthand writer\nand typist. He must possess the seven cardinal virtues of business :\nhonesty, accuracy, self-reliance, punctuality, industry, neatness, secrecy.\nThe cultivation of these qualities during the training period should keep\npace with the growth in perception and knowledge, manual dexterity, and\nmental nimbleness.\nWithin the last ten years stenography has developed into a profession\nalmost limitless in its opportunities for advancement for both men and\nwomen. Business school employment departments, the typewriter companies, and other agencies of supply cannot begin to meet the demand\nfor competent stenographic help. There need be no feeling of rivalry\nbetween the departments of shorthand in the public schools and the private\nbusiness schools. Both working together will not turn out capable stenographers in greater numbers than business demands. Especially is this\ntrue of male stenographers. Last year the employment bureau of one\nprominent typewriter company placed 16,247 stenographers in seven of\nthe largest cities of the United States. Of this number less than 29 per\ncent, were men, altho the number of calls for men stenographers thru\nthese seven agencies alone footed up 40 per cent., a fair average of the\ndiscrepancy between the demand and the supply for this kind of stenographic help thruout the United States.\nThe government pays men stenographers $1,200 a year at the beginning, which is increased to $1,400 in six months if the service is satisfactory ;but even at these figures Uncle Sam cannot secure all the men\nstenographers he needs. And the demand is equally great from business\nand professional offices.\nThis demand for men stenographers does not indicate any desire on\nthe part of the government or of business or professional offices to supplant women stenographers. Last year's marvelous increase in the\nnumber of women stenographers placed in good positions indicates\nthat stenography has opened up to women a source of permanent as\nwell as profitable employment ; but there is a class of stenographic\nwork for which men are especially desired, and it will be matter for congratulation ifthe public schools are more successful than the private\nschools have so far been in inducing young men to fit themselves for\namanuensis work.\n\n"} {"page": 712, "printed_page": null, "text": "700\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Business\n\nBy making the course sufficiently thoro on the side of business training, the stenographic course should attract both sexes equally.\nI herewith submit a course of stenography which will probably\nrequire two years of high-school time, because of the long vacations,\nshort hours, and class plan of work :\nStenography. — Theory of stenography, according to system used. After the textbook part of the work, with daily drill in phonetics, carefully planned dictation exercises\nleading to accuracy and speed in taking and transcribing business letters, literary, legal,\nscientific, and historical matter, contracts, specifications, etc.\nTime : Thruout the course.\nTests : (i) Ability to take new matter easily at a minimum rate of one hundred words\na minute and read back in the same time; (2) ability to write in one hour from 6,500 to\n7,500 words of new matter, covering a wide range of business subjects, general information, legal papers, contracts, ordinary correspondence, etc., and to make correct transcriptions of same on the typewriter in not to exceed six hours ; (3) ability to take\nlectures, sermons, testimony, depositions, etc., and transcribe same correctly.\nTypewriting. — Expert or piano method (correct position ; proper stroke ; location\nof keys not dependent on sight; use of all the fingers; continuous movement of the\ncarriage, the hands writing as the eyes read) ; word exercises ; study of leading machines ;\nplain copying ; copying from rough draft ; legal and business papers ; invoicing and\ntabulating ; making carbon copies ; duplicating processes ; letter-press work, indexing,\nand filing ; writing from dictation ; speed drills ; arrangement of subject-matter as to\nheadings, margins, spacing, paragraphs, etc.; adjusting the matter to the size of the paper.\nPractice : Daily thruout the course to insure nimble fingers, pliable wrists, quickness\nand accuracy of sight in following copy, keen development of the sense of location.\nTests: (l) Ability to copy plain manuscript or printed matter at the minimum rate\nof thirty words a minute for one hour, the transcript to be well arranged, accurate, free\nfrom erasures or faulty typing ; (2) ability to write accurately from dictation, a half hour\nat a time, new matter at a minimum rate of forty-five words a minute.\nBookkeeping. — Thoro grounding in the elements of single and double entry bookkeeping business\n;\npractice ; simple transactions introducing the ordinary record books ;\nbusiness forms ; practice in making deposits and keeping bank account.\nEnglish language. — Spelling, pronunciation, word study, composition, punctuation,\nletter writing, grammatical principles, rhetorical principles ; diction, synonym, essays,\nwriting, sum and structure of the paragraph, impromptu writing, proof reading.\nLiterature. — English and American classics, with particular attention to prose style ;\nselected reading, as a basis for speed practice in both stenography and typewriting ;\nselected plays of Shakespeare.\nHistory and biography. — American, English, and general. Biography, history, and\nliterature can well be handled thru dictation, weekly quizzes, and assigned readings.\nArithmetic— Practical problems covering every subject of business arithmetic ; daily\ndrills in rapid calculation ; speed practice in fundamental principles, particularly addition ;metric system ; wages and pay-rolls ; foreign money and exchange.\nCurrent events. — Daily discussions, oral and written.\nCorrespondence (treated as a special subject). — Arrangement and style of letters ;\nexercise in correcting, condensing, expanding. Study of letters relating to special subjects, contracts, sales, credit, collections ; social letters and forms; telegrams, circulars,\nbusiness cards, etc.; paper and envelopes — quality, weight, sizes, etc.\nBusiness forms and customs. — Commercial paper, invoices, vouchers, bills of lading,\nand manifests, discounts, securities, collections, filing devices, card indexes, etc.\nPenmanship. — A plain, rapid business hand. Time, one hour or more a day until\nproficiency is attained.\n\n^\n\n"} {"page": 713, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATION\n\nOF\n\nA STENOGRAPHER\n\n701\n\nCommercial geography, — A general survey of the subject, with emphasis on the commercial, industrial, and economic geography of the United States. Transportation treated\nspecially.\nCommercial law. — Fundamental principles governing the ordinary activities of business, paying particular attention to contracts and negotiable paper, principal and agent,\ncommon carriers, bailment, partnership, etc.\nCivics (general survey of the subject). — Constitution of the United States; principles of government.\nDictation of any good text on civil government.\nElementary science (taught principally thru dictation). — Natural history, chemistry,\nphysical geography, geology, physics.\nConversation and impromptu speaking. — One hour a week.\n\nIn my school this course had been in operation for a little over three\nyears, and has resulted in stenographers of creditable mental development\nand intellectual power.\nThe average time for the completion of the course has been fifteen\nmonths. We work on the credit plan, and how long it takes any student\nto get the number of credits required for graduation depends entirely\nupon himself, his previous preparation, natural ability, application, and\nthe number of hours he works each day. He may at any time ask for\nan examination on any subject of the course, and, showing the required\nproficiency, he is given credit.\nIn conclusion, I take the liberty of quoting from a paper read by Mr.\nCharles McGurrin before the National Shorthand Teachers' Association\nlast year :\nAllow me to suggest a thing which has long been a handicap to school men and\neducators in stenography and typewriting, and which, in my opinion, should be corrected\nat the earliest possible moment, namely, that of the too short period of tuition prevailing\nin the schools thruout the country. The fault is due, in my opinion, to the custom inaugurated in the early instruction in these branches. There was a time in the earlier days\nwhen shorthand writing was taught in but few schools in the country; when the classes\nwere very small indeed ; when it was regarded as an indifferent, unimportant, and\nunprofitable branch of the college ; when the teacher was one who himself had learned\nfor the sole purpose of teaching. Six and eight months within which to perfect a pupil\nfor the work is, 1 believe, the average period now obtaining in the majority of schools.\nThis time is much too short, and especially in this day now that typewriting has taken\nits place as a co-ordinate necessity with stenography, and demanding such careful and\nthoro instruction.\n\n"} {"page": 714, "printed_page": null, "text": "DEPARTMENT\n\nOF CHILD STUDY\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly 9, 1902\n\nThe first session of the Child-Study Department was called to order in the assembly\nroom of the East High School Wednesday afternoon, July 9, by President H. E. Kratz.\nThe following program was presented :\n\" New Lines of Attack in Child Study,\" Frederick E. Bohon, professor of the^science and art of education, University of Iowa, Iowa City.\nVocal solo, Mr. J. Austin Williams, \" Drink to Me Only with Thine Eyes.\" Dressier.\n\"The Child-Study Department of the Chicago Public Schools,\" Miss Angeline Loesch, volunteer\nassistant, Chicago child-study department, Chicago, 111.\nVocal solo, Mrs. Maud Ulmer Jones, («) \" Daisies — ^aw/r)//\n{b) ''When Song is Sweet\" —\nGertrude Sans Souci.\n\" What Our Schools Owe to Child Study,\" Theo. B. Noss, principal of Southwestern State Normal\nSchool, California, Pa.\nDiscussion by John Dewey, professor of philosophy and education, University of Chicago, Chicago, 111.\n\nPres'dent Kratz appointed the following Committee on Nominations :\nE. A. Kirkpatrick, Fitchburg, Mass.\nMrs. Helen L. Grenfell, Denver, Colo.\nHarlow S. Gale, Minneapolis, Minn,\n\nThe department adjourned.\n\nSECOND\n\nSESSION.— Friday, July ii\n\nThe second session of the Department of Child Study was held on Friday afternoon,\nJuly II, in the East High School assembly room. President Kratz in the chair.\nThe program was as follows :\nVocal solo, Mr. Crosby Hopps, \" Come Into the Garden, Maud \" — Balfe.\n\" How Far Does the Modern High School Fit the Nature and Needs of Adolescents ?\" — Reuben Post\nHalleck, principal of Boys High School, Louisville, Ky.\nDiscussion by E. G. Lancaster, professor of psychology and pedagogy, Colorado College, Colorado\nSprings, Colo.\nGeneral discussion.\n\nThe Committee on Nominations reported as follows :\nFor President — G. W. A. Luckey, Lincoln, Neb.\nFor Vice-President — Stuart H. Rowe, New Haven, Conn.\nFor Secretary — Susan F. Chase, Buffalo, N. Y.\n\nThe secretary was instructed to cast the ballot of the department nominees as officers\nfor the ensuing year.\nThe ballot was so cast and the officers declared duly elected.\nThe department then adjourned.\nKate A. Hopper, Secretary.\n\n"} {"page": 715, "printed_page": null, "text": "Department]\n\nNEW\n\nLINES\n\nPAPERS\nNEW\nFREDERICK\n\nOF\n\nATTACK\n\nAND\n\nPROFESSOR\nTION, THE STATE\n\nCHILD\n\nSTUDY\n\n703\n\nDISCUSSIONS\n\nLINES OF ATTACK\n\nE. BOLTON,\n\nIN\n\nIN CHILD STUDY\n\nOF THE\nSCIENCE\nUNIVERSITY\nOF\n\nAND\nIOWA\n\nART\n\nOF\n\nEDUCA-\n\nAt the present time child-study enthusiasm of the sort witnessed a few\nyears ago is manifestly on the decline. At the state associations it is\ndifficult to secure an audience, and local societies have diminished in number. The number of so-called investigators and the number of articles\non child study have been steadily decreasing. This does not mean that\nthe scientific study of the child is being abandoned. Only the dilettante\nare dropping by the wayside. The scientist was not lured by delusive\nhopes. His expectations have been well realized, and large rewards\nawait his future efforts. But the practical effects of child study have been\nmuch less important than many have been led to suppose.\nThat the novices have been disappointed is not strange nor unfortunate.\nBut it is unfortunate that the genuine interest then awakened has not persisted and increased. The reason, however, is not far to seek. Child study\nhas not yielded results that have appealed to the people. Child-study\nsocieties have ceased to flourish, and now continue only a devitalized existence because they had little of interest to any save a coterie of specialists.\nTho modern child study has accomplished much in a scientific direction,\nand also in stimulating many teachers and a few parents to take a live, practical interest in children, yet its effects have been very little felt among laymen and uneducated people.\nWere we content to gain the ear of the specialist only, there would be no\ncause for anxiety. But we want the benefits of child study to reach every\nteacher, every parent, and, still better, every child, in the land. At present\n\\ the results are inversely proportional to the needs. The very ones who need\nits help most have been comparatively little benefited. Child study, like\nmedicine, should result in bettering conditions of humanity, else it has no\nright to exist. This does not gainsay the value of a science of child study\nany less than a sci ence of medicine. But medicine has only recently become\na real science, while it has long been a valuable healing art. May we not\nhope that many practical results may flow from child study even long before\nit has become a well-organized science? Hence I believe that students\nof the child should push their work from a new point of view as well as\nfrom the old.\nWhile in full sympathy with all the valuable child-study work that has\nbeen done, and also believing that the scientific workers have rich, unexplored fields still to cultivate, I believe that the time is at hand when\n\n"} {"page": 716, "printed_page": null, "text": "704\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child Study\n\nthere ought to be a great awakening of the people to an understanding of\nthe great problem of education, and that is almost synonymous with child\nstudy. While we are in the midst of unprecedented wealth and material\nopportunities, there are grave dangers working insidiously into the very\nfiber of our national fabric. Someone, with much truth, has said that the\nAmerican people have been successful in every business except the business of training children. In the mad rush for gold and glory the average\nfather turns his children entirely over to the mother and the schools,\nand in the recent days of women's clubs and conventions and business\nactivities the women are in turn giving over their sacred charges to the\nservants and the street. Thus it is that of families with vast estates and\nwayward children there are everyday illustrations.\nWhen child study is mentioned there loom up in the mind of the\naverage listener images of measuring and weighing apparatus, the isolation of abnormal or exceptional children, tables or statistics, references\nto remote ancestors, a hunt for vestigial organs, etc. This may represent\nthe field and the point of departure of a certain phase of child study —\nthe genetic or the evolutional phase. Such a study is for the scientist\nonly, however. There is another kind of child study for the home and\nthe school. Tho it may not weigh or measure a single child, tho\nit may not make a single collection of statistics, it may yet be indirectly\nof the most valuable sort. This other kind is not only the privilege, but\none of the most sacred duties imposed by society upon all citizens. Education is usually thought to concern only teachers, but the methodology of\ninstruction and school government in no way comprehend the whole\nproblem of education. Spencer's comprehensive definition of education\nas \" a preparation for life \" is even too restrictive. Education is not begun\nat the statutory age of five and completed at twenty. Education is life\nitself, and life is education. The education of every individual was begun\nages ago. A given life is the resultant of all the forces that have operated\nupon him and all his ancestors. The modern biological doctrine of\nmemory teaches conclusively that no impression, however insignificant, is\nlost, either to the individual or to posterity. Thus the sins of the fathers\nhave been visited upon the third and fourth generations, and also mercy\nhas been shown to thousands of generations of them that kept the Lord's\ncommandments.\nTherefore the obligation resting upon each individual for the account\nof the deeds done in the body is faithfully recorded away down in the\nnerve cells and fibers, and at any moment the book of life indicates the\nexact balance. Even without lineal descendants, the influence of our\nlives is never obliterated. There are two great factors in everyone's\neducation — heredity and environment. Heredity is the conservative\ntendency. Environment makes for variations. Now, every individual,\nunless he be absolutely isolated even more than Robinson Crusoe, is a\n\n"} {"page": 717, "printed_page": null, "text": "Department J\n\nNEW\n\nLINES\n\nOF\n\nATTACK\n\nIN\n\nCHILD\n\nSTUDY\n\n705\n\npart of somebody's environment. Every action has a direct influence\nupon our own future and that of our posterity, and indirectly there is an\ninfluence upon others. Like the pail of water which has been made\nslightly different by the added drop, never to return again to its former\nstate, so society as a whole is different because of each act of every individual composing it.\nThus is each one to some degree responsible for the character of\nthose with whom he comes in contact. Thus is each one his brother's\nkeeper. And if responsible for the character of future civilization, should\nnot all have the deepest concern for the education of children? Should\nwe place their education in the hands of incompetent, untrained teachers?\nShall we permit children to go to school under any except the very best\nconditions known to the science of education? Shall we permit children to attend school in overcrowded schoolrooms, where they learn\nhabits of inattention and dawdling? Shall we permit the school playgrounds to be unsupervised and our children continue to become inoculated with the immoral filth which pollutes many a school playground ?\nWhen we understand the far-reaching effects of the present upon the\nfuture, the influence that others exert over us, the influence other children exert upon our children, then we shall be more careful to secure\nonly pure, wholesome, elevating, stimulating surroundings for ourselves\nand our children. We shall be almost as deeply concerned to educate\nour neighbor's children properly as we shall be about our own, for in\nthe widest sense we cannot educate a given individual properly without\nsuitable environment. Every man is a product of the time in which he\nlives. The great man of a time merely epitomizes the greatest and the\nbest of his civilization. A great statesman cannot be produced without a\ngreat state. A great scholar cannot live in an unscholarly time or place.\nTherefore, every parent who wishes to educate his children in intellectuality, morality, and virtue must seek to secure those conditions in\nhis neighborhood, his school district, his town, his county, his state, his\nnation, yea thruout the world. No one who desires to educate his\nchildren properly moves to the slums; no, he moves where culture is\nhighest, not because good teachers may not be secured for the slum districts, but because of all the other contributory factors. While many seek\nthese conditions, few understand their duty in creating such an environment.\nThe child study of the immediate future must be so conducted as to\nbring more immediate benefits to children. It must be of such a nature\nas will appeal to the people. Down to the present it has brought even\nopposition from them. Their children have been experimented upon,\ntabulated, and weighed, and measured, and classified, but the only thing\nof all this that has come to the ears of the people is that certain children\nare peculiar or abnormal.\nHence as soon as child study is now men-\n\n"} {"page": 718, "printed_page": null, "text": "7o6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\ntioned they begin to imagine that you are hunting curios or abnormal\nspecimens. We must bring the people into sympathy with us, and not\ncourt their disgust and disapproval. We must begin to bring them benefits. What they want is medicine, and not diagnosis alone.\nHow shall we correct the cigarette habit, the nickel-library habit,\nutilize the gangs in righteous club work, cause the parents to secure\nmedical treatment for suffering children, induce proper hours of sleep\nand recreation, prevent nervous breakdowns, remove temptations, provide wholesome occupations and amusements, etc.? Questions like these\nare of far more vital importance than mere diagnosis and cataloging of\nconditions.\nWhat we seek are remedies.\nThere are numberless questions waiting solution which are worthy\nany scholar's attention. They should be undertaken primarily in the\nhope of helping children and humanity in general. They may develop\narticles and theses, but this should not be a motive for their undertaking.\nMuch of the work suggested can be accomplished only indirectly. All\nteachers must first be indoctrinated with child study and with education\nin all its broader aspects. Further, education should be a study not\nalone for teachers. If any classes of persons need child study more\nthan teachers they are the parents and school boards. May the day be\nhastened when the study of the principles of education shall become a\nregular part of the course pursued by every college student ! Among the\nlist of required subjects I would place education, rather than algebra,\nLatin, and Greek. Not only should education be included in the\nrequired studies in the colleges of letters and science, but also in the\ncolleges of law and of medicine, etc. Even in the high school an elementary consideration of the relation of education to society might be\nundertaken, and be more beneficial than a knowledge of Caesar's wars.\nJust at this time we need to secure the co-operation of the public\npress in the interest of better education. While the newspapers now give\npages to prize-fights and horse racing, they give only paragraphs to public\neducation and child-study congresses. The newspapers have almost\nunlimited power in creating public opinion, as is attested in every election campaign. If they could be enlisted in spreading the gospel of\nchild saving and child culture, the results would be unpredictable.\nA Carnegie who would endow in every large city a newspaper which\nwould give the news, not scoops and reporters' exaltations of imagination; a paper which would avoid sensationalism, eliminate and reduce the\nrecital of crime; a paper which would rigorously exclude advertising matter which rivals the Police Gazette columns, all advertisements of quackery,\ncharlatanism, and traps for the unwary — a person who would do this\nwould be a benefactor of the boys and girls of our country. Many a\nyouth has been sent on the downward road to ruin by reading the advertisement of quack doctors in our newspapers.\n\n"} {"page": 719, "printed_page": null, "text": "Department]\n\nNE\n\nW\n\nLINES\n\nOF\n\nA TTA CK\n\nIN\n\nCHILD\n\nSTUD\n\nY\n\n70?\n\nThe newspaper is said to be a reflector of public opinion, but it is\nmore truly a former of public opinion. Suggestion is a mighty force in\nall our life. Ideas which are constantly heralded before us eventually\nfind lodgment in the mind. Once intrenched, according to the law of\nideo-motor action, they are most sure to find some expression in activity.\nCould the newspaper publisher understand the mighty power of suggestion, and could he take a square look at the morality of accepting an\nadvertisement, he would no more think of inviting the unsuspecting thru\nhis paper to be swindled or dosed and poisoned physically and mentally\nthan he would think of standing on the street and distributing handbills\nor giving the same to his friend's son. Here is a chance for a study.\nWho will find a way to enlist the public press for education ? Along\nwith this we need to make a crusade against the omnipresent, hideoiis,\ndemoralizing posters that stare at us on every hand. Their influence\ncounteracts all the aesthetic cultivation that is afforded by art instruction\nin schools. Before holding out health-giving tonics let us remove the\ncontaminating influences that beset us on every side.\nThe playground as an educational factor has not yielded the best\nresults possible. We need many more experiments like those of Superintendent Johnson at Andover to determine how to utilize this factor\nin modern education. How to select games that shall interest, instruct,\nand develop, and at the same time how to keep all at play, is a difficult\nquestion. Mr. Johnson has rendered inestimable service by his suggestions gained thru actual experience.\nWe are constantly admonished that the period of adolescence is a time\nfor great concern, and that our present methods and procedure in school\nare entirely at variance with adolescent needs. But who has given us a\nworkable plan which can be reasonably offered as a substitute? The high\nschool is confessedly without sufficient attractiveness to boys, and is\nvery largely feminine. Many theories have been put forth diagnosing\nthe situation, but how few persons have come forward with accounts of\ncurative measures successfully applied ! These are the persons we need\nto hear from in the child-study meetings.\nIn the Sunday schools it is rare to find a boy of adolescent years.\nTheories without number have been put forth to explain their absence,\nbut how few are the recitals of successful means of securing their presence and assistance ! If the church and Sunday school do not meet the\nneeds of the boy, then what substitute can be provided ?\nDr. Byron Forbush has given us the most valuable piece of childstudy literature that has appeared in many a day. It is especially\nvaluable because it indicates just how he has actually accomplished\nso much in establishing boys' societies and clubs as a substitute for\nthe gang and marauding band. The article, however, is in no way comparable in value to the work which it represents for these boys.\nIt is the\n\n"} {"page": 720, "printed_page": null, "text": "7o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nwork with boys and girls primarily, and not articles and reports, that we\nneed.\nWe know well that the child's strongest characteristic is activity, and\nyet how little do we utilize his activities in teaching! We are remiss in\nthis principally because we do not know just what activities to utilize, nor\ndo we know what sort of occupations will utilize the activities he possesses.\nFrom impression to expression is a slogan which we have heard so\nfrequently of late that it rolls off our tongues like many religious sayings\nwhich have no significance. The idea is correct, but who has made a\nstudy to show the varying application ? Knowledge of ethical principles\nis only slightly valuable until it has given rise to activities in harmony\nwith them. The boy who learns to denounce rascality in historical characters, and then goes out to the playground and cheats, lies, and terrorizes those weaker than himself, might almost as well have left the literature\nunstudied. According to James' theory, the lessons are worse than\nwasted. In all ethical training we need to enlist the services of the youth\nin definite active moral enterprises. To weave ethical teachings into the\nfiber of their lives we need to secure their co-operative activity in assisting\nthe needy, relieving suffering, protecting the weak, preventing cruelty\nto animals, ministering unto the sick, bringing sunshine to minds\nclouded by sorrow and distress. We need to emphasize more the gospel\nof service. The gospel of feeling has received its due share of attention.\nWith proper service, feelings will take care of themselves. Children\nshould be taught that no man liveth unto himself, and that genuine service\nrendered unto others is the highest morality.\nAdvanced thinkers clearly see that educational practice has too long\nmaintained the scholastic divorcement of home and life interests from\nschool duties. Our attitude has been a vestige of the period of world\nrenunciation. But we are beginning to believe that education is life and\nall life is education. Now, how to identify these interests and occupations\nso as to secure an ideal education and an ideal life is the problem to which\nfew have really addressed themselves in the interests of the child. We\nneed many more investigations like those of Dr. Dewey.Another problem demanding our attention is that of juvenile offenders.\nEvery city and town has its cases, all too numerous, to deal with.\nLucy Page Gaston is authority for the statement that 17,000 child criminals are arrested yearly in Chicago. It is gratifying that noble men\nand women are studying this problem and attempting to secure juvenile\ncourts and corrective institutions whereby these children, largely the\nvictims of vicious environments, may be shielded from further vice and\nhelped toward reform. But far too little has been attempted in the way\nof prevention. Moral typhus pervades the atmosphere of thousands of\nluckless urchins, who, unless the disease is stamped out, or they are rescued from its contamination, will become infected just as certainly as\ntho living in the pesthouse amidst smallpox.\nOur legal philosophy is\n\n"} {"page": 721, "printed_page": null, "text": "Department]\n\nNEIV\n\nLINES\n\nOF ATTACK\n\nIN CHILD\n\nSTUDY\n\nloq\n\ninconsistent when it assumes the right of the state to isolate and punish\ncriminals and does not assume the right of the state to withdraw the child\nfrom the cause of such crime, or require, the home and community to\nfurnish surroundings conducive to right living. Instead of punishing the\nchild as a criminal, every parent whose children under sixteen years of age\nare brought into the police court should be punished. The parents are\nthe culpable ones. Neglect and indifference of parents is the antecedent\nof most childish delinquencies. Dr. Wm. T. Harris says: \" If I were to\nname one product of vice or crime that would nearest touch the heart of\nall good people, I would say the neglected child. Give me the child,\nand the state may have the man. Every case of vagabondage has its root\nin some neglected child.\"\nIn this work we must secure the co-operation of the clergy. Ministers\nshould be trained in child study, and should devote a considerable part of\ntheir time to child-culture questions. It is pathetic that the churches have\ndone so little for the child and have spent their time and energies in trying to convert confirmed sinners, a task psychologically almost impossible.\nThe new note in education and religion must be prevention, rather than\ncure; formation of character, not reformation; righteous, growth, not\nredemption ; positive development, not repression. More effective training of children would lessen the number of adult sinners. Jesus said,\n\" Suffer little children to come unto me and forbid them not, for of such\nis the kingdom of heaven.\" Children must be trained to walk in paths\nof rectitude, and not, when adults, converted from their evil ways.\nWe must also secure the co operation of physicians and lawyers. They\nhave much expert knowledge that may be utilized in the service of the\nchild. From personal conferences with many physicians, I know that they\nare very sympathetic with many child-study problems, not alone questions of physical welfare, but intellectual and moral problems as well.\nThe lawyer can render expert testimony and helpful- suggestions concerning child-labor laws, juvenile courts, corrective institutions, dependent\nand abandoned children, etc.\nFinally, we must secure the co-operation of business-men and the homemakers. When a question comes to the point of legislation and execution, teachers and scientists play a very unimportant role. The lawyer\nand the capitalist make laws, and the lawyer interprets them. The schoolmaster teaches obedience to them. Last winter, when certain educational\nlaws were before the Iowa legislature, it was said that the teamsters' union\nwas more effective than the State Teachers' Association. The teacher's\nvoice is one crying in the wilderness. He is a prophet, not a lawyer.\nThe teacher may say what he will about cigarette smoking, but his words\nof wisdom go unheeded. Whenever the railway managers find that the\ncigarette fiend is an inefficient operative they can immediately secure\nreformation among their employes.\nBecause of these conditions there must be a joining of forces.\nI am\n\n"} {"page": 722, "printed_page": null, "text": "7IO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nnot sure that there should be any local child-study societies as such.\nIf the child-study specialists and the teachers could ally, themselves\nwith the mothers' clubs, the civic leagues, good-government clubs, etc.,\nand there consider child-training questions as one among others,\nwould not the net results to the child be greater? If our National\nEducational Association could bring into its ranks the lawyer, the\ndoctor, the editor, and the business-man, if we were not so dissociated from everyday life interests, instead of being identified with\nthem, we could much more easily reach the public ear and arouse public\nsentiment.\nIn conclusion, I desire to suggest some of the most pressing problems\nfor child study. Better child-labor laws, the establishment of juvenile\ncourts, segregation of juvenile offenders from confirmed criminals, compulsory education laws in every state, the execution of such laws, fewer\nchildren per teacher, better utilization and supervision of playground\neducation, an educational journal that appeals to the home and the school,\nthe establishment of the kindergarten in every hamlet and city in the\nUnited States, the co-operation of the clergy, the lawyer, the doctor, the\nbusiness-man, and the home.\nThe child study of the future should deal not less with anthropology,\nbut more with pedagogy; not less with intellectual training, but more with\nmoral ; not less with a study of origins, but more with shaping of destiny;\nbe not less curative, but more preventive ; not less psychological, but more\nsociological. May the scientific interest of the specialist be not one whit\nabated ! But he should seek to couple with this more of practical usefulness\nthan he has in the past. The interest of the teacher should not be in the\ntheoretical consideration of the science, but in the practical application\nthat may come from well-formulated principles. The schoolroom is\nnot the place for experimentation upon children, and the teacher should\nnot be an experimenter. It is well if the teacher has had scientific training; but the sooner teachers and parents learn that child study in the home\nand in the school is primarily for the good of the child, secondarily for the\ngood of the teacher or parent, and only incidentally for the sake of the\nscience, the better it will be for the child and for the reputation of the\nscience.\nTHE\n\nCHILD-STUDY\n\nMISS ANGELINE\n\nDEPARTMENT OE\nPUBLIC SCHOOLS\n\nTHE\n\nLOESCH, VOLUNTEER ASSISTANT CHILD-STUDY\nPUBLIC SCHOOLS, CHICAGO, ILL.\n\nCHICAGO\nDEPARTMENT,\n\nWith the advice and co-operation of Dr. W. S. Christopher, the\nChicago board of education organized the department of child study in\nJuly, 1899.\nThe three members of the department, Mr. F. VV. Smedley\n\ni\n\n"} {"page": 723, "printed_page": null, "text": "Department]\n\nCHILD-STUD\n\nY DEPAR TMENT\n\nIN CHICAGO\n\nSCHOOLS\n\n711\n\ndirector, Mr. C. C. Krauskopf and Dr. D. P. MacMillan, assistants, have\ntherefore just completed their third year of work.\nThe first period, sixteen months of that time, was devoted entirely to\ncertain investigations into the physical condition of the Chicago school\nchildren. There were taken and recorded for each child measurements\nof his height, standing and sitting, weight, strength of grip, lung capacity, and tests of hearing, sight, and endurance. Records of place and\ndate of. birth and nationality of parents were kept, as well as careful notes\non any marked defects of growth or development. For tests of grip, an\nadjustable dynamometer invented by Mr. Smedley was used, and the ordinary wet spirometer for lung capacity. Sight and hearing were tested,\nthe former by Snellen's test type card, and the latter with Seashore's audiometer. Mosso's ergograph, somewhat modified by Mr. Smedley, was\nused as a test of endurance and an indication of general nerve strength.\nIts results were recorded in kilogram centimeters ; time given, ninety\nseconds. In all, 6,259 school children were examined, 2,788 boys and\n3,471 girls. These included all the pupils of four large elementary and\ntwo high schools, besides eighth grade and kindergarten in others.\nAfter compilation of data, the fruits of this work were many tables of\naverage height, weight, etc., for boys and girls of all ages; and these were\ndesigned to be used as a basis of reference for much of the department's\nlater work. To obtain these norms had been the whole object of the sixteen months' work. Whatever individual advice as to incipient nervous\ndisease, defects of hearing or sight, was given to pupil or teacher was\nmerely incidental. The gaining of norms, the establishment of a physical basis for comparing children of one age with those older or younger,\nthe boys with the girls, the dull children with the bright — this was the\npurpose to which all else was secondary.\nSpecifically, the results may be put in the form of one concrete\nexample. According to the department's statistics, a Chicago school boy\nten years old, if of ordinary physical and mental development, could be\ndescribed, in average numbers, as follows :\nBOY OF TEN YEARS\nHeight, standing\n.\n.\n.\n4 feet, 3>^ inches\nHeight, sitting\n----.-..-,\n2 feet, 4 inches\nWeight\n63 pounds\nAmount of work possible in 90 seconds .\n.\n.\n.\n16 ft. pounds\nStrengtn of grip, right hand\n- 36 pounds\nStrength of grip, left hand\n34 pounds\nLung capacity\n97 cubic inches\n\nHe is able with either eye alone to read type three-eighths of an inch\nsquare at a distance of twenty feet. In all these respects the boy of ten\nyears is just ahead of the girl of the same age. She is one-half inch\nshorter, two pounds lighter, grips four pounds less, and is eleven cubic inches\n\n"} {"page": 724, "printed_page": null, "text": "712\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nless in lung capacity. Needless to remark, her eyes and ears are just as\ngood as his. When this boy is fourteen years old he is five feet tall, a\ngain of eight and one-half inches (the major part of it, by the way, in\nlength of limb); he weighs ninety-four pounds, has a lung capacity of 146\ncubic inches; his strength of grip, right hand, is sixty-two pounds.\nBOY OF FOURTEEN\n\nYEARS\n\nHeight, standing ..--.--.-Height, sitting\nWeight\nAmount of work in 90 seconds\nStrength of grip, right hand\nStrength of grip, left hand\nLung capacity\n- . -\n\n5 feet\n2 feet, 7 inches\ng4 pounds\n28 ft. pounds\n- 62 >^ pounds\n58 pounds\n- 146 cubic inches\n\nWhile the girl of ten was in all respects the physical inferior of the\nboy of ten, when they are both fourteen we find the case somewhat\naltered. The girl is now one-half inch taller than the boy, and three and\none-half pounds heavier. But in other respects he still surpasses her.\nIn a word, he has kept his superiority in strength but lost it in size, a loss\nonly temporary, of course.\nGIRL OF FOURTEEN\nHeight, standing\nHeight, sitting\nWeight\nAmount of work in 90 seconds\nStrength of grip, right hand\nStrength of grip, left hand\nLung capacity ■\n-\n\nYEARS\n\n.-..-..\n\n-\n\n-\n\n-\n\n5 feet, y^, inch\n2 feet, 8 inches\n- 97^ pounds\n23 ft. pounds\n54^ pounds\n50^ pounds\n123 cubic inches\n\nThe possession of material for such comparison ad libitum was the\nresult of the child-study department's first year and a half of work, a\nlabor more satisfactory, perhaps, than that of the next year, because the\nmore definite ; but more statistical, and so less interesting.\nThe la'^ter half of the work, extending approximately over fourteen\nmonths' time, may be looked upon as of two sorts:\n1. The application to various school problems of the norms gained.\n2. The approaching of the more difficult and delicate task of gaining\na few psychological norms; these to be employed afterward along with\nthe physical.\nOf the former, i.e., the use of the physical norms, we shall presently\nspeak more fully; of the latter, the psycho-physical work, only a little\ncan be said. It is both unscientific and uninteresting to dwell on a\nhalf-finished task. Suffice it to say that the children's power of constructive imagination, of immediate visual and immediate auditory memory\nhave been subjects of experimentation. Criticism and discussion of\nmethod were here of course very important.\nAfter repeated trials and\n\n"} {"page": 725, "printed_page": null, "text": "DepartmentJ\n\nCHILD-STUD\n\nY DEPAR TMENT\n\nIN CHICAGO\n\nSCHOOLS\n\n713\n\nchanges, a method was decided on as adapted to the conditions.\nSo far,\nonly one or two indications of results are worth mentioning:\n1. Data obtained show no sex difference in memory power; no\nevidence, as other experimenters have found, that the girl's memory is\nmore accurate than the boy's.\n2. Nothing points to the existence of a \" memory period,\" i. e., a\ntime when the child's memory power is actually stronger than at any\nlater age. Whether at one period the memory is the predominant mindprocess is another question. Growth of memory power is rapid up to\nthirteen or fourteen, and slow, tho steady, afterward thru the school\nage, i.e., to twenty-one.\n3. Visual memory is weaker than auditory in very early school life,\nis equal to it at nine years, and by fourteen is almost invariably stronger.\nIs this the natural course of development among people who are neither\nexclusively \" eye nor ear minded,\" or is it the effect of school life?\n4. Among the pupils, more of the visualizers are above grade than\nthose who depend on the auditory memory. Is this because in modern\nlife the eye is the more useful sense-organ, or because school work is so\nlargely planned for visualizers? The facts which raise these questions\nare still unsupported by sufficient quantities of data to warrant their discussion.\nAnother psycho-physical test which promises to be most profitable in\nits outcome is that for quickness of movement, muscular control ; this\ninvolving, of course, powers of attention. With a metallic pencil the child\ntaps as fast as possible on a platinum plate one-half inch square. Time\nallowed is thirty seconds, and the number of taps is automatically recorded.\nThe records of about twelve hundred pupils — too few for conclusions —\nshow the boys slightly quicker than the girls, and in both sexes, from\neight to eighteen years, a steady gain with age.\nFor undertaking such tests as these, immediate and local pedagogical\nproblems have in each case supplied the motive. And, because it means\neconomy of pupils' and experimenters' time, several problems are often\nattacked at once, as they have been this year, when, for example, methods of teaching spelling and the effect of manual training in the elementary school were both under discussion. It is to be remembered that the\ndepartment was not organized for psychological research, but to use the\nmeans furnished by the psycho-physical laboratories as an aid in the solution of Chicago's school problems.\nTo return now to the other part of this year's work, work which logically follows and depends upon that of the years 1900 and 1901, i. e., the\nusing of the physical norms in certain specific problems.\nAny teacher knows that present conditions in most of the schools\ncompel many children to use desks much too large or too small for them.\nAdjustable desks are a comparatively recent innovation and are expensive.\n\n"} {"page": 726, "printed_page": null, "text": "714\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nThe result in our schools has been a guesswork combination of large and\nmedium-size or small and medium-size non-adjustable desks. The childstudy department was asked for a recommendation in this matter. By\nreferring to average-height charts it responded with a report giving the\nproportion of adjustable desks necessary for each school grade, and also\nthe best size for regular desks. These instructions are now followed in\neach new school when built.\nThe norms have also been used for reference in examining special\ngroups of individuals in the public-school system. Two years ago, for\nthe first time, the high-school graduates, before being allowed to enter\nthe normal school, were required to pass a physical examination. This\nexamination was conducted in part by physicians appointed by the board\nof education and in part by the child-study department. Measurements of height, weight, strength, and lung capacity were taken. Also\nsight and hearing were carefully tested, and if found seriously and irremediably defective the applicant was refused admission to the normal\nschool. The same examination is regularly given at the close of the normal course, and must be satisfactorily passed before the young woman is\nallowed to teach. Physicians and the child-study department look wholly\nto the welfare of the children in this matter, and no young woman whose\nphysical health is such as necessarily to impair her usefulness as a teacher\nis recommended.\nAnother group examined yearly is the boys of the John Worthy School.\nThis is a public school maintained in connection with the Bridewell,\nChicago's prison for criminal and delinquent boys. Physically and\nmentally these boys are found to be much inferior to the ordinary schoolboys of the same age. In height and weight the averages of the John\nWorthy boys were, for the ages from eleven to seventeen years, from i\nto 23 per cent, lower than the norms foi- those ages. In strength of grip,\nendurance, and lung capacity the averages were even lower. Strength of\ngrip, for example, of the sixteen-year-old John Worthy boy was 46 per\ncent, less than for the ordinary sixteen-year-old high -school boy. Resulting from these examinations there were sent in to the board of education\ncertain recommendations as to the treatment of the pupils in the new\nparental school, which will have many of these same boys to deal with.\nMal-nutrition was a very common condition, and was looked on as a cause\nof some of the defects. It was therefore advised that particular care\nbe given to provide nourishing food and much manual training. In the\nfuture a physician will reside at the parental school who shall be a member of the child-study department, and shall aid the examiners in their\noversight of the boys' physical condition.\nBut by far the most important work made possible by possession\nof the norms has. been that done in the child-study laboratory. This\nlaboratory was established in June, 1900.\nSome special apparatus and\n\nI\n\n"} {"page": 727, "printed_page": null, "text": "DepartmentJ\n\nCHILD-STUD\n\nY DEPAR\n\nTMENT\n\nIN CHIC A GO SCHOOLS\n\n715\n\na room in the board of education quarters was open each Saturday of\nthe school year. To it parents and teachers were invited to bring any\nchildren who, they thought, needed a careful psycho-physical examination.\nThe child who comes to the laboratory is examined in the following\nway : Physically and psycho-physically he is measured, and the results\ncompared with the data for the normal child of his age. General facts as\nto his home and school environment, his conduct, previous illnesses, etc.,\nare obtained. This is done by questioning and consulting at some length\nwith his parents and teachers, for usually at least one of the parents\nand either the child's teacher or principal are present. Lastly, the child\nis closely observed thruout the time he is in the room, and careful record\nkept of any growth and developmental defects or abnormalities. To the\nteacher and parent conditions are then explained, and, as far as may be,\nadvice is given about future treatment of the child in school and home.\nIn all, 360 children have been examined — 276 boys and 84 girls — the\ngreat majority (231) of these from seven to eleven years old. Most of\nthese might be put into one of five groups :\n1. Dull, but physically well.\n2. Dull and physically defective.\n3. Bright and very well developed physically. (These brought in with the false idea\nthat they are overdeveloped and should be held back mentally.)\n4. Bright mentally, but weak physically.\n5. Very defective in sight or hearing.\n\n^ •\n\nThru the laboratory the child-study department acts in a way as a\ngeneral adjusting bureau for the schools. It is called upon to answer\nsuch questions as these :\nFor this child with very defective sight, is the best place the ordinary class-room or\nthe department for the blind ?\nThis child does well enough except in drawing, or in singing, or in arithmetic, and\nthere he absolutely fails. Have you any suggestions to make?\nIs there any explanation and remedy for this boy's fearful restlessness, making him\nextremely hard to manage in the schoolroom ?\nIs this backward, inert child mentally defective, physically incapable, or merely\nindolent ?\nAre these ten or twenty pupils backward enough mentally to warrant their segregation in a special room ?\n\nAll these queries the department answers as best it may. If it recommends a special room, it afterwards keeps watch of the pupils, and often\nfinds improvement enough in a few months to sanction the return of the\nchild to the graded room.\nThis question of \" segregation \" reminds us of the true reason for the\nexistence of a laboratory, a motive which it has in common with all state\nsegregating institutions, a motive of which it never loses sight — the good\nof the large majority, the normal individuals. With their interests chiefly\n\n"} {"page": 728, "printed_page": null, "text": "7 '6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nin view, all reasonable aid is sought for the abnormal, and his segregation\nif feasible. That it makes for the normal children's welfare to assist or\nremove the seriously defective no teacher will deny. That the interests\nof the two classes generally coincide is an indubitable fact most welcome\nto all concerned. After calling attention to the underlying purpose of\nthis laboratory, and to the fact that 360 children have been there examined and in a great many cases helped, it is needless to reiterate the\nimportance of this part of the work.\nIn a word, then, the aim of the child-study department has been :\n1. A collection of data, physical and psycho-physical, to help in solving pedagogical problems.\n2. The use of those data and all other aid possible in the publicschool management of backward and delinquent children.\n3. (And this work is only just begun.) The presentation to the teacher\nof the facts and conclusions to assist in his valuation of the child and his\nadaptation of the curriculum.\n\nWHAT\nTHEO.\n\nB.\n\nNOSS,\n\nOUR\n\nSCHOOLS\n\nPRINCIPAL\nOF\nSCHOOL,\n\nOWE\n\nTO CHILD\n\nTHE\nSOUTHWESTERN\nCALIFORNIA,\nPA.\n\nSTUDY\nSTATE\n\nNORMAL\n\nIn the study of the child, as in the study of nature, much has been\nleft to the last two decades to discover. We speak of the present as an\nextraordinary era of invention and discovery. It may be that the greatest\ndiscovery of all is that of the child. People will say, \" We have had\nchild study for twenty years. What has it done for our schools?\" The\naiiswer is : It has done much to give us a new education. More particularly child study has contributed much to give elementary schools (i)\nan improved curriculum ; (2) a better method ; and, most of all, (3) a\nnew goal.\nThe curriculum. — The employments of an up-to-date primary school\nbear slight resemblance to those of a primary school of thirty or forty\nyears ago. The child then had little to do and much to remember.\nEven yet it is painful to see that in thousands of elementary schools the\ntraditions of the past enthrall the teacher. The children in less-favored\nlocalities still devote their time, not to doing what is interesting and\nuseful, but to memorizing what is for the most part dull and useless.\nThe secret of the best primary work of today is that it is essentially doing\nsomething, instead of committing something to memory. It has been\ntruly said that \" the strongest potential capacity in the child is capacity\nfor action.\"\nIn the kindergarten, where the blight of custom is less felt, and where\nthere is a constant appeal to what is natural and interesting, the principle\n\n"} {"page": 729, "printed_page": null, "text": "Department]\n\nIVHAT\n\nOUR\n\nSCHOOLS\n\nOWE\n\nTO\n\nCHILD\n\nSTUDY\n\n111\n\nof freedom and self-activity dominates. So in the university and the\ntechnical schools (which in some measure have caught the spirit of the\nkindergarten), where there is a constant demand for what is useful and\nvital, again the method of freedom and self-activity dominates. It is\nonly between these happy extremes that the practices of the school still\nshow in many places the stupid memory habit and the text-book disease\nof a past generation. And now, fortunately, we see that many of these\nschools are moving toward the light. Are we not indebted in a large\nmeasure to child study for this new view of education which adapts subject-matter and school employments to the real needs and interests of\nthe pupil?\nIt is a matter of regret that more progress has not been made, that in\nso many schools there is still an adherence to old forms from which the\nsoul of truth has departed. Lesson matter was formerly chosen because\nof the utilities of life ; hence the prevailing notion of the paramount\nvalue of the three R's. Now we have no patience with such puerilities\nin education. The utility of the child himself as a personality to be\ndeveloped is of such towering importance that nothing else is worthy to\nbe compared with it.\nChild study has given new emphasis to the old doctrine that the\nessential element in education is not knowledge, but training. Nothing\ncan be truer in practical pedagogy than Solomon's dictum : \" Train up a\nchild in the way he should go, and when he is old he will not depart from\nit.\" Education consists chiefly in forming rather than informing the\nmind; the creating of interests, the formation of habits, rather than the\nstoring of memory with conventional knowledge.\nAll great success in early training springs from intelligent and sympathetic interest in the child himself. Child study has come when most\nneeded to direct the attention and interest of teachers to the paramount\nimportance of the child himself in the process of education, and to\nemphasize the importance of beginnings. What is put into the first of\nlife is put into the whole of it. The earliest efforts yield the best and\nthe most fruit. To concentrate upon the early years is to seize the\nstrategic point. Lose this and we lose the battle. The failure and waste\nof life in thousands of men and women thru neglect of early training\nis the saddest tragedy of modern life.\nThe 7nethod. — In education most depends, not upon what we study,\nbut how, and with whom. The method of the teacher is always important. Here is the pearl of great price in the art of teaching. How is\na method of teaching learned? By a study of the subject-matter alone?\nNo, but by a patient, loving study of the child.\nChild study has taught us the value of motive in education. President Eliot recently said : \" When you appeal to a child with motives\nhe won't use when he is a man, you have not helped him much.\n\" Motive,\"\n\n"} {"page": 730, "printed_page": null, "text": "7i8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nhe adds, \" makes all the difference between slavery and freedom, between\nmisery and happiness.\" We sometimes hear the fear expressed that the\nnew methods make education too easy. It is true that for the best results\noft-repeated and severe exertion is necessary, but it is never necessary\nthat this exertion be made without motive. Hard work is necessary, but\nshould it ever be done without interest and a pleasurable sense of reward?\n\" The time of interest is the time of opportunity.\" There can be no\nexcuse for making things dull or difficult that may be made easy and\nattractive. The child must be dealt with sincerely, naturally. We do not\nexpect success by finding the longest way instead of the shortest, the\nslowest instead of the quickest, the hardest instead of the easiest. The\ncommon-sense of the busy and prosperous life of the farm, the store, and\nthe street is just what is needed in the schoolroom. Good teachers will\nsoon cease to believe that some studies are good for discipline that are\nnot good for anything else. The best discipline is and must be found in\ndoing something worth doing, and doing it well. Life is a unity and is\ncontinuous from the cradle to the grave. The school is not to be viewed\nmerely as a preparation for life, but as a very important part of it. Those\ninterests should be begun, those methods started, those purposes planted\nthat are to characterize the life thruout.\nIf this be true, how important it is that we scrutinize very carefully\nthe usages, employments, and methods of the school, lest haply we find\nthat we have wasted time and dissipated energy and acted very foolishly\nin dealing with children !\nThe end or goal. — It is now more evident than ever before that the\ntrue aim of education is not knowledge merely, or chiefly, but a manysided development. Child study has helped us most by enhancing our\nvalue of the product of our work. This is, nothing less than skill of hand\nand eye and tongue, a well-poised body, a well-rounded mind, a sympathetic and altruistic nature, strong and worthy interests, force of will, and\npower to do.\nKnowledge is not the end. Tho the pupil have all knowledge, and\nhave not interest and motive, it profits him nothing. To what, then,\nshall we appeal in education? To the needs of the individual child.\nThere is but one rule that will never fail us, and that is, study and serve\neach child. Everything else must be secondary to this. School is but a\ncontrivance to help the child. The rigidity of the curriculum and the\nschool routine must yield somehow to the needs of the individual child,\nor it would in many cases be better to take the child out of school. By\nfar the richest fruit of the whole child-study movement is the greatly\nincreased interest in the child to be educated.\nThe Great Teacher said, \" Consider the lilies of the field how they\ngrow.\" In education we have at last happily reached the stage when\nmany teachers really \"consider\" the child.\n\n"} {"page": 731, "printed_page": null, "text": "Department]\n\nIVIJAT\n\nOUR\n\nSCHOOLS\n\nOWE\n\nTO\n\nCHILD\n\nSTUDY\n\n719\n\nChild study seems destined, not to modify merely, but to revolutionize,\nour methods of discipline. The teacher who punishes the child in ignorance of physical infirmities and home deficiencies is inexcusable, and the\nteacher who does so with a knowledge of, but without allowance for, these\nthings, is cruel and brutal. No hand is fit to touch young life in the\nschoolroom except the hand of skill and kindness. Almost as well\nemploy an eighteen year-old girl without special training to fill prescriptions in a drug store as to employ her without training or preparation to\nteach children. The demand should be instant, constant, persistent that\nonly well-trained teachers shall be put in charge of schools. Child-study\nhas emphasized this demand as no other educational movement has done\nor could do.\nIn spite of all that child study has accomplished, a recent writer says :\n'* There are some healthful signs that the child-study diversion which has\nbeen carried to such extremes has well-nigh run its course.\" In my judgment the most hopeful sign for the future of elementary education is\nthat child study has only begun its course.\nDISCUSSION\nJohn Dewey, professor of philosophy and education, University of Chicago. — I\nwould emphasise, first, the last statement in Professor Noss' paper. The chief thing\nchild study has done is that it has regenerated the peculiar thing named \" pedagogy and\npsychology for teachers,\" a great deal that formerly went by this name being very remote.\nThe first pedagogical doctrine, \" from the concrete to the abstract,\" was often disregarded bypedagogs themselves. The concrete for the teacher is the mind of the child,\nnot mind in general, but a particular mind, a particular spirit in an individual child. Child\nstudy has led us to base methods on the actual characteristics of the actual concrete being\nunder instruction. Classifications used to be laid down of the various faculties of the mind :\nmemory, imagination, reasoning, and rules given for training each. There was smooth\nsailing when these were considered only theoretically; but when the rules were applied to\nchildren it was discovered that the latter were not faculties, but live beings. A person\nfrom Mars might study purely theoretical pedagogy, and still not be able to identify a\nhuman being. Analysis is carried so far that it would not put one in touch with faculties\nwhen bound together in a human being. Independent of some exaggeration about\nparticular truths discovered by child study, it has served to put emphasis in training a child\nupon the right basis. The teacher who really knows the subject to be taught and the\nnature of the individual mind which is dealt with can develop his own devices with better\nresults than he could attain by learning particular recipes having not much to do with\nthe child. Child study has put into proper perspective the sort of training which the\nteacher needs, and has brought a vitalizing element into the work. We teachers are\nthe most conscientious class in the world; often too conscientious in following types of\npedagogical recommendations which bring no adequate return. Child study vitalizes\nthe truths grasped after.\nChild study has brought about a different conception of education itself. One of\nthe late advances in education was the doctrine of drawing out instead of pouring in.\nBut the thing drawn out was expected to be knowledge, as tho the child had swallowed\nthe world, and methods must be applied to draw out of him what he has swallowed.\nConceive little children\n\nin the home or at play.\n\nThey don't sit around waiting to have\n\n"} {"page": 732, "printed_page": null, "text": "720\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nthings drawn out, but are all activity, full of intensity, zeal, restlessness. Child study\nmakes prominent the activities of the child and tries to find the line along which these\nactivities can direct themselves.\nChild study brings out the significance of development in education. We have\nalways talked about this, comparing the child to the acorn, but it has been treated ift a\npoetical rather than a scientific way. We recognize particular characteristics which are\nprominent at different periods of growth, and which must be treated in different ways.\nChild study has done much in bringing out the defining and leading characteristics of\ndifferent epochs. Biologists talk about a culture medium. According to different media\nthey get different results in lower and even in higher forms of life ; and this control of\nthe nature of living things is as scientific as the action of machinery. The skill of the\nhorticulturist in transforming grains and fruits is not guess-work or haphazard, for he\nknows the conditions necessary for such transformation. There is certainty that this can\nultimately be done in human development when conditions for growth are better known.\nTo say that there are laws governing the movement of planets, laws of chemistry,\nmetals, etc., and that mind has no laws of its own to be made use of, is absurd.\nTo ridicule child study, which has its excresences, is to say that mind has no laws\nwhich can be discovered. The time will come when one of the two or three important\nfacts which educational history will mention about this period will be its recognition\nthat the embodied mind of boys and girls has laws which can be discovered, and the laws\ndiscovered give a basis for directing a growth which will give the richest and best\nresults.\n\nTHE\n\nPHYSIOLOGY\n\nR. O, BEARD,\n\nM.D.,\n\nPROFESSOR\n\nOF CHILDHOOD\nEDUCATION\nOF\n\nPHYSIOLOGY,\n\nAS APPLIED\n\nUNIVERSITY\n\nTO\n\nOF MINNESOTA\n\nThe literature of education is rich in its elaboration of the methods\nof instruction and in its discussion of the tools of teaching. It is poor\nstill, and that despite some recent valuable contributions to its treasury of\nknowledge in the study of the human being to be taught. As in the\nlibrary, so in the schools. The teacher is trained in the technique of his\ntask, in the use of his implements, in the subject-matter of the multiplicity\nof themes he is to teach. He learns little of the physiology of the child\nwith whose physiologic development he is charged.\nThe true musician is he who knows not only the science of harmony,\nthe theory of composition, the technique by which his musical conception\nis to find expression in instrumental or vocal form, but he who is familiar\nwith the structure of the instrument by which his creations are to be\nactualized. It is a master hand guided by a master mind which touches\nto our finest sense the keys which utter his musical message to mankind.\nBut it is too often an unskilled hand which fumbles with roughly shapen\nfingers, an unawakened eye which scans the unmeaning measures, an\nunknowing mind which seeks to stir the sweetness of this harp of a thousand strings, to awaken the harmonies of the human mind in which the\nmusic of a myriad years is massed.\n\n"} {"page": 733, "printed_page": null, "text": "Departmentl\n\nI\n\nPHYSIOLOGY\n\nOF\n\nCHILDHOOD\n\n721\n\nChild study, it is true, is a recognized obligation of the teacher of\ntoday, but child study has been pursued almost exclusively from the metaphysical viewpoint, and has, so far, been based but little upon the physiology of the young human body, of which the mental is the highest, but\nnot the only, nor in any sense an independent, form of functional\nactivity. The subject has been obscured by the pursuance of technical\ndetails of mental peculiarity, instead of being illumined by the liberal\nstudy of the broad principles upon which the physiology of childhood\nrests. The consequence is that modern education is, in its results, a\ndeparture from the ancient ideals which we, far better than the ancients,\nwith far greater possibilities of knowledge than they possessed, have the\nopportunity to attain — the culture of a mens sana in corpore sano. The\nconsequence, to put it in positive terms, is too frequently seen by the\nphysician in an unfortunate tendency to the asymmetrical development\nof children.\nIn order to lay down some lines along which the scientific study of\nthe child should be pursued, certain foundational principles in the physiology of childhood may be profitably suggested. Child study, to be\nsafely informing, must carry the student teacher back not only to the\nbeginnings of infant life, but to an inquiry into those hereditary forces\nwhich so frequently and so deeply determine character. He cannot safely\ncontent himself with the attempt to discover the physiologic conditions of\nthe child of school age. The teacher deals with fortunately plastic but\nnevertheless partially formed plasm. Development is, and education\ntherefore must be, continuous, both in the individual and in the race.\nDr. Oliver Wendell Holmes predicted his failure to correct the physical\nerrors of a child because he had not had the opportunity to begin with\nhis patient's grandmother. While the teacher is required to build upon\nfoundations which are already partially laid, his knowledge of the ideal\nsubstructure of the human edifice will ultimately improve the building in\nthe home, as well as the building in the schoolroom. The teacher is the\nmost permanent of all builders, because that which he builds in the\nchildhood of today tends to establish the type of the building of the generations which are to follow. He is a most potent factor in the evolution\nof the future, since that structural impress which he has years of opportunity to make upon the human organism fosters the hope of heredity.\nWithout that structural change transmission fails. And this emphasizes\nthe important consideration that he has to deal with a thing which is still\nin the making — in the making in a very essential physiologic sense.\nGrowth is the dominant characteristic of childhood, and one which is\nconditioned not only upon its rapidity, but upon its specific quality. Differentiation ofstructure and specialization of function are going on hand\nin hand, and that, particularly at this period, in the nerve tissues. It\nbecomes the task of the teacher to foster the symmetrical development of\n\n"} {"page": 734, "printed_page": null, "text": "722\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child- Study\n\nthe child both structurally and functionally.\nHis aim is, or ought to be,\nthe production of a perfect whole.\nThis burden of growth which childhood carries constitutes a heavy\nnutritive demand upon it. This demand is met by the large development\nin early life of the tissue-elaborating organs. They represent a very large\npercentage of the body weight of the child. Their functional operation\nrequires an equally wide range. It must not be narrowed by the intrusion of other forms of functional activity of less immediate consequence.\nThe need of tissue-building material in childhood is correspondingly\nlarge, and it should be remembered that this structural material includes\nwater and oxygen in very generous measure. Teachers and school officials do not sufficiently appreciate the physiologic need of large quantities of pure air and pure water by the children during long school hours.\nThe process of digestion in the child, however advantageously simple\nthe dietary may be, is relatively slow, and temporarily taxes the blood\nsupply. It should not be embarrassed by an undue draft upon the circulation for the purposes of cerebral activity. For the school-going child\nthe morning meal should be early ; the noon meal light ; an early evening meal staple. The school tasks with which morning and afternoon\nsessions begin should be easy, in order to allow time for the completion\nof digestion. The more difficult studies should be reserved for the intervals following recess. Seasonal variations in growth, particularly emphasized in the spring and autumn, should be respected.\nIn childhood, time is emphatically of the essence of function. The\nfund of potential energy stored by the tissue-cells is not large and it is\nrapidly expended. The periods of functional activity are therefore brief.\nThe demand for repose is emphatic. Sleep is the period alike of construction and reconstruction. The more actively growth and repair are\nassociated, the longer must be the interval of rest. Sleep is the overseer\nof the tissue-building process. To be effective, functional activity must\nbe minimized; relaxation must be complete. Sleep-tension, a condition\nfrequently observed in the overtaxed child, is a practical insomnia. It is\na signal of nerve storm.\nNot only is the range of physiologic activity in childhood a narrow\none, but the pendulum of function is easily swung. Elasticity is alike a\nstructural and a functional quality. It is illustrated at almost every point, in\nthe wide and readily provoked variance in the caliber of the arteries ; in the\nfrequency and changing force of the heart-beat; in the rapid and deeper\nrhythm of respiration ; in the sharp contraction and perfect reaction of the\nskeletal muscles; in the ready rise and fall of the temperature scale; in\nthe quick response and the equally quick exhaustion of the nervous\nmechanism.\nValuable as this elastic quality is, it marks a tendency to extremes of\nwhich the educator must beware.\n\n"} {"page": 735, "printed_page": null, "text": "Department]\n\nPHYSIOLOGY\n\nOF\n\nCHILDHOOD\n\n723\n\nEmphasis has been put upon the prerequisite of symmetry in the\ndevelopment of the child. This demand does not predicate an initial\nsymmetry to be preserved, but rather a symmetry to be attained. Asymmetry is a feature of early childhood. The task of the teacher is the\ncultivation of the child along asymmetrical lines to a symmetrical result.\nSuccess involves the study of the average structural and functional conditions of childhood at given periods, as well as a careful estimate of the\ndegree of individual departure from this common standard.\nA comparison of the structural conditions which obtain at birth is\nsuggestive. In the new-born babe the nutritive organs show a percentage of body weight disproportionately great to that in the adult. The\nskeletal framework has reached and merely maintains its essential proportion. The muscular tissues represent only 23 per cent, of the weight\nof the young infant. They reach an average of 45 per cent, at maturity.\nThe nerve tissues are relatively massive, representing from 13 to 15 per\ncent, of the body weight at birth, while they are wanting in that structural complexity and functional specialization which they attain, at the\nexpense of bulk, in the adult, of whose total weight they bear but 2\nper cent., or less.\nThe applications of this fact of physiologic asymmetry to the education\nof the child are manifold. The several strings in the human harp must\nbe turred and played upon in turn. They are of variant tensions and\nunequal lengths. Each must be developed in its fundamental quality or\nin its under- or its overtones of power until its pitch, variant from but\nrelational to the rest, falls into place in the production of a harmonic\ncomposite. All the strings of function do not demand equal play. They\ndo require exercise in turn. Alternation and brevity in their exercise are\nthe elements of functional pleasure or interest. The whole gamut of\nactivity, fitly touched, turns work into play at every point of contact and\ngives to recreative use the quality of rest. More, there is a tone-dominant in every human instrument which marks its individual quality, and\nwhich demands discovery by a master mind and cultivatipn by a master\nhand. But while the teacher discovers and cultivates, he does not create.\nMarchesi trains a throat and drills a tone to lingering sweetness, but\nnever yet did a Marchesi make a voice. The child harp has its own specific vibrations, its own intrinsic hidden song. Strung to sympathy and\ntuned to response by the trainer's hand, life strikes at last its sympathetic\nchord and it sings itself. Again, every string cannot be played upon\nsuccessfully by the same hand. Variance in exercise is not more important than variance in the exerciser. The grade teacher of today who is\nexpected to serve as a mental acrobat in the teaching of a half a dozen\ntopics for five days of every week and forty weeks of every year is an\neducational paradox in herself and a physiologic blunder in the education\nof the child.\nSpecialism must go into the grades as it has partially gone\n\n"} {"page": 736, "printed_page": null, "text": "724\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nfChild- Study\n\ninto the secondary and wholly into the university schools. The teacher\nas a factor in the development of childhood will be potentized in direct\nratio to the number of the years in which she is permitted to pursue the\ntraining of a given child, as well as in direct proportion to the degree in\nwhich she specializes herself in its teaching.\nBut perhaps the most significant physiologic feature of childhood, and\nthat upon the recognition of which the success of the child trainer most\nlargely depends, is the fact of the relative immaturity of the nervous system. The nervous mechanism of the infant is of great but undeveloped\nbulk at birth. It is an unmapped chart. Its functional activity, so far,\nis limited almost to the exercise of those rhythmic reflexes which represent\nthe small funded capital — the transmitted quality of a few nerve cells.\nThe avenues of special sense which serve as the fields of instruction along\nwhich impressions pass to the awakenment, the direction, the development\nof the dormant nerve centers have been, until birth, but closed pathways.\nThey are suddenly opened up to a flood of influences. At once the differentiation ofnerve tissue, the specialization of nerve function, begins.\nUnder the influence of newly-operative stimuli, the end organs are at first\nuncertain in their responses; they manifest an irregular irritability; at\nfirst the paths of conduction along which impressions and impulses are\nconveyed are poorly insulated, and a certain vagrancy of transmission is\nobserved ; at first the nerve cells display a degree of instability, of imperfect storage, of disorderly discharge of energy. Gradually the specific\nquality of receiving cells, the lines of resistance along nerve paths, the\nintelligent reaction of nerve centers, become established. The education\nof the nervous mechanism is rapid, but it is essentially post-natal, and,\nhowever rapid, it is a long process by which it is brought up to the point\nof average contemporary development.\nThis educational process affects the evolution of two distinct yet\nrelated phases of function — that upon the afferent or impressional side, and\nthat upon the efferent or actional side of this nervous mechanism. Upon\nthe one side is involved the evolution of the properties of specific sensation, or the power to develop specific impressions; of perception, or the\npower to recognize the causes of such impressions ; of judgment, or the\npower to compare impressions with each other; and, finally, of registration, or the impress of given impressions upon the nervous mechanism, to\nthe end that they may be reproduced, upon similar stimulation, in the\nform of memory. This progression of function upon the afferent or\nimpressional side of the nervous mechanism is essentially a matter of education. Itinvolves the cultivation of all the avenues of special sense, and,\nin its highest results, the association of these several fields of instruction\nwith each other.\nThe child trainer enjoys a large opportunity in the adaptation of the\nmeans of education to this great end. Certain primary principles must\nguide his task.\n\n"} {"page": 737, "printed_page": null, "text": "Departmentl\n\nPHYSIOLOGY\n\nOF\n\nCHILDHOOD\n\n725\n\nFirst, and perhaps of most important observance, the stimuli by which\nimpressions are to be produced upon the nervous mechanism of the child\nshould be self-chosen. So, and only so, can they be fitly graded to the\ndegree of its development. Age is not an index to that development, and\nconsequently it is not an intelligent means of school grading. More careful estimates of capacity should determine, from time to time, the classification of pupils.\nLarge opportunity should be provided for the child's voluntary\ncomparison of stimuli to the education of his judgment. The application\nof given stimuli should be frequently repeated to the attainment of that\npermanent impress upon his nerve centers upon which registration or\nmemory depends. Memory is a too contracted term which marks an\nundue limitation in the estimate of this registrative function. It is a trite\nsaying that we forget far more than we remember. It were better said\nthat we are unaware of how much. we register. The field of unconscious\nregistration is a wider one than that of conscious memory. Memory is\nbut registration in act.\nThe more clearly cut in its character is a stimulus — that is, the more\nsharply contrasting it be upon the field of specific sensation — the more\nlikely it is to produce a permanent impress. The teacher should study\nthe mode of application of a stimulus or the method by which an object is\nbrought under observation.\nThe element of surprise is useful.\nThe invariable demand for what the physiologist terms reaction time\nin the development of an impression should be respected. Its duration\nvaries in different individuals. The child who is said to be absent-minded\nis usually one in whom this reaction time is necessarily prolonged, or in\nwhom it is occupied with a slow comparison of impressions, out of which\nsounder, safer judgments are born than are usually developed by a mind\nof readier response.\nStimuli are often employed in too rapid succession. Impressions\ncrowd each other in the avenues of sight and sound and touch ; they produce indefinite sensations or perceptions; they permit scant time for comparisons they\n;\nleave feeble impress at the best.\nBut that is not all. They intrude by their undue repetition upon the\npossibilities of education upon the other side of nerve function. They\nembarrass the actional result in which every nerve act completes its full\ncycle. The impression which does not have its counterpart in expression\nis in the end a bane rather than a benefit. The remarkable achievements\nwhich have been made in the teaching of the deaf or the blind are in\npart traceable to the fact that the teacher is compelled at every step\nto halt for the intelligent response of the pupil. A flood of impressions,\nflowing in fast upon the highly sensitized nerve cells of the child, and finding no outlet, becomes a physiologic burden upon the nervous mechanism, and in the end produces the overcharged, introspective, self-centered.\n\n"} {"page": 738, "printed_page": null, "text": "726\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nunkinetic type of which modern society affords so many examples, especially of the feminine order, in whom action or expression is habitually\ndisastrously limited.\nFortunately, the motor element in education has been of more clearly\nrecognized importance in recent days. It is still of too limited appreciation. Action takes form in the finer as well as the coarser movements of\nthe muscular tissues. In physical exercise it is trained only upon a\nbroad field. In pose, in gesture, in facial expression, in speech, in song, in\nall varieties of manual training, it has opportunities of the most delicate culture. And in this actional phase of nerve function we witness the same\nprogression of development that we have already noted upon the impressional side. From the simple reflex response the human nervous mechanism rapidly proceeds to the exercise of the nerve centers and muscular\ntissues in relation and eventually in co-ordinated harmony of result. Next,\nthe co-ordinated act becomes habit — the acquired reflex — and habit\ngradually merges into those repetitional effects which determine structural\nimpress and which fund themselves in those rhythmical reflexes which are\nexhibited in hereditary or instinctive acts.\nThe educator should note and foster this progression. It should be\none of his continual aims to develop harmony of action, to make\nco-ordination habitual, to encourage habit to serve for the creation of\na larger fund of hereditary capacity in the motor cells.\nHe should observe another foundational fact — that in their nature\nall forms of motor expression are rhythmic. Rhythm is the rule of function. It is simply another evidence of the physical fact, exalted into a\nphysiologic law, that all matter, and especially all living matter, is susceptible ofvibratory motion. Vibration is the essence of rhythm, of that\nrhythmic swing, of that rise and fall of functional activity, which, now\nwithin narrow range and again upon a broader plane, every organ of the\nanimal body exhibits.\nThis rhythmic quality is a feature of all forms of motor expression.\n\"Muscular movement,\" says Wilks, \"is essentially rhythmic.\" \"All\nmovement,\" says Clifford Allbutt, \"even the rush of falling water, is\nrhythmic.\" Roy observes that upon using a pencil to form a series of\ndots upon the surface of a sheet of paper, while the paper is drawn slowly\nalong from right to left, a uniform number of dots per second is made.\nWallaschek tells us that \"not in the different passions of the mind,\nbut in muscular action, music appears to have had its origin.\" Allbutt\nagain says: \" The Greek strophe and antistrophe, the basis of rhythm (in\nmusic) — terms now applied to musical phrasing — were primarily dependent upon the movement, the dancing, of the orchestra from one side\nto another.\"\nIf musical rhythm, then, has originated in muscular movement, it\nfollows that muscular movement itself, inspired by a nervous mechanism\n\n"} {"page": 739, "printed_page": null, "text": "I\n\nDepartment]\n\nPHYSIOLOGY\n\nOF\n\nCHILDHOOD\n\n727\n\nwhich pulsates in the discharge of rhythmic waves of energy, is essentially\nrhythmic. The regulation of that rhythm is part of the work .of the\neducator. To cultivate its highest expressions, to vary its exercise, to\nchange its measure, is to afford pleasure in work and rest in recreation.\nFinally, the study of the physiology of childhood in its applications\nto methods of education must take account of the fundamental distinctions of sex. These differences are inalienable and are alike structural\nand functional. They are emphasized in the nervous mechanism of the\nchild. The common view that these differences do not antedate puberty,\nthat they are not to be recognized and need not be respected from\ninfancy up, is believed to be a physiologic error. The writer has determined, in a long series of cases, the sex differences in heart-beat, in\nrespiration, in digestive capacity, in emotional quality, in physical measurements, and in the limits of muscular and nerve power ranging from\nbirth to puberty.\nGeorge Eliot's definition of woman as \" morally superior, physically\nfiner, and intellectually different \" is inherently and originally and\nineradicably true. Modifications of these differences may appear, but the\ntypes persist. They afford a basis for distinctive training, even within\nthe coeducational limits of the public school. Education must still\nleave room for the characteristics of sex or it will be in the end deformative. Boy and girl may sit side by side and learn the same lesson, and yet\nbe differently educated. Each should be taught what each instinctively\nknows — the fact of difference. Each should be taught to recognize that\ndifference as the most sacred fact of each human life. The evolution of\neach sex must proceed along its own lines. The more sensitive organism\nof the girl makes her demand for physiologic consideration the more\nurgent. The dominant part which she plays in the- evolution of the race\nmakes the elevation of her type of largest consequence. As Lester Ward\nputs it, \"woman is the unchanging trunk in the genealogic tree.\" Those\neducational methods must fail of their possibilities which do not take large\naccount of the eternally feminine in nature, which tends, in the process\nof evolution, to its own inevitable and inevitably beautiful result.\nDISCUSSION\nE. A. KiRKPATRiCK,\n\nprofessor of psychology and child study, State Normal School,\n\nFitchburg, Mass. — Much of what Professor Beard has said is not only unquestionably true,\nbut so well stated that it is unnecessary for me to repeat, and unwise for me to attempt to\nrestate. My time may be best spent in discussing points of difference, and in elaborating\nideas which Dr. Beard had time merely to suggest.\nI take exception, first, to the statement that child study has been pursued almost\nexclusively from the metaphysical standpoint, if by child study is meant what is now\nknown by that term. The child study which is sometimes said to have been carried on by\nall educators from earliest times may have been of that kind, but certainly this is not true\nof the child study of the last decade.\nI am quite sure that of the list of books and articles\n\n"} {"page": 740, "printed_page": null, "text": "728\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nbearing on child study, numbering over a thousand, which I arranged a few years ago,\nnot I per cent, are metaphysical, properly speaking, and I should say that over 50 per\ncent, are more physiological than psychological.\nIt is true that educators never have, and do not even now, realize the closeness of\nrelation of the physical and mental, but whatever sins modern child study may have been\nguilty of, failure to call attention of teachers to the importance of physical conditions is\nnot one of them. Possibly, however, in emphasizing the need of taking account of defective and abnormal conditions of children, they have not sufficiently emphasized the correlations between physical and mental development in normal children. I think it is true,\nhowever, that physiologists generally have failed to appreciate the closeness of relation\nof bodily structure to nervous structure and function. If Professor Loeb's experiments and\ntheories are substantiated by further investigation, we shall be compelled to look upon the\nnervous system as chiefly a transmitter of nervous energy from one part of the body to\nanother. We shall not say, as we have been doing, that the hand is controlled by a certain group of nerve cells in the cortex of the brain, but that certain portions of the brain\nfacilitate communication between sense-organs of the hand and other parts of the body\nand the muscles of the hand concerned in making the proper reaction. We shall not\nspeak of the center controlling the heart, but of the portion of the nervous system that\nfacilitates the transmission of nervous impulses from various parts of the body to the muscles of the heart. In short, we shall look upon the nervous system as a means of communication between every part of the body that may be stimulated and the muscles or\nglands that need to respond in an appropriate way. On this view the development of\nevery organ and tissue is of direct significance in the development of the nervous\nsystem. Every change in every part of the body disturbs the fine equilibrium of the\norganism and calls for new adjustments. It is not surprising, therefore, that the age\nof adolescence, when so many marked physical changes are taking place in the structure and function of the body, is a stage of unstable mental equilibrium and variable\naction. If this view of the nervous system is supported by the physiologists of the\nfuture, as I believe it will be in the main, I am sure child-students will not be slow\nin calling the attention of teachers to its significance, as they have not been in the\npast in calling attention to what is known of the relation of physical defects to mental\nabnormalties.\nAnother point upon which I must beg leave to differ with Dr. Beard is one of\napplication. I agree fully that the nutritive functions are of supreme importance in\nchildhood, and that digestion should not be interfered with by excessive brain activity\nimmediately after eating. His conclusions, however, that the harder part of school work\nshould come after rather than before recess seem to me not justified by the conditions.\nMost children, especially among the laboring classes, bave had breakfast one or two\nhours before beginning school work. In the graded schools I think every teacher will\nagree that pupils are in much better condition for hard work at the opening of school\nsessions rather than near the close, when tired and hungry. In high schools, however,\nwith only one session a day, where pupils study long on an empty stomach, or one\ncontaining two or three hastily swallowed, greasy fried-cakes, doughnuts, or \" sinkers,\"\nas they are expressively called by the small boy, there is good ground for saying that the\nsins against physiological laws in the high schools are almost beyond forgiveness.\nTo finish briefly with all points of difference between Dr. Beard and myself : 1 see\nno occasion for \"respecting seasonal variations in growth,\" and doubt whether the\nphysical differences between sexes before ten years of age is sufficient to demand material\ndifferences in treatment. I even think it would be well for young girls not only to study\nas boys do, but also to play more boys' games, that they may develop physically and\nsocially.\nOn all other points, most of which are much more fundamental than these, I heartily\nagree with Dr. Beard, and only wish I might more effectively emphasize them.\nPerhaps\n\n"} {"page": 741, "printed_page": null, "text": "Department]\n\nPHYSIOLOGY\n\nOF\n\nCHILDHOOD\n\n729\n\nI may best do this by briefly stating some of tlie differences between the nervous system\nof children and adults.\n1. The nervous system of children is largely unspecialized, yet it is ready for action.\nHence, in infants, there is a wonderful variety of aimless movements during all waking\nmoments, and in childhood many more useless movements when trying to attain a definite\nend than in the case of adults.\n2. For many years the child is in a state of very unstable equilibrium ; consequently\nhe is in all kinds of moods and has all kinds of interests within a space of time too short\nfor an adult to get comfortably settled in one frame of mind.\n3. Associated with this, as either cause or effect, or both, the child is very quickly\nfatigued by any one kind of activity. He needs frequent short periods of rest or change\nof occupation. Prolonged activity of one kind is desirable in adults, but utterly impracticable for children. .\n4. The motor or expressive tendency is much stronger in children than in adults, and\nconsequently they tire of receiving much more quickly than of doing. Fatigue and a disturbance ofthe natural functions, with consequent lack of interest, stupidity, and confusion\nof mind, are the natural results of receiving impressions without opportunity or means of\nreacting to them in an appropriate way. The mental condition of educated adults who\ntake in for hours and do nothing is wholly unnatural and incomprehensible to the child.\nFrom the earliest beginnings of nervous systems in the animal kingdom, nerve cells have\nhelped in making an appropriate response to each stimulus as it was received. If\neducation is to prepare for life, and still more if it is to result in living fully each stage\nof life, provision must be made for children to do something else besides frantically wave\ntheir hands every time they receive an idea. It is not that the motor side of a child's\nnature needs development by itself so that it shall not be exceeded by the sensory.\nThere is nothing gained by equalizing the time devoted to impression and to expression\nif the processes are carried on separately, for successful living is nothing but making the\nproper response to each stimulus as it is received.\n5. The nervous systems of children are exceedingly plastic, hence children can be\ntaught anything or learn to do anything with almost any degree of accuracy. This\nability to adapt itself to environment is the most striking and valuable characteristic of\nthe young of all the higher animals. In man it is most prominent and for the greatest\nlength of time. In our constantly advancing civilization men and women need to\npreserve this plasticity of the nervous system as long as possible, or they will fall behind\nin the race of life as customs, processes, and methods change. 'J'o this end variety in'\ntraining is necessary, and only the universally useful activities should be allowed to\nbecome automatic habits.\n6. Plastic as is the nervous system, and capable of being molded almost at will, we\nmust not forget that it has a natural order of development as surely as the grain of corn\nproduces leaf, stalk, tassel, and ear with never a reversal of this order. As fast as we\nlearn this natural order we should strive to utilize it in hastening and perfecting the\neducational process. We shall then work according to the plans of nature, the great\narchitect of the nervous system, in developing the highest type of men and women.\nProfessor Beard. — In my paper I did not mean to assert that child study had\nbeen altogether limited to the metaphysical aspect, but that in the books on the subject\nthis side had been overemphasized.\nReferring to Professor Kirkpatrick's allusion to an empty stomach, I would say that\nwhen the stomach is empty digestion is not over, but that the largest events of digestion\ntake place in the small intestines ; so that, even in the case of the laboring man's child,\nwith his early breakfast, the early exercises of the school should be light. The postrecess period is good for hard work because the recess poriod gives chance for large\nconsumption of oxygen.\n\n"} {"page": 742, "printed_page": null, "text": "73°\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\nThere is seasonable variation in growth ; in spring the curve of height, in autumn\nthe curve of weight, show a marked rise. At these seasons it is more difficult to make a\nsuccessful impression on the mind of the child than at other times.\nI should be the last to deprecate allowing girls all the freedom of motor expression\nwhich boys have ; but should insist that there are intellectual differences. Not in the\nplayground, but in the schoolroom, should differences on account of sex be made. Both\nsexes should choose for themselves their lines of work to a larger extent than is done at\npresent.\n\nHOW\nREUBEN\n\nFAR\nDOES\nTHE NATURE\nPOST\n\nHALLECK,\n\nTHE\nAND\n\nMODERN HIGH SCHOOL\nFIT\nNEEDS OF ADOLESCENTS?\n\nPRINCIPAL\n\nBOYS\n\nHIGH\n\nSCHOOL,\n\nLOUISVILLE,\n\nKY.\n\nWhat is the nature of an adolescent? In many respects he is like the\nboy that has preceded and like the man that follows, but in some he is\nemphatically different. There seems to be no absolute break in nature,\nbut between barren branches, buds, and full-grown leaves nature shows\nrapid progressive changes. Adolescence is one of nature's marked progressive changes. By adolescence we mean that period which begins\napproximately at fourteen and continues for an indefinite period. It is the\nmost wonderful period in human life, the period that takes a child and\nmakes out of him a man. The child is at first receptive and reactive. A\nflash of light or a noise assails his senses and he reacts. Memory, imagination, and the simpler processes of thought develop. In adolesence there\nappears a something as new as the spring buds on the branches. A creative spark is added to the mental life, a spark which the breath of\n.education may fan into such a flame that the heavens may become light\nwith the work of resulting poet, artist, or inventor. Roughly speaking,\nin adolescence creative capacity is added to the simpler mental powers.\nI do not mean that the adolescent ceases to be receptive. I am sure that\nthe rank and file of men are and always will be more receptive than creative, but I do know that the creative spark alone will bring humanity to\nits full heritage.\nNote that I am to speak of the high-school adolescent, not of adolescents in general. The high-school adolescent represents the fittest\nsurvivals of an elimination process that has been active for eight years.\nI am speaking of the pick of adolescents, of those whose influence will\ncause the world to progress. I bespeak for the high-school adolescent\nbetter treatment, better facilities, better-paid teachers of the broadest\neducation. Some would emasculate the high school for the grades. I\nwould improve the condition of the high-school adolescent, not alone for\nhis sake, but for the sake of the balance of the world, which he is to elevate.\nIt was right that at Valley Forge George Washington should have been\nbetter clad and less likely to catch pneumonia than the rank and file of\nthe army, not for his sake, but for the sake of the millions to whom he\n\n"} {"page": 743, "printed_page": null, "text": "I\n\nI\n\nDepartment]\n\nTHE\n\nNATURE\n\nAND\n\nNEEDS\n\nOF\n\nADOLESCENTS\n\n73 ^\n\nwas to pass the cup of liberty. It is time that the public school stopped\nteaching the lie of equality. I know a high-school graduate who managed afactory so well that it employed thousands. When he left it fell\ninto less efficient hands. The wages of the workmen had to be lowered,\nmany were discharged, and their families suffered. He was brought back\nand the factory prospered. Leaving his welfare out of the question, was\nit not better for the thousands that this manager should have had an\nexcellent high-school education under the best possible teachers? I am\na firm believer in the doctrine of the greatest good to the greatest number. I am, therefore, careful not to urge the necessity of giving the\nhigh-school adolescent the most inspiring teachers for his own sake, but\nfor the sake of the many whom he is to benefit.\nBy nature an adolescent is akin to the Elizabethans. Adolesence is\nthe Elizabethan age of youth; the age when all things are possible; the\nage when ships with tons of treasure are returning home from the new\nwestern world ; the age when newly-discovered climes are proving the\nwildest dreams realities; the age when the Armada is defeated; the age\nwhen Shakespeare sings a new magical birth song. Then shines the light\nthat never was on land or sea. The teacher who cannot enter heart and\nsoul into this new Elizabethan age is unfitted for his task.\nWhat are the needs of the high-school adolescent? First, he needs\nimproved ideals. They will be found to lie at the basis of his improvement in all other lines. If, as the poet says, we needs must love the\nhighest when We see it, how many schools, as part of their definite\nsettled aim, give their students frequent glimpses of the highest in literature, in biography, in history, and, equally important, in contemporary\nlife? Here are four worlds, for the most part new to the adolescent.\nAlas, that they should still be new to many of his teachers ! Every\nteacher should every year send a ship on a voyage of discovery to these\nworlds, that she may return home laden with ideals, for there are gold\nmines of ideals in literature, biography, history, and contemporary\nevents. Because the dreams of the adolescent so far surpass his feeble\npowers of achievement, he is unusually responsive to those stories and to\nthose heroes that present to him an incarnation of what he would like to\nbe. The shortest distance on earth is the distance from the adolescent's\nadmiration to his imitation. I am not an advocate of promiscuous storytelling for high-school pupils, but every teacher of every high-school\nsubject ought to be able to relate inspiring stories from biography, and\nto bring to bear on the formation of the ideals of those under them, not\nonly the force of their own examples, but also the examples of the\nworthy men and women of every age and clime. An adolescent who\ndoes not know what hero worship is has not more than half lived. We\nhave too long been feeding high-school adolescents on a disproportionate diet of stones, because we have not known the bread which literature,\n\n"} {"page": 744, "printed_page": null, "text": "732\n\nNATIONAL\n\nbiography, history, and\nshould be nothing\n\nEDUCATIONAL\n\nASSOCIATION\n\ncontemporary life offer.\n\n[Child- Study\n\nIn their lives there\n\n\" But doth suffer a sea-change\nInto something rich and strange.\"\n\nI believe that feminine ideals differ in many ways from masculine\nideals. Both kinds of ideals are necessary, and each is equally important.\nIn a well-rounded world there must be developed the power of repression\nas well as the power of expression, the spirit of conservatism as well as\nthe spirit of radicalism ; there must be a fostering of the love of fight\nas well as a fostering of the love of peace, and there must be assured\nprotection for the weak and vanquished as well as the laurel crown for\nthose to whom strength has brought victory. Both the feminine and\nthe masculine world have, to a certain extent, their own division of labor\nin the work of life. I protest against that high-school training which\nendeavors to make girls mannish and boys womanish. The girls and\nboys often protest, too, by leaving school when that is attempted. Their\nnature sometimes guides them right. If feminine tastes, emotions, hopes\nare not appealed to, the girl will be inclined to stop school. In matters\nof interest as various as reading and sports the tastes of girls differ\nwidely from those of boys. That man who thinks that he can train boys\nto do everything that girls can just as well as they can do it is a fool.\nIt seems to me that a crying need in the education of adolescent boys\nis for more virility, more aggressiveness. Of course a ship with engines\npowerful enough to force her ahead in the teeth of a gale needs a rudder\nand good steering apparatus, but she does not require the weakening of\n•those powerful engines. There is a time in the history of most adolescent boys who amount to 'anything when masculine restlessness and\naggressiveness so assert themselves that the mother is sure that this stage\nin her son's development is \" wrong.\" It would be just as sensible to\ndescribe as \" wrong \" the shedding of the tadpole's tail and the hopping\nof the resulting frog out on the bank where he can breathe the freer air.\nSo long as there are in this world opposition to wiser plans, selfishness,\ndishonesty, crime, there must be masculine aggressiveness to deal with\nthem. Education must develop this quality and hold it in reserve. I\nthink of Runnymede, and Bunker Hill, and Gettysburg, and Santiago\nde Cuba, and I thank God for the masculine virility and aggressiveness\nthat stood a victor on those fields. Our adolescent boy likes this aggressive education, because he springs from a race that today enjoys civil\nliberty, that today worships God in whatever church it pleases, only\nbecause his ancestors were aggressive. He learns to admire the aggres\nsiveness of a Democratic president like Grover Cleveland and of a Republican president like Theodore Roosevelt. Do not be afraid of developing\nthis virility and Aggressiveness. It is well to have a gun loaded, but it\nneed not be fired off at all times.\nThis aggressiveness is not anti-social ;\n\n"} {"page": 745, "printed_page": null, "text": "Department]\n\nTHE\n\nNATURE\n\nAND\n\nNEEDS\n\nOF\n\nADOLESCENTS\n\n733\n\nit is an antecedent condition of a social life. There can be no truly social\nlife under a tyrant or the menace of an evil.\nNext, it seems to me that training and development in the high school\nshould be modeled more closely on the lines of life, if the pupil is to be\nfitted for the outside world. It used to be said that the gap was too\ngreat between the grammar and the high school, but that was nothing\ncompared with the gap between the present methods in many high schools\nand in life. Mushy educational theory has laid down the dictum that\nrivalry is unsocial and ought to be kept out of the high school. A boy\ngraduates and finds employment in a great railway system. He sees that\nit offers many prizes. If he has ambition, he wants to become head of a\ndepartment or an ofificial of the road. The surest way to win any of these\nprizes is to do the work better than someone else is doing it. We have\nprogressed from savagery to civilization because of a determination on the\npart of some to do things better than others were doing them, to be\ngentler, kinder, truer, nobler than their neighbors. Rivalry has improved\nmodes of travel, surgical instruments, footwear. This world without\nrivalry would be a dead world. It has developed on the principle of the\nsurvival of the fittest after a struggle to determine who the fittest are.\nI believe that school is a better place than life to meet jealousy and conquer it. I know a graduate who, influenced by jealousy and anger, gave\nup two good positions soon after leaving school because others beside\nhim were advanced in preference to him. You may remove most of the\ncauses of jealousy from the high school, but in so doing you are not\ntraining for life. I have a classmate who is principal of a high school in\na prohibition state. He said to me : ** I long ago realized the lack of\nwisdom in removing every apple tree from the adolescent's Eden. I prefer to develop in my boys the power to pass by an open saloon door,\nbecause I know that without this self-reliance he will easily fall a prey to\nthe hidden back door.\" As the case stands, athletics is the only branch\nin many schools that trains to the exact conditions of life. Football is\nrivalry to the core, and it gives wonderful opportunity for the mastery of\nundesirable emotions. I believe that in almost every high school there\nis a pronounced feeling that, when B has shown himself a better boy than\nA, B should take A's place on the team. If A sulks for that reason, his\ntreatment by the rest of the school soon teaches him something more\nvaluable than book knowledge. I therefore wish that more athletic games\ninvolving group activity could be invented for adolescents.\nI know that some teachers maintain that it would be better to change\nlife rather than the high school. Consciously or unconsciously, they are\nswayed by the belief that the only true philosophy is socialism, which\nabolishes competition and largely destroys the incentive for one human\nbeing to do better than another. Socialism, they believe, is the remedy\nwhich will render things more nearly equal.\nThat may be true, but with\n\n"} {"page": 746, "printed_page": null, "text": "734\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child- Study\n\nthe incentive to do one's best gone, the equality will be the equality of\nthe hovel, and not of the palace. From such an equality it is the mission\nof the high school to rescue us.\nA high school often fails with an adolescent or damages him irreparably because of its atmosphere. Adolescents are unusually sensitive to\nthat indefinable something known as \"the atmosphere.\" It frequently\ndetermines their attitude toward life for the rest of their days. If there\nis a spirit of guying and mean prank playing rife among the pupils, if\nthere are animosities among teachers themselves, if there is lack of an\naltruistic atmosphere, such a high school is not suited to the needs of\nadolescents. In visiting the same class in different rooms you have\nbeen startled at the change. The same class has seemed as different as\nthe Berkshire Hills looked at thru the happy Indian-summer haze and\nagain thru the driving March rain. You have felt that to reach the heart\nof certain classes you must select some rooms in which to talk to them\nand avoid others. Watch the atmosphere of your high school. If the\npupils feel that everyone is their enemy, against whom they must be on\nthe constant watch, it would be better if that high school were closed.\nIf, on the other hand, all feel that the rest are their friends, that their\npresence in the school is nesessary, that the school expects them to do\nsomething worthy of it, that school is a pronounced success, even if its\npupils learn nothing from books.\nDo the high-school studies suit the nature and needs of adolescents ?\nShall these studies be made more practical? I have tried to get a jury to\ndecide for me what the really practical high-school studies are, but there\nare only two subjects on which there is sufficient unanimity of agreement\nto make it worth comment. Most agree that it would be difficult to pay\ntoo much attention to spoken and written English and to the great things\nin our literature. The majority say that a part, a very small part, of the\nphysics taught in our high schools is also practical. But when we mention mathematics there is an immediate protest that nothing is less often\nused by the rank and file of people than algebra and geometry; that a few\narithmetical principles taught in the grammar schools are all that are\nabsolutely practical. The chemist concedes that high-school pupils will\nprobably make but very little practical use of what he teaches them.\nModern languages are practical only in case the student is actually called\non to write them or to speak them. The teacher of Latin can readily\nshow that this study is as practical as zoology, but one can get along in\npractical life without either Latin or zoology. The historian insists that\nhis branch it absolutely necessary as a guide for future action and legislation, but a careful inquiry among a large number of high-school pupils\nhas shown that the majority believe that the study of history did them\nlittle practical good and left little else than a blur on their minds.\nAstronomy!\nWhy that deals with the stars, and we may never visit them.\n\n1\n\n"} {"page": 747, "printed_page": null, "text": "I\n\n.Department]\n\nTHE\n\nNATURE\n\nAND\n\nNEEDS\n\nOF\n\nADOLESCENTS\n\n735\n\nShall we, then, confine ourselves to the strictly practical and teach\nnothing but common English, bookkeeping, shorthand, typewriting, and\ncommercial geography and law in our high schools? Those schools that\nhave narrowed themselves down to these subjects alone have been the\nmost conspicuous failures of all. If they would succeed, commercial\nhigh schools have learned that they must include in their course many of\nthe so-called impractical subjects. Even wood-choppers of ordinary\nintelligence are becoming gradually less influenced by the argument that\nthey don't need a grindstone because it won't cut down a tree. They are\nsatisfied to sharpen their axes on a Saturday, so that on the following\nMonday they can cut down trees with half the labor. Professors in\nGerman universities have noticed that since fewer hours were given to\nLatin in the German schools there has been a decided decrease in the\ncapacity of the pupils for original thought. Adolescents must feel this\ntruth in a dim way, for, altho Latin has often been put on the optional\nlist in the last ten years, the number of those taking it has increased twice\nas fast as the enrollment. Nothing has yet been found to make it possible to dispense entirely with grindstone subjects. A striking confirmation of this comes from a most unexpected source. Commenting on\ntechnical secondary education, one of the greatest of technical-school\npresidents writes:\nThe broader training of a well-organized English or classical high school should precede the technical course whenever possible.\n\nWe should not infer that all of these subjects, whether practical or not,\nare alike acceptable to all adolescents. A subject that one adult is fond\nof bores another. When we consider the variety of the future world to be\nministered to, we must conclude that it is fortunate that human minds\nshould be cast in such different molds. Adolescents ought to have this\nnatural difference considered. 1 know numbers of cultivated people,\nsome of whom have asked me to be their attorney on this occasion,\nto state that they were born with a dislike for certain subjects, and that\ntheir, continued study merely worried them. The ideal high school\nshould not only have different courses at the start, but after the end\nof the second year subjects like mathematics and Latin and much of\nscience should be optional. In the majority of cases the adolescent must\nchoose his occupation as soon as he leaves school, and it is wise to give\nhim a little practice in choosing. The high school ought not to have a\nsingle weak teacher or a single weak subject. If all subjects were well\ntaught, these optionals could not do harm, and they would develop the\npupil's natural capacities, and thus lead to greater interest. I think that\nall high-school teachers will have more charity for their pupils by\nremembering that we do not expect adults to pay attention to things in\nwhich they are not interested.\nI cannot agree with those who think that the requirements of the\n\n"} {"page": 748, "printed_page": null, "text": "736\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child-Study\n\ncollege have tended to make the high school less fit for adolescents.\nWith increasing optionals, few pupils need to take college subjects unless\nthey choose. My experience has convinced me that this course develops\na fine type of pupil. The high school is largely indebted to the college\nfor the strength and excellence of its most important course. Since the\ncolleges have insisted on English as an entrance requirement, the high\nschools in some states have improved their English course 60 per cent.\nTiiis course by itself has come to be sufficiently excellent to repay attendance at many high schools. College-entrance requirements are further\nuseful in locating and in remedying inefficient work in certain branches.\nIf any college insists on unreasonable requirements, the schools have their\nremedy in advising pupils to choose some other institution.\nNo matter what the subject taught, the majority of adolescents will not\nthemselves be satisfied unless their teacher leads them to think. Thinking is rather a new game with them, but it is a fascinating game after it\nhas once been tried, and it will never lose its novelty. Now that they\ncan begin to steer for themselves by their newly-adjusted compass of\nthought, they will insist on occasionally sailing out of sight of land.\nEvery adolescent loves the motor element in his mental world. A new\ndefinition of motor training has become absolutely necessary. Consciousness in itself has motor elements, but these are very slight when one is\nmemorizing bliiTdly or merely imitating with hands or feet. Motor\naction without the creative mentality born of imagination and of thought\nis machine action ; it is the activity of a man whom a machine may supplant any day. Thought, the most intense motor element in consciousness, is the highest type of motor-mental action. The mind of the\nengineer in planning a bridge is more truly motor than the arm movements of those who put the matter where his mind has ordered. It\nis easier to find a thousand who can make matter fit the mental mold than\nit is to discover one who can himself make the mental mold which must\nprecede all purposive changes in matter. Unless studies are of this\nhigher motor type they are not bread to the adolescent.\nWith the old-fashioned method of studying many things, which held\nthat a thing was learned when it was lodged in memory, consciousness has slight motor characteristics ; it is like the river Arar, you\ncannot tell in which direction it flows. With memorized demonstrations\nin geometry this is specially true. In a visit to one of the great eastern\ncolleges last month, I noticed that 50 per cent, of the examination consisted of originals. The mental state of the candidates taking that\nexamination was certainly motor. Perhaps English literature, especially\nShakespeare, is superior to any other subject in the course, when taught\nin a motor way. Give a pupil a chance to do some live thinking in\nShakespeare and note how readily he responds. I told a ninth-grade\nclass reading the Merchant of Venice that I should hold each one respon-\n\nI\n\n"} {"page": 749, "printed_page": null, "text": "Department]\n\nTHE\n\nNATURE\n\nAND\n\nNEEDS\n\nOF\n\nADOLESCENTS\n\n737\n\nsible for his individual opinion, supported by Shakespearean passages, on\nquestions like these: \"Was Jessica's treatment of her father right?\"\n\" Which character in the play would you prefer for an intimate friend ?\"\nThe answers often surprised me for breadth of thought and interest in the\ncomparisons. High-school pupils like to think if you give them something which touches their world to think about. Interest is knowledge\nmoved into the king's row on the checkerboard. Fortunately interest\ncomes with each succeeding step of knowledge, if the pupil can make use\nof it himself, if he can himself play with the checkers of knowledge. For\ninstance, as soon as he has learned sufficient Latin to translate a \" boy's\ngirl \" or a \" girl's boy,\" by combining a genitive and a nominative, he is\ninterested in the process. It is his own combination made with his own\nknowledge. Rendering English into Latin necessitates original motorthought training far more than translating Latin into English. In this\nconnection it is interesting to note the confirming experience of an\nexaminer of the University of Berlin, who in 1897 testified that, with the\nchange in the study of Latin since 1892, the power to translate it had not\nbeen much weakened, but that the ability to write Latin prose had been\nruined, and that there had followed an actual decrease in mental power.\nIt is the doing something that appeals to the adolescent. Mere\nimitation in either the mental or the muscular field appeals less and less\nstrongly to him. The high school ought to afford pupils more varied\nways in which to express their thoughts, or, in other words, to show what\nthey can do. In my own school I have founded an Order of the Knights\nof the Round Table, admission to which is based solely on doing something, ifonly one's duty, a hundred times out of a hundred.\nFinally, let the teacher remember that adolescence is the Elizabethan\nage of youth ; that then appears a spark of creative activity, which\nthe proper training may fan into a blaze ; that the ideal is all important,\nhero worship a necessity ; that feminine and masculine ideals differ and\nthat both are equally important ; that masculine virility and aggressiveness must be encouraged ; that the school must more nearly approximate\nto the condition of outside life, just as athletics do ; that the atmosphere\nof the school should be social and altruistic ; that no high school can\nsucceed if it teaches only the so-called absolutely practical subjects ; that\nany grindstone subject is practical in the truest sense if it sharpens\nthe mental ax to fell trees in the forest of life ; that the ideal high school\ncontaining not a single weak subject or weak teacher should allow increasing choice of subjects to suit varied types of mind ; that the majority of\nadolescents will themselves pass the verdict on any teacher of any subject\nthat he has given them a stone instead of bread, unless he has taught them\nto think, unless he has done something more than lodge a series of dead\nfacts in memory, all of which will perish unless they sprout with the\nlife of thought, unless he has taught them to use this knowledge in the\nvaried combinations. of their own mental life.\n\n"} {"page": 750, "printed_page": null, "text": "738\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Child- Study\n\nDISCUSSION\nE. G. Lancaster, professor of psychology and pedagogy, Colorado College, Colorado Springs, Colo. — I do not agree with the speaker as to the definition of the\nadolescent period. It is not merely the high-school age, but begins during the last two\nyears of grammar grade and continues thru college life. It is the period of growth in\nwhich the child develops out of the stage of primitive man into the modern civilized man.\nThis growth means, first, development in size ; second, differentiation. The tadpole\nwhich is kept in the dark will grow to be a large tadpole of the size of the frog, but will\nnever develop into a frog. There are men and women\nally undifferentiated.\n\ntadpoles, morally and intellectu-\n\nThe adolescent period ends, for the girl, at about the age of twenty-five ; for the boy,\nat twenty-eight. The hope of the race depends on the lengthening of the adolescent\nperiod, say, until forty.\nAs to the question of the fitness of high-school studies to adolescents, the speaker has\nimplied that they do and that they do not fit, and I agree with him. Rather than prepare\na high-school course of study, I recommend to the audience the paper by President\nG. Stanley Hall, of Clark University, in the School Review iox September.\nAdolescensce, as the speaker said, is the time of ideals. We should use those ideals\nfor discipline, and should discipline only thru ideals. Practical considerations are not\nso important in the high school.\nThe average age of the inventor is thirty- three.\nThe old psychology laid down the three fundamental principles of mind — knowledge,\nfeeling, will. This is not the order of the unfolding of the human mind. Feeling comes\nfir^t. Nothing is done without enthusiasm. In the properly trained child the emotions\nare not very prominent until adolescense, and then they come in a flood. We must take\naccount of this emotional life. Any subject that lays hold of the emotional life is a\ngood subject. Is it Latin, geometry, physics ? This depends on the teacher, on the\nway in which the subject is taught. We need teachers who understand adolescent\npsychology.\nThe dull teacher, without enthusiasm, is unfit for adolescents.\n\n"} {"page": 751, "printed_page": null, "text": "^\n\nDEPARTMENT\n\nOF PHYSICAL\n\nSECRETARY'S\nFIRST\n\nEDUCATION\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly q, 1902\n\nThe meeting was called to order in the Exposition Auditorium at 2 : 30 P. M. by the\npresident, Dr. William O. Krohn, of Chicago.\nAfter an overture by the Danz Orchestra, Director D. H. Painter conducted a class\nin tactics, uniform rank, Adams School.\nThe president's address followed, on \"'Educative' Physical Education.\" Dr. Krohn\nthanked the large audience that had assembled for their interest in this branch of education, and said : \" Not only is this the largest session this department has ever had at\nany annual association, but the largest attendance any department has ever had.\" Six\nthousand people were present at the meeting.\nThe remainder of the afternoon was devoted to the exhibition work of the Minneapolis public schools, given by pupils and teachers under the direction of Mrs. Louise\nPreece, director of physical training, city schools, Minneapolis, Minn. The program\nwas as follows :\nHolmes School: Director, Agnes L. Robinson.\nBremer School : Director, Agatha B. Morris.\nClinton School : Director, Elizabeth Conner,\nTeachers' Class:\n\nHarrison School: Director, Agnes M. Price.\nVan Cleve School : Director, Mary F. Regan.\nWashington School : Director, Jean L. Gowdy,\n\nDirector, Mrs. Louise Preece,\n\nThe president appointed the following Committee on Nominations :\nMiss Mary H, Ludlum, St, Louis, Mo,\nMrs, Louise Preece, Minneapolis, Minn,\nMiss Mabel L, Pray, Toledo, O.\n\nSECOND\n\nSESSION.\n\n— Thursday,\n\nJuly id\n\nThe meeting was called to order at 2 : 30 P. M. in the Exposition Auditorium by the\npresident.\nA violin solo was given by Miss Verna Gblden, of Minneapolis.\nA paper on \"Requirements for Physical Education in«ur Public Schools\" was read\nby Dr. Henry Hartung, member of the board of education of Chicago, and delegate\nfrom the North American Turner Bund.\nAfter another solo by Miss Golden, discussions were led ^by Dr. E. A. Lyttle, state\ninspector of New York, and by Miss Jean L. Gowdy, principal of the Washington School,\nMinneapolis, Minn.\nMr. Henry Suder, director of physical training, Chicago public schools, then gave\nan exhi-bition on his new combination apparatus to be used in schoolroom.s.\nThe Committee on Nominations reported the following officers for the ensuing year :\nPresident — Dr. William O, Krohn, Chicago,\nFirst Vice-President — Baroness Rose Posse, Boston, Mass.\nSecond Vice-President— M2ih&\\ L, Pray, Toledo, O,\nSecretary — Alta Wiggins, Buffalo, N. Y.\n\nThe report of the Nominating Committee was accepted without dissent, and the\nnominees declared elected.\n\nThe department then adjourned.\n739\n\n^^^^^\n\nL. Pray, Secretary.\n\n"} {"page": 752, "printed_page": null, "text": "740\n\nNATIONAL\n\nPAPERS\nPRESIDENTS\n\nEDUCATIONAL\n\nAND\n\nASSOCIATION\n\nDISCUSSIONS\n\nADDRESS— '' EDUCATIVE''\nEDUCATION\n\nWILLIAM\n\nO.\n\nKROHN,\n\n[Physical\n\nCHICAGO,\n\nPHYSICAL\n\nILL.\n\nIt is not my purpose in this brief address to discuss the merits of the\nvarious methods or schools of physical education, but it is my purpose\nto call attention to the one quality that must characterize all methods of\nphysical education in order that they may be worthy of a place in our\nschools, and that all physical exercises under the direction of the special\nteacher may be educative in character.\nIn the discussion of any educational topic we find ourselves compelled\nto consider at least three factors : (i) The object and aim of education ;\n(2) the methods by which this aim can be attained ; (3) the raw material— the child whom we are seeking to develop into the product which\nwe have in mind as the object of our school work.\nI believe that most that passes for physical education is of such\nnature as to be a real and vitalizing force in the development of the child ;\nthe development of his brain, of his mind, of his muscles. But I also\nrecognize that there is much that is called physical education that is only\nindifferently educative, in fact is of little positive value in promoting the\nchild's development. It is also true, tho happily in a less degree,\nthat there are some exercises given at the direction of a few teachers of\nphysical training that are not only uneducative, but are deleterious to the\nchild's growth and the unfolding of his powers of mind and body.\nThe object and aim of all education, especially as applied to our\nAmerican school system, is to develop the best type of citizen possible —\nbest physically, best mentally, best morally. I say best physically first\nbecause without a sound body it is impossible to have the highest type of\nintellectual development, and without these two — the sound mind and\nsound body — it is absolutely impossible to have the best quality of moral\nand ethical development.\nSome teachers are still laboring under the delusion that the function\nof the teacher is to impart instruction, as if knowledge could be given to\nthe child in the form of ready-made packages — so much instruction\neach day which the child will absorb and assimilate. The true idea, as\nyou all recognize, is that education, from the very derivation of the term\n\"educe,\" means to lead out of or draw from the child certain of the latent\npowers and ideas into expression and activity. Knowledge must be\n\"educed\" by the child's self-activity if we would have education that is\n\n"} {"page": 753, "printed_page": null, "text": "Department]\n\nPRESIDENT'S\n\nADDRESS\n\n74 1\n\nat all worthy of the name. Modern method in education is insisting\non the necessity of self-activity on the part of the child as essential to\nhis development. This self-activity in its most decided and satisfactory\nevidences is found in actual self-expression thru the child's motor ability.\nJust here is where the teacher in the department of physical education\ncan accomplish the most for the child under his care and tutelage in\nmaking possible the largest number of definite lines of expression so that\nhis whole physical being will respond quickly, correctly, and gracefully\nwithal, to the thoughts and ideas arising within his rapidly developing\nbrain.\nThere is no fundamental principle more vital than this, which is being\nmore and more recognized by us all, namely : That the child grows by\nperiods, by epochs, by stages. All capacities of the mind are not unfolded\nat the same time, but there is a growth period for each of the faculties, a\nperiod in which each unfolds with rapidity and makes its great lunges of\ngrowth. Thus we know that the first mental unfoldings are a child's\nsensation capacities. The first experiences of the child are sense experiences, and the first days, months, and early years of his child life are\nconcerned chiefly in gathering a large fund of sense experiences that may\nbe later elaborated into memory and thought experiences. All of the raw\nmaterial of thought must come thru his senses, and it is a wise dispensation that makes it possible for him to gain a whole mass of raw material thru his early sense experiences. We know that the second faculty that\nthe child's mind unfolds is memory ; the third, imagination ; the fourth,\njudgment and the power of comparison ; curiosity comes next ; and last\nof all, reasoning.\nWe will find these same periods of growth even more marked when\n\nI\n\nwe come to consider the child's physical being. We know that all parts\nof the body do not grow at the same time, but growth focuses and centers\nitself upon one set of organs for a time, and then upon another set, and\nso on. Each group of muscles has its period of most rapid growth. For\na time, as we know, the child grows in girth of chest, of head, length of\narm, and length of body, a regular order of growth being established ;\nand we know that the time to educate any of these groups of muscles is at\nthe time of most rapid growth. The muscles of the upper arm and\nshoulder are capable of being educated monthsbefore the smaller muscles\nof the fingers. We must fit and adapt our exercises to this law of growth\nperiods that nature has written in the very constitution of the child.\nAll children grow in the same order, tho they do not all grow at\nthe same rate. Thus, one child at twelve may be much farther advanced\nphysically, as we all recognize, than another child of the same age or a\nchild a year older. Nourishment, his previous physical education, may\nhave occasioned lunges of growth that the less fortunate pupil, tho he\nbe older, may not have experienced.\nJust here we find a better basis for\n\n"} {"page": 754, "printed_page": null, "text": "742\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nthe classification of our pupils with reference to class work in physical\neducation than age or grade. Because certain groups of pupils happen to\nbe reading in the same reader, or working the same problems in arithmetic, or because a certain group of pupils happen to be of the same age,\ndoes not give us warrant for putting them thru the same physical\ntraining, for the reason that of a given number of pupils of the same age,\nor of the same school grade, many will be much farther advanced in their\nphysical education than others. A better basis of classification than age\nor grade is weight. A still better basis of classification would be weight\nand height. I have seen in the public schools of one of our cities a class\nof boys of the same grade taking their lesson in physical education. The\ndifference in weight between the lightest and heaviest boy taking the\nsame routine of exercises was forty pounds. The difference in height\nbetween the shortest and the tallest boy was thirteen inches. If the exercises were adapted to the heaviest boys in the class, they were certainly\nnot adapted to the lightest ; if they were adapted to the tallest boy in the\nclass, they were certainly ill-adapted to the shortest boy. Roughly speaking, the difference in physical development, as represented by the two\nextremes in this particular class that 1 have in mind, was at least two and\none-half years, the best-developed boy in the class being at least two\nyears and a half farther along in his physical development than the leastdeveloped boy. If the exercises of this particular lesson that I have in\nmind were educative for the average child in the class, they were certainly\nnot educative for the best-developed or least-developed boy.\nThere are three characteristics that should mark each lesson in physical training : First, quickness ; second, grace ; third, precision. If any\nfact has been established as a result of modern researches in physiological\npsychology more plainly than any other fact, it is that of the reciprocal\nrelation of mind and body. The mind acts upon the body, and the body\nacts upon the mind. We know that any change in the quantity or quality of blood supply acts directly upon the brain cells, and thus influences\nour entire range of mental activities. We know that certain drugs, such\nas phenacetine, accelerate those activities, while other drugs, as the bromides, inhibit these activities. On the other hand, while we all admit\nthat body acts upon mind, we must also recognize the fact that mind acts\nupon body, that every thought we think, every emotion we feel, registers\nitself upon the organism ; that there is a different rate of heart-beat, a\ndifferent kind of pulsation, during the solving of a mathematical problem\nfrom that accompanying the reading of a poem ; that intellectual activity\ndirectly affects the blood supply ; that grief, melancholia, and other emotional states affect many of the secretions. It is just as true that anxiety,\ngrief, melancholia, or any state of mental depression, causes loss of appetite, retarding the flow of the secretions, as it is that the improper action\nof the digestive organs may cause melancholia.\nThe relation between\n\n"} {"page": 755, "printed_page": null, "text": "Department]\n\nPRESIDENT'S\n\nADDRESS\n\n743\n\nideas and movement has been recognized by many of our schools of\nphysical education, and in all of our exercises we should endeavor and\ninsist upon real enthusiasm and real purpose before any attempt at expression is allowed. The child must have a definite notion of the exercise,\nand having this definite notion must enter into it with enthusiasm, so that\nthe exercise will accomplish the most possible for him.\nI stated that quickness is one of the qualities that should characterize\nevery lesson in physical education. If we do not develop an alertness,\nnot only a physical alertness, but a mental alertness, we are failing signally in\nour endeavors ; if we are not developinggrace then we are failing dismally\nto make more and more possible a ready co-ordination of the muscles as\nexpressive of mental states. Without precision our exercise will be in vain.\nIf the exercises do not promote quickness we are developing as a result a\nbrain lethargy or brain slowness. If our exercises do not develop a certain\nmarked physical grace there is, as a result, a brain slovenliness. If they\nare not carried on with precision there is, as a result, a brain disorderliness\nwhich cannot be eradicated by ordinary schoolroom methods.\nYour physical education, to be educative, must have in mind first of all\nthe development of mental symmetry ; in the second place you must have\nin mind development of mental force ; in the third place your exercises,\nto be fruitful of good results, must promote an increased mental activity.\nThese three — mental symmetry, mental force, mental activity — must\nenter into every lesson if that lesson is to be educative.\nSome have the idea that physical exercises in the schools should be\nsimply ornate or recreative, rather than educative. Many schools have provided for physical exercises in the grades without an intelligent notion of\nthe educational function that this provision is to afford. We are prepared,\nhowever, to make this broad declaration, and not without careful thought:\nthat those physical exercises which do not have a part in the real education\nof the child, the education of his mind and brain, as well as a mere employment of muscles for a few minutes, the ornate movements so fully elaborated without any definite idea of their educational content or purpose, are\nnot only negative as far as educational results are concerned, but are\ninjurious and harmful. Just as some mental exercises are extremely\nbeneficial to the child of ten, and other exercises are negative,and still others\nare injurious, so certain methods and lessons in physical training may be\nbeneficial to the child, may be totally without result, or may be harmful.\nThe one supreme test that should measure every lesson in physical\neducation is the educational test. Does this or that exercise give the\nchild a better co-ordinated brain life, a better mental symmetry, increased\nmental force, accelerated mental activity? Are we developing his brain\ninto that hair-trigger condition that will enable it to respond quickly to\noutside stimulus as he pursues his other lessons in the school ? Are the\nphysical exercises we plan for him of neceseity going to result in a better\n\n"} {"page": 756, "printed_page": null, "text": "744\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nsense discrimination, a brighter eye, a keener ear, more delicate touch,\nbetter attention, and more tenacious and more spontaneous memory, more\naccurate judgment and reasoning ? If they have not these ends in view\nthen are our efforts misdirected.\nMy one word to you this afternoon is that our work in physical training should he educative rather than merely recreative, or, better, should\nbe educative and recreative, recreating those impoverished brain cells by\nfurnishing them with rich, newly-oxygenated blood that has been rejuvenated as a result of intelligent lessons in physical education. Not only can\nthese exercises be made to develop and maintain a high order of brain\nintegrity, but.it is also true that these physical exercises may be made to\nobviate mental abnormalities that have already fastened themselves upon\nthe child. The effects of good physical training in the school are to\ndiminish the number of cases of brain disorderliness and the number of\ndull children. During the past five years I have gathered sufficient evidence to demonstrate that it is unquestionably a fact that in the school\nwithout physical training the number of both boys and girls with\nabnormal nerve signs, such as weak hand balance, lordosis, bagginess under the eyes, spontaneous finger twitches, and wandering eye\nmovement is much larger than in a school with physical training ; and\nfurthermore it is true that in the schools without physical training there\nis always a larger proportion of boys and girls classed by their teachers\nas \" dull pupils,\" and this cannot be attributed to other causes, such as\nlow nutrition, because the social conditions obtaining in the two schools\nwere the same. It can only be ascribed to the* absence of physical training. Physical training, if it is educative, always tends to improve the\nbrain condition of children, prevents and even remedies brain disorderliness, promotes healthy activity of both mind and body, and develops,\nnot only physical grace, quickness, and precision, but develops, furthermore, a mental symmetry, increased mental force, and mental activity.\nOur physical exercises, to be educative, must be so devised and adjusted\nas to exercise all parts of the brain. We know that when a muscle is supplied with good blood and is stimulated to action it grows. We also\nmust recognize that the nerve centers of the brain, which stimulate the\nmuscle and initiate its action, are affected at the same time, and that these\nnerve centers will act on future occasions with more exactness and with\ngreater quickness when the same exercise is to be carried out.\nThe object of physical exercises in any class in physical training must\nbe to control this or that group of nerve centers in the brain, increasing\nin this manner the quickness, precision, and association of their activities\ntogether. As a result of this, with the proper range of physical activities\nappealing to all of the brain centers, a well-organized system of physical\neducation cannot help but result in a firm building of a healthy brain,\nthat will always act with integrity.\n\n"} {"page": 757, "printed_page": null, "text": "Department]\n\nREQUIREMENTS\n\nREQUIREMENTS\nHENRY\n\nHARTUNG,\n\nFOR\n\nPHYSICAL\n\nEDUCATION\n\nFOR\nPHYSICAL\nEDUCATION\nPUBLIC SCHOOLS\nM. D., MEMBER\n\nOF\n\nBOARD\n\nOF\n\nEDUCATION,\n\n745\n\nIN\n\nOUR\n\nCHICAGO,\n\nILL.\n\nPhysical training in its numerous aspects has gradually come to be a\nprominent feature in most of our educational institutions, as well as a\ndaily requirement in the life of people of culture. Bicycling, lawn tennis,\ngolf, rowing, swimming, the various ball games, and other popular forms\nof athletics known and practiced for many years by a privileged few, are\nmore and more indulged in nowadays by the masses. Penal and\nreformatory institutions have introduced gymnastic exercise as a factor\nfor the moral and physical improvement of their inmates, and have\nrecorded splendid results therefrom. Military schools and academies\nhave made it a part of the training of their pupils. There is hardly any\nup-to-date physician who does not employ physical exercise, in active or\npassive form, for many bodily ailments, defects, or functional disturbances\nof the different organs of the body.\nBusiness-men, laborers, and people engaged in professional work, men\nand women, young and old, flock to the gymnasium or practice at home\nfor the purpose of recuperation, stimulation of bodily development, or to\ncounteract the effects of a more or less one-sided health-impairing occupation, to regain that physical vigor, strength, and mental equilibrium\nwhich is absolutely necessary for every individual in his everyday struggle\nfor existence.\nOur higher institutions of learning have special departments of physical training, placed under the supervision of well-qualified professors,\nwho, by special measurements and prescribed exercise, aim at the physical perfection of every student and prepare the better ones for contests\nin team work and the higher forms of athletics. At last physical education is also being recognized as a matter of necessity for the education of\nour children, and is slowly but steadily gaining admission to the curriculum of many school systems.\nThis great variety of application of physical training naturally implies\nmanifold requirements and ideals, attained only by methods and means specially designed for such special purposes. Thus it can readily be seen that\nthe aim which the physician has in mind does not coincide with that pursued by the college athlete, and that aims and methods adapted to a\nmilitary training school would not be appropriate for the worn-out\nbusiness-man who looks to gymnastics for recreation and recuperation\nonly. And again it is obvious that the principles guiding us in the physical training for school children must be different from those that govern\nany of the other cases.\nUnfortunately, tho, we see in many instances our schools invaded\n\n"} {"page": 758, "printed_page": null, "text": "746\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nby all sorts of physical-culture enthusiasts and self-constituted specialists,\napt to harm the cause of physical education more than to further it. It\nis thru such people, lacking all qualifications for this particular work, and\ntheir faulty, one-sided, and inadequate systems of training, that this\nimportant educational branch has come to be looked upon in some cities\nas a fad, and been justly criticised and ridiculed.\nThe condition in which we find ourselves at present in regard to physical training may be likened somewhat to that of medicine, where the true\nand rational art of healing, as practiced by the regular physician, finds\nitself surrounded by innumerable systems of isms and paths, all-cure\npeople, quacks, and humbugs, who each one detracts as much from the\ndignity of the medical profession as physical- culture quacks injure the\ncause of bodily training.\nSince we still find a great diversity of opinion as to the fundamental\nprinciple for a perfect system of physical culture for our school children,\nit seems timely and advisable for teachers of this special branch to agree\nupon some common, rational basis which meets all ordinary requirernents for the average graded school of our country.\nITS PROPER\n\nPLACE^IN\n\nTHE\n\nSCHOOL\n\nCURRICULUM\n\nOne of the first and most important requirements is to give physical\neducation its proper place in the school curriculum. Our educational\nideals are still footing too much in the antiquated conceptions of mediaeval\ncivilization, when there was no education but that of the mind, when the\nbody belonged to the devil, and was just good enough to be maltreated\nand chastised by all sorts of tortures. Slowly and gradually this emancipation of the body from its bondage has taken place, and as years\nadvance and progress enlightens we hope that the body will receive its\ndue consideration. It has been in the interest of a certain class of people\nto keep mankind in darkness and confusion in regard to the proper\nrelationship between body and mind. The world has been taught for\ncenturies that mind and body were two separate beings, existing side by\nside, and created for independent activities and purposes ; the one the\nslave, the other the master.\nModern science has taught us that man is an organic unit and that there\nexists a mutual relationship and interdependence between mind and body.\nIt is just as true that mental activities may exert an influence on the body\nas that physical activities may produce corresponding effects on the mind.\nTo mention only one instance of the truth of this statement, permit\nme to call attention to the results of the child-study investigations as carried on with thousands of pupils of St. Louis and Chicago, which have\nestablished the fact that there is a distinct relationship, in school children,\nbetween physical conditions and intellectual capacity, the latter varying\ndirectly as the former.\n\n"} {"page": 759, "printed_page": null, "text": "I\n\nDepartment]\n\nREQUIREMENTS\n\nFOR\n\nPHYSICAL\n\nEDUCATION\n\n'\n\n747\n\nIt is only recently that educators have paid more attention to this\nprocess of correlation between physical and mental activities and have\nbegun to recognize it in their methods and theories of teaching.\nIn all those schools where physical training has been given a permanent place and a fair trial, its great value has been demonstrated and\nacknowledged. May it suffice to quote in proof hereof a few words from\none of the foremost educators and thinkers that America has ever produced, the late lamented Colonel Parker :\nIt may never be known scientifically what a tremendous influence the body and all\nits organs, every nerve and muscle, vein and artery, exert upon the brain, and consequently\nupon the intellect, and the more I see of the good work (of physical culture) in the school,\nthe more I believe in it ; the more I study psychology, especially physiological psychology,\nthe stronger my belief becomes in physical training.\nAIMS\n\nAND\n\nPRINCIPLES\n\nOF\n\nTHE\n\nSYSTEM\n\nBeing convinced of its absolute necessity and extreme value as a factor in modern education, we demand that physical education, with its\nmanifold powers of sensory, motory, and intellectual training, be given\njust as much attention as mental education, and only when this demand\nis realized can we ever hope to do justice to the growing child, produce a\nmore harmoniously developed race, and reach a plane of civilization such\nas had been established thousands of years ago by the people of ancient\nHellas.\nTo attain this lofty ideal it is, first of all, necessary to lift physical\nculture, or whatever goes by this name at present in many of our school\nsystems, from that inferior position as a remedial or therapeutic agent, as\na repair department for sins committed by faulty and obnoxious school\nmethods and ways of living, to a higher level, and place it on a sound\nfoundation as a truly educational department.\nTherefore, we consider it the first and foremost requirement of any\ngood system of physical education for our public schools that it have for\nits aim and object the harmonious development of all the different elements and organs of the child's body, according to well-defined physiological, psychological, and pedagogical laws. As such it must furnish\nthe foundation upon which all the higher mental and moral faculties may\nbe built up. The results to be aimed at by such a rational system of\ntraining must be :\n1. Health, by which we understand the proper activity of all the organs of the body.\n2. Grace and agility, implying the correct carriage of the body, and such control\nover the neuro-muscular systems as to perform movements of trunk and limbs with the\nleast expenditure of energy and time.\n3. Vigor or strength, by virtue of which we train and test the powers of the body to\nsuch a degree as not to endanger its health or structures.\n4. Training of the special senses, mainly those of sight, hearing, and touch, endeavoring to acquire a multitude of conceptions and correct judgments based on such sensory\nimpressions.\n\n"} {"page": 760, "printed_page": null, "text": "74^5\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATLON\n\n[Physical\n\n5. Such psychological phenomena as are a direct result of the proper training of the\nmotory nervous system, comprising all those higher motor impulses which are necessary\nfor the building up of will-power and character, and which are recognized as obedience,\nprecision, submission to rules and orders, perseverance, courage, self-reliance, and selfcontrol.\n\nThe laws according to which such a system should be built up must\nbe, as stated before, in conformity with physiology, psychology, and\npedagogy. Physiology must serve us as much in a negative as in a positive manner. While it teaches us in a general way the good effects that\nphysical exercise has upon the various systems, especially those of locomotion, circulation, and respiration, and helps us to select proper work\nadapted to the physical condition of the pupils, it cannot be made the\nsole foundation for an adequate system of training, as, until now, no one\nhas yet determined the specific value and influence of certain movements\nupon special muscles, nerves, bones, blood vessels, the heart, or lungs.\nTherefore, anatomical and physiological considerations can guide us only\nin a general way; they are of a greater importance, however, from a negative point of view, teaching us to avoid all such exercises as may be injurious and therefore contra-indicated.\nIt is evident that, in regard to methods of teaching, this special\nbranch of school work must be subject to the same principles as any other\nelementary branch of our curriculum ; must be graded in a logical, systematic way, and adapted to the different stages of bodily development\nof the pupils. Progression must follow, as much as possible, the laws of\ngrowth and exercises arranged in conformity with ordinary school classifications for the kindergartens, primary and grammar grades, and high\nschools.\nWhen should children be required to take regular exercises ? From\nthe first year of school life to the last — subject, of course, to variations in\nform and intensity. In the primary grades they should follow up the\nwork in the kindergartens, and they are just as necessary there as in any\nother grade, especially as they are admirably adapted to furnish the\nfoundation for most of the higher forms of co-ordinate motor and mental\nactivity. Here they should take, as a general rule, the form of games\nand plays, calisthenics, and be of such a nature as to stimulate growth\nand agility. From year to year there should be an increase in variety\nand difficulty; exercise of swiftness should be followed by those requiring\nendurance, strength, and dexterity, culminating in the high schools in the\nvarious branches of athletics and field sports. Gymnastic games and plays\nshould be a prominent feature for every age.\nClasses in physical culture should be graded rather on a physical than\non an intellectual basis. While it is necessary under present conditions\nto drill large masses simultaneously, we must not lose sight of the wants\nand needs of the individual pupil ; but to make the individual the center\n\n"} {"page": 761, "printed_page": null, "text": "Department]\n\nREQUIREMENTS\n\nFOR\n\nPHYSICAL\n\nEDUCATION\n\n749\n\nof the whole system, as is often suggested by physicians and people\nengaged more in therapeutic than educational gymnastics, is entirely out\nof place and wrong, considering that in some of our larger cities thousands, or even hundreds of thousands, of pupils must be cared for physically every day. Such a system of individual training may be the proper\none for house and home training, or for a university where a small number of individuals are prepared for athletic specialties ; it may also become\na feature of necessity with children poorly developed or suffering from\nspecial defects ; but it does seem ridiculous under the present conditions\nto suggest, for instance, that each of the 270,000 pupils of the Chicago\npublic schools should be subjected to a special physical examination and.\nanthropometric measurements in order to prescribe separate exercises ior\neach individual even once annually. There is absolutely no need for any\nsuch proceedure, just as little as for giving every child his lesson individually in reading, spelling, or arithmetic.\nJust as we assume a certain average of mental capacity for each separate grade, in accordance with which we adapt our lessons in the elementary branches, we may give physical culture in relation to an average type\nof physical development for every grade without much harm to the\nindividual.\nIf it is possible, and does not interfere too much with other school\nwork, subdivisions should be made in each grade, placing pupils with the\nhighest physical qualifications in one squad, the medium ones in a second,\nand the poor ones in a third. The best way, however, of being as just as\npossible to the individual, and still adhere to the collective training of\nlarge masses, is by taking gymnastics entirely out of the schoolroom and\nplacing it where it really belongs — in the gymnasium — limiting classroom practice wholly to calisthenics for recreation and to counteract the\neffects of mental overwork.\nThis leads us to the consideration of another object of physical culture\nin our schools, which, however, is only of secondary importance to its\neducational mission, namely : Its office as a hygienic or therapeutic\nagent. As such it restores the mental and physical equilibrium of the\npupil, counteracts the effects of mental overwork and the various impairments due to and resulting from school life, builds up weak and poorly\ndeveloped pupils, and looks after the correction of bodily defects and\ndeformities.\nIt is a deplorable fact that even in this role gymnastics are at present a\nmatter of necessity in our schools, and are of great value, as long as our\nschools and educational methods are not yet in harmony with sound\nphysiological and sanitary requirements ; but it will disappear as such\nwith improvements in sanitation in schools and houses, and perfection of\nprinciples of teaching; when we have fewer hours of school work, no\nhome study, fewer pupils in a room, proper adjustment of seats and\n\n"} {"page": 762, "printed_page": null, "text": "750\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\ndesks, sufficient heat, light, and ventilation, better arrangement of school\nprograms, more attention to the hygiene of sex, the proper diet, medical examination of school children, and individual care for pupils who\ndo not come up to the physical and mental standard. General and personal hygiene should have a place in every school curriculum, but it\nshould be taught as a separate study outside of the department of physical education. The physical director cannot, and should not, take the\nplace of a medical examiner and sanitary inspector in schools, except he\nbe properly qualified for each kind of work and be employed for one\nschool exclusively.\nSpecial exercises of a corrective nature should be prescribed for pupils\nwhD are below the average of physical development of their grade, and\nalso for those who suffer from defects or deformities and bad habits of\ncarriage of the body. This special instruction should be given under the\nsupervision of a qualified physician, and outside of the regular school\nhours. The treatment of the more serious forms, of course, does not\ncome within the province of school training, and must be attended to at\nhome.\nHaving determined the requirements as to the proper system and\nmethods bf teaching, what are the requirements we must make concerning the teacher of physical culture, the place and time of practice ?\nAS\n\nTO\n\nTHE\n\nTEACHER\n\nPhysical culture is in some respects a much more difficult subject to\nteach than any other educational branch, especially where it must be adapted\nto large masses. Very much, then, if not everything, depends upon the\nefficiency of the teacher. If he be the right kind of a man, gifted by\nnature with all the qualities that make a pedagog and a master of his\nart, a person imbued with the dignity of his profession, with an ardent\ndesire to do credit to himself and to his calling, good results will\nundoubtedly follow his labors, and it will be an easy matter for him, by\nthe results of his work, to convince the public at large, and educators in\nparticular, of the extraordinary value of proper physical training. It will\nnot do to have this important branch taught by mere drill-masters, military instructors, ex-circus performers, or college athletes, according to\narbitrary notions or cut-and-dried rules.\nTime was when anybody, by reason of some special gift of nature or\nresult of training in athletics, considered himself well qualified to teach\nphysical culture, and, managing to get himself on the pay-roll of some\nschool, began to treat or maltreat children according to his individual\nconceptions. Owing to a more general demand for physical education,\nthe last decade has seen the production of a small army of self-constituted\nprofessors and physical directors, some of whom are no more fit for the\nposition of a teacher than a medical quack is entitled to the position of\n\n"} {"page": 763, "printed_page": null, "text": "I\n\nDepartment]\n\nREQUIREMENTS\n\nFOR\n\nPHYSICAL\n\nEDUCATION\n\n751\n\ncollege professor. Still, they flourish, and as long as the public in\ngeneral, and school boards and superintendents in particular, are much\nin the dark as to the real object of physical education, they find their\npositions well-paying sinecures. They are the creators of monstrosities\nof so-called systems of physical culture, and do not hesitate to display\ntheir ignorance by even publishing books on the same.\nIn spite of this oversupply of so-called teachers of physical culture,\nthere are, to my mind, but few who can justly claim this distinction.\nThe ideal teacher of physical training is a rather rare specimen of manhood, embodying qualifications which are seldom found perfected in one\nperson.\nIf possible, he should be a graduate from a normal school, or be suf\nficiently familiar with the fundamental requirements for elementary teaching, and well informed on the subject of general education.\nGymnastics, well taught, are rich in impulses for developing will power,\ngood habits, and a strong moral character, but it requires a thoroly\ntrained master to impart these principles.\nIn addition to this general teachers' training, he must be intimately\nacquainted with those special sciences which are closely related to his\nprofession. He must know the laws pertaining to the physiology of exercise, mechanics of movements, anthropometry, hygiene, physical diagnosis, and naturally the theories and principles underlying that system of\nphysical culture which he represents. If he have the knowledge of a\nphysician, so much the better, altho the mere fact that he be a physician\ndoes not at all imply that he is a good physical director.\nBut any amount of theoretical knowledge and enthusiasm will never\nmake a perfect teacher of physical culture. One must not only know his\nsubject, but also be able to practically demonstrate it when required.\nThere is hardly any educational branch, except manual training, v/here\ntheory and practice are more closely allied than here. A good teacher\nmust have done enough practical work in the different departments of\ngymnastics to know from his own experience how to execute the elementary movements with the greatest amount of benefit and the least danger\nto the body, also how to avoid certain obstacles or faulty positions. His\nbodily perfection and gymnastic skill should be rated as high as his mental qualifications. He must come as near as possible to our so-called\ntype of perfect manhood, and, if possible, be a personification of the\nprinciples for which he works.\nI cannot consider a person up to the average of requirements for this\nposition who shows any marked defect or deformity, or who by carriage\nand movements betrays that his neuro-muscular powers have not been\ndeveloped to a high degree of co-ordination and self-control.\n\n"} {"page": 764, "printed_page": null, "text": "752\n\nNATIONAL\n\nEDUCATIONAL\nPLACE\n\nOF\n\nASSOCIATION\n\n[Physical\n\nPRACTICE\n\nIn most of our school systems where physical culture has been introduced we find the work carried on between the desks, in aisles, in some\nplaces in halls and corridors, and in a few instances in a gymnasium. I\ncannot consider any system an efficient and perfect one which is limited\nto mere schoolroom . exercises. Such work is rather an excuse for\nphysical education, apt to degenerate into a fad, and entirely inadequate to respond to the demand of a harmonious and all-around\ndevelopment.\nGymnastic activity requires freedom of motion, plenty of room, air,\nlight, and a variety of apparatus, partly as a means of developing bodily\nstructures and power, partly as a test for strength, skill, agility, and\nendurance. Limited to the schoolroom, we will never get much beyond\nthe recreative or hygienic principle of exercise, good enough in its place\nwhen nothing better can be had, and when directed by an interested\nand able class teacher, but worse than nothing if conducted in a superficial, lifeless, and haphazard way, in a poorly ventilated room, with an\nabundance of dust and toxic exhalations from a large number of children,\nby a teacher who is neither trained nor qualified for such work, who perhaps considers it an imposition and despises it.\nOne of the most urgent requirements, then, which we must make, to\nwhich attention has been called again and again, and which must be\ninsisted upon until it is put into effect, is that every school be provided\nwith an adequate place for exercises, with a complete equipment of gymnastic apparatus, if possible a closed hall or gymnasium for winter and\nrainy days, and an open playground or athletic field for summer. That\nthe realization of this demand is not an impossibility is proven by conditions as we find them in European countries, especially in Germany,\nSwitzerland, and Scandinavia, where almost every school or school -district\nprides itself on a properly equipped gymnasium or outdoor training\nground.\nThere is certainly as much, if not more, money available for the education of school children in the United States as in any of the nations of\nthe world ; hence the financial aspect of this question should not offer an\nobstacle to the solution of this problem, especially if we take into consideration what enormous sums of money could be saved to the nation\nevery year thru its value as a hygienic and prophylactic agent, not to\nmention its immense educational and ethical value for building up a generation of strong, self-controlling, and noble men and women.\nThe number and variety of apparatus must be decided on by the\nteacher of gymnastics in accordance with the system taught, but there\nshould always be enough of each to afford a large number of pupils an\nopportunity to practice simultaneously and thus derive the greatest\nbenefit in the least time.\n\n\\\n\n"} {"page": 765, "printed_page": null, "text": "Department]\n\nREQUIREMBNTS\nTIME\n\nFOR\n\nPHYSICAL\n\nOF\n\nPRACTICE\n\nEDUCATION\n\n7 53\n\nWhile there is not yet a uniformity of opinion among specialists and\neducators as to the length of time per day or week absolutely necessary\nfor adequate physical training of pupils, we should rely on the experience\nand results obtained from schools where it is made a part of the regular\nschool work. Naturally, allowance must be made for local conditions,\nthe number of school hours, age and development of the pupils. It\nseems rational, tho, that wherever the demand of the school in regard to\nmental activity is greatest, and wherever bodily development is deficient\nand below the average of a certain age, there more time should be\ndevoted to physical culture than where the reverse be the case. Taking\nthe experience of such schools as mentioned for a guide, it may be safe\nto require an average time of from three to five hours per week, divided\nup into periods to suit local conditions, either one hour per school day or\na longer period two to three times weekly. There are schools where\nfrom one half to one hour is devoted to gymnastics daily, and others\nwhere it is given two or three times a week for one to two hours at a\ntime, both showing excellent results.\nThese longer periods of gymnasium work should not do away with\nsuch exercises in the schoolroom, in daily lessons of ten to fifteen minutes each, which the regular class teacher may consider necessary for\nrecreation and hygienic purposes. The hours for gymnasium practice\nshould be placed either in the middle or towards the end of forenoon or\nafternoon sessions.\nIt is also necessary that the number of special teachers of physical\ntraining, especially in our larger cities, be in proportion to the number of\nschools and school children. There should beat least one special teacher\nfor every large school of i,ooo pupils or more, or, if this is not possible,\nat least one for a small number of neighboring schools.\nWhile such demands can easily be carried out in smaller towns, they\nstill form a serious problem for our large cities, on account of the great\nnumber of schools and the financial obligations involved. In Chicago,\nfor instance, with its 250 schools and 270,000 pupils, physical training is\ncarried on under the control of eight special teachers and one general\nsupervisor in the grammar schools, averaging about thirty schools and\n30,000 pupils for a single teacher. It is obvious that under such conditions the results of physical training cannot be considered perfect and\ncannot meet the demands. We can point, however, to much more satisfactory results in our ten high schools, almost every one of which is\nprovided with a well-equipped gymnasium and enjoys the exclusive service\nof a competent physical director.\nIt is also desirable that more attention be given to physical training\nin the education of our normal-school pupils, not only to improve their\nphysique and make them more fit for their strenuous and enervating\n\n"} {"page": 766, "printed_page": null, "text": "754\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physica\n\nwork as future teachers, but at the same time to enable them to teach\nsome of the elementary forms of exercise which should be given in the\nschoolroom, and to look after the proper sitting, standing, walking, and\ncarriage of the pupils.\nIt is the elementary teacher and principal to whom we must\nappeal first of all, to convince them of the value and necessity of\nproper physical education in our schools ; for it is thru their assistance and co-operation that we can influence school boards and the\npublic at large and convince them of the great benefit that will accrue\nfrom it to the children of the present and the men and women of the\nfuture generation.\nPhysical education for school children is still in a stage of infancy in\nour country, but much is to be hoped for in the future. Let us all strive\nto get a hearing before the great public, and let them see things as we see\nthem. Let us be earnest and serious about our work, and let the results\nspeak for us. Let it be known, first of all, that it is not our endeavor to\nmake a physical giant out of every child, and that Sandows, Sullivans,\nand Roman gladiators are not our ideals, but that we owe it to the body\nand soul of every boy and girl of this great commonwealth that his\nphysical powers be built up and trained to the same degree of perfection\nas we endeavor to develop his mental and moral capacities. Let us\nkeep on working and agitating until physical culture is established in\nevery school and until our demand for a harmoniously educated body\nand mind is realized.\n\nDISCUSSION\nEugene W. Lyttle, inspector of schools, university of the state of New York,\nAlbany, N. Y. — A small boy had just gone to bed, naughty and impenitent. His mother\nhad lain down beside him without covering him up, without the good-night kiss, and\nwith face turned away. There was a silence that was electric. A small hand stole\nout of the dark and sought the mother's face ; still the silence continued. Finally came\nthe plaintive wail, \" Mamma, I've got a whole purseful of money and five dollars in the\nbank, but I'm a poor boy for all that.\" Still no reply from the mother. Again the\nplaintive wail, \" Mamma, I tell you I am a poor boy; I have a sore finger, and my back is\ncold, and you don't care.\" Sometimes when I have seen the wealth of educational efforts\nthat we lavish upon primary children, and also feel that we are not giving them the thing\nwhich their nature most craves, I say: \" Oh ! the poor boy.\"\nIt has been said here this afternoon that physical education is as important as mental\ntraining. I shall make bold to go a step farther. It is my profound conviction — a conviction that grows stronger every year — that the very first purpose and focal center of\nprimary education should be physical rather than intellectual. I mean physical education in its broad sense, including the simpler forms of manual instruction and the development of the social nature that grows out of group activities. I believe this for three\nreasons. In the first place, it is thru physical exertion that the race has received its\neducation. There is- no time to amplify this thought, but anyone who has studied the\nprogress of the human race as it has come up from barbarism thru savagery to civiliza-\n\n"} {"page": 767, "printed_page": null, "text": "Department]\n\nREQUIREMENTS\n\nFOR\n\nPHYSICAL\n\nEDUCATION\n\n755\n\ntion must be aware that such is the case. Again, it is almost entirely thru physical\nactivity that the child learns until he comes of school age. We then put him in school\nand try to reverse nature's process. We\nschool life and call it education.\n\nmake mental development the main purpose of\n\nOur national history should teach us the first importance of physical training. If the\nAmerican people have any points of superiority over other peoples — and I think the most\nmodest of us will agree that they have some — these points of superiority have resulted\nfrom the magnificent physical effort that our people have put forth. When we sweep over\nthe country from east to west and see how the native forests have been redeemed, how the\nmillions of acres of wild land have been made into large and fertile and beautiful farms,\nhow great cities and great industries have sprung up, we need not fear to claim that this\nprocess of the redemption of the new world has been the most gigantic physical effort\never seen in the history of the world. Nor need we fear to claim that intellectual greatness has resulted from the struggle.\nIt has been well said this afternoon that calisthenics are but a small part of physical\ntraining. I think that it is exceedingly fortunate that the population of some of our large\ncities is growing so rapidly that the primary children can be accommodated only with\nhalf-a-day sessions. I hope that after a time the American public will learn that primary\nchildren can learn as much in sessions of three hours a day as they have been wont to\nlearn in sessions of five hours. It is true that we should not, perhaps, turn the children\non the streets for the other half a day. They should be taken by competent instructors into\nthe fields, into the parks, under the blue skies, when this is possible, and there receive\nadditional physical training.\nAs has been intimated by your chairman, we have been making a study of the sanitary condition of our schools in the state of New York. All of us who have ever tried to\nraise plants know that the first and most essential thing for the gardener is to see that the\nconditions for natural growth are favorable ; that the soil is mellow and that the weeds\nare kept down. This constitutes a large part of the gardener's effort. But in the education of children it seems that we have yet to learn that the first and most essential thing\nis to remove unfavorable conditions. In the course of the year I visit many schools of\ndifferent grades. I have kept for several years a record of the sanitary conditions found\nin these schools. You, in the west, where the school buildings are of more recent construction, doubtless have much more favorable conditions ; but I find that of the schools\nI visit in New York state only lo per cent, have any system of ventilation at all worthy to\nbe called such ; that in most of the schools where there is a system of ventilation it works\nvery poorly.\nI find also that a very large number of school boards appear to select a janitor whose\nsole recommendation is that he should somehow be kept from the poorhouse. Dust and\nbad air are the two foes which our children have to face.\nIn looking over the reports of our state board of health for a period of ten years I was\nstruck with the fact that there is a steady increase in the mortality from contagious diseases during the school year. I made a chart showing the monthly mortality from\nmeasles, diphtheria, and scarlet fever. That mortality is lowest in September, rises steadily thru the year, reaching its highest point about in May; then there is a small decline\nin May, a somewhat greater one in June, a very rapid one in July, and in August the\nmortality has come nearly to its lowest point.\nFearing that the records of the state might not be absolutely right, I took the number of cases of these three diseases reported to the board of health of the city of New\nYork for a period of six years. The charts showing the monthly morbidity for those six\nyears coincided in their teachings with the chart prepared from the tables of our state\nboard of health. Do these charts prove anything ? Are our schoolhouses centers of\ncontagion ? We cannot, of course, absolutely affirm this, but the evidence is sufficient to\nmake us suspicious.\nSo far as I know, the only state that has a compulsory ventilation\n\n"} {"page": 768, "printed_page": null, "text": "756\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nlaw is Massachusetts. I investigated the reports of the Massachusetts state board of\nhealth for ten years before their law went into effect and for ten years after. The comparison showed that the mortality from each of the three diseases before mentioned\ndecreased 30 per cent, after the passage of the law. There was no corresponding\ndecrease in the corresponding years in the state of New York, where climatic conditions\nare much the same.\nOne of our superintendents informed me that it was the practice in his city to fumigate the school building two or three times a year with formaldehyde ; that in case a contagious disease appeared in the school the infected room was at once fumigated ; that\nsince this practice had gone into effect his city had not been troubled with any serious\noutbreaks of children's diseases.\nIf the parents of our children could be brought into the schoolroom and kept there\nfor one week in the cramped and ill-fitting desks, in the foul air and in the fouler dust,\nthere would be such a howl of indignation that it would rend the walls of our old buildings, and we should at least have clean and beautiful school homes, equipped with such\nfurniture as would not hinder the physical development of the child.\nJean L. Gowdy, principal Washington School, Minneapolis, Minn. — ^We are not\nassembled here this afternoon to discuss the special merits of any system of physical\ntraining. We know there is much good in all systems ; none claim to be perfect, undoubtedly some are better than others, but all have the same object in view, and by their\nresults are they known.\nWe do know, however, beyond a doubt, that physical training is not a fad, and that\nas a part of our public-school system it has come to remain. The educational world\nrealizes its value, and it now becomes the duty of educators to present the subject in such\na manner as to awaken the interest and co-operation of the world that is to be educated.\nTo do this, educators must first understand justwhat constitutes a good physical education, and, second, they must seek to find the best way to present the subject.\nLet us consider for a few minutes what a really good physical training should accomplish. Itshould promote physical strength and power of endurance. This does not mean\nthat some part of the body should be abnormally developed ; that the legs and arms\nshould have hideous, ungainly bumps on them which God never meant to have there, and\non which he must ever look with disfavor. Too much cannot be said in emphasis of the\nvalue of an even, symmetrical, healthy, harmonious development of the body, one in\nwhich all the muscles shall be brought into healthy action.\nUndirected, aimless exercising will never accomplish this. Manual labor of any\nkind only increases the need of physical training. The woman who bends over the\nwashtub from morning until night needs it as much as anyone we could mention.\nNowhere else does muscular degeneracy show itself so plainly as in the waist muscles.\nThe woman who bends over the washtub constantly draws these muscles together in the\nfront and stretches them in the back. Hence they become strong and tense in the front\nand weak in the back. This woman needs exercises which will overcome these faults, as\nraising the arms overhead, stretching the front waist muscles and lifting the chest.\nOne is never too old and never too weai-y to exercise. God meant everyone to be\nbeautiful, and we glorify him in all honest efforts to become so. We are responsible for\nour figures whatever our walk in life. Emerson says very truly, \" a beautiful form is\nbetter than a beautiful face,\" and time is never wasted in the endeavor to make oneself\n\" seventy years young instead of forty years old.\"\nA good physical training should also promote grace and harmony of movement.\nThis life is somewhat too short to allow simply the gaining of physical strength and power\nof endurance to occupy all of the time given to physical training. To learn to appear\nwell, to give pleasure to those with whom we come in contact, cannot but claim some\nshare of our consideration.\n\nEasy, graceful, harmonious, nerve-soothing exercises are the\n\n"} {"page": 769, "printed_page": null, "text": "Department]\n\nREQUIREMENTS\n\nFOR\n\nPHYSICAL\n\nEDUCATION\n\n757\n\ngreat need in our busy, crowded, overwrought American life. Such exercises as combine\nstrength and force with rythmic grace and harmony must eventually be considered the\nbest for the greatest number. In some cities and in some really great institutions of\nlearning two systems of work are combined ; one to promote physical power, and the\nother to counteract the angularity gained in the first. This, tho much better than\nhaving only the angular movements, seems a waste of time. What we need are exercises\nwhich successfully combine physical strength with ease and grace.\nLastly, and best of all,- a good physical education should teach right thought thru\nright physical living, or temperance in its highest sense. Mrs. Emily M. Bishop, the wellknown advocate of the Americanized Delsarte work, claims that if we hold a noble\nthought, a noble attitude must accompany it; and our friend Samantha Allen says : ** You\nare not to blame for being small, Josiah, but if you would let your soul grow, mebby your\nbody would grow some, too.\"\nOne may as truly say, \"Take a correct physical attitude, and right thoughts must\ncome ;\" and if right attitudes become habits, right thoughts will become habits as well.\nWhat boy can walk well, hold his head erect, look straight into your eyes while speaking,\nand not be noble and manly ?\nMuch is said about putting a sound mind into a sound body. We cannot put a sound\nmind anywhere. The mind is God-given, and we can only train a mind as God has given\nit. We can, however, train a sound body for a sound mind to dwell in, and we know the\nhelp a sound body gives to the growth of a sound mind. The best thing Ella Wheeler\nWilcox ever wrote is her little poem one stanza of which is this :\nI may not triumph in success,\nDespite my honest labor ;\nI may not grasp results that bless\nThe efforts of my neighbor.\nBut though my goal I never see.\nThis thought shall ever dwell with me,\nI will be worthy of it.\nTho we may not be able in all cases to train intellectually sound minds, we can\ntrain bodies which shall be fit dwelling-places for noble thoughts and aspirations.\nHow shall these results be best accomplished ? I do not know, but let me give a\nfew suggestions. Every good physical exercise is composed of three parts ; the energizing part, the stretching, and the relaxing. During the first years of school life the child\nis all self-activity. He is ready for those active, forceful movements which will promote\nphysical strength and health. During this formation period the energizing part of the\nexercise should hold the thought. Exercises should be given often and the time should\nbe quick. After this period of energy comes the period of most rapid growth. Exercises\nat this time should be given with much slower time and the stretching should be more\npronounced. Plenty of time should also be given to the relaxing part of the exercise.\nNever before has the child shown self-conscious awkwardness, and never again in his life\nwill he so much need the unconscious study of harmonious movement. He is in a constant state of weariness, and he needs the gospel of relaxation. His exercises should\nbroaden and extend his muscles and at the same time give him rest.\nAfter a strong physical body and good physical habits are formed, we have laid the\nfoundation for the study of grace as a study. How shall we inspire the boys with a desire\nto be graceful ? (All girls naturally desire to become so.) By personal example first. By\nshowing them beautiful statuary and pictures. By bringing before them graceful people.\nLet them see how much more a thing done gracefully may mean than one that is awkwardly done.\nHow shall we inspire in children, thru physical training, a desire to live aright?\n\n"} {"page": 770, "printed_page": null, "text": "758\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Physical\n\nBy personal example first. Teach them that the body is our temple, and the mirror of\nthe soul ; that everything we do influences someone for better or for worse. \" To walk\nbadly is sinful, as it injures the physical organs. To walk badly is bad manners, for\nevery way of walking expresses something.\" Bad walking expresses bad things, and is\ntherefore immoial as well as impolite. It is not unlike vulgar slang and violent gestures.\nSeek to make the children feel that good physical habits are a duty.\nIn conclusion, let me add this thought : The physical training work must not be\nconfined to the ten or fifteen minutes daily given to the exercises, but it must extend to\nall the acts of the day, for, in the words of Montaigne, \" It is not a soul, not a body, we\neducate : it is a man.\nOut of this one we must not make two.\"\n\n"} {"page": 771, "printed_page": null, "text": "DEPARTMENT.\n\nOF SCIENCE INSTRUCTION\n\nSECRETARY'S\nFIRST\n\nSESSION.\n\nMINUTES\n\n— Wednesday,\n\nJuly 9, 1902\n\nThe department met in the lecture room of the chemical laboratory of the State\nUniversity, and was called to order at 2 : 30 p. m. by President W. H. Norton.\nThe following was the program of the session :\nMusic— a vocal solo, by Mr. D. Alvin Davies.\nPresident's address, \"The Teachings of Science,\" by William H. Norton, professor of geology,\nCornell College, Iowa.\n\" The Educational Value of Museums,\" by Oliver C. Farrington, curator of geology. Field Columbian\nMuseum, Chicago.\n\" The Projection Microscope: Its Possibilities and Value in Teaching Biology,\" by A. H. Cole, Lake\nView High School, Chicago.\n\nAfter discussion of the papers a committee on nominations was appointed as follows :\nC. W. Hall, of Minnesota, C. O. Bates, of Iowa, W. A. Fiske, of Indiana, A. G. Clement,\nof New York, and J. H. Kimmons of Wisconsin.\nThe department then adjourned.\n\nSECOND\n\nSESSION.\n\n— Friday, July ii\n\nThe meeting was called to order by President Norton at 2 : 30 P. M. The following\nprogram was followed :\nMusic — vocal solo, \" The Erl King,\" Schubert — by Miss Grace M.Ames.\n\"High-School Instruction in Physics,\" by F. M. Gilley, High School, Chelsea, Mass,\n\"Physiography in the Secondary Schools,\" by J. A. Merrill, teacher of science. State Normal School\nWest Superior, Wis.\n\"The Scientific Work of Our Government and its Influence in Secondary Education,\" by W. J. McGee,\nethnologist in charge. Bureau of American Ethnology, Washington, D. C.\n\nThe discussion which followed was .led by C. W. Hall, of Minnesota, W. H. Norton,\nof Iowa, and A. G. Clement, of New York.\nThe report of the Committee on Nominations was read and adopted, and the following officers were elected for the ensuing year :\nPresident — C. W. Hall, Minneapol^f, Minn.\nVice-President — W. A. Fiske, Richmond, Ind.\nSecretary — F. M. Gilley, Chelsea, Mass.\n\nThe department then adjourned.\nEdward\n\n759\n\nH. Lehnerts,\n\nSecretary.\n\n"} {"page": 772, "printed_page": null, "text": "76o\n\nNATIONAL\n\nPAPERS\nPRESIDENTS\nPROFESSOR\n\nEDUCATIONAL\n\nAND\n\n[Science\n\nDISCUSSIONS\n\nADDRESS— THE\nWILLIAM\n\nASSOCIATION\n\nTEACHING\n\nHARMON NORTON, CORNELL\nMOUNT VERNON, lA.\n\nOF SCIENCE\nCOLLEGE,\n\nIt is the custom that any words spoken by the chair at this time shall\nrelate to the common interest only. This does not lie in any single science, either in its content or in its method of instruction. We are here\nas teachers of science, and it is the teaching of science in general, its\nscope and aim and place in the educational system, that seems to be\nindicated as an appropriate theme.\nIn suggesting a few of the functions of science teaching, I shall not\nattempt to arrange them in the order of their importance. In fact, the\nfirst I shall mention is that which is probably least often in our thought\n— the discovery and training of scientific aptitudes. In a broad sense,\neducation is the transmission of the world's knowledge from one generation to another. This rich inheritance cannot be conveyed by libraries\nand museums, or in any mechanical way. It can be handed on unimpaired only by training men capable of receiving and using it. Do the\nVanderbilts and the Rothschilds see to the technical education of their\nsons in the management of their vast railway and banking properties ?\nHow much more does it concern those whom this department represents\nto take all possible pains in the training of the men of science of the\nfuture, the heirs of its wealth ? Somewhere in our schools today are the\nRowlands and Asa Grays, the Maria Mitchells and the James Halls, of the\nnext generation. There, too, are the thousands of the rank and file who\nare to do their humbler work in winning the scientific victories of the\nfuture. It was in an old log schoolhouse that the genius of Mendenhall\nwas awakened by a good Quaker lady who had the way of setting her\npupils to making simple experiments in physics. Early in the century\nan eminent botanist at the University of Cambridge took one of his students into so intimate a friendship that the young man was known among\nhis fellows as \"the one who walks with Professor Henslow.\" He had been\nconsidered a very ordinary boy indeed. His classical schooling, as he\nhimself tells us, had omitted all habits of observation and reasoning. But\nHenslow discovers the marvelous scientific aptitudes of young Darwin, he\nsecures him a place as naturalist on the ship \"Beagle,\" and to the friendship of that teacher Darwin attributes \"more influence on his career than\nany other.\" Whether in country school or in college, the teacher who\ndiscovers talent to itself, who directs it to its goal and helps it on its way.\n\n"} {"page": 773, "printed_page": null, "text": "Department]\n\nPRESIDENT'S\n\nADDRESS\n\n1^\n\nmay be doing his generation a greater service than money can render, in\nendowments however munificent.\nIt may possibly be true that genius needs no discovery; that it will\nblaze forth from beneath any smother of adverse circumstances. Possibly\nRowland would still have been Rowland even if his father had refused to\nlisten to his pathetic cry at classical Andover, \" O, take me home 1\" and\nhad not removed him to the congenial environment of the Renssalaer\nPolytechnic. But without question the vast majority of science workers\nowe their efficiency to those whom we here represent. Without science\ninstruction their scientific aptitudes would never have come to fruitage,\nfor faculties which in childhood give every promise of large development may be so repressed in youth that they remain stunted forever. How\nmuch science should there be in our schools ? Enough so that all the\nway from primary school to university there shall never be a single year\nin which the scientific aptitudes of our pupils may not be developed by\nthe study of nature at first hand.\nThese boys in our classes who are to be workers in science may not\nbe particularly brilliant ; they may not shine in recitation as do those\nyoung intellects which are made with the capacity of the gelatine copying\npad and can as faithfully reproduce the phrases of the text. They may\nask inconvenient questions; they certainly have a high degree of individual initiative; they maybe restive under routine. But in the field and\nlaboratory we shall discover in them a marked ability to see, to co-ordinate,\nand to interpret.\nLet me suggest that we enter sympathetically into whatever scientific\ninterests of these boys may at the time be strongest. If they are in the\n\" collecting stage,\" we may gently divert them from postage stamps to\nflowers, fossils, or butterflies ; we may see that their collections are studied\nwith something of the care that Oswald Heer gave his plants, Darwin his\nbeetles, and that made the cabinet of young Spencer Baird the nucleus of\nthe collections of the Smithsonian Institution, If we find in our boys a\ngreater liking for their furry, finned, and feathered friends alive and at\nhome than dead and on the dissecting table, let us see that the laboratory\ndoes not repress this normal turning of the young naturalist to out-ofdoor study.\nI do not mean to imply that the cadets of science need instruction of\na sort different from that of their fellows. The teaching which best\nbrings out scientific aptitudes is precisely that which every student should\nhave ; it is that which performs the second function I shall mention of\nscience teaching ; it brings in touch with nature. Science teaching is\nobjective ; its impressions are at first hand ; it brings face to face with facts.\nHow weak and vague, how illusory and fleeting, is the impression of the\nword compared with that of the thing ! It is our peculiar privilege to\nteach things, not words.\nIn this presence I need not attempt to slay\n\n"} {"page": 774, "printed_page": null, "text": "762\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nagain the slain and say aught against the bookish teaching of science.\nAfter all, it is perhaps as worth while as the bookish teaching of anything\nelse. I do not know why fourteen weeks in physics or geology is not\nas good as fourteen weeks in Grecian history or political economy. But\nthe text-book teaching of science is so markedly inferior to the laboratory\nmethod that it is fast disappearing from our schools. In chemistry,\nphysics, and biology it has well-nigh gone. But in the earth sciences the\nnew and fruitful methods of study in the laboratory and field are by no\nmeans common. How many well-equipped physiographic laboratories\ncan any of us count in his own state in colleges, normal schools, and\nuniversities, to say nothing of high schools ? And in how many public\nschools are such fundamental notions as the weathering of rocks and the\nwork of streams still taught from the printed page instead of in the field ?\nLast fall I asked the students in my different courses in geology in\nCornell College how many of them when in high school or academy had\never taken an excursion in geography or physiography. And there were\nbut four out of 120 students who had ever been taught anything in these\ntwo subjects outside the schoolroom. The enthusiastic visitor at a great\nmuseum who was so anxious to handle the feldspars in one of the cases,\nbecause she had been teaching feldspar to her pupils for fourteen years\nand had never before seen .the mineral to know it, belongs, I fear, to a\ntype not yet extinct. No matter what or how much we omit from the\ntext-book, let us teach first and foremost, as critically and as fully as\npossible, whatever can be seen and handled, drawn and described, and\nverified by experiment. We may leave to others to teach how to con\nthe printed page and to assimilate and reproduce its ideas. It rests with\nus to train the quick eye and the skillful hand, to teach the patient\ninvestigation of nature. I once asked Dr. Alexander Winchell if he\nfound his seniors in geology at the University of Michigan good\nobservers. Yes, he answered, unless they have had too much Latin and\nGreek. Apart from science studies, a college course may easily dim the\neye and leave one a duller student of things than when he entered. If\nscience is rightly taught in our schools no one need ever say, as the\ndistinguished president of an American university recently confessed :\n\"The best teacher I ever had was the kindly old neighborhood loafer, who\nroamed the woods with me and told me the times of the wild flowers and\nthe habits of the birds.\"\nIt is because scientific culture is objective that it has an ethical\nvalue wholly different from that of any culture largely subjective, such as\nliterature, art, or philosophy. Edward Everett Hale has told of the good\nhe got when a boy from setting type in his father's office : \" The absolute\naccuracy which is necessary is good for a boy. The solid fact that 144\nems will go in a given space and will require that space, and that no\nprayers nor tears nor hopes nor fears will change that solid fact — this is\n\n"} {"page": 775, "printed_page": null, "text": "Department!\n\nPRESIDENT'S\n\nADDRESS\n\n7^3\n\nmost important.\" Here we touch the special note of science training.\nIt teaches limits and bounds, the bounds of the solid fact. In literary\nculture the spirit projects itself into the world. It fuses, I might almost\nsay, external reality by the breath of phantasy and reforms it according to its own free creative power. But science faces the spirit with\nadamantine walls, the unchangeable moenia mundi. Its god is the\ngod of things as they are, not of things as we might imagine them\nto be. Its work is patiently to investigate, and humbly to obey.\nScience, therefore, teaches fairness, emancipation from prejudice and\npersonal bias, and a supreme love of the truth. Its word is not freedom,\nbut law. Everywhere it teaches law and the inescapable consequences of\nits breaking.\nDespite the rapid upward curve of the scope and effectiveness of\nscience instruction, its work is still far from done. The scientific culture\nof the age is but skin deep. Scratch it anywhere and one comes upon\nthe strange delusions of the primitive savage. We are all acquainted\nwith estimable people, cultured and lovely women, graduates of our high\nschools and colleges (tho seldom, I believe, in scientific courses), who have\ncome under the spell of the recrudescence of an ancient illusion. They\nhave been \"set free.\" To them there are no solid facts. \"Do not teach\nphysiology in the schools, for the dear children really do not have any\nbodies,\" was the pith of their petition to the school board in one of the\nlargest cities in Iowa. It is their faith that they can change at will this\nold world of ours and annihilate all its hardship and pain and disease.\nI know of nothing which will render immune to such vagaries except a\ncontinuous treatment of physical science administered in large doses.\nLet me emphasize the fact that science is in touch with external reality;\nit teaches the veracity of the world, and its discipline is therefore preeminently serious, healthful, and sane.\nAll this is related more or less closely with the last function of science\nteaching I shall take time to mention — the discipline of the reason.\nLanguage, with its vocabularies and paradigms, literature, with its imaginative interpretations, with its supreme sense of beauty and of form,\nrather than of substance and of truth, indispensable as both studies are in\na liberal education, cannot develop the rational faculties. For this we\nmust ever depend on the strenuous athletics of mathematics and of science.\nWhat geometry is as an educational instrument in deduction, that the\ninductive sciences may be made in training the reason to deal with the\nconcrete facts of daily life. These sciences demand as a daily exercise\ncomparison, judgment, reasoning from cause to effect and from effect to\ncause, the sifting of evidence, the testing of hypotheses, the calculus of\nprobabilities. If the teachers of science in America can teach the scientific method to the rising generation, we need ask no other opportunity\nto join in the long war against credulity and superstition, for we shall\n\n"} {"page": 776, "printed_page": null, "text": "764\n\nNA TIONAL\n\nEDUCA\n\nTIONAL\n\nASSOCIA\n\nTION\n\n[Science\n\nhave helped to accomplish perhaps the chief mission of science in the\nworld — the rationalization of the social mind.\nIt was once said by Robert Louis Stevenson, that consummate artist\nin words : \" No one knows better than I that as we go on in life we must\npart with prettiness and the graces.\" The time has come when in education\nprettiness and the graces ought at least to be made subordinate. Secondary and higher education may be likened to the two pillars of Solomon's\nporch. Wrought of solid metal, and crowned with chapiters of carven\npomegranates and lily work, they were fitly named yhi^/^m. He shall establish, ajid Boaz, In ii is strength. However rich may be the decorations of\nthe education of the future, I believe it will be established in the strength\nof science, using the word in the widest sense. If the understanding is\nmore than imagination, if truth is more than beauty, science must needs\nbe the central supporting column of all education after the reason has\ncome in its development to surpass the faculties of earlier ripening.\nThe core of science in American culture will save it from any decadence. There have been, there are, decadent cultures, as there are\ndecadent nations.\nLet me cite the chief historic examples :\n1. The culture of the rhetoricians of Greece, a culture which concerned\nitself wholly with words and the art of public speech, and which at last\nmade the very name of its professors, the sophists, a byword to all\ngenerations.\n2. The culture of the last century of the Roman empire, a culture\nwhich was devoted to the study and imitation of models of literature\neven then ancient, and which was therefore smitten with barrenness even\nin the field of letters.\n3. The culture of the English universities at a time comparatively recent,\n\"caravansaries of idlesse\" in the phrase of one of their distinguished\ngraduates, where the flame of thought was fed with the ashes of ancient\nstudies from which the vital interest had long since been burned out.\n4. The culture of the universities of India today, a culture which the\nLondon Spectator has recently called rotten, which' teaches the Bengali\nthe masterpieces of English as the Roman was taught the masterpieces of\nGreek, and \"indifferent as it is to science and the constructive arts, is ultimately to fail, and probably with a crash.\"\n5. And last, the culture of China, a culture classical in the veneration\nof the ancient models of its literature, and exquisite in the cultivation of\nthe amenities of speech, a culture which has lately excluded science from\nthe empire by imperial edict, and which, more than any other internal\ncause, is bringing to pass the dissolution of that venerable nation.\nThe strain of weakness in all these decadent cultures is clear. They\nmake, no provision for the education of the rational faculty of man thru\nthe study of his environment. But we need apprehend no similar fate\nfor education in America.\nIt is woven of too many strands.\niV culture\n\n"} {"page": 777, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATIONAL\n\nVALUE\n\nOF\n\nMUSEUMS\n\n765\n\nwhich teaches literature, the highest expression of the thought of the\nworld, and history; the story of the social evolution of man, and science,\nthe knowledge of the laws of nature, of self, and of society — such a culture cannot become decadent; it cannot die except with the death of\ncivilization itself.\nTHE\nOLIVER\n\nCUMMINGS\n\nEDUCATIONAL\n\nVALUE\n\nOF MUSEUMS\n\nFARRINGTON, CURATOR\nOF GEOLOGY,\nMUSEUM,\nCHICAGO,\nILL.\n\nFIELD\n\nCOLUMBIAN\n\nThe word in this title which I would emphasize is *' museums.\" Neither\nlaboratories, collections, nor field work are just now to engage our attention, but museums — institutions founded for the preservation and exhibition of objects of science and art. We shall probably agree for this\noccasion, since this is the Science section of the Association, to confine\nour discussion to museums of science. I am confident, however, that\nany principles which we may discover regarding the possibility of education to be obtained from museums of science will apply equally well\nto museums of art. Tho the two cultivate different fields, they are\nembodiments of the same idea and have similar aims.\nRegarding the general principles underlying the purpose of museums\nwhich gives them their chief importance as an educational factor, it will\ndoubtless be generally admitted that museums stand for the study of\nthings, in contrast to the study of words, or even of pictures of things.\nIt was natural, perhaps, in the development of the race, that as man came\nto realize the power of words, their beauty and their value as means\nof communication, it should seem to him that the possibilities of\nprogress lay chiefly along the line of their study, and that he should\nhitch his educational wagon to that star, forgetting that others might be\nas lofty and as brilliant. To a greater or less extent he also realized the\nadvantages of using pictures of things to help the understanding and the\nintellect, but it is only within a comparatively short time that he has\nbegun to see that to deal with the things themselves is still better. Things\ncannot lie ; words about them may. Our neighbor's idea as communicated\nto us in words may be, and probably will be, helpful, but our neighbor is\nnot infallible, and the only way for the individual to get individual truth\nis for him to deal with the things themselves.\nTo this study of things museums of science are one of the most\nrecent contributions. Just when to date their birth it would be difficult to\nsay. Probably for a number of centuries past housed collections worthy\nto some extent of the name of museums might be discovered here and\nthere, altho these were in almost every case private rather than publie\ninstitutions. But the inception of the museum of science as we know or\nconceive it is only a recent matter.\nWe may agree with the late Secretary\n\n"} {"page": 778, "printed_page": null, "text": "766\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Science\n\nGoode of the National Museum in fixing it no farther back than the\nLondon Exposition of 185 1, where for the first time, as another has said,\nwere realized the advantages of \"gathering together within the limits of\na day's walk objects which could otherwise be seen only by years of\ntravel.\"\nAll the important scientific museums of our country are certainly subsequent to this date. The organization of museums in this country can be\ngrouped about three periods, two of them following expositions. The\nfirst period was about i860, and saw the erection of the Museum of the\nBoston Society of Natural History and the Harvard Museum of Comparative Zoology. The second was about 1876, and from it date the\nAmerican Museum of Natural History of New York, the Peabody Museum\nof Yale University, the Museum of the Philadelphia Academy of Sciences,\nand the inception of the United States National Museum, altho the building which it now occupies was not completed till 1881. The third period\nfollowed the World's Columbian Exposition of 1893, and to it belong\nthe founding of the Field Columbian Museum in 1894, the Carnegie\nMuseum in 1895, the Philadelphia Commercial and Golden Gate Museums\nin the same year, the Milwaukee Museum in 1898, the Denver Museum,\njust building, and numerous university museums.\nIn Europe the British Museum, in many respects the world's greatest\nmuseum at the present time, was not a vigorous institution until 1845,\nand the natural history department was not made a separate division\nuntil 1880. The great Austrian Museum of Natural History began in\n1748 to occupy a corner in the National Library building, but it was not\nuntil 1876 that its present magnificent plan and building took shape.\nThe Museum of Natural History of Paris in the Garden of Plants was\nfounded in 1795, but only within the last five years it has undergone\nimprovements so radical in their character that the old museum seems in\ncontrast hardly to have been worthy of the name.\nIs it any wonder, then, since these institutions are of so recent origin,\nthat as educational appliances we have not yet learned by what handle to\ngrasp them, and that they are in general approached with a feeling not\nfar removed from bewilderment ? There could be no better proof of\nthis bewilderment than ro notice, as anyone may if they will, the purely\ncasual way in which most museum visiting is done. A vase here first\ncatches the visitor's attention, then a mummy there, a moose here, a\ngoose there, and so the spectator flits, butterfly like, from room to room,\nuntil the sum of the impressions he receives does not differ much in\nkind, if indeed it does in quantity, from that which he would gain by\nlooking into a kaleidoscope. I cast no aspersions upon those who visit\nmuseums in this way. Often recreation is the only object sought, and if\nchange is the secret of recreation, then such visiting furnishes it in an\neminent degree.\nBut such a practice can hardly be regarded as in accord\n\n"} {"page": 779, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATIONAL\n\nVALUE\n\nOF\n\nMUSEUMS\n\n767\n\nwith the highest ideals of education, for, while it is true that a higher\nvalue than formerly is now placed upon education unconsciously imbibed,\nit is also true that the education which counts still comes largely as\nthe result of study and application. This study may, of course, be to\na certain extent unconscious, and need not be distasteful or laborious,\nthanks to modern pedagogical methods ; but it must still be study.\nThe way to get education out of a museum, then, is to study it, and\nmy aim will be simply to give a few practical hints as to the character of\nthis study and how it may best be conducted.\nMy first point would be to say that museum study should be definite.\nThe verdict of all teachers with whom I have talked as to the best means\nof securing valuable results from museum study is that some particular\nwork, some special topic, should be assigned for each occasion, and that\nall effort for that occasion should be confined to that work and topic.\nA wise teacher would not tell his pupils to turn over the leaves of a textbook of chemistry for an hour or two and then expect them to know all\nabout chemistry, or even anything about chemistry. How much more\nbenefit is likely to be derived from a two hours' general visit to a\nmuseum ?\n\nI\n\nIf, then, museum study is to be definite, what are some of the definite\nthings that can be done ? Let me suggest several, some of which I know\nhave been tried, and with success.\nFor pupils of the lower grades, much use can be made of objects in\nmuseums for purposes of illustrating nature study. One Chicago school\nof the fourth grade of which I know conducts an exercise in nature study\nlike this : The pupils are first taken to Stony Island, an old quarry in\nthe city where fossils may be collected, and there, gather and see in place\na number of different kinds of fossils. Then they go to the museum and\nconipare the fossils there with what they have found. They see their\nrelations to the larger groups, and study a collection illustrating how\nfossils are formed. The reports of their studies are then submitted in\nthe form of an essay on fossil making. The Whitechapel Museum of\nEngland seeks to aid use of its collections by inviting teachers to send in\nlists of their object lessons for time to time. The objects to be found\nin the museum illustrative of these lessons are pointed out to the teachers\nand they subsequently come with their pupils to see and study them.\nThe study of geography finds almost endless illustration in the natural\nhistory museum. The products of different countries, animal, vegetable,\nmineral, can be sought out and reported upon, so as to make more\nlasting impressions oh the mind than if learned from books. Relief\nmaps, which most museums provide in greater quantity than schools\ncan do, give far more accurate ideas of geography than the ordinary maps.\nObservation of such maps will help the pupils to realize the why of\ngeography; why the Sahara and the American deserts exist ; why the old\n\n"} {"page": 780, "printed_page": null, "text": "768\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nworld produced five races, the new world but one ; why the peoples of\nIndia, China, and Egypt are stationary and unprogressive ; and so on.\nSimilarly the study of history can be given greatly increased interest\nand vividness by illustrating its events by reference to museums. How\nmuch more fully and accurately can the Indians of our country and the\nconflicts of the white races with them be understood by a child who has\nseen representations of their culture and mode of living in a naturalhistory museum than could be the case were his ideas drawn from the\naverage history or from Cooper's novels !\nIn science work in the higher grades much important work can be\ndone in museums. Classes in botany, both systematic and economic,\nmay find in any good botanical collection numerous opportunities for\nstudy. Such materials as woods or fibers, and collections illustrating\nvarieties and uses of cotton, corn, coffee, etc., admit of various application to purposes of instruction, even if herbarium studies must be\nexcluded on account of the fragile nature of the materials.\nClasses in zoology may study collections such as those of shells, birds,\nor mammals, with a view to making classifications devised by each pupil\nwhich can be compared with those generally adopted. Again, profitable\nstudy may be made of collections, such as one of vertebrate skeletons, by\nassigning the analysis of different bones or limbs to different members of\na class. To one, for example, the cervical vertebrae may be allotted, to\nanother the fore limb, or single bones of it, to another the hind limb, and\nso on. The pupils are asked to trace these bones thru the different\nanimals and note their variations in form, size, and use. The reports of\nthese observations are then read in the class the next day and discussed.\nIn the Englewood High School of Chicago, mimeographed copies of an\noutline of study like this or others which are to be made at the museum are\ngiven, and the pupils are sent to the museum with these with instruction\nto make a written report at a certain imminent date. In such ways studies\nof variation, of adaptation, of mimicry, and of similar subjects may be made\non any large collection of mollusks, birds, insects, or other animals.\nIn some museums, chiefly in Great Britain, regular courses of instruction in science are given in the museums by members of the museum\nstaff. The plan seems to have been tried in this country, so tar as I know,\nonly in the Boston Museum of Natural History, and reports do not indicate that such courses are very largely patronized. The school board of\nMilwaukee has, however, employed for the last three years a museum\nlecturer, who spends his time at the Public Museum in giving talks to the\npublic-school children on objects of nature study there found. Pupils of\nall grades above the fifth attend these lectures as part of their school\nwork. The chief difficulties attending talks in a museum at the cases, or\nwhat are called in England \"museum demonstrations,\" are the small\nnumber who can see and hear to advantage and the fatigue consequent upon\n\n"} {"page": 781, "printed_page": null, "text": "Department]\n\nTHE\n\nEDUCATIONAL\n\nVALUE\n\nOF\n\nMUSEUMS\n\n769\n\nStanding for any length of time. To obviate these difficulties in some\nmuseums the objects desired for use in instruction are taken to an audience\nhall and there exhibited as they would be in a class-room. There is some\ndanger , however, of loss or breakage of valuable specimens by this method,\nand I have not found as much interest aroused when specimens are viewed\nin this way. Stereopticon lectures in which photographs of the specimens are exhibited answer much the same purpose, and often are to be\npreferred. General courses of lectures illustrated by the stereopticon\nnow form a prominent feature of the work of nearly all museums, and\ntheir educational value is without question great.\nAnother way in which some museums have endeavored to aid school\nwork is to offer prize-essay contests. Such contests have been offered in\nthis country by the Field Columbian and Carnegie Museums, and in Scotland by the Perth Museum. The results have been most satisfactory and\nindicate that museums may thus distinctly aid our educational system.\nEven without the stimulus of prizes, museum visits may be made to\nafford excellent sources of essays, written as school work in English or\nin English and science combined.\nWe thus see some of the ways in which definite museum study can be\ncarried on. The variations of methods possible are of course endless, and\ndependent upon the nature of the museum and the collections in it. It\nis trusted, however, that from these hints the fertile-minded teacher may\nbe able to make applications suited to his or her particular field.\nMy second suggestion would be to say that museum study should be\ndiligent ; and the diligence of the teacher should precede that of the\npupils. A teacher would probably not think of teaching any subject in\nthe class-room without having previously become to some slight degree\nacquainted with it, but museum study appears to be sometimes thought an\nexception to this rule. No, museum study, like all other kinds of study,\nrequires work, work on the part of the teacher and work on the part of the\npupils, in order to obtain the best results.\nGiven the wide-awake, earnest teacher and I have no fears that the\npupils will fail in diligence. It has become a common thing at the Field\nColumbian Museum to see the pupils of certain teachers spending their\ntime after school hours for weeks in succession earnestly studying some\nsubject assigned by these teachers. The work interested them, they enjoyed\nit, and their diligent pursuance of it followed as the day the sun.\nIn the third place, museum study should be delightful. What ! I hear\nit said : Can study of those long rows of specimens having meaningless\nLatin names ever be made delightful ? Is there any draught of pleasure\nto be quaffed among the dry bones of museums ? If they would contain\ncollections of axes with which murderers have killed their victims, or of\nropes with which they were hanged, or there were specfmens of bicephalic\ncalves, anastomosed trees, or cyclone-twisted lamp-posts to be seen, then\n\n"} {"page": 782, "printed_page": null, "text": "770\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nthe prospect of visiting a museum might be looked forward to with\npleasure.\nUnfortunately to those who desire recreation of this sort it is to be\nsaid that nature is to be known by her fruits, not by her freaks, and that\nsociety has too frequently painful illustrations of the fact that the exciting of morbid curiosity is neither safe nor wise to encourage effort along\nthis line. To arouse a healthy curiosity, however, and then provide\nmeans to satisfy it, is to my mind one of the noblest duties an educational\ninstitution can perform, and few are better fitted to do this than museums.\n\"• Knowledge begins in wonder,\" and the boy who goes to the museum\nbecause he believes it to be a \" stuffed circus\" may stay because he finds\nit to have a subtle stimulus. To attain this end it is certainly desirable\nthat museum representation should be made as attractive as possible, and\nthe observer of the times will, I think, find that the present trend of\nmuseum development is notably in this direction. Groups and group\ncollections are, wherever possible, being made to replace tiresome and\n{engthy systematic series. The design and fittings of halls and cases are\nbeing made of the richest and most pleasing order possible. No material\nis thought too costly or precious to serve as settings for even humble\nspecimens. Mahogany and velvet, plate glass and burnished brass, are\nfelt to represent true museum economy and to furnish the only kind of\nequipment which ought to be considered permanent. And surely, with\nRuskin, we believe that \" out of the millions spent to give attractiveness to\nfolly we can spare one to show the honor in which we hold instruction.\"\nOf the fact that museum study is found to be attractive there need be\nno better proof than that seen in the constantly increasing attendance on\nthese institutions by teachers and scholars. I cannot give many figures\nto show this increase, for few museums have thus far kept record of such\nattendance, but I feel sure it is a fact. At the American Museum of\nNatural History the attendance of teachers and pupils for the purpose of\nsystematic study of the collections was, in 1899, subsequent to May 20,\n2,928; in 1900, 5,302; and in 1901, 5,320. The similar attendance at the\nField Columbian Museum was, in 1895, 9,1 18 ; in 1896, 5,228 ; in 1897,\n8,753 ; in 1898, 6,585 ; in 1899, 9»i3^ J i^ 1900, 8,871 ; and in 1901, 9,640.\nThe latter record I regard on the whole as showing a marked increase,\nsince 1895 was the opening year of the museum and the attendance was\nlargely to see what the museum was like. I am confident that if a measure\nof the real instruction and the value of the instruction received from the\nmuseum in this time could be taken this would show a still greater increase.\nA rather significant result of museum visits which one large Chicago institution reports is that the number of books of fiction which the pupils\ndraw from the library has notably decreased and those on natural history\nincreased. Increase in seriousness and earnestness of study is a result\nreported by nearly all teachers.\nThe museum impresses the child with\n\n"} {"page": 783, "printed_page": null, "text": "I\n\nDepartment]\n\nTHE\n\nPROJECTION\n\nMICROSCOPE\n\n77 I\n\nthe reality of things and the extent of the world about him of which\nhe has as yet learned little, as books cannot.\nPerhaps some to whom I am speaking willingly admit the value of\nmuseums as aids to education, and would gladly make use of them if any\nwere accessible, but such is not the case. In answer to such I would\nparaphrase an old adage and say : ** Either find a museum or make one.\"\nIt is not simply collections of rare objects from remote corners of the\nglobe that are required to constitute a museum; it is collections of any\nobjects intelligently gathered, grouped, and exhibited. There is not an\ninhabited area ten miles square anywhere in our country of which the\nfauna, flora, physical features, and industries are not now undergoing\nchanges such as will make an accurate record of them, in the shape of carefully preserved specimens, of inestimable value fifty years from now.\nMoreover, such collections can, during the passage of the fifty years, be\nconstant sources of instruction as well. Efforts to form such collections\nmust be intelligently made. Spasms of enthusiasm interspersed by long\nintervals of dust and decay will not bring about the desired results. Such\nachievements are more likely to prove horrible warnings to the coming\ngeneration. What is done must be done well and with an eye to the\nfuture. A few well-lighted, well arranged, well-labeled specimens con\nstantly cared for are worth acres of \" clutter \" and rubbish, for the care of\nwhich no one in particular feels responsible. This is not the time or\nplace to elaborate plans for projects of this sort, but I feel sure that the\ndesirability and importance of establishing museums in all good-sized\ncommunities is coming to be appreciated, and that it is as certain that\npatrons of museums will arise at no distant day as it is that patrons\nof libraries are even now distributing beneficent influences. \" Silent\nreformers,\" museums have been called by an eminent political economist,\nand such they are. Both as such reformers and as means for becoming\nacquainted with those forces of nature whose possibilities we are just\nbeginning to understand, museums have pre-eminent value, for they have\npower to preserve what is good of the past and to point to what shall be\ngood in the future.\n\nTHE\n\nPROJECTION MICROSCOPE— ITS POSSIBILITIES\nVALUE IN TEACHING BIOLOGY\nAARON\n\nH.\n\nCOLE,\n\nINSTRUCTOR\n\nIN\n\nCHICAGO,\n\nBIOLOGY,\n\nLAKE\n\nHIGH\n\nAND\n\nSCHOOL,\n\nILL.\n\nWe are dealing with terms needing definition, in order that we may\nbe sure of occupying common ground. Biology, as used in this paper,\nincludes the study of the vital phenomena of live plants and animals, as\nwell as the details of their external morphology, anatomy, and histology.\n\n"} {"page": 784, "printed_page": null, "text": "772\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nProjection microscopes include all types of apparatus by which pictures\nof actual objects may be exhibited by transmitted light and under various\ndegrees of magnification on a suitable screen. Transparent, translucent,\nor opaque animals and plants, or their parts, may be substituted for the\npicture on glass, i.e., the lantern slide, regularly used in stereopticons,\nand the stereopticon then becomes, in effect, a low power projection\nmicroscope. For medium and high power magnification microscope\nobjectives are necessary, and these require a projection microscope attachment, or an ordinary microscope carefully adjusted so that its optical\naxis coincides with the optical axis of the system of condensing lenses.\nTrue teaching, in biology, must attend,^first of all, to the training of\nthe student in the habit of accurate perception of objects and in the formation of correct mental images; for these lie at the very foundation\nboth of an understanding of the phenomena, relations, and structure of\norganisms and of the intellectual development which results from such an\nexercise of the student's perceptive and reflective faculties. Whatever\ninformation the teacher is called upon to impart should be supplemental\nto the student's own acquisitions and tend toward directing his energies\nand broadening his view, never merely cramming his memory.\nThree types of mind are likely to be found in any large class: First,\nthere are the minds which are suffering from an acute attack of mental\nresistance and active protest against study; second, the passive victims, as\nit seems to them, of a necessary but useless school routine (they are intellectual putty, more or less workable); and, third, the wide-awake young\ninvestigator who has caught the spirit of the age but capers over the field\nof scientific thought without definite purpose or results. How to catch\nthe eye and attention, stimulate intellectual activity, and wisely direct it\nin all classes of minds is the teacher's problem. Permit me to record the\nconviction that in the realm of biology there are the natural conditions\nwhich ought to lead to a very large, if not the largest, measure of success\nin conquering resistant and arousing passive minds and directing frisky\npupils into definite and effective lines of work.\nIt is a matter of common observation that any one method will not\nreach all cases. Experience for a score of years with students of various\ngrades, ranging from first year in high school to post-graduates in college,\nis the basis on which is founded ray growing belief in the wide usefulness\nof projection microscopes as aids in teaching biology. Time will not\npermit me to enter into the details of manipulation by which the results\nare attained, nor is it fiecessary, as these details are now in course of\npublication.'\nThe most important data in reference to the possibilities of the projection microscope may be summed up in the answers to a half dozen\npractical questions :\n^Journal of Applied Microscopy and Laboratory Methods.\n\n"} {"page": 785, "printed_page": null, "text": "Department]\n\nTHE\n\nPROJECTION\n\nMICROSCOPE\n\n773\n\n1. What are the minimum and maximum sizes of objects which may\nbe shown in one picture on the screen?\nIf the projection outfit includes a good selection of lenses, microscopic organisms, such as motile bacteria (e.g., Spirillum volutans), live\namoebae and infusoria are examples of the minimum sizes, while objects\nabout four inches in greatest diameter, such as live fish, large leeches,\nentire plants of moss, portions of the axis of chara, and similar objects\nmark the maximum for the ordinary projection objectives.\n2. In what conditions may the objects be in order that they may be\nprojected successfully?\nLive animals and plants of aquatic species, and others which may be\nmounted in water, are of the highest value in exhibiting life phenemona,\nand are of great interest. Until one has gone to the ponds with a dipnet, or even with a pole, hook, and wide-mouthed bottle, and has taken\nup a mass of weeds and placed them in the bottle of water, he will not\nknow what a host of interesting organisms are available for this work in\nalmost every locality. Many of these types are easily kept alive thru the\nentire winter in battery jars, or other simple balanced aquaria. For projection, they are mounted in water in glass cells of various forms and sizes.\nIf the animals are normally too active for careful study; e.g., mosquito\nlarvae, daphnia, gammarus, and tadpoles, they may be partially or completely anesthetized. The anesthetic best adapted to all types of animals\nis chloretone. Detailed formulae for the use of this comparitively new\nhypnotic are now awaiting publication and will cover a wide range of\ntypes from amoeba to frogs. All sorts of prepared specimens of animals\nand plants, either in natural colors or stained, and practically all microscopic objects are suitable for projection.\n3. What is the possible range of magnification of the pictures of\nobjects as they appear upon the screen?\nWhile the answer in any specific case depends upon the intensity of\nthe light, distance from the projection microscope to the screen, the\nmode of mounting, and the nature of the object, it may be answered, in\ngeneral, that a good series of lenses will give various powers from a\nminimum of ten diameters or less up to ten thousand diameters, which is\nthe highest for which there is any practical use, but not the highest\nobtainable. Lest it may seem that these high powers are guessed at, it\nought to be stated that they are the recorded results of careful measurements. The power to be used on any particular specimen is determined\naccording to the general rule for the use of all magnifying lenses, viz.,\nuse the lowest power which affords a satisfactory picture of the details to\nbe studied.\n4. What lenses are used for magnifying the live or dead organisms\nor sections of them?\nFor pictures of larger objects, in^which gross morphology or motions\n\n"} {"page": 786, "printed_page": null, "text": "774\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nare to be shown, e.g., swimming fish or tadpoles, crawling leech, beating\nof the heart of a large fresh-water clam and similar objects, regular achromatic stereopticon objectives are used, the object itself, properly mounted\nin a glass cell, taking the place of the usual lantern slide. Quarter-size\nobjectives of this kind will also show the circulation of blood in the tail\nof a fish or tadpole, if the light is good and the screen is from twenty-five\nto thirty feet distant from the object. It thus becomes evident that the\nrange of usefulness of the ordinary school or college stereopticon may be\ngreatly increased by the addition of a few glass cells to the outfit. For\nmedium powers, good quality regular achromatic microscopic objectives of\npowers from the lowest to about three-fourths inch are used. For high\npower work, use one-half, one-quarter, and one-eighth inch objectives.\nFor the highest magnification, use one-twelfth inch oil-immersion objec4:ives. If the objectives used on your regular microscopes do not give\nsatisfactory pictures on the screen, special projection objectives may be\npurchased.\n5. What is the distance from the projection microscope to the screen?\nThe projecting distance may be varied to suit the conditions between\nthe limits of five and fifty feet. A good distance, when using solar or\nelectric arc light, is twenty-five feet. With oxyhydrogen light and onetwelfth inch oil-immersion objective, the distance must be reduced to ten\nfeet or less. The three sources of light just named are the only ones\nwhich give light of sufficient intensity for use with microscopic objectives.\nSunlight works up to a maximum of more than ten thousand diameters;\nelectric arc light, with a properly adjusted system of condensers, has\nbeen used by my classes up to eight thousand diameters, and a special\noxyhydrogen projection microscope fitted up for an eastern college gave,\nwith a twelfth-inch oil-immersion objective, brilliant pictures up to fifteen\nhundred or two thousand diameters.\n6. What plants and animals and their parts, and what vital and\nchemical phenomena pertaining to them, may be successfully demonstrated with projection microscopes?\nIf this question were answered by giving an enumeration of the screen\nwork done by my classes each year in connection with their work with\nregular microscopes, you would be wearied before the end was reached,\nand yet this would be but the beginning of what is possible and is being\n-done, to some extent, by an increasingly large number of workers in this\nline. The question is best answered, therefore, by a statement of the\nclasses of objects, with a few examples.\nFirst, practically all permanent microscopic preparations used in\nordinary microscopic work. These include small animals and plants,\nand sections of larger species, either stained or in natural colors. Second,\nhundreds of spe'cies of microscopic and small, live animals and plants,\nwhich are easily mounted in water, for exhibition of their forms and much\n\nI\n\n"} {"page": 787, "printed_page": null, "text": "I\n\nDepartment]\n\nTHE\n\nPROJECTION\n\nMICROSCOPE\n\n775\n\nof their structure. An anaesthetized small, live earthworm will show the\nfollowing details of structure, viz. : body- wall and cavity, septa, dorsal, and\nventral blood vessels, setae, oesophagus, crop, gizzard, stomach-intestine,\nand the glandular portions of the nephridia. In crayfish about two to five\ndays out of the ^gg even the nerve ganglia and commisures in the abdomen\nmay be demonstrated. Third, the movements, changes of form, and many\nof the vital phenomena of live plants and animals may be clearly shown,\nsome of them much better than by any other method. Under the stimulus of solar and electric lights, green plants, e. g., anacharis, carry on\nthe regular life processes, manufacture starch, and throw off oxygen. The\neffect of cold is easily demonstrated by the addition of a little ice water\nto the water in which the plant is mounted, and the rapidity of evolution\nis instantly reduced, or, if ice is added, the bubbles of oxygen cease to\nappear. Starch grains may be tested in green plant cells, or in slices\nof potato, and boiled enough to cause them to swell and become translucent. Cooked starch may be tested with iodine, and then another\nportion of the same starch which has been treated with saliva may be\nsimilarly tested to demonstrate the chemical change, or digestive action,\nof the ptyalin of the saliva. Other phenomena include modes of motion,\nas in amoeba, infusoria, planarian worms, leeches, gammarus, and fish ;\nfeeding, as in fish, and various aquatic insects and larvae ; action of\nvital organs, e. g., the beating of the hearts in earthworms, daphnia, freshwater clams, and the movement of the valves of the heart in the nymph\nof the dragon-fly; peristaltic action of the intestine and the grinding of\nfood in the gizzard of earthworms; circulation of blood in tails of fish and\ntadpoles, foot of frog, and antennae of crayfish. An interesting series of\nplant motions is seen in diatoms, volvox, oscillaria, the movements of\nelaters on spores of equisetum, and circulation of protoplasm in cells of\nchara and tradescantia.\nWe now turn to the consideration of the value of the projection\nmicroscope as an aid in teaching biology.\nIf the demonstrated possibilities of this class of apparatus, as above\nset forth, give promise of educational value, the actual use of the instrument gives results most satisfactory to students and teachers, both while\nthe work is being done and in the riper judgment of the student's later\nyears. The educational value of projected pictures cannot be developed, if they are simply made the basis of a more or less valuable lecture. Such pictures, in the class-room, may be — in true teaching must\nbe — definite links in the chain by which the teacher educates, or draws\nout the intellecual powers of his scholars. This follows from the fact\nthat the pictures are connecting links between practically indentical and\nsynchronous retinal images in teacher and student, and afford definite\ncommon bases for question and answer as well as for lecture demonstration. The principal results of tests of the value of projection work in\n\n"} {"page": 788, "printed_page": null, "text": "776\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nteaching biology to a large number of classes of high-school and college\ngrades may be summed up in seven statements :\n1. Projected pictures awaken and increase the student's interest.\nThe motions of live animals and plants, as they appear upon the\nscreen, appeal directly and successfully to his innate love for things in\nmotion. The odd forms and varied motions of different species hold the\nattention and interest until a desire for more knowledge makes itself felt\nas a new or accelerated force in the scholar's life. Compare the ordinary\ndiagramatic chart, or even accurate pictorial representations of a freshwater hydra, with the expanding, contracting, and twisting monster which\nis seen as a living chart on the screen. If a mature bud is about ready to\nseparate, or if water-fleas have been mounted with a hungry hydra, interest\nruns up to \"ninety degrees in the shade.\" If the odd pranks of some\nlive animals send a ripple of laughter over class and teacher for a moment,\nit acts as a wholesome condiment flavoring the heavier intellectual meat,\nand improving intellectual digestion and appetite. Ordinary microscopic\npreparations are full of interest, and serial sections, e. g., embryo chicks,\nkindle enthusiasm.\n2. It supplements regular work with microscopes, and, where students\nare so unfortunate as to be denied the privilege of using a compound\nmicroscope, projected pictures are the best substitute. As a student works\nwith his microscope, and is encouraged by the teacher to be self-reliant\nand develop original power, there will be points on which his views are\nnot full or accurate. With the type specimens projected on the screen,\nall the ragged ends of observation by all the class may be quickly and\nsuccessfully gathered up. Individual work with the compound microscope\ntrains the student's hands and judgment, and is always to be preferred as\na sound foundation, but its true supplement and best substitute is the\nprojection microscope.\n3. It saves time in teaching the technique of the compound microscope.\nDid you ever find earnest beginners with the compound microscope\nwasting precious time and losing enthusiasm over objects in unlighted or\nhalf-lighted fields, or watching air-bubbles, dirt, and other foreign matter in\ntheir preparations ? A brief demonstration of these on the screen, interesting because entirely new in the student's experience, clears up the light,\nair-bubble, dirt, poor-focus and no-focus difficulties.\n4. Each student is given the benefit of the best specimens.\nThe laws of growth and variation of organisms, together with the varying skill of students, result in a wide difference in the quality of the\npreparations on which their observations are made. After each one has\ndone his best, he needs the benefit of a brief view of the best that has\nbeen done. It may be remarked, in passing, that the exhibition of the\nbest preparations made by the members of the class is considered an\n\n"} {"page": 789, "printed_page": null, "text": "Department]\n\nTHE\n\nPROJECTION\n\nMICROSCOPE\n\nm\n\nhonor worth working for. Fifty or more students may successfully study\na preparation in the same amount of time that is ordinarily consumed\nby one in the usual method.\n5. Students prefer to draw from objects projected on the screen.\nThe exercise is made all the more valuable educationally from the combination of best object, better supervision by the teacher, and the inability of\ncareless pupils to excuse their errors on the ground that their specimens\nwere like their drawings. When using solar or electric arc lights, one or\nmore window shades may be raised enough to furnish ample light on the\ndrawing paper without destroying the details of the picture on the screen.\n6. It contributes to a broader knowledge of types.\nToo often it is true that students who have made a formal and excellent series of notes and drawings on some type animal, e. g., the earthworm, are left in almost complete ignorance of related genera and\nclasses. Lack of time and the expense of many duplicate specimens are\ninsurmountable obstacles. Lecture demonstations, including a considerable amount of quiz work, in which all the principal relationships to the\ntype form are studied out by the class, are at once beneficial and pleasant\nexercises, broadening knowledge, training the observational faculty and\njudgment, and fixing mental pictures of the objects themselves, not merely\ntheir names.\n7. The use of projection microscopes increases definiteness.\nA characteristic of untrained minds is indefiniteness, which manifests\nitself in failure to understand or use words accurately, or to do the simplest things according to directions. Talking to the student will never\ncure this mental blight. They must be trained by having definite standards set before them, followed by insistence on definite work, until it\nbecomes a habit and its value is appreciated by the student himself. The\nexcessive variation in the focusing power of the eyes of different persons\nis an important factor in the general indefiniteness which is characteristic\nof the earlier weekSj at least, of work with compound microscopes. The\nprojected picture is either a surface view or an optical section at some definite depth in the object. By seating pupils with defective vision near\nthe screen, it is possible to give every member of a large class practically\nthe same retinal image which the teacher has, and with pointer in hand he\nmay fix attention on any part of it while lecturing, demonstrating, and\nquizzing. The value of thus centering the eye and mind on definite\nobjects during more or less prolonged study cannot be overestimated.\nThe success which gives a student greater courage for harder tasks, and\nprepares his mind to deal with the practical problems of after life, is built\nupon this corner-stone.\n[The speaker then gave a demonstration of microscopic projection, using the electric\narc light, with one-inch, three-quarter inch, and one-twelfth inch oil-immersion objectives.\nThe typical subjects chosen for exhibition were animal motions and anatomy, shown in\n\n"} {"page": 790, "printed_page": null, "text": "778\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nliving infusoria, daphnia, and gammarus ; histology, in a stained hydra, and the nuclei of\nthe red corpucles of frog's blood; vital phenomena, in the pulsation of the \"hearts\" and\ndorsal vessel of a live anesthetized earthworm and in the beating heart of daphnia ; and\nchemical and physical phenomena, shown by testing starch with iodine and then boiling\nthe starch to exhibit the swelling of the grains and their change to a translucent condition.]\n\nHIGH-SCHOOL\nF. M. GILLEY, INSTRUCTOR\n\nINSTRUCTION\n\nIN PHYSICS\n\nIN SCIENCE,\n\nSCHOOL,\n\nHIGH\n\nCHELSEA,\n\nMASS.\n\nOf the three ways of presenting the subject of physics, by the\nrecitation or text-book, the laboratory, and lecture methods, the latter,\ntho perhaps the oldest, is not now utilized to its full extent. It has been\nmore or less modeled on the practice of the colleges and technical\nschools. By lectures suitable for high-school classes should not be\nunderstood a formal discourse, but rather an informal talk, interrupted\nfrom time to time by questions and suggestions by the class. The\nteacher should assure himself, by questioning, that the descriptions and\nexperiments have been understood. It may be well to repeat, of course\nrapidly, some important and fundamental experiments four or five times,\nthe purpose being to fix a scientific fact by seeing the experiment\nrepeated, instead of seeing the experiment once, and afterwards studying\nand committing to memory the record and description of that experiment. At intervals, the reading of notes just taken by the pupil should\nbe called for and the more common errors in note taking corrected without the laborious use of the blue pencil. Coaching in athletics and\nteaching in manual training are done on the spot, as it were, and are\nmore effective than written or verbal criticisms that come to the pupils\nhours too late. It is not to be expected that young children will know\nhow to take notes at the beginning of the study of science. In fact,\none of the peculiar advantages of science study (and this is especially\nthe case in physics), is the invaluable training in note taking. The pupil\nsoon learns to take notes at any time, to condense and edit, as it were,\nthe lessons developed by the teacher and the class. There is training in\nwriting in simple language on topics where a lack of clearness is only too\nself-evident. The pupil finds the data he has recorded the basis of\ncomputations that give him further and more definite knowledge. Carelessness in experimenting, observing, or recording, or in following\ninstructions, any inaccuracies or omissions, bring their own punishments.\nNote taking should be practiced during the lecture, laboratory, and recitation periods.\nThe set division, however, of school periods into lecture, laboratory,\nand recitation is hardly desirable in high-school work. The ideal way is\nto combine a little of the three in each lesson.\nThe exercise may open\n\nI\n\n"} {"page": 791, "printed_page": null, "text": "Department!\n\nHIGH-SCHOOL\n\nINSTRUCTION\n\nIN\n\nPHYSICS\n\n779\n\nwith a few minutes' talk, an experiment may be shown and the class\nquestioned, perhaps on some essential point that needs to be emphasized.\nThen let the laboratory work follow. The uncertainty of just what is to\nbe the form of instruction excites the curiosity and holds the interest of\nthe class.\n\nI\n\nPhysics as taught by the lecture method alone is usually non-mathematical, and is superficial and easily forgotten. Its impress on the future\nthinking of the pupil is soon lost if it is the only method of presenting\nthe subject. Whenever possible, laboratory exercises should be the\nfoundation for lecture and recitation work. There is at present a\ndemand, largely from those who have not delved into the real science of\nphysics, for a broad but brief course, especially as preliminary to a laboratory course. This general course, sometimes given for a whole year,\nis much like the tour of a conducted party, perhaps good for the health,\nand interesting like a view of the earth from a flying machine. General\ninformation, the humanizing portions of the subject, engines, meters,\npumps, niotors, telescopes, X-rays, wireless telegraphy, etc., the things\nthat go, practical applications, must, from lack of duplicate pieces of\napparatus, be taught from the lecture table. The past fifteen years has\nseen a great development of laboratory. courses and apparatus. There is\njust as much or more room for advance in apparatus for lecture-table\nwork. It may be said that the physics that is now taught, or should be\ntaught, is the creation of the last twenty-five years, during which time\nfew additions have been made to the old and obsolete apparatus so long\nin use.\nOf the questions asked from motives of curiosity of an educated or\na supposedly educated man, how many, either directly or indirectly, refer\nto some department of physics ? The history of modern civilization, one\nmight almost say, dates from the introduction of the steam engine.\nComfort and luxury have been brought within the reach of everyone by\nthe application of the steam engine and by the electrical discoveries and\ninventions of the last half century. Physics, being fundamental to chemistry, meteorology, astronomy, at least should be begun early in the\nhigh-school course. The first and second years are not crowded, and the\nmind has not come completely under the influence of the prevailing\nmethod of studying exact mathematics and ancient languages. Young\npupils learn physics because they like to ; the upper classes, always burdened by a variety and amount of work, study physics often because they\nare driven to it. Partly because of college entrance requirements,\nphysics for the college section at least has been removed from the\nsecond year to the third and fourth years of the course. Since a large\nproportion of the college classes prefer to continue other subjects\ninstead of beginning a new one, the percentage of pupils studying\nphysics has somewhat decreased in the last ten years.\nIf the full benefit\n\n"} {"page": 792, "printed_page": null, "text": "78o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nof physics is to be obtained, it should be studied in the first two years of\nthe course, before habits of study have been formed by other subjects.\nIt is the only science subject in which definite lessons for home work can\nbe assigned for every lesson. It is somewhat immaterial in what order\nthe several grand divisions are studied, and selections suitable for firstyear pupils are easily made.\nTeach from your own convictions, and do not lean on the authority\nof others. Familiarize yourself with some of the mechanic arts. In\nthese days when fortunes and positions in the business world come to\nthose of practical rather than theoretical or academic training, it would\nperhaps seem superfluous to urge upon science teachers the necessity of\nacquiring a varied range of mechanical skill. A man in the world at\nlarge was once rated according to what he knew, but now according to\nwhat he can do. The science teacher, especially the teacher of physics,\nis no exception. A more or less handy knowledge and skill in the simpler portion of glass grinding, glass blowing, wood and metal working,\nare of the highest importance. While teachers would seldom think of\ngrinding lenses for pupil's use, still some skill in this line of work clears\nup many difficulties for the teacher and awakens an interest in the subject of light. Skill in the use of tools is valuable, not so much for any\napparent saving in the cost of apparatus made by the teacher, but because\nthat skill is put to use in constructing pieces of apparatus that are a pride\nto the teacher and the class. The interest evolved in this way turns\nwork into play. The art of presenting physics by lectures, the use of the\nlantern, the making of photographs and lantern slides should be acquired\nby every teacher of physics. In the training of a teacher, instruction in\na good high school counts for more than that received in college ; for\nteachers are wont to teach as they have been taught, and the methods\nand general style of presentation and drill of the high-school course are\nbetter models for them to follow.\nThe college course can be improved, for those at least who are to\nteach, by introducing a broader general course in physics. Why cannot\nthere be a body of lecturers who in turn might spend a week each year\nin residence, much after the plan of the boards of preachers in our\nuniversities ? In the way suggested the best talent could be obtained,\nmen famous for their attainments in the arts and sciences. The biographies of great scientists, their stilted portraits, exert a less potent influence than personal contact with men who have done and are doing the\nwork of the world's progress. Many men who have not the time,\nstrength, or general diffuseness of scientific knowledge to make them\nready to fill the chair of physics in some university are well fitted by\nlecturing on their specialities to arouse a lasting enthusiasm in college\nstudents. Modern language departments bring across the seas men who\nhave written things of note to give courses of lectures.\nWhy should not\n\n"} {"page": 793, "printed_page": null, "text": "Department]\n\nHIGH-SCHOOL\n\nINSTRUCTION\n\nIN\n\nPHYSICS\n\n781\n\nthe science departments bring men who have done things in the world ?\nThe advancement of science and its applications becomes doubly interesting when explained by the very scientists and inventors themselves.\nAsk any of your pupils in physics, and in the most advanced classes,\ntoo, \"how much of your algebra do you find useful ?\" \"Only a little\nof all we learned,\" will be the answer. The complicated expressions so\ncommon in algebraic problems seldom occur in actual practice in applied\nmathematics, at least in work likely to fall to the lot of a mechanical or\nelectrical engineer. The dozen or more cases of factoring, the intricate,\nproblems in two or more unknown quantities, are not made much of outside the algebra class. Just examine the algebraic statements of a number\nof even difficult problems. Once stated the solution of the algebraic\nequation is usually very easy. It is, in fact, impossible to invent problems that when stated in equations are nearly as difficult as the majority\nof the equations given in the text-books for solution.\nIn plotting algebraic equations, much practice is obtained in substitution, most useful in physics and all applied mathematics. Formulas can\nbe used as tools by one who is skillful in substitution. Much less algebra\nof a simpler and more practical nature in the high school would help\nthe physics teacher and save time in the mathematic course for other\nwork usually neglected ; for instance, trigonometry. In arithmetic some\nattention could be paid to shortened methods of multiplication and\ndivision, to the number of places of significant figures, and to rough\nchecks in computation. It takes some time in the physics course to\novercome the idea that in estimating the capacity of a tank the carrying out of the product to several places does not make up for careless measurement of the dimensions. Plane geometry has been burdened\nby additional theorems first set on college examination papers and afterwards incorporated into the course. And just as a mechanical tool catalog is enlarged by new inventions (does the mechanic use them all?) so\nthe amount of geometry the ambitious teacher tries to teach grows by the\naddition of the new originals invented each year by the college examiners.\nAt the British Association in 1 901, almost without exception the leading mathematicians and scientists approved a syllabus of a course in\nmathematics presented by John Perry. He advocates the illustration of\nimportant propositions in geometry by drawings, the use of the sine,\ncosine, and tangent functions and abandonment of almost all demonstrative geometry. He argues that we should reason about things rather\nthan ideas ; that we think too much of logic and too little of the matter\nto which that logic is applied.\nA little mathematics of this practical type makes physics a more serious\nand scientific study. As in the case of the new pronunciation of Latin\nfirst advocated in England twenty-five years ago, and today almost universally used in this country and not at all in England, so the more attractive\n\n"} {"page": 794, "printed_page": null, "text": "7^2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\nand less artificial course in mathematics outlined by Professor Perry will, I\nthink, be introduced in this country long before it makes great progress\nin England. Why is it that the whole elementary algebra is studied\nbefore geometry and trigonometry are taken up? Cannot the interesting\nyet simple portions of trigonometry, geometry, and analytics, at least the\nuse of squared paper, be taught along with algebra? The time when a\nLatin grammar was learned by heart before beginning simple translation is long gone by. Physics offers a use for the practical field of mathematics, and on much the same basis as in actual life. The computations\nof the data of an experiment have a reality not possessed by examples in\nalgebra or arithmetic.\nPractice in laboratory work should in general precede and be made\nthe basis of class-room and text-book instruction. The actual contact\nwith and use of apparatus gives the pupil a set of standards by which he\ncan interpret intelligently scientific writings and follow with profit\nexperiments performed on the lecture table. If this order of instruction\nis followed, the \" wire edge \" will not be taken off the pupil's appetite.\nThe laboratory work being taken up first is new and fresh, and the supplementary lecture work will contain as much new matter as the pupil\ncan receive without confusion. Why is it that the individual method of\nlaboratory instruction is general? No one now thinks of such a method\nin Latin or mathematics ; for in those subjects all are at one time giving attention to the same thing, and the answer of one pupil assists the\nothers. The class is taught as a whole, and one pupil at any time is as\nfar advanced as the others, and no farther. In the individual or go-asyou-please method commonly in use today in the teaching of physics\nthe pupils follow printed or copied directions. As each difficulty arises,\nand much the same difficulties are met some time or other by every student, the teacher is called upon to settle that difficulty for each individual pupil, and the teacher moves around the class answering questions\nhere and there, adjusting apparatus and distributing supplies as if he were\nthe servant, instead of the teacher, and as if he were directed by, instead\nof directing, the class, while all the time he bemoans the large number\nin the class and the little time he has for each one. The end of the lesson\nfinds the pupils at different stages of advancement and the teacher\nexhausted by the almost impossible task of directing at one time as many\nclasses as there are pupils in the class. Dr. Sargent, of the Hemenway\nGymnasium, was once asked if he could develop a man without the class\nwork of the gymnasium. \"Yes,\" he replied, \"but I should become a\nwreck myself.\"\nLet us consider a totally different method, one in which the class is\ntaught as a whole and the teacher directs the class. After giving instructions for the first step, wait until all have finished before giving further\ninstructions.\nIf any question is asked, consider whether that question is\n\n"} {"page": 795, "printed_page": null, "text": "Department]\n\nI\n\nHIGH-SCHOOL\n\nINSTRUCTION\n\nIN\n\nPHYSICS\n\n783\n\none that will be or might be asked by a number, and after calling the\nattention of the class state the question and either answer it or help some\npupil to answer it. Then state the second step of the experiment.\nWhile the class is working, examine a few of the books in order to see\nthat notes, and accurate ones, are recorded. Just at this point one word\nhas more effect in improving the notebook than many lines of blue penciling, and is less wearing to the teacher. There are now and then stages\nin an experiment where it is important for the teacher to see that the\nwork is correctly done, but in general the teacher does not move around\nat the beck and call of the pupils. Instead of answering every upraised\nhand, wait till one step of the experiment is finished, and call for questions. Pupils are often impatient to have their questions answered at\nonce, questions, too, that are answered by the directions for the next\nstep. A question that is not worth keeping in mind a few minutes is\nhardly worth answering at all.\nThis method is applicable to classes of considerable size. Indeed the\nnumber is limited only by the lack of equipment and laboratory assistants. The whole system of popular education is made possible by teaching, large classes. The tuition cost per pupil must not be many times as\ngreat as in the other subjects, if physics is to take its proper position in\nthe secondary curriculum.\nLet me describe briefly the actual teaching of a laboratory exercise.\nTake Newton's law of cooling, for instance. Each pupil is provided with\na small tin can and a thermometer. Some of the cans are bright, others\nblackened. While the cans are being filled with hot water, the date, temperature of the room, and number of the thermometers are recorded.\nThe thermometers are placed in the cans and at a signal given each\nminute the temperature is read and recorded. The instructor verifies\none or two readings of each pupil, and now and then suggests to the\nwhole class that about one reading in ten will be a whole number of\ndegrees. From time to time ask what the fall of temperature per minute\nhas been for a blackened can ; for a bright can. All the pupils are working at the same rate. After thirty or more readings have been recorded,\nthe scale on which the results are to be plotted is shown on the blackboard and a few observations of some one pupil are plotted in. During\nthe remaining time the class begins to plot the results, or the subjects\nof the radiating power of different substances, or the cooling correction\nin heat experiments is discussed. The underlying principles of an\nexperiment and its practical application may be emphasized at the exact\npoint in the experiment to be most effective. With the individual\nmethod, in which pupils work from printed directions, the point of the\nexercise is often lost.\nI advocate an enrichment of the lectures or familiar talks by new and\npractical experiments; the combination of lecture, laboratory, and recita-\n\n"} {"page": 796, "printed_page": null, "text": "784\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\ntion work at times in one period; a practical reform in the teaching of\nmathematics ; the teaching of larger numbers in the laboratory and the\nclass method of instruction in laboratory work; the employment in large\nschools of low-salaried assistants ; the more thoro training of teachers,\nespecially in the mechanic arts ; and the introduction of physics in the\nfirst years of the high-school course.\n\nPHYSIOGRAPHY\nJ. A.\n\nMERRILL,\n\nTHE\n\nTEACHER\n\nPLACE\n\nOF\n\nIN THE\nOF\n\nSECONDARY\n\nSCIENCE\nIN STATE\nSUPERIOR, WIS.\n\nPHYSIOGRAPHY\n\nIN\n\nTHE\n\nSCHOOLS\n\nNORMAL\n\nCOURSE\n\nSCHOOL,\n\nOF\n\nWEST\n\nSTUDY\n\nThe secondary school occupies a unique place in our educational\nsystem. It is a genus of several species, each of which has had an origin\npeculiar to itself, and possesses characteristics in harmony with its origin.\nThe earliest form was the preparatory school for colleges, with a course\nof study consisting largely of classics and mathematics; the next form,\nthe academy, with a course of study somewhat more varied, including\nconsiderable history and science ; and the public high school, an expression of the demand of the ambitious American for an education higher\nthan the grammar school, at public expense, with its course emphasizing\nEnglish, history, and the sciences.\nSo strong has been the current of American ideals that the different\ncourses of study in the schools of widely different origin have gradually\napproached each other until the public high school, with its broad\ncourses of study, is the best representative of the secondary school. The\nnormal school and other similar schools of technical and professional\nimport do the work of secondary schools in some directions, but concentrate their energies on their technical work.\nIn harmony with its origin and practice, the secondary school is a\nplace where a student can get the best moral, mental, and physical training that he is capable of receiving in modern thought and its application to the solution of problems in the social and commercial world in\nwhich lies his sphere of action. The essential elements of such a course\nof study are English, a means of expression ; mathematics, a means of\ncalculation ; history and civics, the origin and present condition of man's\nsocial relation ; and the sciences, including manual training, the means\nof self-preservation, and enjoyment.\nThe sciences generally taught in such schools are : Biology, including botany, zoology, and physiology ; chemistry, physics, and physiography. Since these all deal with the immediate surroundings of the\nstudent, they are so closely related and cross each other so often in the\n\n"} {"page": 797, "printed_page": null, "text": "Department]\n\nPHYSIOGRAPHY\n\nIN\n\nTHE\n\nSECONDARY\n\nSCHOOL\n\n7^5\n\nsame territory that there is a wide difference of opinion as to the order\nof appearance in the course. This, however, is not essential in the present discussion, and it effects the results of the course of study not so much\nin their total value as in the method of treatment of the topic composing\nthe body of knowledge. Physiography is the world-science, and deals\nwith the results of forces rather than the forces themselves ; therefore it\nshould not be given in the first or second years of the course, and care\nshould be taken that it is never the first science that is pursued by the\nstudent. The text-book should be carefully constructed, with no effort\nto appeal to the general reader. It should be intensive rather than\nextensive, and should deal with fundamental principles rather than abound\nin descriptions and citations. It should introduce the student to the\ntechnology of the great subject and give him the ability to successfully\nstruggle with the real problems of the science.\nRELATIVE\n\nI\n\nVALUE\n\nOF PHYSIOGRAPHY\n\nSince physiography is the earth-science and affords so many problems where mathematical solution is impossible, the tendency to theoretical and even purely scientific speculation is strong indeed ; and the\nteacher who would not sacrifice the true value of the course must guard\nagainst the byways of the theorist, who airs himself so freely in the popular press.\nFrom the nature of the original information in this subject, which is\nlargely observational, the reasoning must be largely inductive ; and its\nvalue lies in the fact that all results are conditioned on so many things\nthat are subject to variation. This necessitates a comparison of values\nand a steering thru possible errors to a correct conclusion. The cause\nand effect relation is often apparent from meager investigation ; and the\ncause plus some force of nature, or some process resulting from many\nsources, equals the visible effect, or vice versa. This is especially true in\nthe development of topographic forms and in the relation between\nphysical features and commerce.\nThe greatest disciplinary value of this subject lies in the classification\nthat results from the inductive process of gathering, sifting, and arranging facts, and in the application of these categories by the deductive\nprocess. A very great value in any natural science comes from the combination of isolated facts under the guidance of a skillful instructor into\nsome system of classification. This does not mean that the observation\nand comparison should be less thoro, but rather that these facts be\nfollowed in the direction in which the mind naturally travels to a conclusion which epitomizes an entire body of facts.\nIn the study of zoology a student has placed before him, under favorable conditions for study, an animal from which he is to gain facts of\nstructure, function, and ecology.\nThe gaining of these facts is interest-\n\n"} {"page": 798, "printed_page": null, "text": "786\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\ning because he puts himself in harmony with the animal and compares\nthe struggle for existence of the animal he is studying with his own trials\nand difficulties. By and by he gets thru with the type study and takes\nanother specimen. True to the conclusions of his first study, he finds\nthat difference in structure is associated with different surroundings and\ndifferent ecological problems. Finally he has on hand a knowledge of\nstructures of sufficient variation to produce a scheme of classification to\nwhich he now turns with new vigor. This is to every student the legitimate outcome of the investigation of a type. In no dissimilar manner\ndoes a student of phyisography proceed. Whether the type be a cyclone,\na tornado, a river system, a mountain ridge, a commercial center, or a\nnationality, its structure is studied with all the known conditions and\nvariations, original observations are made as far as possible, and the\nobservations of others are interpreted and compared. By this means\ndefinite information is obtained which serves as a basis of a classification\nfounded on natural characters as observed and interpreted. As in\nzoology when a family group or genus group definition has been\nworked out it becomes at once a standard for comparison, so in physiography, when a distinct form of climate, landscape, ocean current, or\nproduction has been given a class or group name, it becomes a representative of the characteristics which form it, wherever they may be\nfound.\nTo the general reader and the casual observer this process may seem\nunnecessarily encumbered by detail of method ; but when this inductive\nwork has been thoroly done and the application of it is made to the\nvarious regions of the earth, the rapid grasp of the essential ideas of each\ntopic proves the value of inductive study. I am aware also that this\nintroduces into physiography a mental activity that has fallen into disrepute in biology in recent years, but altho it may have been necessary\nto discredit and even force from the schools a classification that was\narbitrary until a more rational one could be substituted, yet it is my firm\nconviction that biology will never realize its fullest possibility until the\nclassification of plants and animals that have been collected by the\nstudent becomes an essential part of the study of types.\nBut the culture value of physiography is increased by another line of\ninvestigation, which has its parallel and perhaps its origin in the study of\nzoology. This line is life history, or morpho-genesis, which is often made\nthe basis of classification. This is the application of the inductive processes which I have described to the individual, and shows relationships\nwhich are often unobserved in the type at the time it is studied. This is\nof the greatest possible value in the study of the evolution of present\nforms, and in the solution of all kinds of physiographical and geological\nproblems.\nIt is thus clearly seen that physiography is a natural rather than a\n\n"} {"page": 799, "printed_page": null, "text": "Department]\n\nPHYSIOGRAPHY\n\nIN\n\nTHE\n\nSECONDARY\n\nSCHOOL\n\n7^1\n\nphysical science, and that it deals with the application of forces in the\nproduction of natural phenomena, rather than with the forces themselves\nin individual occurrences, as is the case in chemistry and physics.\nMETHOD\n\nOF\n\nTEACHING\n\nAND\n\nSTUDY\n\nThe placing of physiography in the scheme of sciences throws some\nlight upon the proper method of teaching and study. Its subject-matter\nhas often been treated by the text-books as tho it were a mass of information to be memorized under topical headings, and the average teacher\nwill not rise above the ideal set by the adopted text. Such an arrangement was common even a quarter of a century ago, but the revival of the\nlast score of years has done much to develop order and system, as well as\na new subject-matter that promises much for the future.\nSince the primary source of information in this work is observational,\nit is necessary that the student be trained to observe accurately, and to\nrecord his observations in a conventional way. Furthermore, as his general conclusions must be based more or less on the work of others, the\nnecessity of training in the interpretation of maps, diagrams, pictures, and\ndescriptions is manifestly imperative. This training has been painfully\nlacking in the past among teachers of secondary schools, and until such\ndeficiency is remedied progress in this direction must be slow. This preliminary training in interpretation is no small accomplishment when we\nconsider that a map often represents a whole volume of facts to the trained\ngeographer. The text-book must ever be depended upon for general\nguidance and the main points of classification of the subject-matter. It\nsuggests, directs, and holds the sequence where other sources of information fail.\nHowever, the text is not the only source to which one must go if the\nfull possibilities of the subject are to be approximated. Among other\nagencies laboratory work holds an important place. It develops skill in\nthe interpretation of the work of others, and mechanical skill in representing the observations of oneself and others, and crystalizes the entire\nwork.\nIn the study of atmosphere, if the weather map has been used with the\nnecessary clearness of interpretation, the successive data for an entire\nstorm period may be charted on blank maps in the laboratory , and diagrams for each day of progress made. Likewise, with maps of the harbors\nof the eastern coast of the United States before him, the student may trace\nthe old river channels of the bays and draw the original condition of the\ndismembered rivers. A river system may be drawn to scale, its topography charted and drawn from altitudes furnished by the United States\ngovernment, its life-history indicated, its geological structure worked out\nby section, and its geographical value drawn in colors. A laboratory\nexercise of less value, but of considerable interest, is the modeling of a\n\n"} {"page": 800, "printed_page": null, "text": "788\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Science\n\ntopographic form of any kind after its surface has been drawn to scale\nand its relief indicated by contour lines.\nThus laboratory work develops mechanical skill and renders more\naccurate the entire work. But it does more ; it gives a feeling of confidence in working out the details of any proposition and representing\nthem in a graphic manner. It may be used thruout the entire course\nwith every topic studied.\nReference reading makes up what the text-book lacks, and completes\nthe information necessary for comparison and classification. If assigned\nto sections of the class the views of the entire class may be broadened and\nthe knowledge of the few intensified. It has always been a serious\nobstacle to intelligent reference work that books procured for the purpose\nwere written by travelers and others who were casual observers rather\nthan trained geographers, but happily this difficulty is disappearing, and\nthru the agencies of geographical societies and national governments, as\nwell as some enterprising publishing houses, much literature, both accurate\nand extensive, has been placed at the disposal of students of this subject.\nNot less than one-fourth of the work of the course in physiography\nshould consist of field work, or of exercises growing directly out of such\nwork. Much has been said upon this subject recently, and there seems to\nbe a general impression that something called field work should be undertaken. However meritorious, field work is so rare that a survey of the\nmethods employed and the results gained in the average schools almost\ninduces despair to an advocate of the method. But a little reflection will\nlead to the conclusion that much laboratory work in the past has been a\nwaste of time, and that with a better understanding of its aims and legitimate results the laboratory has become an indispensable factor in the\nteaching of science. So^there is hope that field work, when better understood and in the hands of trained teachers, will reach its proper place in\nthe methods of teaching all grades of geography.\nThe idea that work in the field is a pleasure-seeking excursion or an\nouting for recreation must be abandoned, and in its stead must come the\nrealization that it is but the going to favorable conditions for the solution\nof problems often quantitative in character. No one who has taken work\nunder that prince of American geographers and teachers. Professor W. M.\nDavis, can fail to realize that field work is a method of solving problems,\nand that it requires concentration, research, and calculation not surpassed\nby any other kind of exercise in the entire subject.\nThe nature of field work must vary with the locality, but all localities\npresent many problems of a similar kind. One series of exercises is the\nrepresentation on paper of a landscape of varying altitudes by modern\nmethods of mapping. Another valuable line of work is the study of the\nmethods and results of the river system considered as a unit of denudation. Another is the -changes in rock, soil, and vegetation that takes\n\n"} {"page": 801, "printed_page": null, "text": "DepartmentJ\n\nPHYSIOGRAPHY\n\nIN\n\nTHE\n\nSECONDARY\n\nSCHOOL\n\n7^9\n\nplace on the hillside. Besides these there are the larger problems of geological structure, economic value of different rock strata, evidences of\ndynamic force, glaciation, etc. Such work brings a student into direct\ncontact with the living problems of geography. Its value is greatly\nincreased by the laboratory and library work which broaden the individual\ninto the general notion.\nA\n\nCOURSE\n\nIN\n\nPHYSIOGRAPHY\n\nThe secondary school, as has been set forth, is too much engaged in\npreparing for practical life to spend more time than is absolutely necessary on the theoretical side of physiography. No issue is taken in this\npaper with modern text-books on this subject, but it is insisted that the\nteacher should not depend upon the text that the students use, or upon\nany text, for his knowledge of the subject and its applications in the\nindustrial affairs of life. No subject has reached its highest usefulness in\nthe secondary school until its resources have been exhausted to find that\norganization of subject-matter that will make the student face intelligently\nthe vital problems of comfortable, honest living. This should rarely, if\never, be done at the sacrifice of systematic presentation, for it is clear that\n\nI\n\nthe student's methods of study in after life will be influenced no little by\nthe habits in gaining and using knowledge which his teacher has helped\nhim to form.\nDetails of a course cannot be given in the space allotted to this paper,\nbut it may be observed that much is to be expected from the impetus that\nhas been given during the last few years to the investigation of the relation between geographical conditions and organic life.\nRESULTS THAT\n\nMAY BE EXPECTED\n\nWhat results are to be expected from a certain line of study in the\nschools IS a legitimate inquiry which should concern no other class of\npeople more than the teacher or the administrator of a course of study.\nThe physiography which I have set forth is certainly definite enough in\npurpose to bring about results which may be forecasted with a reasonable\ndegree of success. It would at least prevent the person who had taken\nsuch training from expecting a gold mine from a limestone ledge, or a\nsuccessful agricultural colony where the season is but seventy-five days in\nlength. It would also lend much profit as well as pleasure to travelers,\nwho are more abundant in this republic than in any country in the world.\nBut the greatest benefit derived from it in the secondary school is the\nnew meaning that it gives to history and national development of all\ncountries, ancient and modern. The dependence of the motives and\nactivities of man upon his environment makes history and physiography\nso dependent upon one another that neither is complete without more or\nless consideration of the other.\n\n"} {"page": 802, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL ADMINISTRATION\n\nSECRETARY'S\nThursday,\n\nMINUTES\nJuly io, 1902\n\nThe Department of School Administration met at 2:30 p. M. in court room No. i,\nnew City Hall, and the meeting was called to order by President Israel H. Peres.\nSecretary Bruce moved that, inasmuch as the three speakers who were to appear on\nthe following day's program were unable to appear, the meeting be closed in one session.\nCarried.\nA nominating committee consisting of C. H. Parsons, of Iowa, Dr. J. F. Force, of\nMinnesota, and B. F. Hunsicker, of Pennsylvania, was then appointed.\nPresident Peres then delivered his annual address, after which he introduced Miss\nAnna Doerfler, who read a paper on the \" Ideal Teacher.\"\nThis was followed by a paper on \" Progress in the Consolidation of Rural Schools,\"\nby State Superintendent J. W. Olsen.\nThe secretary then submitted the report of the Committee on Schoolhouse Legislation.\nAfter some discussions by L. P. Ludden, of Lincoln, Neb., C. H. Parsons, of Des\nMoines, la., Harlan P. French, of Albany, N. Y., and Dr. E. A. Donelan, of St. Joseph,\nMo., the following form of a general legislative measure was adopted :\nAN ACT\nProviding for the heating, lighting, and ventilating of public schoolhouses, and fixing penalties for a\nviolation of the provisions thereof.\nSection i. Be it enacted by the people of the state represented in the . . . . : It shall hereafter be\nunlawful to let any contract for or to construct any public schoolhouse, or other building to be thereafter used\nfor school purposes, the lighting, heating, and ventilation of which is not in full accord with the provisions of\nthis act.\nSec. 2. All public school buildings hereafter constructed or remodeled for school purposes must be\nlighted by windows placed in one rear or side wall of each class and study room, and such windows shall contain glass surface of not less than one-fifth of the floor space of each room ; and all desks and seats shall be so\narranged that the windows will be on the left, or in the rear, so far as possible, of the pupils.\nSec 3. All class and study rooms shall contain not less than fifteen square feet of floor space and not\nless than one hundred and eighty cubic feet of air space for each pupil.\nSec. 4, All public schoolhouses or school buildings of more than three rooms each which shall hereafter be constructed or remodeled for school purposes must be provided with such heating and ventilating\napparatus as will facilitate the introduction of warm air, when occasion requires, into each class or study room,\nnot less than eight feet above the floor line, with provision for the exit of impure air at the floor line: and the\nwhole shall be so arranged that the required temperature of seventy degrees can be maintained thruout\neach room even in the coldest weather, and the air changed in each room (combined average measured at\ninlet and exit openings) at least eight times in each hour, without lowering the temperature or creating a\nnoticeable draft at or below the breathing line.\nSec 5. All closets and urinals must be so constructed as to provide for the absolute seclusion of the\npupil using the same. They must also be provided with vent flues, so arranged that all foul odors and air will\nbe carried out below breathing line.\nSec 6. Any contract for the construction or remodeling of any school building, not in conformity with\nthe requirements of this act, shall be void ; and any public school officer or contractor who shall violate the\nterms and conditions of this act, by letting or accepting any contract for the construction or remodeling of any\npublic schoolhouse or school building not in conformity with this act, shall be deemed guilty of a misdemeanor, and shall be subject to a fine of not less than two hundred dollars, nor more than one thousand dollars,\nfor each offense.\n\n790\n\n"} {"page": 803, "printed_page": null, "text": "_^\n\nor^Hnnn\n\npj^^SIDENT'S\n\nADDRESS\n\n19^\n\nThe Committee on Nominations then submitted the following list of officers to serve\nfor the ensuing year :\nPrestdenf— Harlan P. French, Albany, N.|Y.\nSecretary — William George Bruce, Milwaukee, Wis.\nFirst Vice-President — Dr. J. F. Force, Minneapolis, Minn.\nSecond Vice-President — Grafton D. Gushing, Boston, Mass.\nThird Vice- President — B. F. Hunsicker, Pennsylvania.\nChairman Executive Committee — Israel H. Peres, Memphis, Tenn.\n\nDr. Donelan, of Missouri, then submitted the following resolution, which was\nadopted :\nWhereas, The health of the children in our schools is essential to prosperity and good results, and\nWhereas, The various diseases, including consumption, myopia, and nervous prostration from\nexcessive application to studies, cannot be detected by either superintendent or teachers in a large\nmajority of cases in time to give the necessary relief and to arrest the spread of those that are contagious,\ntherefore, be it\nResolved, That it is the imperative duty of school boards or city boards of health to appoint medical\nexaminers in the Interest of the health and lives of children attending the schools.\n\nAt this point President-elect French assumed the chair, and in a few well-chosen\nwords promised his loyal efforts to advance the growth and usefulness of the department.\nDr. Donelan then submitted the following resolution :\nWhereas, Many children form habits of spending the small change given to them by parents or friends\nfor articles that are not only injurious to health, but lead to excess and extravagance, and\nWhereas, Economy, frugality, and self-restraint leads to thrift in life, therefore, be it\nResolved, That penny saving banks should be established in our schools. .\n\nOn motion of Mr. Peres the resolution was referred to a special committee of three\nto report next year.\nThe chair thereupon appointed upon the committee Dr E. A. Donelan, St. Joseph,\nMo.; Hon. H. S. Prophet, Lima, O.; W. S. Ellis, Anderson, Ind.\nThe department then adjourned.\nWilliam George Bruce, Secretary.\n\nPAPERS\n\nBY\n\nAND\n\nDISCUSSIONS\n\nPRESIDENTS\n\nADDRESS\n\nISRAEL\n\nMEMPHIS,\n\nH.\n\nPERES,\n\nTENN.\n\nA Study of Professor Huxley's series of lectures, collected under Science and Education, promptly reveals that over a generation ago the\nEnglish public were confronted with the same educational problems,\nsubstantive and administrative, as today confront us. For that matter,\never since society has undertaken education the same problems have presented themselves, and curiously enough the discussion has been carried\non, not only in a similar tenor, but also often in the same phrase. It\nhas been, and always will be, a matter of degree.\nWe of the present have made a remarkable advance. Many ideas\nof the old masters in art have been realized, and we may be positive\n\n"} {"page": 804, "printed_page": null, "text": "792\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Administration\n\nthat a steady improvement will continue. Even the most skeptical no\nlonger doubt Mr. Darwin's conclusion that the presence of a body of wellinstructed men, who do not have to labor for their daily bread, is important to a degree which cannot be overestimated, as all high intellectual\nwork is carried on by them, and on such work material progress of all\nkinds mainly depends, not to mention other and higher advantages.\nAnd so our universities are becoming more and more places of\nresearch and investigation, and are the nurture grounds whence arise\nmental and moral athletes to successfully battle against ignorance, error,\nprejudice, and superstition.\nThese men in their turn are preparing others to direct and administer\neducation in all its branches, and their influence is thus projected by a\ndivision of labor into all of the ramifications of educational work thruout\nthe land.\nThe National Educational Association is a part, and an important\npart, of this educational impetus, 'and each of its members is doing work\nin a good cause.\nThose who give their time and attention to the study, preparation, and\nformal presentation of the many problems in the several departments\nwork an incalculable benefit to the cause of education, and therefore to\nthe cause of human progress.\nCertainly, then, our gratitude is due them, and our obligation to those\nwho arrange the detail of the convention work can hardly be adequately\nstated. These hold the key to the Association's successful meetings, and\nan annual onward step attests their faithful and intelligent effort.\nIndustrial conditions are kept in an artificial state by artificial legal\nrestraint, with the result that the spirit and individuality of the millions of\nmen and women who work with their hands are sunk into lifeless machines\n— silent giants of industrialism, who reck not the souls of the workers.\nThis phase of our present economic status is one of the chief reasons\nwhy there seems to be no outlook for the majority, and why we hear so\nmuch about the uselessness of too much education.\nThis is false doctrine. The trouble is that education is not prized for\nits own sake, for its intrinsic value. It is looked upon too much as an\ninvestment. It is demanded that your education be such that at a\nmoment's notice you may convert it into what our financial geniuses term\n\"the coin of the realm.\" Therefore, you are told not to waste your time\nacquiring an education, but learn a trade. The better advice is, do both.\nLet us teach our children not to gauge a man by what he does for a living, but what he is. Let us teach them not only the dignity of labor, but\nthe sublimity of man himself. Let us teach them that mental culture\nconsists with the mechanic arts, sciences, and employments. Then will the\nman become the master and the machine the automation ; then will our\neducation, higher or lower, be, not the shadow of a contented life, but a\nsubstantial blessing.\n\n"} {"page": 805, "printed_page": null, "text": "Department]\n\nPROGRESS\n\nPROGRESS\nJ. W,\n\nOLSEN,\n\nIN CONSOLIDA\n\nTION\n\nIN CONSOLIDATION\n\nSTATE\n\nSUPERINTENDENT\nOF\nMINN.\n\nOF R URAL\n\nSCHOOLS\n\nOF RURAL\nPUBLIC\n\n79 3\n\nSCHOOLS\n\nINSTRUCTION,\n\nST. PAUL,\n\nThe most important educational problem before America today is the\nrural-school problem. The general upward trend of our state university\nwork, the public secondary schools in our cities articulating therewith,\nand the great work in our cities and towns in turn articulating with our\nsecondary schools, is becoming definitely fixed and established. Great\nprogress has been made in university work and city school work during\nthe last quarter of a century, and while great progress has been made in\nbuilding country schoolhouses, in furnishing libraries, text-books, suitable\napparatus, and better trained teachers, rural-school advancement has not\nkept pace with the wonderful progress in our city schools and state universities. This is due to the natural ultra-conservatism of our rural population, to the abandonment for the city and the west of farms in the eastern\nstates, and to conditions inherent in the isolated one-room schoolhouse\nitself, where organization and gradation is almost impossible, where\nnepotism and personal favoritism on the part of local school trustees too\noften prevent efficient and continued effort by the teacher ; where the\nenvironment is too narrow to broaden the intellectual horizon of the pupil\nby active rivalry and keen intellectual competition with others in his class.\nWe have already reached the stage where the advocate of consolidation\nno longer occupies debatable ground in a body of school men. It is conceded bystate and county superintendents and other administrative school\nofficers everywhere that the most rational solution of the country-school\nproblem lies in combining the small, isolated school units into larger ones\nand transporting the pupils to and from schools at public expense.\nIn response to inquiries, and from examination of state superintendents' reports, I find that twenty-six state superintendents are in favor of\ntransportation of pupils, while no state superintendent expresses himself\nas opposed to the plan where normal conditions prevail, and from some I\nhave no expression of opinion. Among ourselves, as educators, we agree\nwith practical unanimity that it will insure better teachers ; insure better\nclassification ; stimulate intellectual competition, severer effort, greater\ninterest and enthusiasm among pupils ; increase attendance ; insure punctuality; provide better apparatus, text-books, and libraries; provide longer\nand more regular terms of school ; guard the health of the children ; keep\nthe older children longer in school and at home under parental care ;\neducate toward the farm and farm life, and discourage the tendency to\ndrift into centers of population ; provide better heated, lighted, and ventilated schoolrooms ; promote the growth of reading circles, lyceums, and\nother literary and culture movements among the adult farm population —\n\n"} {"page": 806, "printed_page": null, "text": "794\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Administration\n\nand all this, as a rule, at no additional cost after the first expense of providing the proper schoolroom.\nBy turning to the Report of the United States Commissioner of Education for 1894-95, we learn that Massachusetts, New Hampshire, Vermont,\nand Connecticut have made definite legal provision regarding the transportation ofchildren to school. By 1896, New York, Maine, New Jersey,\nand Nebraska were added to the list, while Ohio had a few consolidated\ndistricts transporting pupils under a special act. In the year 1900, State\nSuperintendent L. D. Harvey, of Wisconsin, issued a bulletin showing\nthat the following eighteen states have laws allowing the transportation of\npupils at public expense, altho at that time only thirteen were availing\nthemselves of the privilege.\nThese eighteen states are :\nConnecticut\nMassachusetts\nOhio\nFlorida\nNebraska\nIndiana\nPennsylvania\nNew Hampshire\nNew Jersey\nIowa\nRhode Island\nSouth Dakota\nKansas\nVermont\nNew York\nMaine\nNorth Dakota\nWisconsin\nTo this list must now be added Washington and Minnesota, while in\nMichigan and some other states pupils are being transported either by\nimplied powers, without legislation directly authorizing it, or by sufferance.\nIn addition to the above, Illinois, Missouri, and Virginia authorize by\nlaw and have township high schools, Tennessee has consolidated schools,\nand California authorizes and has what are known as \" union high schools \"\nin the country.\nAs many states report only biennially and others do not gather\nstatistics in regard to transportation, it is impossible to present complete\ncomparative statistics showing progress in consolidation, except irregularly\nfrom a few states, which probably illustrates the general tendency in favor\nof the movement. In 1899 and 1900 New Jersey expended nothing for\ntransportation. In 1900 and 1901 she expended ^4,420.62. Ohio reports\nthirty-three districts transporting pupils last year. The amount expended\nfor transportation in Massachusetts increased from $3,648, in 1890-91, to\n$75,608, in 1894-95, and to $141,754, in 1899-1900 ; in Vermont, from\n$11,122 in 1893-94, to $26,492, in 1899-1900.\nIn 1893, free transportation of pupils was authorized in Connecticut.\nIn 1900-01 the number of schools closed was 84, pupils transported\n849, cost, about $9,817.\nIn Vermont free transportation is growing in favor, as attested by the\nfact that the state expended for this purpose $11,112 in 1893-94, and\n$26,492, in 1899-1900. During the latter year 726 schools were closed\nand 2,909 pupils transported.\nNew York has a system of contracts whereby one district may contract\nwith another for the education of its pupils and still draw the district\n\n"} {"page": 807, "printed_page": null, "text": "Department]\n\nPROGRESS\n\nIN CONSOLIDA\n\nTION\n\nOF RURAL\n\nSCHOOLS\n\n795\n\nquota of public money. Connected therewith is a provision of law permitting the district contracting to transport their pupils to the district\ncontracted with. The first contract law was passed in 1896; during the\nnext year twenty-seven districts took advantage of the law and contracted\nwith adjoining districts. The number taking advantage of the contract\nsystem has increased from that time until the present year, when about\n300 contracts have been filed.\nTransportation was first tried in Iowa in 1896 in two districts. This\nyear pupils are transported in about fifty districts.\nIn Indiana, transportation was first undertaken ten years ago. Last year\n2,339 pupils were transported over 164 routes in fifty different counties.\nFrom South Dakota, Superintendent Collins reports that perhaps in\none-fifth of the districts some transportation is provided. Since reports\nwere issued transportation has been operative in a half dozen Mississippi\nValley states.\nProgress has been made in providing township high schools in a\nnumber of states, and where the township is not a feasible school unit,\nsuch units as seem expedient have been carved out into high-school\ndistricts. Ten states report township high schools or their equivalents to the number of 1,319, Indiana leading with 491. Statistics\nfrom six of these states show an enrollment in this class of schools of\n30,404, the largest being 13,183, in the state of Maine. The first township high school is reported from Illinois in 1867. These figures show\nthat township high schools have grown in favor very rapidly.\nAll these figures encourage the view that the contest we are engaged in\nin favor of better schools thru consolidation is more than half won. The\ngreatest difficulty is overcome when the first half dozen well-managed\nconsolidated schools in a state have demonstrated beyond serious controversy the success of the plan. How rapidly this plan will progress in\nthe future depends upon a number of things:\nFirst, the general intelligence and public-school spirit of the people.\nSecond, upon the topography of the country ; whether or not the\nroads are in good condition during most of the school year ; whether the\nterritory is well adapted to large units, or is segregated into smaller ones\nby hills, creeks, lakes, or other natural barriers.\nThird, whether legislation makes it easy and natural or artificial and\ndifficult.\nFourth, consolidation will also depend in a large measure upon the\nprevailing system of school government and organization.\nPeople are not inclined to employ a unit of government that is not a\ngovernmental unit for other purposes also. In New England and states\nfollowing the New England plan wide powers in general government are\ndelegated to the town or township, carrying with it township control of\nschools under a township board.\nThe step for a number of separate\n\n"} {"page": 808, "printed_page": null, "text": "79^\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Administration\n\nschools in a township under control of one board to a central graded\nschool where pupils are transported is short, easy, and logical. Upon\nthis point the report of the Committee of Twelve well says: **In the\nnorthern states the cause of school consolidation depends intimately\nupon the adoption of the township unit system. A certain amount of\nconsolidation can be affected by the abolition of small districts. It may\nbe possible also for several districts to merge their schools into one, for\nthe time at least, and still preserve their independence, but it is manifest\nthat the first plan will not prove effectual and that the second one will\nbe infrequent and precarious.\"\nWhere the county is more largely the unit of school and general\ngovernment, as in some of our southern states, and where central county\nauthority is vested with wide discretionary powers in locating schoolhouses and defining school-district boundaries to which the entire situation presents itself in more accurate perspective by being removed from\nthe narrow view too often taken by selfish interests in a small neighborhood, progress in consolidation may be expected, unless prevented by\ntopographical conditions or lack of school interest.\nThe greatest difficulties are met in states like the one I have the\nhonor to represent, Minnesota, where the township is hardly a unit of\ngovernment for any purpose whatever, except to lay out and keep in\nrepair a local highway; where assessments are reviewed by a county board\nof equalization; where taxes are \"run\" by a county auditor and collected bya county treasurer ; where legal business nearly all centers in\nthe county seat; where township and school-district boundaries are\nrarely coincident; and where each little school-district is a unit in itself,\nhaving three officers with almost sole control of its tax levy and school\nmanagement ; and where the county exercises no control of school affairs,\nexcept thru the county superintendent, whose powers are limited almost\nentirely to advice, personal influence, and collecting statistics for the\ndepartment of public instruction.\nWhere people have been educated away from the township system\nand the larger school for a half century or more under such a system\nof overburdened democracy it is not surprising that the introduction of\nthe consolidated school is steadily resisted.\nIt is manifest that in those states where similar conditions prevail consolidation must be encouraged by easy steps, arousing as little antagonism\nas possible. Only to an inconsiderable extent will they establish township schools. Minnesota has had a permissive township law for seven\nyears, and yet not more than one or two township schools have been\norganized under it.\nPersonally I believe that the plan of New York and Wisconsin authorizing a district to. suspend its school and arrange with any adjoining\ndistrict or districts for the instruction of children and transporting them, if\n\nI\n\nI\n\n"} {"page": 809, "printed_page": null, "text": "Department]\n\nPROGRESS\n\nIN CON SO LI DA TION\n\nOF R URAL\n\nSCHOOLS\n\n797\n\nnecessary and expedient, and yet be able to maintain its separate organization and participate in the apportionment of school funds, is the most\nrational method of promoting practical consolidation in states where the\nsmall independent school-district is the school unit, and not the township or county. Undoubtedly in many places school-districts can be\ninduced to favor temporary suspension of school for a term, or a year,\nwhose prejudice of tradition would not sanction their formal dissolution\nand union with other districts. This contract system will naturally lead\nto formal consolidation where best and necessary.\nSuch a contract law was passed in New York in 1896, and it is remarkable that 300 contracts for the education of children in adjoining districts\nare already filed with the state superintendent of public instruction this\nyear.\nThe free rural delivery of mail, promoting the good-roads movement,\nthe telephone, and the tendency to industrial co-operation, bringing farm\nlife into closer relation and sympathy, will add impetus to this movement.\nIn Minnesota alone we have 131 farmers' mutual fire insurance companies, and about 600 co-operative creameries. We have rural communities grouped about a co-operattve creamery, department store, live-stock\nshipping association, fire-insurance company, lumber and fuel company.\nWhere this condition prevails the next step is co-operative schools.\nFrom one short year to another we may not be able to discern great\neducational progress in our rural communities, and yet if we measure\neducational progress during the last decade or quarter of a century, must\nwe not conclude that we have advanced almost by leaps and bounds ?\nEnrolled in the cause of popular education, we have by no means enrolled\nin a lost cause. In our country there can be but one answer to every\ngreat question confronting us, and that ultimately the right answer. The\nAmerican educator, co-operating with intelligent patriotism and public\nspirit, will ultimately realize the most effective system of school organization and administration, that in our country a race of physical, intellectual,\nand moral giants shall be reared.\n\n"} {"page": 810, "printed_page": null, "text": "LIBRARY\n\nDEPARTMENT\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Thursday,\n\nJuly io, 1902\n\nThe first meeting of the Library Department of the National Educational Association\nwas held in the reading room of the University Library, Minneapolis, Minn., at 2 : 30 P.\nM., and was called to order by Miss M. E. Ahern, secretary, neither the president nor the\nvice-president being present.\nThe meeting opened with a selection, \" The Watersprite,\" Schumann, by the Minneapolis Ladies' Quartette.\nDr. Wm. W. Folwell, librarian of the University of Minnesota, extended a word of\ngreeting. A letter from the president, J. H. Canfield, regretting the necessity of his\nabsence and pointing out what seemed to him to be the work before the department, was\nread by the secretary. At this point the vice-president, Mr. Reuben Post Halleck, of\nLouisville, Ky., having arrived, took the chair.\nThe first paper was presented by W. A. Millis, superintendent of schools, Crawfordsville, Ind., on \"The Library as an Educator.\"\nThe second paper, on \" Libraries and Schools, a Double-Faced Question,\" was presented by Miss Emma Fordyce, teacher of physics and chemistry in the high school,\nCedar Rapids, la.\nThis was followed by an address by A. H. Hopkins, assistant librarian of the John\nCrerar Library, Chicago, 111., who brought greetings from the American Library Association. At the close of Mr. Hopkins' address Vice-President Halleck introduced Dr.\nJ. K. Hosmer, president of the American Library Association, who addressed the\ndepartment.\nThe papers of the afternoon were discussed by Reuben Post Halleck, principal of\nBoys High School, Louisville, Ky., J. I. Wyer, Jr., librarian University of Nebraska, A. H.\nHopkins, assistant librarian John Crerar Library, Chicago, 111., O. H. Bakeless, principal\nCarlisle Indian School of Pennsylvania, and Miss Emma Fordyce, teacher of science in\nhigh school, Cedar Rapids, la.\nMiss Ahern presented a proposition from Chairman J. C. Dana of the American\nLibrary Association Committee on Co-operation with the National Educational Association to prepare a manual of instruction in the use of libraries for normal schools to be\nissued by the National Educational Association for the betterment of the library service\nin the secondary schools. A motion was offered by J. I. Wyer, Jr., of the Nebraska State\nUniversity, that the Library Department heartily indorse the idea and request the Board\nof Directors of the National Educational Association to take favorable action in the\nmatter. The motion was seconded, and, after some discussion commending the idea, was\nunanimously carried.\nThe Committee on Nominations was appointed by the vice-president as follows :\nJ. I. Wyer, Jr., of Nebraska.\nMiss Gratia Countryman, of Minnesota,\nO. H. Bakeless, of Pennsylvania.\n\nThe meeting then adjourned.\n\n798\n\nI\n\n"} {"page": 811, "printed_page": null, "text": "Department]\n\nTHE\n\nLIBRARY\n\nSECOND\n\nAS AN\n\nEDUCATOR\n\n799\n\nSESSION.— Friday, July ii\n\nThe meeting was called to order at 2 : 30 p. M. in the university library. The vicepresident being absent, the secretary again took the chair. Proceedings were somewhat\ndelayed by the absence of the speakers for the afternoon.\nThe first paper was presented by J. M. Greenwood, superintendent of schools, Kansas City, Mo., on ** What May the School Properly Demand of the Library ? \" The\npaper was discussed by R. H. Emberson, of Missouri, Miss M. H. Prentice, of Ohio, and\nA. H. Hopkins, of Illinois.\nThe second paper was presented by Miss Agnes Robertson, county superintendent\nof schools, Cherokee, la., on \" School Libraries in the Rural Districts.\" This paper was\ndiscussed by J. A. Lapham, of Iowa, J. M. Greenwood, of Missouri, and Miss M. E. Ahem,\nof Illinois.\nThe Committee on Nominations reported the following, who were unanimously\nelected as officers for the ensuing year :\nFor President — James H. Canfield, of New York.\nFor Vice-President — Reuben Post Halleck, of Kentucky.\nFor Secretary — Miss Mary Eileen Ahem, of Illinois.\n\nThe secretary, after urging the teachers to greater interest in the library section,\ndeclared the meeting adjourned.\nMary Eileen Ahern, Secretary.\n\nPAPERS\nTHE\nW. A.MILLIS,\n\nAND\n\nLIBRARY\n\nSUPERINTENDENT\n\nOF\n\nDISCUSSIONS\nAS AN\nCITY\n\nEDUCATOR\n\nSCHOOLS,\n\nCRAWFORDSVILLE,\n\nIND.\n\nAn evident revolution of function has occurred in recent years in the\nmanagement of libraries. Traditionally, the office of the library, upon\nwhatever foundation, was the conservation of knowledge, as distinguished\nfrom its dissemination. The primary object was the collection of books.\nIf they were rare or quaint, the better. These were grudgingly loaned\nout to readers who perchance had discovered the hiding place of the\ntreasure. The emphasis was placed on the number of volumes, their\nwealth, their immediate history. Their use was of secondary moment.\nMore frequently than not their use was discouraged by screens and bars.\nCertainly no effort was made to encourage extensive use. Yet, even\nunder these conditions, the library has been the means of vast service in\nthe development of culture. The history of intelligence reveals a great\ndebt of the world to the libraries of ancient as well as modern times.\nBut in the main the library has been passive in this process. It has\nrested passively and been drawn upon by the infrequent scholar. It did\nnot project itself into the life of the people. It was not fired with the\npurpose of active service.\nIt was not conscious of the possibility of sur-\n\n"} {"page": 812, "printed_page": null, "text": "8oo\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nrounding the great scholar with a multitude of well-informed and intelligent people. It was a store of learning, an end rather than a means.\nThose of you who are engaged in library organization appreciate that we\nhave not yet entirely gotten away from the traditional notion of the\nlibrary in the towns and smaller cities. The ghost frequently materializes\nin the form of a board, which insists that the important thing is to get\nbooks and books. And too frequently it assumes the form of a librarian\nwho sees the circumference of her mission in marking up book lists, cataloging new purchases, charging the high-school girl and the dilletante\nwith the latest novels — so new that the binder's paste is yet green — in\ncrediting patrons with books returned, and fussing at children who apply\nbecause they leave finger prints on pages divine.\nBut this traditional notion is passing away. A new function is being\nrecognized. The librarian sees new possibilities. She appreciates that\nbooks are valuable in proportion to their use. The library has become\nactive, democratic. The dissemination of knowledge is made the primary\nfunction. Books are selected and shelved and cataloged in view of their\nuse. The library is becoming propulsive in the community, and formative. It not only endeavors to satisfy the wants of the reading public,\nbut has begun to form and reform those wants, to cultivate taste, and\nstimulate culture. This, I take it, is the spirit of modern library\nmanagement, and it certainly is peculiarly the function of the public\nlibrary.\nThe public library may and should be an educative agency. That it\nis not always so is patent to the casual observer, and to be deplored. Its\nfailure to improve opportunity is especially prevalent in towns and small\ncities. We have become so accustomed to the various ladies' and\nclub libraries which .are maintained wholly for purposes of amusement\nthat it is difficult to permit the public library to assume greater dignity.\nIt is difficult for the public to learn that the library is not an institution\nfor public entertainment, an agency for assisting unoccupied people to\nwhile away time, a substitute for the old-time quilting bee, with its buzz\nof neighborhood gossip, and taking about the same place in the lives of\none class of people that the clubhouse takes in the life of the other\nclass. If the public library is to take its proper place in the community,\nthe people must be taught to regard it as an integral part of the educational\nsystem. The library must be organized with^this spirit and purpose. It\nmust be organized and regarded as an indispensable part of the educational machinery, a special agency with a function which no other agency\ncan perform. The librarian should regard herself and be regarded\nprimarily as an educator ; not a class-room teacher, not a vender of\nalphabets and beginnings of culture, but an educator in the larger sense\nof insight into 4he educational needs, means, and ends. She should\ncombine wide scholarship, knowledge of books, and the possession of\n\n"} {"page": 813, "printed_page": null, "text": "Department]\n\nI\nI\n\nTHE\n\nLIBRARY\n\nAS\n\nAN\n\nEDUCATOR\n\n801\n\nculture with an apprehension of the cultural conditions of the community, its intellectual impulses, the lines of development needed, and\nthe ability to arouse and direct these impulses toward greater sanity and\ntruer culture. She should be trained not only in the art of library\nadministration and the matters that pertain to her routine of duty ; she\nshould be conversant with educational problems and situations. She\nshould apprehend these problems from the larger standpoint of social\nprogress. Dr. Small says that the teacher should regard herself as more\nthan a hearer of lessons ; that she must regard herself as a community\nbuilder. So must the librarian. She must rate herself as more than a\nshopkeeper. She, too, must be a community builder. And more, the\nlibrarian must insist that she is the larger factor in the library. Boards\nof control and books are quite valuable as tools with which to do the\nwork in hand, but the real efficiency of the library is measured by the\nwealth of the librarian in her own right. Hawley Smith says in his own\nfashion : \" When the stage carpenter becomes the star performer the\ndrama is sure to suffer.\" The librarian must be the star performer if she\nwould reach the measure of her opportunity. We have learned in the\nschools that the teacher is in herself more than houses and books and\nequipment. Librarians are subject to the same law.\nThe work of the school is threefold :\n1. To awaken aspiration, both general and specific.\n2. To give the alphabet of learning and activity — that is, to give the\nchild such introduction to the several lines of learning, art, and enterprise as will reveal to him and nourish his special aptitudes, and at the\nsame time put him into position to live sympathetically with those who\nfollow other activities than his own.\n3. To train the powers of thought and expression.\nOr, looking at the function of the school from the standpoint of the\nlibrary, it is responsible for awakening in the child ambition to be well\ndeveloped, to be a somebody ; to awaken the impulse to know what the\nworld has thought and done ; for teaching him to read, and, to some\nextent, for developing taste for proper literature. When the school has\naccomplished these requirements it has reached its limitations. When\nthe child has been equipped with the rudiments of science, history, language, and mathematics, has been awakened to the possibilities of\nculture and is ambitious to possess it, when he has learned how to read\nand think, the school has done the most that it can do. Its primary\nbusiness is to equip him with the tools of learning and culture and the\nimpulse for larger attainments. Beyond this point library, press, pulpit,\nplatform, and practical life must take the boy. The school is but one of\nmany educational agencies, and cannot, if it would, undertake to do the\nwork of other agencies. The school can teach the children to read and\nstimulate the impulse to read, and to some extent the right books, but\n\n"} {"page": 814, "printed_page": null, "text": "8o2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nthe library must see that they continue to read, that they read well, and\nthat they do read the right books.\nIn one respect the library is supplementary to the school. To a large\nextent the public library should stand in the same relation to the public\nschool that the college library sustains to the several departments of the\ncollege. The best teachers are coming to see that the text-book in the\nhands of the pupil is at the most merely a working guide or manual,\nrather than a compendium of information on the subject in hand. They\nfeel the need of access to fuller sources of information than the meager\ncontents of text-books and schoolroom helps. With the growth of this\nfeeling on the part of the school, the library has a large opportunity for\neffectively reinforcing and enriching the instruction of the school by\nplacing within the reach of teachers and pupils additional information on\nthe subject under study. Particularly is there an opportunity for this\nenrichment in the courses in history, science, geography, and literature.\nIt is quite possible thru co-operation of teacher and librarian to make\nthis supplementary service of the library as effective in the elementary\nschool as the college library contributes to the completing and rounding\nout of the work of the higher departments of instruction.\nIn another respect the library and school are complementary. Each\nconditions and helps the other. This complementary relation is quite\nevident in the contribution which each makes to the other in a practical\nway. But there is a higher and deeper phase of co-ordination. Aside\nfrom the home, library and school are the chief educational agencies.\nTogether they cover fairly well the whole of the educational field, yet\neach has its own particular sphere. In some particulars these may overlap, but in the main they are distinct. The school awakens wholesome\npersonality and social impulses, both general and specific, trains the individual in the elements of the social arts, trains him to think and to\nstudy, equips him with the elements of learning. The school endeavors\nto train the individual for a larger and more permanent growth to come\nfrom activities beyond its doors. It supplies him with the implements\nwith which he may attain to culture. The promotion of this larger\ngrowth beyond the school is the special field and the larger opportunity\nof the library.\nPutting it from the viewpoint of social science, the library is the\nagency specially organized and maintained by the comniunity to promote its culture. And by culture is meant more than reading and more\nthan information. It is that compounding of learning, taste, judgment,\nwisdom, and peculiar mental tone that come of being in sympathetic\nacquaintance with what has been thought, felt, and done in the world, and\nof companionship, even remote, with the men and women who have\nthought, felt, and accomplished. This is the field, I take it, of the library\nand the librarian.\nShe is the agent, the library her instrument, her kit\n\n"} {"page": 815, "printed_page": null, "text": "Department]\n\nTHE\n\nLIBRARY\n\nAS\n\nAN\n\nEDUCATOR\n\n803\n\nof tools. I am aware that this function presupposes ability and leadership of no mean order, and yet the fact remains, I think, that the really\neffective service of the public library is to be measured by the character\nof the taste, intellectual tone, and literary impulse of the community in\nwhich it is maintained. It is this deeper cultivation of community\nspirit, of taste, judgment, and intellectual tendency, which is of real concern. The number of books on the shelves, and whether the circulation\nis larger than last year or not, are of little consequence, expect as they\nindicate the condition of the community in respect of its culture and\naspiration for a larger culture than it now possesses. Whether the library\nsucceeds in making perceptible improvement of this community tone\nfrom year to year must, within the profession and without, be the test of\nits efficiency and of the wisdom of its maintenance ; for with the community, as with the individual, it is the measure of the inner man which\nprevails.\nThe work of the library is largely with the adult population, and should\nbe ; yet in order to reach this population effectively it is necessary to\nbegin with the children, that is, in the schools. As soon as the child can\nread the library must get him to reading suitable matter. It must see\nthat he forms the reading habit early, and that he reads matter of literary\nmerit. It must see that the admonition of Dr. Holmes is obeyed —\nthat the child shall grow up in the atmosphere of good books. Communities are reformed by the proper formation of their children. All\nculture tendencies have their beginnings in childhood. Standards of\ntaste and judgment are formed in the growing generation. It is in promoting right literary beginnings in children at school that the librarian\nmost surely controls later cultural conditions. The library should also\nencourage masterly study by facilitating research in all lines of school\nwork, and it must see that pupils are taught how to use books. If the\nuse of the library is made a vital feature of their school life, it certainly\nwill continue necessary to them after they have gone from the class-room.\nThere are yet some things which teachers have to learn. Important\namong these as bearing on the efficiency of the library are :\n1. That reading is the primary subject of instruction.\n2. The need of greater familiarity with books on the part of teachers,\nand of better literary taste.\n3. The introduction into the school of the spirit, method, and habit of\nresearch ; greater and wiser use of books, maps, charts, and other reference\nmatter.\n4. That aspiration for culture is the motive which effectively determines the pupil's future growth, and that in giving the pupil such aspiration the teacher is doing her noblest service.\nBut there are also some things which librarians have to learn :\nI. That the librarian's work is primarily educational.\n\n"} {"page": 816, "printed_page": null, "text": "8o4\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\n2. That she should hold herself reasonably responsible for the character of the reading and taste of the community, and particularly of its\nyouth.\n3. That her worth is to be measured by the quality of taste and mentality resulting, rather than by the quantity of reading done.\n4. That it is a part of her office to correct wrong literary tendencies\nin her community.\n5. That the literature placed in the hands of children should always\nbe literary, and suited to their stage of development physically and\nspiritually.\nThere are at this time two serious problems common to school and\nlibrary. One is the danger of too much reading, and too rapid reading,\nby all classes of people, but especially by young people. While thousands are strangers to books because they do not read, there are other\nthousands who are just as truly strangers to the same books because\nwith all their much reading they read not. Haste, high tension, flitting\nimages, conspire to leave but slight impression. Our people are gormandizing on books. An examination of the volume of reading done by the\nyoung girls especially in the grammar and high schools in communities\nhaving access to free libraries will reveal astonishing conditions. Dr. Gilman has referred to the prevalent excess of reading as a national vice,\nand Mr. Howells thinks that \" we are in danger of spoiling our literary\ndigestion, and of becoming a nation of mental dyspeptics;\" that \"our\nexcessive reading may be a vice or a mania ; it is certainly a disease.\"\nThe second of these urgent problems is the alarming extent to which\npe_ople, young and old, read without purpose, or at least without such\npurpose as brings any growth with the activity. An activity is educative\nin proportion as it is purposed, as it is determined by a particular end to\nbe reached. The grave danger of mental, and possibly moral, dissipation by intemperate and motiveless reading is so well put by Mr. Vaile\nin a recent editorial that his warning should be read with care by teacher\nand librarian :\nThe importance of motive in this reading and library problem is being overlooked.\nLibrarians and teachers alike feel that if the boy or girl and the book are brought together\nthe problem is solved. There is the mistake. The boy or the girl without genuine\nmotive and earnest purpose, though surrounded with the most attractive books, is further\naway from the end which books and reading should accomplish than is the boy or girl\nwith proper motive but without easy access to books. Motive is everything in this matter.\nIn its absence, whether in the country or city, both books and reading habit are worthless\nor even worse.\n\nIt is urgent that school and library shall meet these problems intelligently and promptly, in order that the abundance of literature with\nwhich we are surrounding our youth shall not become a source of literary\nand intellectual dissipation.\n\n"} {"page": 817, "printed_page": null, "text": "Department]\n\nLIBRARIES\nMISS\n\nEMMA\n\nAND\n\nLIBRARIES\n\nAND\n\nSCHOOLS;\n\nA\n\nSCHOOLS\n\nTWO-FACED\n\nJ. FORDYCE, TEACHER\nOF PHYSICS\nHIGH\nSCHOOL,\nCEDAR\nRAPIDS,\n\nAND\nlA.\n\n805\n\nQUESTION\nCHEMISTRY,\n\nIn this day of strenuous industrial competition there is great danger\nthat our educational ideals shall be made too strongly industrial. There\nis no doubt that a large number of people in the United States think\nthis impossible, for the reason that education could not, in their opinion, be too strongly industrial.\nIt is the old, old debate between the dreamer of dreams and the carrier of burdens. A two-faced question — one of silver, looking toward\ntraining, the other of gold, looking toward ideals. The future must\nmake this a composite face, looking toward the highest good. It must\nembody what truth there is in the motto, \"Teach a child only those\nthings by which he may earn his own living,\" and the altruist's plea,\n\" Give a child ideals and he'll earn his living.\"\nNeither is wholly right; neither wholly wrong. No one doubts that\nthe education of the past has not trained the trinity, heart, hand, head,\nas it should ; but let us hope the future does not hold as the motto of\nany school, \" The training of the hand makes the perfect man.\"\nmust teach us the wise balance.\n\nTime\n\nThe pressing question of the moment is, how are the dreams, the\nstrivings, the achievements of the past, as stored in books, to be made\nthe heritage of the child of the public school ?\nIt is not necessary to argue with such an audience as this that the\nsoul that goes thru this world carrying the burden of labor without\nthe help of any book must be a weary one indeed before the journey's\nend. Nor will the soul who listens to the books, but carries no burden\nfor others, be less weary.\nHow shall the voice of the book in stately verse, in heroic prose, in\ngentle pleading, in inspiring song, in the tale of the Divine love that\ngathers the world to its heart, be made audible to the child who leaves\nhome and nature, with her green fields and blue skies, to stay within grim\nwalls to learn of life ?\nWe take it for granted that all are agreed that literature is to be a\nmost potent help to life, a revealer of it; that all believe that no more\n\"practical\" thing can be done for a child than to give him the keys of\nthe storehouses of the best friendships of the best men and the greatest\nmen of all the world — the ideals and strivings of the ages.\nTwo things every soul that ever lived in this world has longed to do :\nTo fashion with his hands tangible things, or images of them, and to know\nwhat is the mind of the soul akin to his. Technical training, in its\nbroadest sense, does one ; the library, properly used, does the other.\n\n"} {"page": 818, "printed_page": null, "text": "8o6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nK look into the past of the republic's school life shows a most griev\nous neglect of literature as an ally to educational life, and a glance at\nthe present shows signs of awakening to its vast value and force.\nChicago reads \" Macbeth \" with its fifth-grade children, and Boston\nRobert Browning with her seventh grades. In most schools some sort\nof literature work is essayed.\nEvery thoughtful superintendent tries many plans to overcome the\ndifficulties incident to the slender endowment of material and the poor\ntraining of men the past has given us. Class-room work on standard\nauthors by magnetic teachers cannot have its value overestimated ; yet,\nno one knows better than this same magnetic and earnest teacher how\ndangerously inadequate it is. She knows that the key to the literature\nstorehouse is not given when the ability to read is acquired if the child\nis left to the tender mercies of chance print. The republic has already\nsuffered much from such work, and will suffer until the priceless heritage\nof not only how to read, but what to read and when to read, shall also be\nentered upon.\nEach soul chooses its books when it has opportunity, by its inner\nideals. No set and unbreakable law can be made. Yet within certain\nlimits people of certain temperament, condition, and ages will choose.\nIn the near future each teacher must know these limits, and will be required\nto do so quite as matter-of-course as she is now required to know certain\narithmetic and geography. The training schools will supply such teachers,\nand the public libraries supply the books.\nAs our new schoolhouses are built let an outer room, easy of access\nfrom school and street, be arranged as reading-room and library, open to\npupils and parents alike. Let the books be supplied from the public\nlibrary and be in charge of a teacher-librarian, one who has had training\nand experience both as teacher and librarian. She shall assist teachers\nand pupils, and be responsible for as wide circulation of the books as\npossible before they are returned to be exchanged for others at the parent\nlibrary. Let the neighborhood understand that they ^re thoroly welcome, and will have someone who understands their wants to serve them.\nPeople who could not find time to go to the public library could go to\nthe school library, and parent and child could read and enjoy together.\nThe fact that there are not many teacher-librarians will disappear\nwhen it is once understood that such people are needed. Teacher\nand teacher-librarian together shall plan and tempt the stirring, glowing, eager soul of the child with the information, the story, the song,\nthe dream, the inspiring thing that shall make that child soul take\nstep after step upward — shall put into its reach what will whisper such\nbeauty of doing and being as shall stir the soul to endeavor beyond the\nhappiest dreaming. When the child's school life is finished, early or late,\nin his heart shall be that which shall forever make impossible complete\n\n"} {"page": 819, "printed_page": null, "text": "Department]\n\nAMERICAN\n\nLIBRARY\n\nASSOCIATION\n\nGREETING\n\n807\n\nsurrender to the selfish or base, and shall make him for life the friend of\nthat which shall help him to bear, to strive, to achieve, as his living\nfriends are doing and his book friends have done.\nIs life so easy that we shall say books are a luxury and for only the\nleisurely classes ? Is it worth while to take into enchanted lands the soul\nthat shall toil and lose ? Shall the best that all of the ages have brought\nus lie beyond the ken of the child of the public school, while he is given\nonly the ability that any decent horse has to earn his own living ? Or\nshall the public school take unto itself this great and beneficial ally, the\npublic library, and together work out the problem of how literature shall\nbe given opportunity to lend her healing and enchanting touch to one to\nbe \" oft sore wounded \" — the child ?\nAction should be instant and wise. Let us realize that a nation with\nonly material ideals is a weak nation indeed ; but that one strong in\nmaterial resources, high in home, civic, and spiritual ideals is to rule the\nworld, and we should be that nation.\nSays some practical soul : \" This sounds well, but what good has really\nbeen done by your library?\"\nLet Billy answer: Poor, homeless, neglected, active Billy, with his\nideals so hopelessly upside down that to be arrested more times by the\npoliceman than any other boy is his most coveted distinction ; Billy who\n\" sassed \" the long-suffering city librarian, humiliated the library board,\ndisgusted the reading patrons, scorned the teachings and attendance of\nthe public schools except upon some particularly exciting occasion ; who\nworshiped the beautiful young assistant from afar and worried her life out\nwhen near; who said, \" Aw, them fellers in books don't do nothing!\"\nBut Billy reckoned without realizing, for the deeply earnest city librarian\nand the tired teacher turned into Billy's darkened soul the light of books.\nOne after another, carefully, cautiously, vigilantly, they tried them, until\nthe slumbering forces of good stirred, and Billy grew a little less obnoxious, a little nearer the common courtesies of life, a little nearer life\nitself, day by day as the books led him into lands of which he had never\ndreamed.\nSuch service should school and library do for every child that crosses\nthe portals of our great public schools.\n\nGREETING\nANDERSON\n\nFROM\n\nTHE AMERICAN\n\nH. HOPKINS,\n\nLIBRARY\n\nASSISTANT LIBRARIAN\nCHICAGO, ILL.\n\nJOHN\n\nASSOCIATION\nCRERAR\n\nLIBRARY,\n\nIt has now been several months since I was named to be the official\nrepresentative of the American Library Association at this meeting. If\nit had been known at that time what would be the action of the American\n\n"} {"page": 820, "printed_page": null, "text": "8o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nLibrary Association at its election less than a month ago, you might have\nbeen spared this infliction and I some natural embarrassment at the situation in which I find myself. Three weeks ago, in general conference\nassembled. Dr. James K. Hosmer, librarian of the Minneapolis Public\nLibrary, was elected president, and Dr. James H. Canfield, librarian of\nColumbia University Library, and president of that department of\nthe National Educational Association which I now address, was elected\nfirst vice-president. Surely my services as official representative cannot\nbe sorely needed under such circumstances ; but I had in good faith\nengaged to act, and here I am in good faith acting.\nI bring you greeting, joyous, earnest, and real. It is no empty word\nI bring. Spontaneity is the keynote, and its harmony with that same\ntonic of all that is best in our educational world is perfect and complete.\nThree weeks ago, in Boston, and at that beautiful spot beside the sea\nnamed for its choicest plant, Magnolia, were gathered a thousand earnest\nmen and women. They are the patrons, I fear it might almost be said\nthe devotees, of the printed book. Their cry was, educate, educate,\neducate! And their query was, how, how, how? Today are gathered\nhere, shall I say, eight thousand earnest men and women, and as their\nunited voices reach my ear I hear them intone the same cry: Educate,\neducate, educate! followed by the same earnest query: How, how,\nhow ? To the voice of this throng I would fain join mine. But when\nthe cry has sounded and resounded, followed by its persistent query, I\nwould add another question : Why, why, why are we not working\ntogether ? Is not our quest the same ? Are we not seeking the same\nlight? Why do we stagger on alone? Why do we not join hands to\nsupport each the other ?\nWould that I might answer this last query in a straightforward manner,\nwithout offense ; but that may not be. The utmost that I can hope to do\nis to suggest one or two possible causes for the slowness in growth of this\nco-operation between teacher and librarian, a joining of forces and of\ninterests which, on the face of things, is so much to be desired. We know\nthat each is busy with the details and small perplexities of his own particular office. Let me submit that a prime fault is that he is overbusy\nwith these and fails to look about him, thus breeding an insularity that\nreminds one of Lowell's characterization of a certain condescension in\nforeigners.\nIt must not be forgotten that truth is many-sided. It is well sometimes to establish one's seat so close to truth itself that the human eye can\nsee but one of its infinitude of faces ; but it must be remembered that,\nbefore the whole of truth can be seen, the human soul must recede as\nfacet after facet comes into view until the magic of infinity is reached,\nthe sign is changed, and new glories greet the eye on the other side.\nWe are too prone, you and I, too prone to be so bound up in our\n\n"} {"page": 821, "printed_page": null, "text": "Department]\n\nAMERICAN\n\nLIBRARY\n\nASSOCIATION\n\nGREET ING\n\n809\n\ncallings that we overlook the others, that we forget there are many other\ncallings as important as our own, and that some of them are of quite as\ngreat force educationally and for the betterment of the world as ours.\nBut, as I conceive it, there are not many that might be united to better\nadvantage than ours. And now why does not this union come about\nmore rapidly ? Let me say — not in the way of fault finding or recrimination or reproach, but merely as pointing out — that it is more your\nfault than ours that our union is not closer. The organization of your\ninstitution is much older, more complete, and powerful than is that of\nours. Indeed, while it is correct to say that the public school is an organized educational force, it is not correct to make the same statement concerning the public library. It is not organized at all as an educational\nforce, except by that voluntary association which is so great a thing\nindeed ; but it is not sufficient. We now have before us the curious\nsight of two great educational movements in action. Yours, the stronger,\nserves directly the individual thru a small number of years. Ours, the\nweaker, serves directly the individual thru almost the whole of his life\nperiod. The weaker stands facing the stronger at this moment with outstretched hands and ready will. The stronger looks impassively on. If\nthis seems abstract to you, let me cite a concrete instance : There are\nmany departments in the National Educational Association, and among\nthem is one called the \" Library Department.\" There are librarians not\nengaged in the profession of teaching who attend its sessions and transact\nmuch of its business. There are many sections in the American Library\nAssociation. These sections are to the American Library Association\nwhat the departments are to the National Educational Association, but\namong them no teachers' section is to be found. And in my experience\nas a member of the American Library Association I do not remember to\nhave met at its meetings any teachers who were not engaged in library\nwork professionally. By what initiative was the Library Department of\nthe National Educational Association inaugurated; by that of teachers or\nof librarians ? If a teachers' section of the American Library Association\ncomes into existence, by whose activities will it be created; that of teachers\nor of librarians ? And if it does not come into existence, why not ?\nIn a state which shall not be named, but which has a large and elaborately organized teachers' association, and also a smaller and perhaps less\nelaborately organized library association, an attempt was made some years\nago to organize a library section in the teachers' association. I cannot\nand do not wish to recount the circumstances. It will be sufficient to say\nthat the attempt all but failed because of the insistence by the larger\nassociation that the smaller should sink and lose its identity in the formation of a section of the larger. The section was formed, but it has never\nyet drawn the breath of life.\nThese are melancholy things.\nI do not like to say them, and do not\n\n"} {"page": 822, "printed_page": null, "text": "8lO\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nsay them because of any liking or disliking, but because I believe they\nought to be said — and said to you.\nIn a brief talk with Dr. G. Stanley Hall, at the meeting of the Department of Superintendence in Chicago last winter, in reply to my question\nabout the possibility of a closer organic relation between schools and\nlibraries, he stated it as his opinion that such a relation ought to exist,\nbut that no one yet seemed to have suggested an effective plan. But a\nplan seems lying already at hand waiting to be used. The school has a\nwell-developed organization thru its central bureaus, beginning with the\nbureau of education at the seat of federal government and extending\ndown to the community thru these successive steps: the state superintendent of public instruction, the county superintendent, the township\ntrustee, the district school-teacher. These are linked together, forming\na fairly compact organization. Now the public library is following the\nsame historic road in its development, and the signs are already clear in\nthe sky heralding the approach of the first two of these central bureaus.\nAre we — you and I — to sleep the time away and let these two educational\nforces parallel each other with separate organizations for the same purpose, or shall we join hands and stand together ?\nThe people are ready and waiting for these economic combinations in\nthe educational world as well as in the realm of commerce.\nConsider for a moment the clumsy processes thru which we must go\nto produce a printed page from the spoken words. Think for a moment\nof the strength which has been expended in this Association in the hope\nthat a smiplified English spelling may be secured ; and then remember\nthat only a single short step remains to be taken by some patient mechanical genius, and with a little time all this difficulty melts away like the\nmist of early dawn. Let me make more clear what I mean. We have\nnow certain symbols by which is translated to the eye the thought that is\ntranslated to the ear by the spoken word. We have now machines in\nplenty by which the spoken word is received, translated into, and recorded\nin symbols natural to it, but to which our eyes are unaccustomed. There\nremains but a single step, namely, to discover the selective principle\nwhereby the one symbol is mechanically translated into the other symbol\nand the problem is solved. When this mechanical step has been taken,\nas it will be, the writer may sit at his desk and dictate his thought to the\nmachine — not a human machine — at his side, and behold it faithfully\nreproduce in type his blunders as well as his accuracies. Then, and not\ntill then, will our spelling become simplified and our speech no longer\nslovenly.\nIf this great change may be wrought by one so short step in the\nmechanical world, what may be wrought in the educational world by the\nlonger steps that lie squarely before us in our pathway? The world is\nwaiting, waiting. Shall we doze the time away? Or shall we join hands\nand take the forward steps together ?\n\n"} {"page": 823, "printed_page": null, "text": "Department]\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\nDISCUSSION\nReuben Post Halleck. — It has seemed to me that most teachers, in their anxiety\nto master the details of definite subjects, have overlooked the life which might be\nimparted to their instruction by the literature of these subjects, and it is almost an indisputable fact that many otherwise good teachers are woefully lacking in their knowledge\nof books in general, and particularly those which may be called the great books, and\neven the great characters of history and literature are unknown to teachers who would be\nhelped by a closer acquaintance with them. There is a great need for more information\non the part of the, teachers about great people and great books.\nJ. I. Wyer, Jr. — Librarians have early recognized the trend away from restrictions in\nlibraries. Age limits, guarantors, strict rules, and many other restrictions tending to keep\nchildren at a distance from librarfes, are in many cases abolished. The greatest stress is\nnow laid on making easier of access to pupils the books in the library relating to their\nwork.\nO. H. Bakeless. — In my experience with libraries it seems to me that of all the\npeople who come to the public library the most to be dreaded are the teachers. They\nhave a secret contempt for the librarian, and this contempt is expressed in such ways as\nto make the teacher a dread to the librarian.\nA. H. Hopkins. — It is easy to find some schools and some libraries to which sharp\ncriticisms may be applied, but we must beware of drawing too hasty conclusions from single\ninstances. To be sure, such criticism may perhaps be profitably indulged in here, but it is\nafter all not the kind of thing we are striving after. The thing that gives you your\neffective working force is your effective organization, and it is that same thing we are\nseeking.\nYou are so much stronger than we that you should be helpful to us.\n\nWHAT\n\nTHE SCHOOL MAY PROPERLY\nOF THE LIBRARY\n\nJ. M. GREENWOOD,\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nDEMAND\nKANSAS\n\nCITY, MO.\n\nThis is a thorny subject, that needs to be handled with circumspection.\n''Demand\" is an arrogant word, and implies a threat, supported by a display of violence or force in such an amount as to compel acquiescence,\nprovoke a combat, or to bring about a state of haughty, but dignified,\nsilence. For the sake of perspicuity, as well as fair dealing to both parties\ninvolved in this connection, the proposition will also be so stated that it\nfaces both ways, namely, what the school may properly demand of the\nlibrary, and what the library may properly demand of the school.\nIt is a law of the more advanced mathamatical sciences that when one\nvariable depends upon another variable, so that any change in the one\nproduces a corresponding change in the other, they are said to be functionally related, or that one of these variables is a function of the other.\nUnder a contrary supposition of absolute independence, each variable,\nwhether human or mathematical, must be treated as unrelated to another\nso far as this special investigation is concerned. Granting this assumption, itis the province of this paper to point out, in a rough sort of way,\nwhat kind of functional relations ought to subsist between these two inde-\n\n"} {"page": 824, "printed_page": null, "text": "8l2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\npendent variables — the librarian and the school-teacher— to emphasize\nthis relationship and to suggest a tentative working basis. The writer\nfully appreciates the magnitude and the difficulty of the task, and he\nrecognizes that a layman should speak cautiously upon a subject that has\nbeen so generally evaded in discussions hitherto. Under such strained\nrelations, it may be assumed that neither interested party will be anxious\nto reveal critically and in a cold-blooded fashion the poverty of his own\nmind in the presence of the other, whom he may regard with a degree of\nsuspicion. This assertion is based solely upon the belief that when each\nis working behind cover, and not in the open, and endeavoring to conceal rather than to reveal defects, it is diffcult to get at the facts. Such\nbeing the case, there are two alternatives : that of abstention or a frank\nconversation covering the situation. The latter method of procedure\nwith reasonable people will usually result in a satisfactory agreement.\nProgress cannot be assured to the pupils unless the teacher and the\nlibrarian work harmoniously at every point along the line. Slipping\ncogs in the mental machinery of either is hazardous, jerky, unsatisfactory.\nIf the ideas of the librarian and of the teacher be concurrent as to\nwhat boys and girls should read, or if their ideas should run in the same\ngeneral direction, without considering by whom they were first set in\nmotion, it greatly simplifies the situation, facilitates the work, and would\nprobably require only a few preliminary observations to dispose of the\nsubject. Unfortunately such is not the case, and it does not appear,\njudging from present indications, that these functionaries as distinct classes\nwill come to a hearty agreement at an early date. Too often each appears to\nbe officially supersensitive of his own worth, importance, and dignity for\nthe benefit of the children. The writer believes that each ought to take\nhis readings from the same mental level and read forward and backward.\nTo get a better idea how these states of mind have been produced,\nlet us get back into the intellectual workshops of these purveyors of\npublic intelligence, and examine the motives of each, and determine\nwhether it be possible to find a common ground upon which they may\nstand so that their thoughts will flow in the same channel and that they\nmay work for the accomplishment of the same object. It is conscientiously believed by a large number of librarians that only a few teachers\nare well read, and consequently that a very large majority read little that\nis useful or stimulating. On the other hand many teachers feel that\nlibrarians are a pedantic, captious, fault-finding clique, who take special\ndelight in pointing out how little teachers really know, and in exaggerating their eccentricities, and judging them as a class by a few erratic\nteaching freaks.\nThere is some truth and much error in both positions. It is a\nlamentable fact, however, that a vast majority of teachers do not continue\nto improve\nin knowledge\nafter leaving school, and few keep fully\n\n"} {"page": 825, "printed_page": null, "text": "Department]\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\n813\n\nabreast in the subjects they studied in high school or college, or even\nenter a new field of intellectual activity after graduation. Perhaps most\nteachers are no more dilatory in this respect than other graduates engaged\nin different vocations. Ordinary human nature is a weak affair at best,\nand much of it is satisfied to get along with as little exertion and serious\nthinking and reading as is possible in order to retain an air of \" learned\nrespectibility,\" while only a few rise to loftier heights and continually\nstrive to enlarge the boundaries of knowledge or add to their stock of\ninformation. Most are guided by a species of deceptive reasoning, and\nare content to reject the law of continuous growth and to accept instead\nthat of diminishing intellectual returns ; and upon this hypothesis it is\neasy to account for the non-progressive and the retrograde condition of\nso many teachers. The few earnest men and women that are influenced\nby higher and nobler purposes should not be confounded with the everlasting sons and daughters of rest. Let us keep these classes apart in\nthinking on this subject; but it is indisputable that in all grades of schools,\nfrom the lowest to the very highest, there are those who get into positions\nand just manage to hold on without having hardly a new intellectual\nmental sensation once a year; and if one strong sensation should get in\nby accident it would produce a Mount Pelee shock in the brain centers;\nand were the facts correctly reported from all parts of the country, the\nassertion would be fully substantiated. That it is so is not an obscure\nquestion when one considers that of the large majority of the teaching\nforce of the nation only a few have been qualified for the work, while the\nvast body follow low educational ideals. Keen, sharp-witted men and\nwomen in the libraries soon become acquainted with- the men and women\nin every community who are intelligent and strong readers. A microscope isnot needed to find them; neither does it require a lifetime for one\nin such a position to find out one's mental characteristics. What one reads\nhimself or recommends children or young people to read is a good index\nto one's literary taste. It is perfectly natural for the librarian to judge of\nthe literary tastes of the recommendors and the width and depth of their\nattainments. Literary judgments are common in all other professions,\nand that of the librarian is no exception.\nRichly endowed and noble minds are so constituted that they\nnaturally seek contact with those of a still higher and more solid order,\nwhile those of meager attainments, if suspicious and narrow, frequently\navoid everything of a disquieting nature or that would expose mental\ndeficiencies. Librarians as a class, however, are more willing to help\nteachers promote the welfare of school children than the teachers are to\nwork in conjunction with librarians. Each class looks at the matter\ndifferently, yet librarians put themselves to great inconvenience in assisting teachers and pupils to become better acquainted with books bearing\non certain subjects, and by their kindly sympathy and excellent advice\n\n"} {"page": 826, "printed_page": null, "text": "8 14\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n'\n\n[Library\n\nthey do much for the children, and lighten the work of the teachers; but\ntheir best-intentioned efforts are not always crowned with success. Not\nmutually understanding each other, they work at cross-purposes.\nT/ie influence of books. — Books in some strange manner are regarded\nas sacred things, and confusion may also arise from the fact that a pupil\nis directed to pick out information from a heterogeneous collection of\nauthors, all strange to him. In his text-books he knows where to find\nmuch of what he wants, but in the library the multiplicity of authors confuses rather than clears up any one point. Young people do little in the\nway of generalizing. They work with individual and simple conditions\nat first and for a long time ; hence, instead of general and widespreading\nquestions being given to them to investigate, they should be taught how\nto concentrate their efforts on specific and well-authenticated instances.\nIn a literary sense, it is always better for a reader to get a bird's-eye view\nof the present state of a subject or science rather than to spend a great\ndeal of time in finding out what has been written in all the past, beginning with myths and folklore, and probably at the end of a lifetime getting down to the close of the eighteenth century or the beginning of the\nnineteenth. Encyclopedic knowledge should not be exacted of immature\nminds.\nA delicate point. — Another matter of rare occurrence is that a teacher\nfrom his desk in school recommends books that only a few persons ever\nread — and never in the sitting-room or parlor — and the boys and girls\nin the high school come to the library and insist that the books be handed\nout, because the teacher had recommended them. Under the circumstances the mild protest of the librarian is not understood, and if he insinuates that it is not pious Sunday-school literature, the announcement at the\nschool produces an upsetting of the teacher's equilibrium that is not reassuring to the pupils. The breach is widened, the teacher feels chagrined,\nhumiliated, and oftentimes is offended. Had the teacher consulted the\nlibrarian beforehand, such incidents would not occur. A case in point :\nOnce I knew a well-meaning teacher to recommend a class of boys and\ngirls to read \"Selections from Leaves of Grass.\" That teacher did not\nknow from personal knowledge that Walt Whitman used all the leaves in\nthe forest in most of his poems except \"fig leaves.\" It is perfectly\nplain to everyone that books of doubtful propriety should never be\nrecommended to high-school pupils to read, much less to grade pupils.\nThe librarian is a far safer guide in all such matters than teachers who\nget their information thru round-about channels, or thru traditional\nsources. There is only one sure test of a book's value to the reader, and\nthat is, in what condition does it leave the mind after reading it ?\nDuplicating books. — Library books should be duplicated to satisfy the\ndemand made by pupils for books bearing on certain lines of work —\nnot in the nature of text-books, but for collateral reading.\nShould a\n\n%\n\n"} {"page": 827, "printed_page": null, "text": "Department]\n\nTHE\n\nSCHOOL\n\nAND\n\nTHE\n\nLIBRARY\n\n815\n\npupil wish to investigate a particular line of library work in order to make\na report to his class, and he wants to consult the best authorities, he\nshould apply to the librarian for supplementary reading. It would always\nexpedite matters if the teacher would send word a day or two in advance\nto the librarian when pupils are expected to consult library books, in\norder that the books may be selected and put on tables in the consultation room ready for use, and an attendant is there in charge to give proper\ndirections to the class.\nA personal experience. — A strange, inexplicable feeling is always produced on my mind when I first enter a large library. I feel my own\npoverty and ignorance in such a presence. The first time I went into a\nlarge library was in St. Louis. There the books stood in rows on shelves.\nTheir titles I did not know. Each volume to me represented some\nimportant truths, and it was valuable for some purpose. I felt my utter\nhelplessness, was bewildered, dumfounded. I wanted to stay there and\nread always, yet I knew no one. Perhaps it is only certain sensitive\nnatures that are impressed in this manner, yet it is my belief that there\nare many such who look for and feel the need of guidance in the presence\nof all earthly greatness.\nSending high-school pupils to the library. — For one to search for\nwhat he wants in a blind sort of way, groping, as it were, in the dark,\nwithout any light to guide him except the injunction to \"hunt and\nhe will be rewarded,\" is not far from adding insult to injury. An\nexperienced hunter by reason of his knowledge of landmarks can\nthread his way over rugged mountains, or across wide expanses of\nprairie ; but the unskilled in bibliography is simply a wanderer in a\nstrange land without a single mark to guide him. He is a feeler in\nEgyptian darkness.\nBut the question of how to make pupils feel at home in the library\nwhen they first begin to go there to consult books is one that is far reaching for attraction or repulsion. Having thought over this subject considerably, the writer is clearly of the opinion that one of the most\nsuccessful ways of removing these confused mental states is for the teacher\nto take up a library catalog in the recitation room and to have the pupils\nstudy it and become familiar with the simpler methods of classifying\nbooks. This should be the first preliminary instruction given in the line\nof reading, outside of pupils' text-books, and not from a selected list of\nbooks made up from a teacher's list or some other ideal collection. Then\nwhen the pupils go to the library, mutually confidential relations should\nbe established between the teacher and the librarian, so as to avoid friction at every point. This presupposes on the part of the teacher a tolerable familiarity with the resources of the library, and at least a general\nknowledge of what the library contains along special lines in which the\nteacher or pupils may be interested.\nThis is not a violent presumption.\n\n"} {"page": 828, "printed_page": null, "text": "8i6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nToo often the teacher knows nothing or next to nothing of what the library\ncontains, and in consequence of this defective information the pupils\nblunder along in search of information. The pupils, when directed by\nthe teacher to go to the library to examine a particular book, should be\ndirected to get information on that particular subject. In this way they\nwill get the best the library contains. Owing to a misconception of the\nreal function of the library and its resources, the pupil is frequently placed\nat a disadvantage, and he becomes disgusted with the entire management, and leaves the library with a feeling of bitter disappointment.\nThus antagonism is often engendered when it could have been avoided\nby using a little tact at first. First impressions are usually the most\nlasting.\nWard-school pupils and the library. — I purpose giving somewhat\nmore explicit directions in regard to ward-school pupils who go to a\nplace where books are kept in an orderly manner. To study printed\ncatalogs and systems of classification, to examine books on the shelves in\nthe most superficial manner, will foster a sort of literary atmosphere,\noftener of deeper impression than mere book talk. The innumerable\nquestions and conundrums that school boys and girls are called upon to\nfind out is another way of familiarizing them with library books. It is a\nhopeful sign. In rummaging over so many pages and thru so many books\nsome real knowledge is gained, a mere habit, perhaps, and yet it is certainly a great thing to know where information may be found. When\npupils first go to the library they should be introduced to the librarian\nor assistant librarian, who ought to welcome them with a firm grasp of\nthe hand and with a few words of sympathy. Upon their arrival the\nlibrarian' would do well to take them thru the library and give them a\nfew brief explanations, and soon they will reach the fact that knowledge\nis somewhat arbitrarily mapped off into departments, and it helps to\nbring order out of confusion for the young to grasp this idea early in\nlife; and later, when one starts out to find a bit of information, he has\nsome vague notion, at least, of the direction in which he must look. Not\nonly young people, but many of mature years and of considerable\nexperience, wander into a library looking around in an aimless sort of\nway. They see too much and too little. There should be no artificial\nor natural barriers imposed between children and the reservoirs of knowledge. The gateways should be wide open. Of course the best way to\nhave ward-school children visit the library is in company with their\nteachers; or, if this be impracticable, the teacher should give them a\nletter of introduction to the librarian or assistant, stating each pupil's\nname, address, school, and the object of their visit. Thus they are able\nto feel at home at the outset, and they will gladly return at the first\nopportunity. Little children trained in this way soon feel as much at\nhome in the library as elsewhere, and if the bond of sympathy is once\n\n"} {"page": 829, "printed_page": null, "text": "Department]\n\nTHE SCHOOL\n\nAND\n\nTHE LIBRARY\n\n817\n\nestablished between a child and the librarian or the assistant, then the\nchild knows that he can go in all confidence and ask for what he wants,\nand that he will be sure to get it if it is to be had. Women librarians\nsucceed usually much better than men in directing children's reading.\nSupplementary reading and juvenile lists. — In regard to supplementary reading, it is not the function of the library to furnish it to the\npupils in the grades or in the high schools, but rather that it should be\nsupplied to each school as other supplies are furnished — by the board\nof education — or by some other agency devised by the school for that\npurpose.\nOn general principles I am opposed to all \"juvenile book lists\" that\nare dished up for children to read, altho I admit freely the disinterested\nmotives for making such lists. Reading is an individual affair,'and is a\nretail business at that. Children do not select such books when left to\n\nI\n\nthemselves, altho they may read a few profitably. Boys prefer books of\naction, strong and vigorous. Girls will be interested in those chiefly of\na less exciting character, perhaps with a considerable admixture of poetry.\nHashed victuals, especially literary hash, should be taken by goats rather\nthan fed to children.\nLiterary examinations. — For years I have been fully, convinced that\nall grade and high-school teachers, as well as principals and city and\ntown superintendents, should be required to pass an examination in current standard literature, and this examination should be chiefly oral, and\nembrace at least three hours in questioning and exchanging opinions by\nthe applicant and examiner. This would afford an opportunity to reach\nout in several directions and to test the applicant's knowledge of books\nin general, and to ascertain how well he had read, and whether he had\nhis knowledge well in hand. A friendly conversation covering two\nor three hours would be far preferable to a set of written replies to a\nfew specific questions; but the written examination would indicate\nthe quality of scholarship versus the quantity. Each method has its\nvalue.\nCourtesy of librarians. — Some years ago 1 was engaged in preparing\na bibliography of American arithmetics, and I visited personally a large\nnumber of libraries in all sections of the country, and everywhere I went\nthe librarians and assistants showed me every courtesy by putting all the\ntreatises in each library before me on tables in reference rooms, or they\ntook me to the shelves where I could inspect each book.\nIn conclusion — I have endeavored to point out in a spirit of kindness the differences that sometimes exist between teachers and librarians,\nand to show how a better understanding may be established on a permanent basis of good feeling, and how the pupils can be made to feel at\nease and self-poised in a library, believing that \"it is the office of discrimination todetect errors, but of good nature to excuse them.\"\n\n"} {"page": 830, "printed_page": null, "text": "8i8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nDISCUSSION\nK. H. Emberspn. — I cannot agree with Mr. Greenwood that teachers do not read.\nThey read a great deal, but they do not read to advantage, or with any system. It is\nmore like brows'ing than studying. I would emphasize heartily the point that the best\nresults come from the hearty and constant co-operation of teacher and librarian.\nMay H. Prentice. — Dr. Greenwood's paper did not exactly tell us what the schools\nshould demand from the library, but rather the reverse. Are not librarians doing more\nfor schools than they are ready for? I am rather of the opinion that book lists are a\nhelp. Children do use them to choose from. It is not so much the teacher's business as\nthe librarian's to concern herself intimately with what the children are reading. The\nteacher's efforts should be directed more toward sympathetic, thoro work in the schoolroom. Don't teachers read as much as other professionals, even if not as much as they\nshould?\nDr. Greenwood. — I do not mean that teachers do not read something, but that\nthey do not read the great books. Juvenile book lists without sympathetic and earnest\nhelp from teacher and librarian are of no use.\nA. H. Hopkins. — We do not blame the teacher because she does not read more ;\nperhaps she cannot. The thing we do blame the teacher for is that she will not or does\nnot join hands with the librarian in helping the children to read to better advantage.\n\nSCHOOL\nMISS\n\nAGNES\n\nLIBRARIES\nROBERTSON,\n\nLN\n\nTHE\n\nRURAL\n\nCOUNTY\nSUPERINTENDENT\nCHEROKEE,\nlA.\n\nDLSTRICTS\nOF\n\nSCHOOLS,\n\n\" The Public Library,\" says Mr. Melvil Dewey, \" forms one side of a grand trinity\nas a means of public advancement — the library, the school, and the church ; its base, the\npublic school ; the church, with its moral teachings and care for the spiritual man, forms\none of the sides; the public library forms the other, by its broad and general training of\nall classes and sects.\"\n\nThe late Matthew Arnold, in one of his lecturing visits to this country,\nsaid that he saw nothing in America that impressed him so much as the\nsight of a ragged and almost shoeless little boy sitting in the reading room\nof one of our public libraries, studying his book or newspaper with all the\nsang froid oi a member of a West End London club.\nThe growth of the public library movement has been phenomenal during the last century. One hunderd years ago public libraries were almost\nunknown. Prior to 1810 there were but ten in existence, and these\nwere chiefly subscription and society libraries collected and used by those\nwho were able to pay for the privilege.\nTo America belongs the honor of founding and perfecting the free\nlibrary system, which reaches all classes of people, carrying light and happiness into homes lofty and lowly, into jails and prisons and reformatories, opening its doors to the dwellers of the slums, leading them into\n\n"} {"page": 831, "printed_page": null, "text": "Department]\n\nSCHOOL\n\nLIBRARIES\n\nIN\n\nRURAL\n\nDISTRICTS\n\n819\n\npurer avenues of thought and feeling; fitting all for better citizens in this\ngreat commonwealth of ours.\nThe first movement toward a free public library was made by a citizen\nof New Lebanon, N. Y., so that to New York state is due the honor of\ninstituting the real initiatory movement. This was in 18 17, when,\naccording to a writer in The Nation, Dr. Jesse Torry published a\npamphlet on the subject, bearing the somewhat high-sounding title of\nThe Intellectual Torch, purporting to develop **an original, economical, and expeditious plan for the universal dissemination of knowledge\nand virtue by means of a free public library.\" He urged the legislatures,\nboth national and state, to establish public schools and judiciously\nselected public libraries in every part of the republic.\nThe matter was a subject of much discussion and many fruitless efforts\nfor years, until in 1835 a law was passed by the state legislature of New\nYork which permitted the voters in many school districts to levy a tax of\n$20 to begin a library, and a tax of $10 each succeeding year to provide\nfor its increase. Later, other laws were passed, but for various reasons\nthe work was not wholly a success. Interest declined, books were scattered\nand lost, and ultimately the libraries were almost entirely unused. This\nwas chiefiy because of the poor selection on the part of the committees\nand unbusinesslike methods on the part of the librarians.\nMassachusetts, under the leadership of Horace Mann, also early took\nup the work, and other states rapidly followed the good example, until\ntoday libraries are as common as public schools, and there is no town or\nvillage of any consequence that cannot boast of one or more libraries.\nEven mining towns, which spring up within a single round of the moon,\nas soon as pockets are sufficiently well lined to warrant it, begin to clamor\nfor some more solid intellectual food than that furnished by the daily\npaper.\nIt has been estimated that there are in the United States over 23,000\nschool libraries, containing 45,000,000 books, which is 12,000,000 more\nthan are found in all the public libraries of Europe. This estimate was\nmade several years ago. Probably today there would be found at least\none book for every inhabitant of this country of an age to be able to\nread it.\nBut the library movement in the rural districts is of more recent date,\nespecially in the West and Middle West and South. Many states are still\nwithout a law by which rural schools must be provided with books. The\nstate superintendent of Illinois, in his biennial report for 1900, says there\nare in that state 5,000 schools without libraries. And the same is true of\nother states. Many districts have no reading matter aside from that\nfound in the ordinary text-book. Under these circumstances, the best\nresults cannot be obtained. It is said that the amount of reading matter\nin one set of ordinary school readers does not exceed that in one of\n\n"} {"page": 832, "printed_page": null, "text": "820\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nDickens' novels. Just think of a boy or girl spending from six to eight\nyears on one set of readers containing selections having no relation to\neach other, and selected without regard to the needs of the child's heart!\nIt has been well said : \" If a piece were cut from the canvas of a painting\nand given to us to admire, it would be no surprise if we found no beauty\nin it; nor should we expect the child to be interested in the middle of a\nstory which has lost the pervading spirit of the whole.\" Such disconnected fragments cannot form a basis for future growth.\nRight here the library fills a long-felt want ; it is the link that binds\nthe home and the school life. That it is necessary and desirable, even\nindispensable, is not to be questioned, for children so often leave school\nbefore they reach the stage of self-education. It has been estimated that\nfour-fifths of the school children pass out into active life before reaching\nthe high school ; hence the importance of an early taste for reading\nbeing formed, which becomes a safeguard and lifelong means of education.\nThe methods of obtaining rural-school libraries vary with the needs of\nthe district and the state laws governing expenditures of public money,\neach state making its own laws. In Iowa, a few years ago a law was\npassed providing for $25 being taken from the contingent fund each year\nfor each school for the purchase of books and apparatus. Many counties\ndid not take advantage of this law, and in 1900 another law was passed\nmaking it mandatory upon the treasurers of rural-school districts to withhold annually not less than five cents, nor more than fifteen cents, from\nthe apportionment for every person of school age. The law has been in\noperation now two years, and the results are very satisfactory. Last year\nnearly $50,000 were expended out of the district funds for library books,\nand in addition to this $28,426 have been raised by voluntary efforts on\nthe part of patrons, pupils, and teachers.\nIn Iowa, over 9,400 school districts have school libraries, containing\n453,554 books; 110,815 were purchased during the past year. Minnesota, Wisconsin, and South Dakota have laws similar to the Iowa library\nlaw. In some states, if the districts have raised $20 each by subscription,\nthe state gives the same sum, and $10 every year thereafter on the same\nconditions.\nThe rural-school library movement in Iowa, started some years ago by\nteachers, thru the influence of county superintendents, deciding that\ninstead of giving cards to each pupil at the close of school, as had been\nthe custom, they would give one or more books to the entire school,\nwhich would go toward starting a library. This system of itself is bound\nto build up a library slowly; but the wide-awake teacher soon thought of\nother ways of arousing an interest in this important work. Within the\nlast two or three years, thru the munificence of a friend of the public\nschools, George W. Schee, of Primghar, la., the-schools of about twenty\n\n"} {"page": 833, "printed_page": null, "text": "Department]\n\nSCHOOL\n\nLIBRARIES\n\nIN\n\nRURAL\n\nDISTRICTS\n\n821\n\ncounties in northwestern Iowa have received large sums of money to be\nexpended for school libraries. Some counties received as high as $1,500.\nThis money was given as prizes to the school raising a certain amount.\nThe school in each county raising the largest amount was to receive a\nprize of $30 for books, and each school that raised $20 would receive $10\nmore. The money, aside from the gift, was raised principally by subscription, donation, entertainments, sociables, and in some instances by\nthe work of the teachers and pupils in cleaning the schoolroom.\nThru this stimulus it is safe to say that from 1,400 to 1,600 rural\nschool districts have established libraries.\nThe influence of this movement extends beyond the schoolroom. It\nis a silent and powerful stimulus which is given by them to the cultivation\nof the community in which they stand, and will brighten many lives for\nyears to come. Great improvements are now apparent in schoolrooms\nand surroundings ; framed pictures, copies of masterpieces, adorn the\nwalls, making the schoolroom more cheerful and attractive. Bookcases\nare now a part of every rural schoolroom. Boards have become more\nliberal in the purchase of maps, globes, and other necessary apparatus.\nSome are apt to think rural life very dull and monotonous, but with\naccess to a good library the young people. in the country have all the\nadvantages of their city brothers and sisters, without any of the disadvantages ofcity life. In a Farmer's Institute report we find the following :\nA man well along in years, living on a ranch in the West, one hundred miles from\na railroad, and twenty miles from the nearest neighbor, was asked how he could endure\nsuch isolation and solitude. \" I am not lonely,\" he replied. \" Have I not nature all around\nand close to me everywhere? Besides, I have the best of company. Thoreau comes and\ntalks to me of Waldon Pond and Boston, its environments and people ; Burroughs and\nAudobon make trips with me to the mountains and the woods ; Charles Dickens brings\nhis friends and acquaintances to see me, and they have become my friends. When I feel\nthe need of a change, I explore Africa with Livingstone or Stanley, or talk with George\nKennan about the hardships of Siberia. The travelers from \" The Wayside Inn \" drop in\nand recite their tales to me anew ; I have reserved seats for Shakespeare's plays for any\nnight in the week. I awaken every morning to the matin-song service of the birds, and\nam never lonely. But I pity the poor fellows in the city who are crowded and hurried\nby people everywhere, and yet have no time to know any one, and who do not read\nany books.\n\nIf the reading of good books can have such an influence upon one\nlife, why should not every boy and girl in our rural districts be surrounded\nwith like privileges ? No school district is too poor to buy a few good\nbooks. The library need not be large to begin with; in fact it is better\nto begin with a few books, and let the library grow as the books are\nneeded.\nAfter a library is begun, some system of arrangement and management must be adopted.\nA system of loaning and some elementary rules\n\n"} {"page": 834, "printed_page": null, "text": "82 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nand records are almost necessary. The selection of books becomes a\nstudy, and it is an art which all teachers should cultivate. It should be\nkept in mind that the school library is to supply books which will interest\nand instruct the youthful mind, but not necessarily to furnish amusement.\nIn states where the law requires books to be purchased from public funds,\nthe books must be selected from lists prepared at the state department,\nbut the responsibility of selecting books to be purchased with money\nraised by voluntary effort falls upon the teacher, with the assistance of the\ncounty superintendent.\nInstruction upon simple library methods and the choice of books\nshould be given in the county normal institutes and teachers' meetings.\nThere are many useful lists of books which will help in making a selection,\nand even the best of them are to be had for almost nothing. The American Library Association has printed a select list of books for children,\ncompiled by Miss Hewins, of Hartford Public Library. The Buffalo\nPublic Library has issued a good graded list of books for children up to\neighteen years of age. The Bulletin of Bibliography, No. 13, gives an\nexcellent list of fairy stories. The report of the Committee on the Relation of Public Libraries to Public Schools is a most interesting, comprehensive, and practical list, and it does not include an undesirable\nvolume. McMurraf s Special Methods in History and Literature, and the\nElementary School Record, of the Chicago University, contain good lists\nof books.\nEvery library should contain a good international dictionary and an\nencyclopedia. There should be history stories and biographies to supplement the history; books of travel to supplement the geography; and\nmasterpieces in prose and poetry to supplement the reading.\nThe teacher should not only know the books contained in the library,\nbut should also know his pupils and their need, and thus be able to guide\nhim in the selection of books, rather than to let him select at random or\nfrom hearsay.\nPupils should be required to make a report of books read. I would\nsuggest the following questions, which have been used with good results\nin some of our schools :\n1. Name of book.\n2. Name of author.\n3. Name other books you have read by same author.\n4. Write what you know about the author.\n5. Character of book — history, biography, adventure, romance, science, etc.\n6. Give a brief description of the book, locality, time, season, character, incidents, etc.\n7. Which was the strongest character? Why? Which character did you like best?\nWhy?\n8. Did it pay you to read the book?\nHow?\n9. What class of books do you like best?\n10. If given $5 with which to purchase books, what would you select?\n\n"} {"page": 835, "printed_page": null, "text": "I\n\nDepartment]\n\nSCHOOL\n\nLIBRARIES\n\nIN\n\nRURAL\n\nDISTRICTS\n\n823\n\nTo the teacher whose heart is in the worlc, a thousand ways of making\nthe library useful will suggest themselves. Some of our teachers have\norganized reading clubs, which have proved very interesting and of great\nbenefit to the members. An imaginary journey may be taken, or a noted\ncharacter studied, and the pupils allowed to search the library for information. Often pupils whom it seemed impossible to interest in their regular school work have been the most active in the club work, and led to\ntake a greater interest in their lessons.\nA day may be appointed as \"nature day,\" when the pupils shall report\nupon what they have observed on some particular branch of nature, and\nthe books treating of this branch set aside for inspection and listing\nby them.\nMany magazines and papers have now very worthy, and in some cases\nfine, reproductions of famous paintings, cathedrals, and noted people, and\nthe children could be encouraged to preserve them for use in scrapbooks\nor portfolios to be kept in the library. Old numbers of children's magazines may be called in, sorted, and bound. St. Nicholas, Harper's Yomig\nPeople, and Wide Awake, form a library in themselves.\nThere is no greater blessing for a boy or a girl than a good library.\nThe books lived in furnish ideals higher than their own and often than\nthose of other homes. Parents also read the books brought home by\nthe children, and are refined and elevated by their tone. One noble book\nmay change a whole life — yes, many lives. How many boys have been\ninfluenced for good by Tom Brown at Rugby! How many girls have\nbuilt their ideals of true womanhood on Miss Alcott's or Miss Whitney's\nstories of sweet girl life !\nMr. George Ticknor's idea of the library was that it should be as free\nas possible, and as attractive to all classes, especially for those whose\ntastes for reading were not yet formed. The habit of reading is the -first\nand indispensable step. Once established, it is a recognized fact that\nreaders go from the poorer to the better sort.\nAs a rule, children choose a better class of books than older\npersons. They are eager to learn about the world, and what the world\nhas been doing all these years. Their eyes are wide open to the\nwonderland of science, which, in these days of vivid writing, is made\na veritable home of fairies. Jean Andrews, with her stories Mother\nNature Told, and Ten Boys from Long Ago till Now, Miss Morley,\nwith her Bee People, Miss Buckley, with her Fairy Land of Science,\nand many other writers of the same character, make knowledge a rich\nmine they are eager to explore, and, what is better, the stories are quite\nas interesting to their elders as to them, as any really good child's book\nalways is.\n1 cannot add more fitting closing words than by quoting from an\naddress of Sidney Smith's delivered at the Royal\n\nInstitute in London\n\n"} {"page": 836, "printed_page": null, "text": "824\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Library\n\nand which has been emblazoned on the walls of several of our public\nlibraries :\nTherefore, when I say, in conducting your understanding, love knowledge with a\ngreat love, with a love coeval with life, what do I say but, love innocence ; love purity ;\nlove that which, if you are rich, will sanctify the bland fortune which made you so, and\nteach men to call it justice ; love that which, if you are poor, will make poverty respectable and forbid the proudest to mock at the meanness of your fortune ; love that which\nwill comfort you and open to you the kingdom of thought and all the boundless regions\nof conception ? Therefore, if any young person has embarked his life in the pursuit of\nknowledge, let him not be daunted by her cheerless beginning, or by the difficulties hovering around her. Let him rather follow her as the angel that guards him and the genius\nof his life. She will bring him out at last into the light of day, and exhibit him to the\nworld comprehensive in argument, strong in reasoning, paramount above his fellows in\nall his relations and offices of life.\n\n"} {"page": 837, "printed_page": null, "text": "DEPARTMENT\n\nOF SPECIAL EDUCATION\n\nSECRETARY'S\nFIRST\n\nMINUTES\n\nSESSION.— Wednesday,\n\nJuly g, 1902\n\nThe department was called to order at 2 : 30 P. M., in the Hennepin Avenue Methodist church, with Dr, Alexander Graham Bell, president, in the chair.\nA vocal solo by Mrs. Maud Ulmer Jones, accompanied by Miss Margaret Gilmore,\nintroduced the regular program of the department.\nDr. C. M. Jordan, superintendent of schools, Minneapolis, Minn., delivered an\naddress of welcome, which was responded to by the president. Dr. Alexander Graham\nBell; Dr. Wm. T. Harris, United States Commissioner of Education; and Professor\nAugustus H. Kelley, Boston, Mass.\nUpon motion of Dr. J. C. Gordon, of Jacksonville, 111., the secretary was authorized\nand directed to send a telegram to the convention of Instructors of the Blind, in session\nat Raleigh, N. C, conveying greetings, with a cordial invitation to participate hereafter\nin the proceedings of the department.\nA paper was read by Mr. F. W. Booth, editor of the Association /Review, Mt. Airy,\nPhiladelphia, on \" The Lesson to be Learned by the General Teacher from Teaching\nLanguage to the Deaf.\"\nMusic — vocal solo, Mr. D. Alvin Davies.\nMr. James N. Tate, superintendent of the School for the Deaf, Faribault, Minn., read\na paper on the subject, \"What is Minnesota Doing for her Deaf Children ?\"\nThis was followed by a paper by Mr. B. P. Chappie, instructor in the School for the\nBlind, Faribault, Minn., on \" What Minnesota is Doing for her Blind Children.\"\nDr. A. C. Rogers, superintendent of the School for the Feeble-Minded, Faribault,\nMinn., next addressed the department on \" What Minnesota is Doing for the FeebleMinded.\"\nThe president, upon motion of Professor W. D. Parker, state inspector of schools for\nthe deaf, Madison, Wis., appointed the following Committee on Nominations :\nW. D. Parker, Wisconsin.\nA. C. Rogers, Minnesota.\n\nJ. C. Gordon, Illinois.\nJ. J. Dow, Minnesota.\n\nMiss Cornelia D. Bingham, principal of the McCowen Oral School, Chicago, III.,\ngave illustration of work of the pupils of the McCowen school with the pupils of the\nschool present.\nOn account of the lateness of the hour and the brevity of the exercises just witnessed,\nit was decided to devote Thursday morning to the presentation of school work by the\nchildren of the McCowen school.\nSPECIAL\n\nSESSION.\n\n— Thursday,\n\nJuly 10\n\nA special session of the department was held on Thursday morning from 9 : 30 to\n12 o'clock, during which time Miss Cornelia D. Bingham, principal, assisted by Misses\nAndrews, Cannon, Pearse, Taylor, and Freedman,\ngave an exhibition of school work\n825\nwith thirteen pupils of the McCowen Oral School, Chicago, 111. The exercises covered\nfour grades, from the kindergarten to the advanced work of the school.\n\n"} {"page": 838, "printed_page": null, "text": "826\n\nNATIONAL\n\nEDUCATIONAL\n\nSECOND\n\nASSOCIATION\n\nSESSION.— Friday,\n\n[Special\n\nJuly ii\n\nThe department convened at 2 : 30 P. M., President Bell in the chair.\nThe president suggested that a committee on resolutions be appointed, and a motion\nin accordance with the suggestion was passed. The following named persons were\nappointed as the committee :\nDr. Joseph C. Gordon, Jacksonville, 111.\nMr. J. J. Dow, Faribault, Minn.\nDr. A. C. Rogers, Faribault, Minn.\nMiss Alice Damon, Mystic, Conn.\nMiss Jennie C. Smith, Eau Claire, Wis.\n\nMusic — vocal solo. Miss Inez Adell Davis, accompanied by Miss Eulalie Chenevert.\nThe following telegram received from the vice-president of the department, Mr.\nEdward E. Allen, attending the convention of Instructors of the Blind, in session at\nRaleigh, N. C, was read :\nBlind convention indorses report of Committee on Reorganization.\n\nCongratulations.\n\nThe president introduced Signor G. Ferreri, ex-vice-principal of the School for the\nDeaf at Siena, Italy, who addressed the department, giving his impressions of the work of\nthe instruction of the deaf as carried on in American schools.\nA paper on \"The Organization of Associations of Parents of Deaf Children as an\nAid to Schools,\" was read by Mrs. Helen M. Hefferan, president of the Illinois Mothers'\nCongress.\nDiscussion followed, participated in by Dr. Alexander Graham Bell, Professor W. D.\nParker, state inspector of schools for the deaf, Madison, Wis., Senator J. D. Stout, of Wisconsin, and Miss Mary McCowen, supervising principal of the day schools for the deaf,\nChicago, 111.\nThe next paper presented was by Mr. James J. Dow, superintendent of the School\nfor the Blind, Faribault, Minn., on \" Necessary Evils.\"\nThis paper was discussed by Professor H. R. Sanford, of New York ; Dr. Alexander\nGraham Bell, Professor W. D. Parker, Miss Jennie C. Smith, principal of the day school\nfor the deaf, Eau Claire, Wis., and Mr. J. N. Tate, superintendent of the School for the\nDeaf, Faribault, Minn.\nA paper by Miss Mary McCowen, supervising principal of the Chicago day schools\nfor the deaf, on \" A Comparison of Kindergarten Methods for the Deaf and the Hearing\nChild,\" was followed by exercises by the four grades present of the McCowen Oral\nSchool, Chicago, under direction of Miss Cornelia D. Bingham, principal, and her\nassistants.\nBUSINESS\n\nMEETING\n\nThe department, at 5 : 30 o'clock Friday afternoon, at the close of the regular program, continued in session as a business meeting.\nProfessor W. D. Parker, chairman of the Committee on Nominations, presented the\nfollowing report :\nFor President — Edward E. Allen, Overbrook, Pa.\nFor Vice-President — Mary McCowen, Chicago, 111.\nFor Secretary — Miss Sarah Fuller, Boston, Mass.\n\nUpon motion the report was accepted and the persons nominated were elected as\nofficers for the ensuing year.\nDr. J. C. Gordon, chairman of the Committee on Resolutions, presented^the following\nreport :\nI. Resolved, That this department approves of the action of the Board of Directors, changing the name\nand defining the scope of the department, and recommends the adoption of the report of the Committee upon\nreorganization, which is as follows :\na. The name of the department shall be, \" Department of Special Education — Relating to Children\nDemanding Special Means of Instruction.\"\n\n"} {"page": 839, "printed_page": null, "text": "Department]\n\nSEC RE TARY'S\n\nMINUTES\n\n827\n\nb. The object of this department shall be to bring persons engaged in the education of children requiring\nspecial methods of instruction into contact and affiliation with teachers in general, for the interchange of ideas\nfor mutual benefit.\nc. All communications shall be non-technical in character, for the purpose of securing an interchange of\nideas between those engaged in general and those engaged in special education.\nd. To secure from specialists papers of general interest for presentation to the general convention or its\nsections.\ne. To secure from prominent educators the presentation of papers before this department.\n/. All matters to be presented at any meeting shall be approved in advance by the Executive Committee.\n2. Whereas, The usefulness of this department in its work calls for information and statistics gathered\nsystematically from a large field, and\nWhereas, It is desirable that this information be made available at the next meeting of the National\nEducational Association,\nResolved, That a committee be appointed and authorized to confer with the National Bureau of\nEducation with a view to securing a compilation of existing statistics relative to children in the public\nschools who need special methods of instruction, and the gathering of more complete returns from the\nlarge cities of the United States.\n3. Resolved, That the efforts of the school authorities of the city of Boston to provide special instruction\nin special classes for pupils whose mental development is impeded by such physical conditions as partial deafness, imperfect sight, etc., is worthy of commendation.\n4. Resolved, That the graduation of persons deaf from birth or from early childhood with academic\ndegrees from Harvard, Yale, Columbia, and the University of California, as well as from Gallaudet College\nfor the Deaf, and of blind students from many colleges, is worthy of note by this body as an encouragement\nto high endeavor on the part of pupils and teachers alike.\n5. Resolved, That the larger and freer use of written language and of speech from year to year by\npupils in schools for the deaf is a progressive step worthy of note and of commendation.\n6. Resolved, That day schools for young deaf children, with efficient teachers and competent supervision, should be encouraged, especially for such children as cannot be reached by institutions or boarding\nschools, which, with their manifold advantages, cannot cover the entire field in many states.\n7. Resolved, That the thanks of this department be extended to Wm. T. Harris, LL.D., United\nStates Commissioner of Education, and other prominent educators who have addressed this department; also\nto the local Committee on Arrangements and to the ladies and gentlemen taking part in the musical program ;\nalso to Miss Cornelia D. Bingham for the living exhibit from her school in Chicago, and to A. Graham Bell,\nLL D., our president, for invaluable services rendered to this department.\n\nUpon motion the resolutions were adopted by the department as read.\nIn conformity with the second resolution the president appointed Mr. F. W. Booth,\neditor of the Association Review, to compile and gather statistics relative to children in\nthe public schools who need special methods of instruction, to report at the next meeting\nof the National Educational Association.\nUpon motion, the department adjourned.\nDepartment headquarters were maintained thruout the sessions of the National Educational Association at Parlor 222, West Hotel.\nAn interesting and impressive exhibit of products of the industrial work carried on\nat the School for the Feeble-Minded, Faribault, Minn,, was shown in the parlors of the\nHennepin Avenue Methodist Church.\nThe occasion of a dinner given on the evening of Friday, July 1 1, at the West Hotel,\nto the members and friends of the department by Dr. and Mrs. Alexander Graham Bell,\nwas rendered doubly enjoyable and memorable by the fact of its being the twenty-fifth\nanniversary of Dr. and Mrs. Bell's wedding day.\nF. W. Booth, Secretary.\n\n"} {"page": 840, "printed_page": null, "text": "828\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n[Special\n\nPAPERS\n\nAND\n\nDISCUSSIONS\n\nPRESIDENTS\nALEXANDER\n\nGRAHAM\n\nBELL,\n\n[STENOGRAPHICALLY\n\nADDRESS\nWASHINGTON,\n\nD.\n\nC.\n\nREPORTED]\n\n'\n\nWe have arrived at an important and critical period in the history of\nthe department. This department originated with the teachers of the\ndeaf. The blind and feeble-minded had no part in the original plan ;\nthey were brought in as a concession. For many years teachers of the\ndeaf had felt an isolation, and they had a feeling that they wanted to come\ninto affiliation with other teachers of the country that they might gain\nsomething of value from them. But when, on their first application to\nthe officials of the National Educational Association, they found that they\ncould not be received as a department for the deaf, because all other\nspecial classes would ask to be likewise set off, others were included with\nus, and we were labeled with the name, \" Deaf and Dumb, Blind, and\nFeeble-Minded.\" Thus we were constituted of incongruous elements,\nwith little in common. Teachers of the deaf did not like these associations, nor did teachers of the other classes. They did not wish to be\nknown as defectives, or classified by a defect. A number of names were\nproposed for the department, but none seemed to satisfy. Finally, at the\nDetroit meeting last summer, a committee was appointed consisting of\nthe executive officers of the department, to reorganize the department\nand to make effort to have its name changed. This committee acted\nand it adopted the following platform :\n1. The name of the department shall be: \"Department of Special Education —\nRelating to Children Demanding Special Means of Instruction.\"\n2. The object of the department shall be to bring persons engaged in the education\nof children requiring special methods of instruction into contact and affiliation with\nteachers in general for the interchange of ideas for mutual benefit.\n3. All communications shall be non-technical in character for the purpose of securing an interchange of ideas between those engaged in general and those engaged in\nspecial education.\n4. To secure from specialists papers of general interest for presentation to the general convention or its sections.\n5. To secure from prominent educators the presentation of papers before this\ndepartment.\n6. All matters to be presented at any meeting shall be approved in advance by the\nexecutive committee.\n\nAt a meeting of the Board of Directors of the Association yesterday,\nthe request for the change of the name of the department was presented,\n\n"} {"page": 841, "printed_page": null, "text": "Dej-artment]\n\nPRESIDENT'S\n\nADDRESS\n\n829\n\nand it gives me pleasure to announce that the request was granted by\nunanimous vote. So we are now and will hereafter be known as the\n\" Department of Special Education.\"\nThe special idea of the department is to secure an interchange of ideas.\nHeretofore our papers have been technical. Teachers of the deaf have\nwritten addressing themselves to teachers of the deaf, and the teachers of\nthe blind to teachers of the blind, etc. But teachers of the deaf and blind\nand feeble-minded have their own conventions for all this. At this\nmoment the teachers of the blind are having a convention, and our vicepresident is now absent in attendance at that convention.\nNow, we do not want at our meeting papers that may be presented\nby special teachers at their own conventions. The first object of the\ndepartment is that our members may attend the meetings of other\ndepartments.\nThere is one special point on which we can all come together. A\nlarge number of pupils are in the public schools who have defective sight\nor hearing, or are backward. The number having defective hearing\nprobably outnumbers the total deaf-mute population. These pupils are\nnot deaf enough for special schools. What is done with them, or for\nthem ? They are drifting along in the public schools, and teachers do\nnot know what to do with them. Now cannot we, who teach the totally\ndeaf, give you information who are teaching the partially deaf ? And\nthe teachers of the blind and of the feeble-minded, can they not help\nteachers who have children in their schools who are partially blind, or\nwho are backward ? This department should give special attention to\nthese pupils.\nThe basal idea of this department is the interchanging of ideas between\nspecialists and ordinary teachers. So when we listen we want men, not\nspecialists like ourselves, but some great, broad men to come to look\ndown upon our little fields, like Dr. Butler, and Dr. Harris, whom we have\nwith us today. It used to be that schools for the deaf were shut off from\nall affiliation with other schools, but now we are graduating our pupils\ninto the public schools. Columbia College, New York, has the distinction of having graduated the first congenital deaf student. And now, at\nthe last commencement. Harvard University graduates three deaf men.\nThese men received their preparatory training at the Horace Mann School\nfor the Deaf, Boston, and the Clarke School for the Deaf, Northampton.\nWe are progressing in these matters, and the line of progress is for affiliation between special schools and their work with the ordinary educational\nsystem. There is no limit to which the blind cannot aspire, and it is\nbeginning to be so with the deaf, and with the deaf-blind, as witness the\ncase of Helen Keller, both deaf and blind, and yet now successfully pursuing a college course among the hearing and seeing.\n\n"} {"page": 842, "printed_page": null, "text": "^3°\n\nNATIONAL\n\nRESPONSES\nDR.\n\nWM,\n\nT.\n\nEDUCATIONAL\n\nASSOCIATION\n\nTO THE ADDRESS OE WELCOME\nOPENING SESSION\nHARRIS,\n\nUNITED\n\nSTATES\n\n[STENOGRAPHICALLY\n\nCOMMISSIONER\n\nOF\n\nfSpecial\n\nAT THE\nEDUCATION\n\nREPORTED]\n\nIt seems to me that this meeting will be considered an epoch, not\nonly to the teachers of the deaf, of the blind, and of the feeble-minded,\nbut to teachers of all other classes of children. I enter heartily into Dr.\nBell's plan by which mutual benefit will result to special and general\nteachers alike. The special teacher focuses his mind on special difficulties; then invents methods and devices by which the difficulties are\nremoved ; then he gives papers relating to these devices and general\nteachers learn for their own uses.\nThere are various defects over which we must lift our pupils ; if they\nare not attended to, the children become morose and disheartened.\nWhat a stream of reforms will come in the methods of special education\nthru the meetings of this department and thru hearing your papers ! A\nvisit to a School for the Feeble-Minded in Lincoln, that \\ once made, was\nworth more to me than much that was gained from normal study of\nnormal children. The will power is a necessary factor in developing\nthe intellect, and the feeble-minded child is especially lacking in will\npower. He is trained upon the line of his lack. Control of the will is\nthe first step ; this taken, other steps may be taken in education.\nThe German poet gives answer to the query, what makes life worth\nliving ? **Life is worth living if you can only do something by which you\nmake others better.\" This body, by specializing, will systematize the\nmatter of lifting defective children over the thresholds of difficulty.\nThen by detailing their methods to general teachers, they multiply twentyfold, and more, the great benefits they confer.\n\nPROF.\n\nKELLEY,\n\nBOSTON,\n\n[STENOGRAPHICALLY\n\nA.\n\nH.\n\nREPORTED]\n\nMASS.\n\n•\n\nI remember with what delight I listened to Dr. Bell at the Horace\nMann School, where the product of the work is the same as in our fields\nin a different way. I am asked to speak of Helen Keller, but about all\nthat could be said of her has been said by Dr. Bell in speaking of her and\nof the three young deaf graduates of Harvard. The work being done\nby special classes is in line with what you are proposing in this department. In my district in Boston I have one of these special classes, and\nwe have adopted the name of your department. We have in fact three\nof these classes. . Why not more ? It is exceedingly difficult to secure\njust the right kind of teachers to lift these children over the threshold of\n\n"} {"page": 843, "printed_page": null, "text": "Department]\n\nTEACHING\n\nLANGUAGE\n\nTO\n\nTHE\n\nDEAF\n\n831\n\ndifficulty of which Dr. Harris speaks. Our method is to visit — with the\nteacher — the homes of parents. I picked up little Harry S., nine or ten\nyears of age, ragged and out at the toes. I turned him over to one of our\nbright, sympathetic teachers. I took her to his home and found a younger\nbrother even more defective. We took Harry and the little brother\naway from home, to Waverly, where they are being cared for and trained.\nBut these children, when in the same classes with other children, are the\nstumbling-blocks of the class. We must develop the motor power of the\nbrain before the other powers. A boy as long as his teacher sat by could\ndo anything he was asked, but without the teacher he would do nothing.\nWe brought in the manual-training bench, the saw, the plane, etc. At\nonce the boy was happy. Something was brought into his life that meant\nhappiness.\nI believe this is one of the grandest movements that has been started,\nand Dr. Bell's name will be handed down as one who has done much to\nbring into these darkened lives light and new power and new life. Dr.\nBell has asked the question if we have statistics as to the proportion of\npupils that have defective powers. To a certain extent they have been\ncollected, but not to such an extent as to give definite facts. But the\nstart has been made. With sixty pupils in a room, in order to do good\nwork they ought to be pretty much alike. If we could only get classes\ndown to normal size, the work could be more specialized. We have\nmade request of teachers that they send us names of all pupils considered\nas defective. Upon these cases being investigated, some are found not\nseriously defective; others are segregated. What effect has such an\ninquiry upon parents, I am asked ? We get around that by adopting\nthe name \"special school,\" \"special teacher,\" the latter specially qualified,\navoiding the name \"feeble-minded\" in any connection.\n\nLESSONS TO BE LEARNED BY THE GENERAL TEACHER\nFROM TEACHING LANGUAGE TO THE DEAF\nF.\n\nW.\n\nBOOTH,\n\nMT.\n\nAIRY,\n\nPHILADELPHIA,\n\nPA.\n\nIt is a well-understood fact that principles are discovered, or are most\neasily apprehended, in cases of their extreme application ; for it is then\nthey stand out in bold relief, unconfused and unincumbered,'and the mind\nreadily conceives them and accepts them as fundamental, persistent, and\nessential. Again, it is well understood that the conditions of health, for\nsecuring it or preserving it, are best made known thru the study of\nvarious conditions and degrees of illness. Thus the student of medicine\nattends the medical college, not so much to study books and to receive\ninstruction from able preceptors, but because he there finds in the clinics,\nthe laboratories, and the dissecting rooms diseases, disorders, maimings,\n\n"} {"page": 844, "printed_page": null, "text": "832\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Special\n\nand deformities centered and massed, and he gains in brief time in their\nstudy, and the study of remedial and corrective agents applied, knowledge and skill that he could not by any possibility gain elsewhere and in\nother ways in a lifetime.\nBut what of the science of education, and what of the schools where\nthis science is taught ? There are normal schools and colleges, and\nnormal institutes and associations, small and large, in countless number,\nbut in them all, without exception, the center of their work and study is\nthe normal child. But as the normal person in full health would be but\na poor subject for a medical clinic for purposes of study or demonstration,\nit would seem that the normal child cannot be the best material, or sufficient material at least, for the normal school for purposes of experimental\nstudy and practice. When we consider that the normal child acquires\nmuch the larger part of his knowledge without the aid or art of the\nteacher, and that this self-acquired knowledge is a potent and necessarily\na variable factor as entering into all formal and directed study, it ceases\nto be remarkable that the old pedagogical problems continue so persistently with us unsolved, and that solutions offered from time to time\nprove so inconclusive and generally unacceptable.\nThere is scarcely an educational theory that may be conceived that\ncannot be exploited and proven with the normal child as its subject, for,\nlearning so much without teaching, he naturally learns much thru teaching, regardless of the method employed; so all methods are equally\nproven — or are equally unproven — in the considerable progress made.\nThere are too many teaching forces involved in the development of the\nnormal child to make possible the clear tracing of any one of them\nthru its successive stages to its ultimate and invariable effect; hence\nthe very slow advancement in all the centuries in educational science.\nWe educate in larger numbers and in more subjects than they did a\nthousand years ago, but it may well be questioned if we educate to better\nknowledge and larger power than when the ancient philosophers and\nscholars held sway.\nBut if the normal child, the child who follows teaching easily upon\nalmost any line it may take, is not proper, or the best, material for\nexperimental study, the question forces itself, where can proper or better\nmaterial be found ? In algebra we solve problems by process of elimination, by ridding the equation of one factor after another until it is\nbrought to its simplest terms and thus to the condition of easy solution.\nMay we not do this in education — eliminate factors, one and another of\nthe learning factors, from our problems, thereby rendering them simpler\nand easier for our study and solution? With the normal child this is\nimpossible, for with him we may not eliminate or shut off from operation\nany important learning power or teaching influence. Nature is nature,\nand she will not be balked or far diverted by the pigmy devices and tem-\n\n"} {"page": 845, "printed_page": null, "text": "Department]\n\nTEACHING\n\nLANGUAGE\n\nTO\n\nTHE\n\nDEAF\n\n833\n\nporizing expedients that our crude theories suggest. So we turn from\nthe normal child, in whom nature reigns with her even sway, to a distinctive class or to distinctive classes of abnormal or sub-normal children\nin whom nature has herself, in some vagary and in heroic and irrevoca,ble\nsacrifice, simplified our problems by the removal of one or another of\nthe chief learning factors, leaving the remaining factors thereby and in\nthat much unobscured and unconfused for purposes of didactic research\nand study. Why not, then, to the end that there may be developed a\ntrue philosophy of education, an exact science, if may be, of pedagogy,\nturn to the defective classes for the material and the conditions needed,\nand that they provide freely and abundantly for our purposes ; to the\ndeaf child, with the elimination in him of the greatest of the educative\nsenses, to study and learn wherein, and how, and how much the sense of\nhearing, and by the contrasts afforded, the remaining senses are severally\ncontributive in the great educative processes; to the blind child, with the\nclosing of still another great learning channel with the effects of it on the\nmind and character; and finally to the deaf-blind, who, for the purpose of\nour pedagogical clinic, is undoubtedly the case extreme, and therefore the\ncase that presents the greatest possibilities for didactic study and experimentation ?\nIt would seem, then, that it is to the field of special education that we\nmust come to find the soil and material and conditions for the growth\nand construction of a true and exact science of pedagogy.\nIt is axiomatic that as you increase the difficulty you must in like\nmeasure increase the efficiency of the method employed for its overcoming. In the teaching of the deaf, the blind, the deaf-blind, or the\nfeeble-minded, difficulties as they present themselves are extreme; it follows that the methods employed, to be effective of the ends that they\naim at and attain, must be superlatively excellent. And they are. I am\nthoroly convinced that in all cases where measurable success is attained in\nthe instruction of the special classes the methods employed are superior\nto the methods used to secure the same general results in the work of the\ninstruction of the normal child.\nTurning to our subject, we are to inquire what lessons the general\nteacher may learn from the work of the instruction of the deaf, and\nmore specifically from the work of teaching language to the deaf. The\nsubject is a large one, for the teaching of language to the deaf involves\nfor this class practically the whole work of education. To gain an education the deaf child learns language, and in learning language he perforce acquires education ; and thus for our purpose today language may\nbe conceived of for the deaf as the whole aim and end of instruction.\nTo save misconception in the beginning it should be said that language\nfor the deaf is not speech ; it may be, and usually is, speech in part.\nSpeech, however, is only a mode of expression ; another equally impor-\n\n"} {"page": 846, "printed_page": null, "text": "834\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Special\n\ntant, and far less difficult to learn, is writing. But language in the whole\nand in its su^bstance is a psychological problem far more than one either\nof vocal or graphic mechanics.\nPassing over, then, the work of mere articulation teaching in the\ninstruction of the deaf and the very practical lessons that may be learned\nfrom it by the general teacher to aid him in correcting faults in the\nspeech of hearing children, and with only a passing reference to the\nphonetic method of spelling and reading in common use by teachers of\nthe deaf, and which is now so rapidly supplanting the A, B, C method in\nthe schools for the hearing, to the great benefit and the much more rapid\nadvancement of the children in acquiring the art of reading, we may\nbring ourselves at once to the work of language teaching in its essence,\nas it presents itself to the teacher of the deaf and of the hearing alike in\nits psychological-pedagogical aspects.\nIt will be accepted that language learning is not the accumulation of\nvocabulary. That is to be sure a part of it, and a not unimportant\npart, but vocabulary may be likened to the dead body without the spirit.\nOur aim in language teaching must be to give vocabulary, but much\nmore than that, to give power to use it — to give the art and graces of\nexpression. The lack of the art of expression is the great lack of the deaf\nupon entrance to school, and it is the teacher's ever-present task to lessen\nit thruout the school course. It is also the great lack, as I count it, of\nthe hearing child under present educational methods thru the school\ncourse, and continuing necessarily thru life. We then have the common\nlack in the two classes, that of the art of graceful, free, and forceful\nexpression. And it is here that we find the great difference in the\nmethods of instruction employed with the two classes, and it may be\nsuggested that we also find the essential element of superiority of the\nmethods employed with the deaf over that employed with the hearing.\nThe deaf child starting with nothing, with no language, with no\nmeans or facility of expression, the aim from the beginning and continuously isto meet the great lack, and the school curriculum is one\nunending program of talk and write, write and talk, with all else subordinate and contributive, with the result that the deaf child has power at\nevery stage of his progress to say or write a very considerable part of what\nhe knows and thinks. Instruction is centered and intensified along this\none line of development, to give ability for full and free and effective\nexpression. There is reading, the using of text-books, the acquiring\nof facts, but these are all incidental to the main thing, which is to give\npractice in quantity in the use of language for the giving forth of the\nchild's own thought and knowledge. The success attained in giving language to the deaf, coupled with fair facility in its use, thus thru abundant\npractice in composition work, is evidence of the excellence of the method\nemployed, as it is suggestive of its superiority.\n\n"} {"page": 847, "printed_page": null, "text": "Department]\n\nI\n\nTEACHING\n\nLANGUAGE\n\nTO\n\nTHE\n\nDEAF\n\n835\n\nThe hearing child enters school with already a certain power of expression, and so neglect to develop or train the power is met by the plea of\nlack of necessity.\nThe teacher accepts this present power of expression\nand uses it, but rarely with the aim or thought to cultivate and increase it.\nThe (ihild learns to read that which he already knows as spoken language to\n; write, the mechanical part of it \\ and to cipher.\nIf his education proceeds farther, it is for the most part but an enlargement of\nacquaintance with text-book knowledge in the absorption of the facts that\nthey contain.\nThis is education, so far as it goes : it is the education of\nthe schools of today as they give it, and it serves the purposes of life fairly\nwell. But it is not enough, and not enough because a fuller and truer\nand far more serviceable education is possible in the time spent and with\nthe material and the means employed.\nThe high-school principal of today\nconsiders it unnecessary to have his pupils prepare and read graduating\nessays, so little do they characterize and illustrate the work of the school\ncurriculum as pursued and completed. The writer knows of an instance of\nthis omission at a recent high-school commencement, where a professional\nentertainer was brought in to fill in the lack. Is it any wonder, when the\nart of composition\nis thus discredited and neglected, that the school\nchildren of today leave school practically in the same condition as they\nentered with relation to the great art of free, graceful, and forceful expression ? How many men or women met with in business or social circles can\neven tell a story effectively, and of the few vho can, how many acquired\nthis delightful accomplishment as, in any part of it, a result of school\ntraining ? How many, again, can speak or write with any appreciable effect\nupon other minds, outside the limits of business intercourse ? Except\nthose trained in certain professional lines and the few self-developed, the\nworld is practically made up of men and women wholly lacking in the art\nof ready and forceful expression.\nMeasured in terms of vocabulary, it\nmay be believed that in but few cases does the speaking or writing\nvocabulary approximate the half of the reading vocabulary.\nMost of us\nfind exceeding great difficulty in expressing our thoughts in words and\nconveying them clearly to others, and in this the illiterate man not\nseldom excels, being self-trained to it. Why should we not all, without\nexception, be able to clothe our thoughts in graceful and expressive words\nas easily as we clothe our bodies in graceful and becoming garb, since in\nthe former case we have unlimited wardrobe to draw upon ? Is there any\npossible answer to this that is not a condemnation of our public-school\nmethods ? Homer, it is said, was untaught, and recited without the aid of\nliterary models, and Shakespeare even has need in these days to prove\nhis schooling ; but measured by truer standards, who will deny them their\nplace and rank among the truly educated and scholarly ? They were\nnot taught, as they needed not to be taught, the art of expression in the\nschools; but right instruction would scarcely have harmed them, while\n\n"} {"page": 848, "printed_page": null, "text": "836\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCLATION\n\n[Special\n\nwrong, misdirected educative methods might indeed have had effects\nfatally blighting.\nA man counts in. a community, not as he controls himself, his own\nmind alone (he is a cipher who does only that, and he is not missed\nwhen he dies), but as he controls others, thus increasing himself 'in his\npower and influence two, ten, ten thousand fold. Should not our public\nschools aim at making something more than educated ciphers?\nThe great lesson that we may draw, then, is that in our curriculums with\nnormal children, as with deaf children, the common lack must be recognized, audit must be met by the same methods. We must emphasize and\nintensify all teaching to give the art of composition, of free and forceful\nspeech and writing, well knowing that in giving this we give all, for it\nimplies and includes all. Expression is a fundamental educative force.\nThe more a man speaks or writes the more he thinks ; and the more he\nthinks the more he is induced to read and study and seek out knowledge.\nExpression is thus retroactive in its effects.\nExpression measures education, as it gives to it its efficiency and\npower and usefulness. May we not hope, then, that with absolute demonstration of this as a principle in the work with the deaf, the inquiring\nspirit of the age will turn to the work and accept from it the lesson that it\nteaches, and make profit from it for remodeling methods to even greater\npossibilities of accomplishment for the hearing ? May the day, indeed, not\nbe distant when the school curriculum for our children, hearing as well as\ndeaf, shall be in its sum and substance, and from its beginning to its end,\npractice, practice, practice in expression, in composition, in the use of\nlanguage for all its purposes, to please, to inform, to persuade, to convince, giving therein and thereby mind culture the highest and mind\npower the greatest attainable, and thus giving the truest education, as\nuseful as it may be in any instance and degree complete.\n\nWHAT\n\nIS MINNESOTA\n\nDOING\n\nFOR HER DEAF\n\nJ. N. TATE, SUPERINTENDENT OF SCHOOL\nFARIBAULT, MINN.\n\nCHILDREN?\n\nFOR THE DEAF,\n\nIn answering the question, \"What is Minnesota doing for her deaf\nchildren?\" we presume we may claim that she is doing as much as any\nof the commonwealths. We think we are not presumptuous in this; tho\nwhen we realize that the United States leads the nations of the world\nin the training she is giving the deaf, both in an intellectual and industrial way, we can readily understand that our claim is not a small one.\nThe Act Establishing the Minnesota School for the Deaf was approved\nMarch 4, 1863. The location is ideal. The city of Faribault, the site of\nthe three state schools, for the Blind, Feeble-minded, and the Deaf, and a\n\n"} {"page": 849, "printed_page": null, "text": "Department]\n\nMINNESOTA\n\nAND\n\nHER\n\nDEAF\n\nCHILDREN\n\n837\n\nnumber of Church schools, is acknowledged to be one of the most attractive towns in the state.\nThere are something over sixty acres of land connected with the School\nfor the Deaf. This, one of six state and church schools, is located along\nthe bluffs on the east side of Straight river, the town being upon the west.\nThe grounds of these institutions form a beautiful park.\nThere are now 268 pupils in attendance. Of these 149 are boys and\n119 are girls. The school is absolutely free to all deaf children from\neight to twenty-five years of age. The cost of clothing and traveling\nexpenses only are to be paid by parents or counties from which the pupil\ncomes. The minimum course now is eight years, and the maximum is\nthirteen. During the thirty-nine years of the existence of the school, 947\npupils have received instruction. The school has sent 22 students to the\ncollege. This constitutes about 13 percent, of the number of regular\ngraduates. I think it can be shown that a larger per cent, of those who\nentered the college graduated than from any other school.\nI copy the following from a paper read by Mr. J. L. Smith before the\nFifth Convention of the Minnesota Association of the Deaf. As this data\napplies to the 947 pupils who have attended this school I think it applicable and interesting :\nNot one of these is the occupant of a state prison, only one known as the inmate of\na poorhouse, and only one is in an insane asylum. Nearly all who have attained to\nadult age are independent citizens of the state. They are found in all occupations side\nby side with their hearing brothers and sisters. Following is a partial list of occupations\nthat are now followed, or have been followed, by the deaf of Minnesota : Architect,\nartist, barber, bookkeeper; book agent, bicycle repairer and manufacturer, carpenter, college student, collector, cutter, cooper, cigar-maker, dressmaker, domestic, editor, fireman,\nsuperintendent of school, supervisor, seamstress, saw-mill employe, paper-mill employe,\nshoemaker, fruit seller, farmer, farm laborer, government clerk, glass stainer, grocer,\nharness maker, inventor, janitor, machinist, merchant, matron of school, painter, printer,\nphotographer, poultry raiser, rattan worker, teacher, tailor, teamster, wood turner.\n\nWhile it is true that pupils after leaving school often do not follow the\ntrade learned while there, still they have acquired the habit of application\nand ideas as well, I deem the industrial training given at state institutions for the deaf to be hardly second to the intellectual in fitting a\nstudent for practical life.\nYou may be interested in knowing something of the means of a general nature employed in developing our pupils — devices not all found in\nother institutions of the kind, at least in the form used in our school.\nBlank books, comprising several hundreds of pages, are issued to the\nteachers of beginning classes, and, to start the scheme, to all teachers, A\nsummary of all work done is supposed to be copied into these books.\nThe book goes with the class and is a guide to the succeeding teacher.\nIn the end it is a complete history of the class during its entire period\nin school.\n\n"} {"page": 850, "printed_page": null, "text": "838\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Special\n\nWe have found the daily summary of news, as written by teachers\nassigned to the work, on large wall-slates, one for the boys and one for\nthe girls, a fruitful source of information. This, added to the daily\npapers generously sent to us free, and the numerous weekly and monthly\npublications placed in the reading rooms of the pupils, has been a source\nof entertainment and help, not only in the acquisition of information, but\nof language as well.\nFor some years past we have had our pupils keep summer journals, or\ndiaries. A large per cent, of them come back to school in the fall with\nwell written diaries comprising a daily recital of their experiences during\nthe vacation. Since the practice was initiated we have seldom heard\nany complaints to the effect that pupils have grown rusty during vacation.\nThe library is well patronized, the older pupils selecting books according to the advice of their teachers, and the various teachers of primary\ngrades selecting books for and directing the reading of their pupils. In\nall cases teachers are supposed to be familiar with the contents of these\nbooks and to discuss them with their pupils. Besides, our pupils have\ntwo meetings each month of the Noyes Literary Society under the supervision of the teachers. Their exercises consist of debate, essay, declamation, and dialogue.\nMonthly socials are held in the parlors of the institution. To those\nthe pupils of the advanced classes are admitted. On these happy occasions pupils are instructed in matters pertaining to the civilities of life,\nand such events are looked forward to with much pleasure by the participants.\nMonthly lectures in the chapel are delivered to the pupils. Much\ntime and thought are given to these addresses, and they are heartily\nenjoyed by the audience. Current history of our country and of the world\nis assiduously studied by the advanced grades. The Cof?ipanton, with\nthe child's department, is issued weekly. Frequent illustrations for the\nlatter are furnished by our art department. The whole paper is eagerly\nread by the pupils. Extra copies of the children's page are issued for\nschoolroom use. The Companion is copied as largely, perhaps, as any\nof the numerous family of institution papers.\nA brief chapel service in signs is held every morning, except Saturday.\nIn addition, on Sunday, classes spend a few minutes in their class-rooms.\nOn Sunday afternoon, a brief lecture is delivered upon Bible history.\nPupils of advanced classes are expected to reproduce these lectures in\nwritten form and to present them to the teachers for correction. All\n■ moral instruction is of a wholly unsectarian nature. Pupils are allowed\nto attend the churches of the town when parents wish them to do so.\nEvery pupil in school has instruction in free-hand drawing. Ninety\npupils have received special instruction. Teachers are being more and\nmore impressed with the fact that to be able to illustrate, even in a crude\n\n"} {"page": 851, "printed_page": null, "text": "Department]\n\nMINNESOTA\n\nAND\n\nHER\n\nDEAF\n\nCHILDREN\n\n839\n\nway, is helpful to them at almost every turn in their work. I believe that\nwe cannot think clearly without forming pictures ; hence the value of a\nteacher's ability to make the picture for the undisciplined mind. We are\nseeking to direct the art training along lines bearing upon the trade of\nthe pupil. In the trades department we may say that the discipline,\nthe mental and the moral benefits incident to this branch of the training\nof the deaf, is fully acknowledged by all progressive educators. Our\nwork in this line has been fairly commendable. There is much yet to be\ndone before our industrial department can be called ideal. Instructors in this branch should, we think, rank as teachers and receive teachers'\nsalaries. Every pupil has had — the boys, 163^, and the girls, 16 hours\na week at work. It will be seen that pupils will have to remain at their\ntrades about five years in order to get one year's apprenticeship. In. view\nof these facts, it would seem desirable that pupils be allowed a year or two\nafter graduating in which to pursue their trade, reversing the time formerly spent in trades; that is, giving six hours to trades and two to literary work.\nIn the case of those pupils who come from rural districts and who are\nbest adapted to farming, it seemed reasonable to make some provision\nfor them, such as a course at the agricultural school, a branch of the\nState University. The authorities of that institution have agreed to open\ntheir doors to our graduates, the only provision to be made by this institution, in so far as the university is concerned, being an interpreter. As\ntuition at the school is free, and the actual living expenses are reduced\nto a minimum, we had hoped that some of our graduates would avail\nthemselves of such an opportunity. As yet none have applied for admission.\nThere has been the impression that there is a greater tendency among\nthe deaf than the speaking to congregate in the large cities. This is\nlikely true of the deaf of our state. Dr. E. A. Fay, of Gallaudet College,\nwho is perhaps the best authority on statistics of the deaf in America, is\nresponsible for the very gratifying statement that there is a smaller proportion of the deaf flocking to the cities than of the speaking population.\nThe domestic department is not of minor importance. To say nothing of feeding, washing, clothing, and nursing so many children, the\nresponsibility for the safety of body and character is understood only by\nthose who have undertaken the task. One of our chief duties is to see\nthat our pupils develop correct motives of action. To see that no tares\nare sown requires eternal vigilance. A little leaven may leaven the whole\nlump.\nOnly those who experience it have any correct conception of the magnitude of the obstacles to be encountered in educating the deaf. Tho\nexactly like other children, they come to us, as a rule, densely ignorant\nof any regular language.\nTheir English must be acquired largely in the\n\n"} {"page": 852, "printed_page": null, "text": "840\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Special\n\nschoolroom. If it is difficult to build a house without a foundation, so\nis it to impart language to those who have no foundation in language.\nThis institution has been fortunate in employing almost wholly teachers,\nmatrons, and caretakers of experience. No school of this kind can attain\nto or preserve a high standard of excellence without absolutely rigid\nadherence to this policy.\nOur methods are eclectic. They admit of every known way. Ours is\nknown as the \"combined system.\" We have no pet theories to advocate,\nhence we adapt the method to the child. Some pupils can make satisfactory progress by the oral method. Others, equally bright, progress\nbest by the manual. We have never lost sight of the one object — the\npreparation of the pupil for life's battle. One central thought which\ndominates us from the time the pupil enters school till his course is completed is to give him a knowledge of the English language, in all cases\nwritten, and, where possible, also -spoken. A child who cannot acquire\nspoken language may be just as bright as one who can learn to speak and\nread the lips, so much depends upon quickness of perception and ability\nto imitate. Such large claims are being made by the advocates of speech\nand speech reading that silence might be taken as acquiescence in those\nextreme views. There is a happy mean. This we have tried to strike. We\nshould, and do, aim to give every pupil the opportunity to demonstrate\nhis ability to be successfully educated orally. We have now six classes\ntaught orally and twelve manually.\nWe have a complete course of study.\nThe excellence of this institution may be attributed to several causes.\nAmong them maybe enumerated: (i) The hearty support of the citizens of the state; (2) freedom from political domination ; (3) the care\nexercised in the selection of the instructors. I may say that this institution stands for all that is best in preparing its students for taking their\nposition among their hearing brothers.\n\nWHAT\n\nMINNESOTA\n\nB. P. CHAPPLE,\n\nINSTRUCTOR\n\nIS DOING\nIN\n\nSCHOOL\n\nFOR HER BLIND\nFOR\n\nTHE\n\nCHILDREN\n\nBLIND, FARIBAULT,\n\nMINN.\n\nThe Minnesota State School for the Blind is located at the beautiful\nlittle city of Faribault, fifty-two miles south of St. Paul. The school is\nopen to all '-esidents of Minnesota between the ages of six and twentyfive years having defective sight. Board, tuition, and books are provided\nby the state without cost to the pupils; the pupils or their friends furnishing the clothing and traveling expenses. It is a school, and not an\nasylum or home, as none but the young and the teachable are admitted,\nand then only for a term of years and while pursuing definite work. The\nwork of the school is divided into three departments — the literary, music,\nand industrial departments.\n\n"} {"page": 853, "printed_page": null, "text": "Department]\n\nMINNESOTA\n\nAND\n\nHER\n\nBLIND\n\nCHILDREN\n\n841\n\nThe literary work extends thru twelve years. In the primary grades\n(including four years' work) kindergarten work, point reading, point\nwriting, spelling, number work, mental arithmetic, and beginning geography are taught. In the intermediate grades (also of four years) reading,\nspelling, mental arithmetic, practical arithmetic, geography, grammar,\ncomposition, etymology, primary United States history, and physiology\nare taught. In the high-school grades^ of four years, the work broadens,\nand three courses are offered — the language course, the German course,\nand the English course.\nThe courses are as follows :\nFirst year of language course. — Algebra, physiology, geography, general history, and\nLatin lessons. In this year the German and English courses substitute advanced English\nfor the Latin.\nSecond year of language course. — Algebra, civics, and United States constitution,\nphysics, Latin — Caesar. The German and English courses substitute zoology and\nbotany for the Latin.\nThird year of language course. — Geometry, English and American literature, German, Latin — Cicero. The German course begins German, and substitutes botany,\nastronomy, and geology for the Latin.\nThe English course makes the same substitutions for Latin, and also political history\nand chemistry for the German.\nFourth year of the language course. — Solid geometry, political economy, psychology,\nethics, German, Latin — Virgil. The German course continues German, and substitutes\nrhetoric and sociology for the Latin.\nThe English course makes the same substitutions for the Latin, and also English\nhistory for the German.\n\nWork in elocution is elective thru the high-school course, and many\nstudents avail themselves of the opportunity to improve their expression,\nto gain a better appreciation of literary selections, and to store their\nmemories with choice literature that may be used for entertainment.\nThru the whole course the aim of the school is to do systematic,\nthoro work, that the student, if he stops here, may have a substantial\npreparation for his life work ; if he goes farther, a good foundation on\nwhich to pursue a college course.\nThe loss of sight, it is true, makes it impracticable to pursue into\ntheir details such subjects as chemistry, geology, botany, zoology, and\nastronomy; but an effort is made to give the student a general idea of\neach subject and its relations to other subjects, thereby extending and\nbroadening his ideas of nature and of life.\nIn connection with their literary work and correspondence nearly all\nthe students learn to use the typewriter, and many of them with considerable facility.\nThe music department embraces work thru the whole twelve years of\nthe course, giving instruction in vocal music, instrumental music, including piano, pipe organ, violin, and other orchestral instruments; and also\nin musical history, harmony, musical ^.coustics, counter-point, tuning, and\nrepairing.\n\n"} {"page": 854, "printed_page": null, "text": "842\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nThe chorus work begins the first year and continues thruout[Special\nthe\ncourse. For this work the junior and senior singing classes are organized, each meeting twice a week for instruction and drill ; also all sing\ntogether at chapel exercises every day of the school year. In addition to\nlearning to sing, the pupil stores his memory with songs, hymns, and\npatriotic songs that are entertaining, stimulating, and inspiring.\nPiano work is begun the second year of the course, and if the student\nshows talent and n^akes profitable progress the instrument is continued\nthru the course.\nThe violin is begun about the sixth year by those that choose it.\nElementary harmony is taught in the seventh and eighth grades, and\nadvanced harmony in the ninth and tenth grades.\nPipe-organ instruction is given the last three years of the course to\nthose whom it will profit. Musical history is studied two years — during\nthe eleventh and twelfth grades. This includes study in epochs of\nmusic, research into the origin, development, and merit of the various\nmusical instruments, a study of the lives and works of the leading composers and performers of the world, different kinds of musical composition, etc. Instruction is also given in orchestral instruments, and the\nschool has had a good orchestra for a number of years.\nAttention is given in the music department to mechanical work, as\nthe details of piano and pipe-organ construction, practical work in piano\nand pipe-organ repairing, and special attention to piano and pipe-organ\ntuning.\nThe aim in the music department is to make the work thoro, accurate,\nscientific, and practical, that the pupil may use it not only for his enjoyment and that of others, but that he may put it to practical use as a\nteacher, a performer, or a tuner, in gaining a livelihood. A number of\nthe graduates are now doing good work in these callings and supporting\nthemselves well.\nWork in the industrial department proper extends thru the first eight\nyears. It begins with bead work, which is continued four years. This\nwork consists in stringing small and variously colored beads on brass\nwire, which is looped and tied so as to form various articles, as vases,\npitchers, baskets, boxes, napkin rings, etc. — articles ornamental and more\nor less useful. But this work is given, not for the value of the product,\nbut for training in skill and deftness of hand and fingers, and attention\nand patience in accomplishing a definite object in a systematic way.\nBead work is followed by hammock making and netting work. In\nthis work both the training and the product are valuable. Then rattan\nwork is taken up, baskets and boxes being made of this material. This\nwork continues the hand training and aids in developing ideas of form.\nIn the intermediate grades, sloyd is taught, the pupils learning to\nuse tools, as the saw, plane, square, hammer, chisel, file, etc., with some\n\n"} {"page": 855, "printed_page": null, "text": "Department]\n\nMINNESOTA\n\nAND\n\nHER\n\nBLIND\n\nCHILDREN\n\n843\n\ndegree of skill. The hand training is valuable, ideas of form improved,\nand the product ornamental and useful.\nAn important and practical part of the industrial work is mattress\nmaking and repairing, and broom making. The older and stronger\nboys in the intermediate grades, and some in the high-school grades,\ndevote a period each day to this work. Here, again, the training and\nproduct are both valuable, and the boys learn a trade by which to make\na living after leaving school. During the past year nearly forty-five\nhundred brooms were made and sold at the market price.\nAnother branch of the industrial work taken up by the girls of the\nintermediate and high-school grades is sewing and embroidery. They\nlearn to use the needle with skill and to operate the sewing machine in\nmaking garments. The fact that some of them can thread a common\nneedle by the sense of touch alone shows that deftness of fingers is\nacquired. This knowledge of sewing, in cases of necessity, can be\nturned to good account in making clothing for themselves and others.\nIn the high-school grades, the young men who expect to give special\nattention to music pass from the industrial work proper to the mechanical work in music, as repairing and tuning, the industrial work having\nbeen excellent preparation for this work. Others not interested in music\nmay continue the industrial work thruout the course.\nThus it will be seen that the school offers advantages to pupils of\ndifferent aptitude. If a pupil enters early and has good faculties, he\nmay take the complete literary course ; if he has talent in music, he may\ntake a part or the whole of a music course with the literary work ; if he\nlacks taste for music, he may take more industrial work with the literary\nwork ; if he enters late and has little aptitude in either literary work or\nmusic, he may devote most of his time to industrial work.\nAs to morals and religion, the school aims to inculcate and to require\nstrict moral living. Each pupil is urged to select some church, the\nchoice of his parents, and attend there regularly ; all of suitable age\nbeing expected to attend every Sunday, the girls being accompanied to\nand from church by one of the teachers of the school. Sabbath school\nis conducted in the chapel each Sabbath by the superintendent. All the\npupils attend, receiving non-sectarian instruction in Bible history and\nBible truths.\nWhat is the state doing for the blind ? To appreciate this it is well\nto understand the conditions that do exist and the conditions that would\nexist without the school, remembering that the number of students has\nincreased from three pupils, at its inception thirty-six years ago, to ninety,\nat the present time, and that the near future is certain to add many more.\nOne young man came to the school six years ago, having lost his sight\nby an accident when about 20 years of age. Having received little training, he came gloomy, despondent, feeling that there was nothing he\n\n"} {"page": 856, "printed_page": null, "text": "844\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nLSpecial\n\ncould do or be; that all cheerful living for him was past; in fact, that\nlife was not worth the living. He learned to read and write the point\nsystem, and took a part of the literary course, giving special attention to\nthe industrial work. He became more cheerful, hopeful, industrious, and\nforward looking. On coming back to the school last fall to do more\nindustrial work, he stated, in the course of a conversation, that when he\nbecame blind he did not possess more than five dollars, but then (last\nfall) he had five hundred dollars in the bank drawing interest. He took\na hopeful view of the future, and felt confident, with health, of being able\nto make his way in the world. He had saved five hundred dollars in five\nyears, altho the greater part of his time had been spent in school.\nSeveral young men, graduates of the school, have positions as tuners\nwith music houses in the city. They are doing good work and\nearning good living salaries. Another graduate earned money enough\nin a few years to take a course in law at the university. He has finished\nwith credit two years of the course and expects to complete it next year.\nBy a law passed by the legislature last winter all tuition and fees are\nremitted to the graduates of the School for the Blind. One graduate\nalso completed a college course at one of the colleges of the state, then\ntook the degree of Ph. D. at Yale, and is now a clergyman. So far as\nknown, he is the first blind man to take such a degree.\nAnother graduate took several years' work at the university, then a\ncourse at a Chicago medical school, and went out to practice.\nA recent young lady graduate made for herself, while in the school\nprincipally, over three hundred point books containing outlines of many\nsubjects, biographies, poetry, and other choice literature. She also\ncopied for her own use the whole of an abridged English dictionary,\nand is now preparing to edit a paper for the blind. Another graduate\nearned money to send a younger brother thru the university, and is\nnow paying the way of a second younger brother thru the university.\nOther young men and women go out to the smaller cities, towns, and\nrural districts of the state to become teachers of music, performers,\ntuners, etc.\nThese facts are mentioned, not from any desire of laudation of the\nschool, but to give a just idea of what the school is doing and is trying\nto do ; also as an incentive to others of this class who seek a higher life\nand higher fields of usefulness, for consciousness of achievement in the\npast helps to achievement in the present.\nThis is what the state has been doing for the blind. It has been\nliberal toward them in the past. It has provided beautiful grounds,\ncommodious buildings, necessary equipments, and a competent corps of\nofficers and teachers. The state has expended for the education of the\nblind in the last ten years over two hundred thousand dollars.\n\n"} {"page": 857, "printed_page": null, "text": "Department]\n\nWHAT\nDR.\n\nFEEBLE-MINDED\n\nMINNESOTA\nA.\n\nC.\n\nROGERS,\n\nAND\n\nEPILEPTICS\n\nOF MINNESOTA\n\n845\n\nIS DOING FOR HEB FEEBLE-MINDED\nAND EPILEPTICS\n\nSCHOOL\n\nFOR\n\nFEEBLE-MINDED,\n\nFARIBAULT,\n\nMINN.\n\nThe Minnesota School for Feeble-Minded was organized in 1879.\nTwenty-two children were taken from the hospitals for the insane and\nplaced in a frame building rented for the purpose by the board of trustees\nof the Minnesota School for the Deaf and Dumb and the Blind. This\nwork was only as an experimental school.\nThe following legislature made an appropriation for permanent quarters, and the institution has grown steadily until at the present time\nthere are 876 feeble-minded and epileptic persons under the care of the\ninstitution.\nFifty-six per cent, are males.\nThey are classified as follows : Training, 325; custodial, 382 ; epileptics, 169.\nFrom this small rented frame building it has grown to a large institution, representing the investment of nearly half a million dollars, and to\nthe support of which Minnesota cheerfully grants an annual appropriation\nthat at the present time equals $136,000. The care and management\nrequire a corps of 150 people.\nThe direct objects of this institution are the care, training, and treatment of feeble-minded and idiotic persons and epileptics. The indirect\nobject is to remove from homes the abnormal- and defective children\nwho cannot be properly cared for in these homes, and whose presence\ninterferes with the proper training of normal brothers and sisters.\nThe backward child can make little or no progress in the common\nschools. He is apt to be the object of ridicule, and thus the tendency is\nto acquire an irritable disposition and nervous habits. As such children\ngrow older, their incompatibility with normal children in normal homes\nbecomes more marked. In poor homes the attention which such children require interferes disastrously with the breadwinning function of\nthe family.\nThe institution is intended to become a pleasant home for all the\nclasses mentioned that may need it.\nThe training consists of organized school work from the kindergarten\nto what would correspond with the intermediate grades of the common\nschools, reinforced by and co-ordinated with various manual-training\nexercises and employments.\nColonization of the adults into small industrial groups all in one large\nvillage community is to be the tendency of developmental progress.\nEpileptics are closely related to feeble-minded from the fact that the\ndisease once thoroly established tends to produce mental deterioration.\nRegular habits, selected diet, abundant occupation for mind and body.\n\n"} {"page": 858, "printed_page": null, "text": "846\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Special\n\nfreedom from the anxiety attendant upon exposure to danger, with judicious medical treatment, are the factors that improve the epileptic's\ncondition.\nColonization into pleasant homes, which should secure the above\nconditions, should be the predominating thought in institutional development.\nCAUSATION\n\nIt is a very difficult matter to obtain reliable data concerning the\netiology of the defective conditions with which we have to deal. As a\ngeneral statement, it is an exhausted condition of the nerve force in\nthe parents that is largely responsible for this causation. Worry and\ntrouble in some cases, the strenuous life in many, physical overwork or\nsocial ambition, and dissipation in a few cases, result in defective\nprogeny.\nOnly the collection of all facts pertaining to the family history of\nthese people covering a period of many years will produce data that will\nbe of genuine value in the study of etiology.\nMinnesota has contributed something to the study of experimental\npsychology among the defectives, and the studies of Dr. Wylie as to the\nmeasurement of the sense-perception among the feeble-minded as compared with normal children are published in the Journal of PsychoAstheyiics. I am glad to state that he is continuing his investigations\nalong these and similar lines.\nMinnesota has developed, in a modest way, a system of training for\nattendants and nurses for feeble-minded, being the first state to attempt\nthis work.\nWhatever success these institutions have attained in either of these\nlines has been largely dependent upon her progressive, public-spirited\ncitizenship represented in the management of the institutions by the\nintelligent, loyal board of trustees and board of control.\n\nVICTORIOUS\nG. FERRERI, EX-VICE-PRINCIPAL\n\nAMERICA!\n\nOF THE SCHOOL\n\nFOR THE\n\nDEAF, SIENA, ITALY\n\nAn Italian writer, who visited the United States at the time of the\nCuban War, sent a series of interesting articles to Italy for publication in\na newspaper. Afterwards he collected these articles in a book with the\ntitle, U America\nVittoriosa (Victorious America).\nI am visiting this country, as you know, for quite a different purpose,\nand in a time of peace ; but I also have the intention of writing a report, in\norder to give an. answer to my European colleagues who wish to know\n''what the United States is doing for the education of the deaf.\"\n\nWell,\n\nI\n\n"} {"page": 859, "printed_page": null, "text": "Department]\n\nVICTORIOUS\n\nAMERICA\n\n847\n\nevery time that I think over my future report I cannot free myself from\nthe suggestion of that title — L 'America Vittoriosa. Yes ; America is victorious also in the national educational work, because here the instruction of all citizens is provided for, and, before all, of those who cannot\nbecome useful citizens without a special education.\nAltho I am now in a favorable position for making comparisons, yet\nI am not quite sure of being able to express in words ray particular\nimpressions. However, I do not wish to lose this opportunity for expressing my general impression that, in regard to the education of the defective children, in Europe we are idealists, while in America you are\npractical; as great a difference, you see, as that which lies between \"to\nbe \" ,and \"not to be.\"\nIn Europe we speak and write much — too much perhaps — and we\nhave the best ideas and the finest theories on the general education of the\nchild, and particularly of the deaf, as well as of the feeble-minded ; but\nwe have not the means to put these ideas and theories into practice. Here\nI find the contrary. The Americans put into practice our ideas, and they\nmake every effort to do it well. In Europe we have a large and rich\nspecial literature on the education of defective children, but there I have\nnever seen put into practice so largely and liberally the suggestions of\nscience in regard to the care and education of these children as is done\nin every state of this American union. And here I find also the best\nschools for the deaf.\nWhen I say this to my European colleagues they will certainly ask me\nalso for the reasons of this great difference.\nDuring my journey from Boston, I was reading the American Notes\nof Rudyard Kipling. At the end of the first chapter the author observes\nthat \" in America money is everything.\"\nYou know better than I with what wit and meaning Kipling made\nsuch an observation, but I am glad to complete the sentence, saying, if\nnot with wit, at least with truth : In America money is everything, because\nonly with money is it possible to put theories into practice ; and this is\ntrue of every kind of knowledge and energy. What else but the lack\nof material means prevents the majority of the civilized nations from\nspreading the benefits of primary instruction ? Money is, in this case, the\nfirst and fundamental condition ; and I could illustrate my proposition\nwith a quantity of facts and comments. I am sure of not exaggerating when I say that, comparatively speaking, there is not another\ncountry in the world where so much money is spent for the national education as in the United States. But I must add another reason ; I have had\nmany opportunities to realize that in America there are, besides money,\nalso the best moral means. Among them I am glad to enumerate the\nfollowing ones :\nI. A great sympathy and active charity for all unhappy children.\n\n"} {"page": 860, "printed_page": null, "text": "848\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Special\n\n2. A Strong desire and great energy for putting into practice what\nscience suggests in order to help them.\n3. Intelligence, training, and study in those persons who are called to\nteach in and to direct the special institutions.\nTherefore, to the inquiry of my European colleagues, what are the\nAmericans doing for the education of the deaf ? I can answer without any\nhesitation : They are doing the best which it is possible to do in the present conditions of science ; and in a not far distant future they will be our\nguides in the progressive development of our special line of education.\n** Victorious America ! \"\n\nTHE\nMRS.\n\nORGANIZATION OF ASSOCIATIONS OF PARENTS\nDEAF CHILDREN AS AN AID TO SCHOOLS\nHELEN\n\nM.\n\nHEFFERAN,\n\nCHICAGO,\nmothers'\n\nILL.,\n\nPRESIDENT\n\nOF\n\nTHE\n\nOF\n\nILLINOIS\n\nCONGRESS\n\nThe two great institutions which contribute most to the life of the child\nare the school and the home, and the two elements in this environment\nthat influence him most for good or evil are the mother and the\nteacher. I believe the best educational results cannot be obtained without the co-operation of these two.\nMany organizations have been formed in the last ten years for purely\nphilanthropic purposes — to alleviate human suffering — and they have\nwork enough to do ; but what we need most at the present time are\norganizations that will get at the root of the evil in our social system.\nWe know that there are many social evils which have their origin in the\nmismanagement of childhood, and we need organizations to study the\nchild in every possible way. I am convinced that the first and most\nimportant study for both mother and teacher is the study of the child ;\nthere is no more important study.\nIt is gratifying to feel that this zest for child study, this attempt to\nmake the child's mind an open book, is taking the precedence of all\nother studies in our educational circles, because it is the basis for all educational work.\nThe greatest obstacle, I believe, to educational progress today is\nthe profound apathy and indifference to real education on the part of the\nparents. Many a mother who would die for her child will not and cannot be made to think intelligently of that child's nature, to study the child\nand use all possible means at hand for that study. These mothers are like\nthe fisherman's wife who was feeding her eight-months-old baby a herring.\nSomeone who knew more about nourishing children remonstrated with\nher. \"Don't tell me how to bring up children! \" she replied angrily,\n** haven't I buried ten ? \"\n\n"} {"page": 861, "printed_page": null, "text": "Department]\n\nASSOC! A TIONS\n\nOF PARENTS\n\nOF DEAF\n\nCHILDREN\n\n849\n\nThe teachers feel this indifference keenly. They say we are content\nto put our children in one end of the educational oven and take them out\nat the other end \"done.\" If they are \" underdone\" we blame the teacher\nand the method and the school, and if they are \"overdone\" we blame the\nteacher and the method and the school; but if they are just \"well done'/'\nwe say it is inherited genius.\nMany \" parents' organizations \" now exist in connection with schools\nfor the hearing and the deaf.\nThe methods at present in use for the deaf, which are in advance of\nformer methods, all parents should become acquainted with. The new\nmovement of sending the schools to the people, of having schools as\nnear to the homes of the pupils as possible, that association with hearing\nchildren may contribute to the success and happiness of a deaf child,\nshould be impressed on the parents. The parents should realize that the\nhome influence must always be the best for the future as well as the\npresent welfare of the deaf child, and the nearer we bring the small\ncommunity of the deaf school to the great fundamental community of the\nhome the better for the child.\nThen, too, parents are responsible for very many wrongs done the deaf\nchild in the past. He has been encouraged to shun publicity, and has\nbeen made supersensitive by being individualized and set apart for undue\nsympathy, being allowed to dwell in a little universe by himself. Popular tradition had it that deaf children were all cast in one mold and very\nunlike normal children. We know that this is not so; we have them\nwith strong individualities, each unlike, as results of environment and\ndegrees of deafness, as well as temperament and mental endowments.\nWe therefore have among those deprived of hearing, just as among those\nwho hear, the bright child, the average, the dull, the feeble-minded,\nand the occasional genius. But they all share alike the inability to speak\nand the lack of the knowledge of language, which formerly led to the\nbelief that the deaf were incapable of being educated. But educators\nhave proven to us that this is not so, and are bringing parents to a realization of this fact. And now to the help of the individual parent has been\nadded the help of the parents' associations to bring about a knowledge of\nthe importance of the teaching of speech and lip reading to the deaf, of\nmotor training, and of all forms of expression.\nMany such parents' organizations exist now thruout the country,\nand are bringing comfort, help, and hope into many homes. I know of\none such organization in Chicago, the \"Little Deaf Child's League,\" a\nfederation of small clubs. It has encouraged home instruction in lip\nreading; aided in raising funds for the schools for the deaf; helped deaf\nchildren financially, so that they might attend the public school in the\nneighborhood. It has brought deaf children into more extensive social\nrelations with hearing persons; brought about a visiting habit in the\n\n"} {"page": 862, "printed_page": null, "text": "850\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Special\n\nschools, SO that every day parents may be seen in these departments ;\nbut above all it has been teaching parents that all the pedagogical principles pertaining to the education of the normal child are applicable to the\ndeaf also.\nThe period of childhood is short, but the greatest work intrusted to\nparents is to be done within that time, and these organizations will have\ndone a good work if they result in sympathy, co-operation, and entire\nharmony between parent and teacher so that both will have a good\nknowledge of child-need and child-nature.\nDISCUSSION\nDr. Alexander Graham Bell, the president. — There is no other thing more\nimportant than this of bringing the parents of deaf children into close touch with the\nwork being done for their children. There are associations of parents, in Boston,\nChicago, Milwaukee, Los Angeles, Halifax, Cincinnati, and other places. Why should\nthere not be associations of this kind in connection with the public-school work? Mrs.\nBell took up the work of organizing an association at Baddeck, Nova Scotia, and it has\nbeen of inestimable advantage to the Baddeck Academy. Why should there not be an\nassociation of parents in connection with every public school in the country?\nA member stated there was such an association in St. Paul.\nW. D. Parker,\n\nstate inspector, schools for the deaf, Madison, Wis. — Some years\n\nago there was organized in Milwaukee what is known as the \"Phonological Society\" in\nconnection with the school for the deaf. This society has extended its work and influence to other cities in Wisconsin, and there are now in successful operation eighteen\nday schools for the deaf in the state, a number of them with parents' associations as\nadjuncts. There should be encouragement to the idea of joint effort of parent and teacher\nin the education of the child.\nSenator J. H. Stout, of Menomonie, Wis. — We should bear in mind that our school\nwork will go much better if we interest the parents in that work. The schoolhouse door\nshould be open to parents at all times. More than that, school boards and teachers\nshould meet frequently. Finally, it should be on the program that the school children\nshould visit the industries of the town.\nMiss Mary McCowen, supervising principal, Chicago day schools for the deaf. —\nWe began organizing parents in Chicago as a matter of necessity. The hours of the\nchildren before and after school had to be utilized for the benefit of the children, so we\nhad to bring in the parents. We taught them how to help the deaf children out of\nschool. In our meetings we taught the mothers by questions and answers. After the\nfirst six months the mothers organized local mothers' classes. We have nine local mothers'\nclasses in Chicago. They hold meetings at various times — some on Sundays as the only\ntime possible. In some districts the parents are mostly foreigners, some not understanding English, or seeming not to. But we talked to them and soon we found that they did\nun. M. McCowan, superintendent of Chilocco Agricultural\nSchool, Chilocco, Okl.\nSecretary — Miss Estelle Reel, superintendent of Indian schools, Washington, D. C.\n\nThe department then adjourned.\nEstelle\nPROGRAMS\n\nOF\n\nROUND\n\nSUPERINTENDENTS'\n\nReel, Secretary.\n\nTABLES\n\nCONFERENCE\n\nChairman, Mr. E. A. Allen, assistant superintendent, Carlisle Indian School, Pennsylvania.\nTuesday, July 8\n\n1. \" How to Impress upon the Indian the Use and Value of Money \" — Superintendent James C.\nStaley, Yankton Indian School, South Dakota.\n2. \" The Present System of Employing Indians in the Service Simply Because They are Indians, and\nupon Non- Competitive Examinations, is Unwise\" — Superintendent Calvin Asbury, Western Shoshone Indian\nSchool, Nevada.\n3. \"The Place of Athletics in Indian Schools\" — Dr. W. H. Winslow, superintendent Genoa Indian\nSchool, Nebraska.\nWednesday, July 9\n1. \" Industrial Departments Should be Conducted upon Principles of Industry and Thrift \" — Superintendent Caspar Edwards, Ponca Indian School, Oklahoma.\n2. \"The Necessity of More and Better Equipped Day Schools \" — Superintendent Charles E. Burton, Moqui Training School, Arizona.\n3. \"The Need of Better Equipped and More Experienced Industrial Teachers\" — Superintendent\nCharles L. Davis, Ft. Totten, N. D.\nThursday, July 10\n1. \" The Advisability of More Practical Training for the Indian Child in Order to Enable Him to Become\nSelf- Supporting as Soon as Possible \" — Superintendent W. H. Cox, Pierre Indian School, South Dakota.\n2. \" Best Method of Teaching Indian Children to Speak English\" — Mr. M. M. Murphy, teacher Kingman Day School, Arizona.\n3. \" Stock Raising and Dairying \" — Superintendent George W. Nellis, Pine Ridge, S. D.\nMATRONS'\n\nCONFERENCE\n\nChairman, Mrs. S. M. McCowan, matron, Chilocco Agricultural School, Oklahoma.\nTuesday, July 8\n1. \" How to Make Details for Instruction in Cooking Classes to Secure the Greatest Benefit to the\nLargest Number of Girls \" — Mrs. S. M. McCowan, matron, Chilocco, Okl.\n2. \" Means Whereby a Certain Amount of Work Will Be Equivalent in Value to the Articles Issued\nfrom the Wareroom, thus Making the Pupils Realize the Value of the Articles Which, under the Present System, They Appreciate so Little and so Freely Destroy \" — Miss Bertha Macey, matron, Oneida Indian\nSchool, Wisconsin.\n3. \" Best and Most Practical Way of Teaching Indian Girls to Cook \" — Mrs. Emma\nPhcEnix Indian School, Arizona.\nWednesday, July 9\n\nDuclos, teacher,\n\n1. \" In What Way May Returned Students Render Their Services Valuable to Themselves and to Their\nPeople \" — Miss M. E. Blanchard, matron. Crow Creek Indian School, South Dakota.\n2. \" Productive Industries for Indians \" — Miss Pauline Colby, Leech Lake Agency, Minnesota.\n3. \" The Physical, Moral, and Spiritual Development of Indian Children\" — Mrs. Nannie E. Sheddan,\nmatron, Riverside Indian School, Oklahoma.\nThursday,\n\nJuly\n\n10\n\n1. \"How to Teach Pupils to Plan and Go Ahead with Work without Being Told \" — Miss Delia\nMeriwether, matron. Red Moon Indian School, Oklahoma.\n2. \" Best and Quickest Methods of Teaching Plain Cookery that the Pupil May Be Able to Prepare a\nFamily Meal\" — Mrs. Emily L, Johnson, housekeeper, Haskell Institute, Kansas.\n\n"} {"page": 873, "printed_page": null, "text": "PRESIDENT 'S ADDRESS\nTEACHERS'\n\n86 1\n\nCONFERENCE\n\nChairman, Allie B. Busby, teacher Crow Creek School, South Dakota.\nTuesday, July 8\n1. \" How May the Schoolroom Exercises Inculcate Habits of Thrift and Economy\" — Miss Carrie A.\nWalker, White Earth Indian School, Minnesota.\n2. \" How May the Training of the Indian Child be Made Such that He can Take Advantage of it on\nthe Reservation after Leaving School \" — Mrs. Laura H. Ratliff, teacher, Omaha Indian School, Nebraska.\n3. \"Teachers in the Indian Service Should Keep Abreast of the Times in Their Methods of Instruction\nand Management\" — Mrs. Tama M. Wilson, teacher, Cantonment Indian School, Oklahoma.\n4. \"The Practical Advantage of More Oral and Less Written Work on the Part of older Pupils\" —\nMiss Lydia E. Kaup, teacher, Mt. Pleasant Indian School, Michigan.\nWednesday,\n\nJuly 9\n\n1. \" How can We Impress Indian Students with the Thought that Industry and Economy are Necessary\nto Their Future Existence, Individually and as a Race?\" — Miss Allie B. Busby, teacher. Crow Creek Indian\nSchool, South Dakota.\n2. \"More Practical and Less Mechanical Work in the Grades\" — Miss Ella H. Gilmore, teacher,\nCheyenne River Indian School, South Dakota.\n3. \" How to Make the Indian See the Importance of Industry and Economy \" — Miss Clara McAdam,\nteacher, Pipestone Indian School, Minnesota.\n4. \"Teaching Little Children Housekeeping with Dolls as Suggested in the Course of Study\" — Miss\nJessie Mattoon, teacher, Oneida Indian School, Wisconsin ; Mrs. Mollie J. Robbins, teacher. Pine Ridge\nAgency, South Dakota.\n5. \"How May the Social, Moral, and Religious Training in an Indian School be Made Equal to that of\na Good Home\" — Sister M. Catharine Buckley, teacher, St. Mary's Indian School, Wisconsin.\n\nPAPERS\n\nAND\n\nPRESIDENT'S\nS.\n\nM. McCOWAN,\n\nSUPERINTENDENT,\nSCHOOL,\n\nDISCUSSIONS^\nADDRESS\nCHILOCCO\n\nCHILOCCO,\n\nINDIAN\n\nAGRICULTURAL\n\nOKLA.\n\nThe Indians cannot understand our civilization in a minute, or a\ngeneration ; and not understanding it they cannot appreciate it, and will\nnot follow it. Why should we wonder at this condition ?\nIf we, the actual workers among the Indians, will perform our duty\nto the best of our knowledge, we need not mind the criticisms of those\nwhose mission it seems to be to taunt and denounce. The hardships and\ntoil of the pioneer must be irksome always; and this is especially true of\ncivilization's pioneers. But, by following the policy now in practice of\neducating the younger generation of our red brothers in industrial pursuits, the fruitage of our toil will be large and comforting. The only\ndanger in this policy is the inclination of some to idolize and idealize the\nIndian. This danger is real, and present, and fearful. It is a danger I\ncannot understand, because I can see nothing in him to either idolize or\nI The following papers have neccessarily been abbreviated by the department secretary, for want of\nroom for publication in full.\n\n"} {"page": 874, "printed_page": null, "text": "862\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nidealize. To me he is simply a crude bit of humanity, intensely human,\nintolerant of restraint, leisure-loving, dreamy-eyed, mildly antagonistic,\npassive, non-progressive. My mission seems to me to be to take this\ncrude bit of humanity and by my counsel and example help to make it\nbetter, happier, and self-supporting.\n\nTHE\n\nTEACHING\n\nL.\n\nCOMPTON,\n\nM.\n\nOF AGRICULTURE WITH REFERENCE\nFUTURE EMPLOYMENT\n\nSUPERINTENDENT,\n\nTOMAH\n\nINDIAN\n\nSCHOOL,\n\nTO\n\nWISCONSIN\n\nThere should be a course of study and a systematic arrangement of\nthe work on the farm, the same as in any other industrial department of\nthe school. This should not only be adapted to the particular locality\nin which the school is located, but should be so arranged that boys may\nbe given a broader instruction, so that they may apply the knowledge\ngained on any land that they may happen to own. Climatic conditions\nshould be studied and simple tests of soil made, so that pupils can determine what crops may be raised to the best advantage. I think there is\nno man in the service in charge of a farm who cannot find time during\nsome part of the year to get his older boys into a class and give them\nsuch instruction as will enable them to determine this for themselves\nwith reference to any particular locality in which they are likely to live.\nInstruction can be given at the same time in regard to clearing, draining,\nand fertilizing land, which will be of inestimable value to them in the\nfuture in this kind of work. What we must do is to teach our pupils to\nthink and plan for themselves.\nIf pupils live in a country where dairying is the most profitable\nindustry, let them study that intensely, and not leave a stone unturned to\nget the best possible results.\n.\nIf the location is remote from markets, where farming is impossible,\nbut where there is plenty of range, teach them what the best breeds of\nbeef cattle are and how to produce them.\nWhat is true in these particular lines is true in all other work in\nagriculture, no matter what the soil and location may be. The farmer of\nthe present time who is successful is the one who is using his brains as\nwell as his muscle, and this is what we must teach our Indian pupils to do.\n\nDRAWBACKS\nH. G. WILSON,\n\nTO CIVILIZATION\n\nSUPERINTENDENT,\n\nSAN CARLOS\n\nAND\nINDIAN\n\nCITIZENSHIP\nSCHOOL,\n\nARIZONA\n\nThe individual Indian immersed in American civilization acquires in\na very few months the English language, and as quickly participates in\nthe industries about him.\nOne of the greatest drawbacks to the civiliza-\n\n"} {"page": 875, "printed_page": null, "text": "Department]\n\nHOW\n\nTO TEACH\n\nTHE\n\nINDIAN\n\nBOYS\n\nAND\n\nGIRLS\n\n863\n\ntion and citizenship of the Indians has been, and will continue to be, their\nsegregation on reservations apart from association and experience in civilization. To uncivilize a civilized white man, the best way is to put him\ninto an Indian camp, or to allow him to drift into it and live there.\nWhenever we can get rid of reservations and the special care and special\ntreatment, and give the Indian full opportunity to associate with, compete\nin industry and every other way with the civilized people of the country,\nhis civilization will be quickly accomplished.\nIf the reservation system is to be continued, day schools should be\nprovided for the smaller children. A day school, properly managed, is\nan object lesson for the older Indians.\nThe ration system is another drawback. As long as Indians are fed\nthey will not see the necessity of work. Another is the making too much\nof an Indian who has a smattering of an education; the remedy is, don't.\nOther drawbacks are the opposition of the old Indians to progress ; the\npractice of giving away so much of their property ; dancing, and kindred\nceremonies ; and the prevalence of gambling.\nThe application of natural laws to the Indian, forcing him to live\namong whites and to suffer the usual penalties for indolence, improvidence, and carelessness, will in time undo the damage our paternalism\nhas done.\n\nHOW TO TEACH THE INDIAN BOYS AND GIRLS 10\nBECOME HOMEMAKERS, ESPECIALLY FROM AN\nAGRICULTURAL\nSTANDPOINT\nR. D. SHUTT,\n\nINDUSTRIAL\n\nTEACHER,\n\nTULALIP\n\nINDIAN\n\nSCHOOL,\n\nWASHINGTON\n\nIn my opinion, farming and gardening in an Indian school should be\nconducted in the same manner as on a well-regulated farm ; or, to put it\nin a different way, an Indian school should be fashioned after a wellregulated farm, with some additions, but with no subtractions. After he\nhas secured a good piece of land, the keynote to a farmer's success is\nintelligent work, work, work, and then a little more work.\nWhile we are making the hotbeds in the spring I try to instill into\neach boy's mind that the plants are his, and for his garden, not for mine,\nand that if we raise an abundance of garden truck, in addition to bread,\nbeans, syrup, meat, and gravy, he can have onions, carrots, beets, turnips, lettuce, radishes, and so on thru the list of the more common vegetables. These talks help materially in getting cheerful work from the\nboys. I usually have the girls, as well as the boys, help care for the hotbeds.\nI have had my boys in the garden before sunrise digging cutworms\nfrom around cabbage plants, and I have had them in the garden at sundown taking advantage of the cool evening either to irrigate or to trans-\n\n"} {"page": 876, "printed_page": null, "text": "864\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION^\n\n[Indian\n\nplant some tender plants which could not be planted with safety in the\nheat of the day. When I want some boys to help me after supper, I call\nfor volunteers, and I have no trouble in getting them. I find that a great\ninducement to get work from the boys is to give each a few of the seeds\nfor himself. I did this at Fort Hall more than at any other place, and\nin consequence there were dozens of miniature gardens in almost every\nconceivable place.\n\nMISS\n\nTHE\n\nVALUE\n\nOF\n\nTHE\n\nOUTING\n\nLAURA\n\nJACKSON,\n\nGIRLS' MANAGER,\n\nSYSTEM\n\nCARLISLE\n\nFOR\n\nSCHOOL,\n\nGIRLS\n\nPENNSYLVANIA\n\nAt present Carlisle has 331 girls and 375 boys scattered about in\nfamilies over eastern Pennsylvania, New Jersey, Delaware, and Maryland,\nand a few other states. The families into which these children are sent\nare very carefully selected, each new applicant being obliged to furnish\nthree good references unless he is known to the school, and it is understood that these boys and girls are sent out as students to be trained in\nright ways of living, as well as right ways of working. They are sent\nout to become members of the families into which they go, and to attend\nschool with the children of the family. At the present time there are so\nmany more applicants for students than the school is able to supply that\nless than one-half can be considered. After a girl is placed in a family\na monthly report of her progress and conduct is sent to the school, and\nshe is visited by someone from the school in the family where she lives\nat least twice a year, if she remains out that length of time.\nThe girls are usually found happy in their country homes, and some\nprefer to remain out rather than to return to the school. On their\nreturn they come back a laughing, happy band, almost invariably in\nbetter health than when they went out ; they are usually fleshier, with\nclearer, better complexions, and, with the new clothes they have earned\nand usually made themselves, they have quite the appearance of a party\nof white girls.\nWhile absent from the school at Carlisle, students are required to\nattend the public school at least one hundred consecutive days in the\nyear, and many of them go the whole school year. This is certainly\ninvaluable to an Indian girl. She is the constant companion of her white\nsister, and forms many warm friendships among the white girls.\nThere is another important benefit arising from the system. The\ngirls are earning wages that vary from board and car fare to sixteen\ndollars a month, according to age and ability. Of their earnings they\nare at present required to save one-half, while they are allowed to spend,\nunder the supervision of the school, the other half. The well-directed\nuse of money which they themselves have earned teaches them what is\n\n"} {"page": 877, "printed_page": null, "text": "TUBERCULOSIS\n\nDepartment]\n\n865\n\nmost needful for them to learn, namely, to depend upon themselves. As\nsoon as they have twenty dollars it is placed at interest for them, and\nadded to from time to time as they earn more. In this way many of\nthem have quite a sum of money to take with them when they leave\nschool.\nTHE\n\nNEED\nAND\n\nJOSEPH\n\nC.\n\nOF HOME SOCIETIES FOB THE\nMENT AND PROTECTION OF INDIAN\nWOMEN\n\nHART,\n\nSUPERINTENDENT,\n\nONEIDA\n\nINDIAN\n\nENCOURAGEYOUNG MEN\n\nSCHOOL,\n\nWISCONSIN\n\nThe first problem of the young Indian is that of existence. That he\nwill return to his home and people when his education is completed\nis natural, and, moreover, is fitting. After preparing these young people\nfor living useful lives it is still desirable that some means be found to\ncontinue th'e mental and moral growth begun in the schools. It is at\nthis time, when they have begun to think and act for themselves, that the\nyoung people need societies for mutual improvement, assistance, and\nprotection. They have become accustomed to a different life from that of\ntheir parents, and they need encouragement to continue the new manner of life. They will still need to keep in touch with the advancing civilization with which it is the aim of the schools to acquaint them.\nIt is not expected that all students will be equally expert in all\nbranches; but if a group of young men have received a fair agricultural\ntraining, and one is especially skillful in the management of cattle\nand knows how to select and care for the best animals, and another\nis expert in the care of poultry, and a third in potato culture, it is easy to\nsee that an association of such students, by a little friendly co-operation,\nmay share the results of their training and each benefit by the knowledge\nof the others with a very small expenditure of time, which will be more\nthan repaid by the increased efficiency of each, to say nothing of the\nintellectual advantage of the opportunity for meeting with a common\npurpose and of reviving and perpetuating the influences under which\nsuch training was received. With such societies it will also be easy for\nthose interested in these young people and anxious to encourage and\nassist them to meet them and keep up the enthusiasm for better things\nwhich is apt to wane or be lost altogether if not frequently revived.\n\nTUBERCULOSIS—HOW\nI.\n\nDR. JAMES\n\nS. PERKINS,\n\nCAUSED\nTRUXTON\n\nAND\nCANON\n\nHOW\nINDIAN\n\nPREVENTED\nSCHOOL,\n\nARIZONA\n\nI believe all agree that the tubercle bacillus is the sole exciting cause\nof tuberculosis, and that the disease is contagious, and therefore preventable. Itattacks human beings and lower animals alike, and may exist in\n\n"} {"page": 878, "printed_page": null, "text": "866\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nany tissue of the body, but most frequently involves the lungs, and in this\nlocality is known as consumption.\nI said the sole exciting cause is the tubercle bacillus. There is, however, another cause, namely, that peculiarity of constitution known in\nscientific circles as the tuberculous diathesis, which predisposes the tissues to this kind of infection. These two causes must go together in\norder to produce the disease. When the bacilli become anchored in the\nbody of a susceptible animal they congregate in large numbers and form\nsmall new growths called \"tubercles,\" which feel under the fingers like\nsmall shot. These small ones coalesce as the disease advances, and form\nlarger ones filled with a cheesy substance, which is coughed up, containing the bacilli, often in enormous numbers.\n. They do not multiply outside the living body, except under favorable artificial conditions. I have proved in the laboratory to my entire\nsatisfaction that they are destroyed in two hours by the direct action\nof the solar rays. I would like to emphasize this important fact, that\nsunlight is the arch enemy of these bacilli, and conversely they live\nin darkness and dampness and retain their virulence for an indefinite\nperiod.\nWhen the sputum containing the bacilli dries, powders, and blows in\nthe air as dust, it becomes the most prolific source of infection, and we see\nhow easily the air of a room occupied by a consumptive patient may\nbecome contaminated, unless the sputum has been destroyed. The best\nway to destroy it is by fire.\nAs a rule, I do not believe that children inherit the disease itself, but\nthey do inherit the tuberculous diathesis, which predisposes them to tuberculous infection, and then they contract it.\nThis diathesis may be inherited or acquired. How is it acquired?\nBy unhealthy occupations, requiring long confinement indoors in a vitiated atmosphere, without sunshine and exercise, and the lack of proper\nfood. A prolonged existence in a low, damp country, with a damp soil,\nbronchial and pulmonary inflammation, and all agents which lower the\ntone of tissue building too much ; all these act as important factors in the\nproduction of the tuberculous diathesis.\nAn abundance of proof may be brought forward to show that the disease is rare among those who live an outdoor life. I append below a\ntable which I specially commend to the serious consideration of all persons in authority in the school service.\nIt is accurate and reliable.\nOut\nOut\nOut\nOut\nOut\nOut\n\nof 1,000 deaths\nof 1,000 deaths\nof 1,000 deaths\nof 1,000 deaths\nof 1,000 deaths\nof 1,000 deaths\n\namong\namong\namong\namong\namong\namong\n\nfarmers,\nfishermen,\ngardeners,\nagricultural laborers,\ngrocers,\nshoemakers,\n\n103 are from\n108 are from\n121 are from\n122 are from\n167 are from\n240 are from\n\nconsumption\nconsumption\nconsumption\nconsumption\nconsumption\nconsumption\n\n"} {"page": 879, "printed_page": null, "text": "Department]\n\nJUDICIOUS\n\nOut of 1,000 deaths among\nOut of 1,000 deaths among\nOut of 1,000 deaths among\nOut of 1,000 deaths among\n\nDIRECTION\n\nFOR\n\nTHE\n\ntailors,\ndrapers,\nprinters and compositors,\nCornish miners,\n\nINDIAN\n\n290 are from\n301 are from\n461 are from\n600 are from\n\n867\n\nconsumption\nconsumption\nconsumption\nconsumption\n\nIndians are specially liable to consumption. I have studied it among\nthem in all of its varied manifestations, with the microscope and without.\nPeople in authority in the school service should heed the fact that the\nindoor life is an exceedingly bad thing for many Indians, and always\nconsult the physician before one is detailed to the shoe shop or tailor\nshop or printing office, and many will be saved from this cruel scourge.\nII.\n\nI\n\nDR. J. G. BULLOCH,\n\nCHEROKEE\n\nINDIAN\n\nSCHOOL,\n\nNORTH\n\nCAROLINA\n\nThe Indian race seems to be especially one in which the seeds of this\ndangerous malady find a fitting soil for its propagation. In a general\nway it is recommended that for all those affected sanitariums be established on each reservation, where the afflicted ones can be comfortably\nhoused and well fed. They should be under a competent nurse, who will\nforce them to go into the fresh air at suitable times, also to take appropriate\nexercise and in every way arouse them from that lethargic condition so\nprone to seize upon them. Nurses should go among the Indians with\npower to enforce cleanliness, sunning of bedclothes and whitewashing\nof premises; and someone should see that the tepees are well built, extra\nrooms being built for kitchen and storeroom.\nNow, as to the school : We must keep out children who are affected\nwith scrofula, and put them in a separate school with a hospital ward\nattached. Every school should have a hospital and trained nurse, for\notherwise it is impossible to give patients proper food and care. More\nattention should be paid to the feeding of the children, for, tho the government gives enough, it is not prepared in sufficient variety. Floors\nshould always be sprinkled to prevent the danger from dust. Stables\nand pens should be a considerable distance from the dormitories, and\nkept clean. Cattle should be examined for tuberculosis. Water-closets\nin the dormitories are a most pernicious evil.\n\nOPPORTUNITY\nMR.\n\nC.\n\nW.\n\nCROUSE,\n\nAND\nUNITED\n\nJUDICIOUS\nINDIAN\nSTATES\n\nINDIAN\n\nDIRECTION\nAGENT,\n\nWHITE\n\nFOR\nRIVER,\n\nTHE\nARIZ.\n\nOpportunity, for the Indian, is a suitable combination of conditions\nfrom which he may succeed; but success means to sacrifice, and this he\nmust make to succeed. Ninety per cent, is a fair estimate of the Indians\nwho must find an opportunity to earn a living in farming and herding.\nThe conditions suitable to afford him an opportunity to succeed as a\n\n"} {"page": 880, "printed_page": null, "text": "868\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nfarmer are good soil, heat, and moisture. The factor good soil is not so\nnecessary in the herding industry, for wild grass will grow among the\nrocks on the mountain side almost as well as in the valley.\nI know of no other factor or means more effective to change such conditions than the service of a healthy, determined, patient, intelligent\nfield matron. With a matron of tact, a Dutch oven becomes a cook stove\nor a range ; a washtub, board, and flatiron become a washing machine and\nmandril ; with a few simple remedies in her hands she becomes a physician ;if she is enthusiastic in her work and really sympathizes with them\nin their ignorance and poverty, she becomes an effective moral guide.\nJudicious direction for the Indian implies that you must get close to\nhim; secure his confidence and his good will; then the training becomes\neasy and pleasurable. Believe me in this: no industrial teacher can succeed\nif he gives his directions across the fence from an easy carriage, or from the\nsaddle; and neither can he succeed well in the garden or field if his dress\nis suitable for the pulpit or the platform while giving the directions.\nTHE\n\nADVANTAGES TO THE PUPIL OF CLASS-ROOM\nAS OUTLINED IN THE COURSE OF STUDY\n\nMRS.\n\nLUCY\n\nP.\n\nHART,\n\nTEACHER,\n\nONEIDA\n\nINDIAN\n\nSCHOOL,\n\nWORK\n\nWISCONSIN\n\nThe great advantage of having the industrial work taught in the classroom and with the class-room work is that both parents and children soon\nget the idea that to be a good cook, laundress, or seamstress requires\nstudy and preparation. They are not doing it solely to get so much work\ndone that has to be done, but are really learning to do it, and there must\nbe something to learn or the teacher would not spend time in teaching it.\nThe idea is given that to become a good cook or to do any kind of domestic work well requires study and thought as well as to become a teacher\nor a clerk. In this way the child gradually loses the idea that domestic\nwork is degrading and not to be learned if it can be helped. The literary and industrial work go hand in hand and soon lead the child to see\nthat it is quite as important that she learns to cook, wash, and iron as\nthat she learns to read, write, and work in arithmetic. By being made a\npart of the schoolroom work the industrial features are raised in the estimation of the child and are thus made more attractive.\n\nTHE\n\nEDUCATION\nMISS ALICE\n\nOF THE INDIAN SHOULD\nTO HIS NEEDS\n\nROBERTSON,\n\nSCHOOL\n\nSUPERVISOR,\n\nCREEK\n\nBE ADAPTED\nNATION,\n\nI. T.\n\nWe should not try to make the Indian too much of a white man.\nInstead of tearing up the native plant by the roots and planting entirely\nanew, we should endeavor to take it as it is and graft upon it a new life\n\n"} {"page": 881, "printed_page": null, "text": "Department]\n\nAGRICULTURAL\n\nSCHOOL\n\nIN\n\nTHE\n\nINDIAN\n\nSERVICE\n\n869\n\nthat shall blossom and bear rich fruit. Let the Indian retain all of his\nnative ways that do not interfere with his becoming a good, industrious\ncitizen.\nEndeavor to make the children appreciate the opportunities they are\nbeing given in the schools. Too many of them consider their education\nas a right to which they are naturally entitled from the government.\nAgain, be careful not to lead the Indians to despise or be ashamed of\ntheir race, but rather encourage them to take pride and glory in the\nprowess of their past, that they may be inspired to do themselves and\ntheir race credit in the future. They will be the best citizens who are\nproud of the blood that courses thru their veins.\nA§ every Indian will be a landowner, it is to farming, stock raising,\ndairying, and their supplementary industries, such as carpentry, that we\nshould give most attention in training them for happy, successful futures.\n\nTHE\n\nVALUE\n\nS. M.\n\nMc COWAN,\n\nOF A LARGE AGRLCULTURAL\nLNDIAN SERVLCE\n\nSCHOOL\n\nLN THE\n\nSUPERINTENDENT,\n\nSCHOOL,\n\nOKLAHOMA\n\nCHILOCCO\n\nINDIAN\n\nChildhood is a condition of human clay thoroly moldable or marrable. If we would mold aright, we should follow as nearly as possible\nthe child's natural desires and inclinations as to his future vocation, and\ndevelop along simple evolutionary lines. Here, then, is where a large\nagricultural school is valuable. If properly conducted, such a school can\nand will inculcate habits of thrift, awaken ambition, put the spurs of\nenergy to the lagging will, purify the passions, enthuse the mind, and\nbanish sloth.\nThe Indian is successful as a farmer, and his success is due to his\nwisdom (the fruit of long experience) in the selection of soils. Soon\nthe Indian will settle on his allotment, and it is here where more scientific knowledge than he naturally possesses will become essential to success.\nHe must know, if his home be in an irrigated country, when to apply\nwater, and how much. He must know what kind, and how much, of seed\nto sow ; how to prepare the seedbed ; how to nurse the struggling\nplants ; and when to cultivate. The Indian as a permanent abider on his\nland must know how to rotate his crops, and why.\nAn agricultural school should stimulate the Indian's natural inclination and desire to raise grain and stock, and prepare him to realize the\nmost from his labor of hands and brain. You cannot chain the Indian\nchild to books and graduate a successful farmer ; but daily practice at\nhand labor, intelligently directed, will not only produce a skillful workman, but will develop and profit his miiid as well. It will change a\npauper into a producer.\n\n"} {"page": 882, "printed_page": null, "text": "870\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nCountry life is conducive to virtue and quiet, peaceful family associations; and in the family rests the surety of progressive civilization. The\nschool that does the best for the Indian is the one that cuts away all educational millinery, that discourages an easy life, that compels hard manual labor, and holds out the promise of competency to those who toil.\nThe most valuable school will bring its student body up as our farm\nboys and girls are reared.\n\nCORRELATION\nE. C. NARDIN,\n\nOF THE\n\nSCHOOLROOM\n\nSUPERINTENDENT,\n\nAND\n\nMT. PLEASANT\n\nFARM\n\nSCHOOL,\n\nWORK\n\nMICHIGAN\n\nThe schoolroom aims to give to the pupil facility in number combinations and to cause the discovery of number relations for the sake of the\npower to control environment which definiteness in expressing quantity\nand accuracy in measurement makes possible.\nWhen the farm and schoolroom are correlated the first problem in\nassigning to each pupil a garden plot is one of number.\nThe first lesson in agriculture for the year comes with the approach\nof spring. While the temperature of the outdoor air is below the freezing\npoint, the farmer makes a hotbed and maintains a summer temperature\nbeneath his glass which lengthens the season of plant growth six weeks or\nmore. The pupil counts the plants on a unit area of his hotbed and computes the number of plants in the whole. Every measurement of seed\nper acre, growth per day, yield per acre, per cow, or sheep, is a bet'ter\nproblem for the development of power than those of the text-book in\narithmetic.\nThe study of agriculture provides the serious phase, a real end to be\ngained for every exertion. A pupil in possession of seeds and a rich garden spot has the essentials which, if properly combined and directed, will\nproduce pocket money.\nWriting in the schoolroom is a mechanical exercise unless the pupil\nis recording facts of value which he puts into writing for preservation or\nto convey to others. The discoveries which the pupil makes in the study\nof farming are precisely of this valuable nature, requiring careful record\nthat may not be lost.\nWHAT\nE. A. ALLEN,\n\nASSISTANT\n\nIS OUR\n\nAIM?\n\nSUPERINTENDENT,\nPENNSYLVANIA\n\nCARLISLE\n\nSCHOOL,\n\nThe president of one of the largest schools for colored youth in the\nSouth, a man born a slave, and, as he says, a \"full blood,\" said in our\nchapel last winter: \" My big hands have never been in my way; my flat\n\n1\n\n"} {"page": 883, "printed_page": null, "text": "Department]\n\np\n\nSCHOOLS\n\nOF\n\nMODERATE\n\nSIZE\n\n871\n\nnose has never been in ray way; my kinky hair has never been in my\nway; my black skin has never been in my way — nothing is in the negro's\nway but himself.\" If this is true of the black man who so lately bore the\nowner's brand, there must be hope for the Indian, who is subject to\nnone of the social discriminations of the other man, but is welcomed\namong the best people and given all the opportunities that the twentieth\ncentury brings to us.\nThe red man is an American; let us put him where the American\nshould be placed for his training — into our public-school system, where\nhe may, nay must, sit at the feet of the same teachers and in the same\nenvironment learn the lessons that have made the men of our race. He must\nmeet our industrial conditions. Let him learn how to take the waves\nand rise with them, from those who know how. He cannot live on the\nmemory of what he once has been. A decayed aristocracy endeavoring\nto subsist on the proceeds of a farm rented to a white man with the certain prospect that his children will have nothing to rent is a condition\nthat should move us to positive action, heedless of the dreamer's talk of\nan artistic life. All that is worth preserving of the native American will\nendure and gather strength, and the rest will quickly perish from the\nearth it cumbers.\n\nTHE ADVISABILITY OF HAVING SCHOOLS OF MODERATE\nSIZE IN ORDER THAT PUPILS MAY REGIE VE MORE\nINDIVIDUAL\nTRAINING\nH.\n\nM.\n\nNOBLE,\n\nSUPERINTENDENT,\n\nGRAND\nDAKOTA\n\nRIVER\n\nINDIAN\n\nSCHOOL,\n\nNORTH\n\nIndian children require more individual attention than white children,\nboth in and out of the schoolroom, owing to ignorance of the language\nand larger need of soul culture. The day-school teacher and his wife\ngathering their little brood of from twenty to twenty-five about them\nevery day and instilling into their minds the elements of a new civilization, language, cleanliness, order, necessity for work, love of home, etc.;\nvisiting the parents' homes saddened by sickness and death, thereby\ncreating a mutual^ bond of sympathy between the pale face and the red at\na time when every human heart craves sympathy — this is the individual\ntraining that counts. It is the proper method of establishing a right\nunderstanding of the true relationship which should exist between the\nIndian parent and child and the civilizing agencies which the white man\nthrusts upon him. Thus the parent comes to understand the aims and\npurposes of the school, they grasp small scraps of civilization, and the\ntransition to the small boarding school in the proximity of home is made\nnaturally and easily, for the parent's heart can still be gladdened by the\nsight of the child occasionally.\nAs the pupil advances in knowledge in\n\n"} {"page": 884, "printed_page": null, "text": "872\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nthe reservation school, portions of his knowledge will continually [Indian\nfind\nexpression in the home, as a table made for the father, repairs on his\nharness, etc. As sister Murphy expressed it, \" after all we are training\nthe child for the home.\" This admitted, that school which trains most\neffectually for this life is the school which does most toward uplifting\nthe tribe, the school in living sympathy with the reservation, the reservation school.\n\nNEEDED\nA, O. WRIGHT,\n\nCHANGES\n\nSUPERVISOR\n\nIN INDIAN\n\nOF INDIAN\n\nSCHOOLS,\n\nSCHOOLS\nWASHINGTON,\n\nD. C.\n\nWhen Indian schools began to be organized in earnest, it was perfectly\nplain that the Indian children should be taught how to work as well as\nhow to read, and the effort has been made to furnish in the schools the\nindustrial training and the home life which the white farmer boy or girl\ngets out of school hours. Habits of industry and cleanliness have been\ntaught, and new wants for better clothing, food, and housing have been\ncreated, which are the beginning of a deep desire for civilized life.\nMany of the younger children can be educated in the day schools at\ntheir homes. In some few cases these are public schools in which white\nand Indian children meet; in others such schools might be organized\nwith little trouble. A large number of the Indian children under twelve\nyears old could now be sent to day schools. At the age of twelve or\nthereabouts children have reached the stage where they can take up industrial work and instruction. These can best be taught in large schools.\nEnough industrial work should be given to fit the pupils for farmers and\nhousekeepers. The non-reservation schools should not receive any little\nchildren, except where there are no day or reservation schools; and it would\nbe wise to have a general rule forbidding non-reservation schools ■ from\nreceiving any children under twelve, except as specially authorized by the\ncommissioner. Properly, all transfers from reservation to non-reservation\nschools should be in the nature of promotions. The most advanced\npupils should be transferred from reservation and day schools, and their\nplaces supplied from the children on the reservation not in school.\n\nBEST\n\nMETHOD\n\nOF AFFECTING\n\nTI^ANSFERS\n\nA. J. STANDING,\n\nPA.\n\nCARLISLE,\n\nOF PUPILS\n\nAs a preliminary measure I would say that from the first entering\nschool the prospect of a future chance at a higher grade of school should\nbe presented as something desirable and honorable, to be accomplished\nwhen a certain age or degree of advancement has been reached.\nThere\n\n"} {"page": 885, "printed_page": null, "text": "Department]\n\nRULES\n\nAND\n\nREGULATIONS\n\n873\n\nshould be a proper understanding as to who shall be eligible for transfer\nand who not, as to health, age, blood, and grade, but with some latitude to\nmeet special cases. A register of eligibles for transfer should be kept at\neach agency or school, parent's consent obtained, and the desired school\ndesignated.\nNon-reservation schools should transfer to training schools those who\ngive promise of using to advantage the greater opportunities when they\nhave finished their term or course at such school. No better method\nat present appears than co-operation between agents of non-reservation\nschools and local agents and superintendents, the visiting agent proceeding only on authorized lines, and using discretion.\n\nTO WHAT\nTHOMAS\n\nEXTENT DO AGENTS AND SUPERINTENDENTS\nREAD THE RULES AND REGULATIONS?\nW.\n\nPOTTER,\n\nSUPERINTENDENT, SALEM\nCHEMAWA,\nORE.\n\nINDIAN\n\nSCHOOL,\n\nThe rules of the department were made for the protection of the\ninterests of the government and of the Indian, and for the successful\nand systematic conduct of its business. It is our imperative duty as\nfaithful servants to obey cheerfully orders and rules, whether written\ntwenty five years ago or yesterday, so long as they relate to our work.\nWhen we consider the great variety and magnitude of business which the\nIndian office must control, the large number of employes with more or\nless business ability and good judgment who are trusted to do this work\nat long range, and the different conditions and requirements that must\nbe met in different reservations and localities, we are forced to see the\nwisdom and necessity for every rule made.\nProbably the chief fault of ambitious agents and superintendents is in\nmaking improvements and purchases without first obtaining authority,\nand, after failing to get the approval of the office, in endeavoring by various\nirregular methods to settle the indebtedness thus incurred. This is a\nvery dangerous practice. The rules and regulations make ample provision\nfor all emergencies. They do not, however, permit officials to make other\nthan emergency purchases without first obtaining the approval of the\noffice. Therefore, it is very necessary that we endeavor to cultivate the\nability of looking ahead and correctly estimating the future needs and\nrequirements of our schools.\nTo carry out these rules it is, of course, necessary that we read and\nstudy them carefully and diligently, determined to master them fully\nand understandingly.\n\n"} {"page": 886, "printed_page": null, "text": "874\n\nNATIONAL\n\nTHE\nJAMES\n\nEDUCATIONAL\n\nVALUE\n\nJ. DUNCAN,\n\nASSOCIATION\n\nOF DAY\n\nDAY-SCHOOL\n\n[Indian\n\nSCHOOLS\n\nINSPECTOR,\n\nPINE\n\nRIDGE, S. D.\n\nThe day school is, I think, the most powerful factor in Indian civilization. The teacher and housekeeper have opportunities for exerting a\nmoral influence by instruction and example that none else have. The\nIndian learns by visiting the school and the teacher's house to love the\nbeautiful and appreciate the orderly arrangement of things and the value\nof promptness. His children carry home to him each day the lessons\nthey have learned at school. They put in practice what they have learned\nat school in the way of home decorations and arrangements in keeping\nthe home neat and clean. The day schools reach the home and affect\neverything there, doing it so quietly and unobtrusively that the parents\nand older members, who would resist active influences, yield and find\nthemselves falling into a better life without knowing it.\nBy visiting the different homes and studying their conditions the\nteacher and housekeeper may be the means of greatly influencing these\nconditions, either directly or thru the pupils.\nThe gardening and dairy\ning that can be successfully carried on at a day school can be just as successfully carried on in the vicinity of the school.\nThe day schools are intensely practical. The common bath-tub, and\nwashboard and tub, flatiron, needle, hoe, and rake, are made use of, and\nthe parents see the practical results of their use. Children go home at\nnight in citizens' dress, thus introducing it into the camp.\n\nTHE\n\nNECESSLTY\nCLAUDE\n\nFOR BOOKS ESPECLALLY\nINDIAN CHILDREN\n\nC. COVEY, TEACHER,\n\nINDIAN\n\nSCHOOL,\n\nPINE\n\nADAPTED\n\nTO\n\nRIDGE, S. D.\n\nAfter careful study and observation in the field of Indian work, the\nsuperintendent of Indian schools has prepared a course of study especially adapted to Indian education. This is indorsed by the best educators. Since, then, we need and have a special course of study for Indian\nschools, it must follow that we should have text-books in line with this\ncourse and especially adapted to Indian children. Many books prepared for use in white schools may meet the requirements of the Indian\nschool. The first essential is simplicity — simplicity of language, style,\nand subject-matter. Another is interesting subject-matter and method\nof presentation. This is a requisite of all texts ; but what would interest\nthe white child would often be dull to the Indian, and vice versa; hence\nagain the necessity for specially prepared texts.\n\n"} {"page": 887, "printed_page": null, "text": "Department]\n\nNEWSPAPERS\n\nIN\n\nINDIAN\n\nSCHOOLS\n\n875\n\nIn the Indian school — especially the lower grades — some of the\nbest results obtained are from home-made text-books ; that is, lessons\nworked out by the teacher and pupils. These lessons include stories\nof industries, geographical excursions, and nature-study lessons. This\ngives an opportunity to learn words that actually occur in the everyday\nlife of the child. The lessons should be talked over, written, read, and\npreserved.\nThe child is thus given a vocabulary fit for everyday use.\nIt is almost impossible for teachers to prepare these home-made textbooks properly, because of their lack of time and the necessary reference\nbooks. If we had books specially prepared, giving subject-matter in convenient form, and models of presentation in nature study, geography,\nhistory, etc., for the lower grades, it would save teachers much extra work\nand also improve the teaching.\n\nHON.\n\nW.\n\nNEWSPAPERS\n\nIN INDIAN\n\nT. HARRIS, UNITED\n\nSTATES\n\nSCHOOLS\n\nCOMMISSIONER\n\nOF\n\nEDUCATION\n\nOne of the most important, perhaps the most important, object in\nthe school of modern times is to prepare the pupils to read the printed\npage. No eloquence on the part o! the teachers, no talking or demonstration, no pouring out of information, is or can be a substitute for\nteaching the child how to read and how to understand what he reads.\nThe child who learns how to read becomes his own teacher. By\nreading the printed page he can find the most systematic and the\nmost accurate presentation of the knowledge that he seeks. He can look\nup information in the encyclopedia, in a history, or in an elaborate\ntreatise. On acquiring skill in using the printed page the pupil emancipates himself from dependence on a living teacher. The lecturer goes\nfrom paragraph to paragraph, and the hearer does not have sufficient\ntime to recall and understand. The book waits on the pupil's leisure.\nIf he does not understand on the first reading he reads it a second time,\nand a third time. If he finds himself weary and dull-minded he lays\naside the book and resumes it in the fresh period of the morning.\nThere are two kinds of attention : that of alertness and that of\nabsorption. In listening to the lecturer one must be alert. He must\nkeep up with the reading and not allow his mind to dwell on the sentence\nthat he hears so long as to lose the sentence which follows it. This is all\nwell enough for half of the purposes of attention. But the other half is\nat least quite as important. The student must learn to give an analytic\nattention, forgetful of what is present before him, but going down step by\nstep into the depths of the subject, tracing back the casual chain of\nexplanation down to the tenth, the twentieth, the fortieth step. The\nprinted page encourages this cultivation of absorptive attention, whereas\n\n"} {"page": 888, "printed_page": null, "text": "876\n\n• NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nthe oral method of teaching encourages alert attention, which watches\ncarefully what is going on before it, but does not go down step by step\ninto a consideration of the causes and explanations of what it sees and\nhears.\nIn reading the printed page one becomes \"eye-minded\" as well as\n\" ear-minded.\" The eye-minded person thinks in printed or written\nwords. The ear-minded person recalls sounds and tones. The eyeminded person can think accurately because he finds and learns in print\na technical vocabulary that is not used in colloquial speech. The newspaper brings the citizen into a greater world of public opinion than he\ncan find in the oral speech of his village or community. The newspaper\nelevates village gossip into world gossip. It follows that the newspaper\nreader acquires a habit of adjusting himself daily to a view of the world.\nThe person who does not read the newspaper limits his adjustment to his\nimmediate community.\nIt is a wonderful education to be able to think sympathetically on\ngreat human events. The laborer in the city of Minneapolis, thru the\nprinted page of the daily newspaper, acquires an interest in the life of the\ninhabitant of China, or of Russia, or of South Africa. It is one of the\nbest ways to educate the heart to get the person interested in his fellowmen, for sympathy follows a knowledge of their deeds. . The newspaper\ngives one a reflection of the sympathies of his fellow-men. He notes that\none person has one class of sympathies and another a different kind.\nWhen the pupil can motive the different and strange ideas, and understand how that which is not his own method of doing things may really\nseem to be the best method to his fellow-men, he broadens his mind into\ntoleration. He reinforces his mind with the ideas of other people, and\nthe newspaper is one of the best means of this kind of education, because\nit continues thru the year. It makes the citizen a spectator in the great\ndrama of life that is unfolding before him on the world-stage.\nEvery Indian school should have the newspaper. The pupil should\nread first that which interests him. He will go from that to the far-off\nevents of the world, according as he grows in intellectual capacity.\nPictorial newspapers are a great help to those coming up from a tribal\nform of government to the most civilized form. The most civilized government makes most of the individual and teaches him how to think and\nact for himself in the light of all human experience. Before the newspapers came into so much vogue there was more village gossip in regard\nto small and personal things. The worst novel is not so bad as village\ngossip, even the gossip that one finds in the best families. Let the Indian\nchild read the newspapers. He works from day to day acquiring a\nknowledge of the public opinion of the Anglo-Saxon race, and then he\ncomes to see how the other races think. Thru presentation by picture\nand by word great events can reach all classes of intellects.\n\n"} {"page": 889, "printed_page": null, "text": "Department]\n\nABSTRACTS\n\nOF\n\nGENERAL\n\nADDRESSES\n\n877\n\nYou may teach the Indian scientific facts; you may teach him history\nand literature ; but if he does not get interested in the newspaper and\nbecome a reader of it he will not come into the Anglo-Saxon world of\npublic opinion. He will not become educated in the highest sense of the\nword.\nABSTRACTS\nI.\n\nNICHOLAS\n\nMURRAY\n\nOF\n\nGENERAL\n\nBUTLER,\n\nPRESIDENT\n\nADDRESSES\nOF\n\nCOLUMBIA\n\nUNIVERSITY\n\nIt is a pleasure to come before this department to testify publicly to\nmy profound personal interest, and that of university students and teachers\nin general, in the valuable and significant work which you have made\nyour own. Your work has for us an interest both pathetic and inspiring —\npathetic, because of the many things we should have done and the many\nthings we should have done differently; inspiring, because you are\napplying the most modern educational methods to the uplifting of the\ndescendants of the aboriginal people of this country.\nI should like to emphasize just one fact in relation to this work. Every\nprofessionally minded person in our modern life is prone to exaggerate the\nimportance of his own work and that portion of the field into which he himself is called to labor. The teacher is apt to treat the school as an end in\nitself and to try to make it bear the entire burden of the educational process. My view is that the function of the school in education is rather\nrestricted and definite, and that we must depend for the completion of its\nwork upon the educational influences of those other great human institutions which work in alliance with the school — the church, civil life, and the\nfamily. The child who comes to school to be educated, whether Indian,\nTeuton, or Anglo-Saxon, is not thereby taken out of all his natural and\ninevitable relationships and made a new unit in a new mass. He carries\nwith him his family relationships. All of these relationships are educational in the highest sense. We only get a sound and scientific view of\nthe task of the educational profession when we understand that those\nother institutions must co-operate with the school and assist it in the performance of its functions. We are apt to err in overloading the school\nwith non-scholastic duties and thinking that if the school does not do a\nthing it will not be done at all. It is of the highest importance not to\ndeprive other educational influences of their proper parts in this process.\n\nII.\n\nDR.\n\nMICHAEL\n\nE.\n\nSADLER,\n\nEDUCATION\n\nDIRECTOR\n\nOFFICE,\n\nOF\n\nLONDON,\n\nINQUIRIES\n\nAND\n\nREPORTS,\n\nENGLAND.\n\nThe very problem the solution of which the Indian educators have\ncome together to promote is all over the world the question to which\nstatesmen and educators are giving their closest thoughts.\nThe Indian\n\n"} {"page": 890, "printed_page": null, "text": "878\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nmust be educated not only thru books, but by doing things with the\nhand — by industrial training. And not only is industrial training important for Indians, but it is also equally essential to the best results among\nwhite people. Working with the hands develops character and mental\nstrength. Several centuries ago the villagers of England were skillful and\nartistic smiths and artisans, and made all their implements. During that\nperiod they were the mental giants of the age.\n\nIII.\n\nDR.\n\nA.\n\nE.\n\nWINSHIP,\n\nEDITOR,\n\nJOURNAL\n\nOF\n\nEDUCATION,\n\nBOSTON\n\nSystematic education is useful only as a preparation for the school\nof life. The test of what a boy accomplishes in school is what he proves\nto be on the street. No school is good that sends bad boys on the street.\nThis is equally true in the city and country, in the parochial and Indian\nschool. The test of work among the Indians must always be the industry,\nthrift, and character of the Indians. The way they learn in the school\nof life determines what they have learned in the organized school. It is\nuseless for anyone to teach the Indians who does not believe that they\ncan be fully prepared for the school of life.\n\nIV.\n\nMOST\n\nREVEREND\n\nJOHN\n\nIRELAND,\n\nARCHIBISHOP\n\nOF ST. PAUL\n\nI have always believed that the general intention of the national\ngovernment in regard to the Indian was for fairmindedness and justice.\nBut not always, in the westward rush of population, was the government\nable to see that its kindly intentions were faithfully carried out. Today,\nas at no previous time, the American people have the consciousness of\ntheir duty to the Indian. The intentions, both of the people and of their\ngovernment, are the best. The amelioration of the condition of the\nIndians is earnestly sought out. Educational agencies are set to work,;\nmoney is spent without stint. We are encouraged to look forward\nwith bright hopes to excellent results.\nMay we not be disappointed !\nI honor you, ladies and gentlemen, teachers in the Indian schools :\nyou are engaged in a great and noble work. The future of a whole race\nis in your hands.\nThe Indian needs a practical education. It is well for him to know\nthat he must live as the white man, and, consequently, that he must learn\nto work. He must be taught industry. The love of work is at the basis\nof all civilization. Tell me how much a people love work, and I will tell\nyou how high they may rise. Teach the Indian to love work, to love the\nkind of work that is before him, to learn how to do it; how to beget in\nhimself a sense of self-reliance.\nTeach the boys a trade of some kind ; teach them farming, which, of\n\n"} {"page": 891, "printed_page": null, "text": "Department]\n\nABSTRACTS\n\nOF\n\nGENERAL\n\nADDRESSES\n\n879\n\ncourse, is for them the most important trade of all. Teach the girls the\nordinary industries for which they are fitted, and which they should\npractice. I believe that teaching the girls will do more for the elevation\nof the race than teaching the boys. Let the spirit of the home be what\nit should be, and the father, the brother, the son, will be all right. Teach\nthe girls to take care of the home, to make it attractive. Teach them\ncooking; teach them neatness; teach them responsibility. Teach the\ngirls to milk the cow, to care for it, and to make butter ; teach them to\nhave a vfegetable garden and to rear poultry ; teach them how to serve a\nnice appetizing meal for the family — do this and you will have solved to\na large extent the question of Indian civilization.\nTeach your pupils good morals. At the basis of all social elevation,\nof all civilization, there must be good morals ; else, the structure you\nfain would build is in the air without support upon which to rest, and it\nquickly topples over and is shattered to pieces.\nHow useful, how necessary to good morals — indeed to all elements\nin a true civilization — religion is I need not strive to prove. It is not\nthe province of instructors in the employment of the government to\nteach formally religion. This much they should do : to inspire respect\nand love for the fundamental principles that underlie religion, for the\nfeelings of the soul that are its life's blood. This they should do — as\nthe government does — allow pupils free access to authorized teachers of\nreligion, never encroaching upon the rights of individual conscience,\nnever discouraging, always encouraging, fidelity to the voice of conscience. There is no conflict, there should be none, between church and\ngovernment. Church and government have each a special sphere, that\nof the one helps the other ; both tend to the greater good of the wards\nupon which love and labor are being spent.\n\nv.\n\nHON.\n\nALFRED\n\nBAYLISS,\n\nSUPERINTENDENT\nILLINOIS\n\nOF\n\nPUBLIC\n\nINSTRUCTION\n\nOF\n\n\"If you know how, teach them (the boys) to be good workers,\"\npleaded an eloquent Indian orator, addressing an assembly of teachers.\n\"One typical thing in the modern school movement is that which passes\nunder the name of 'manual training,' \" says Mr. Dewey.\nTeach the Indians to become good citizens. Home-making, cleanliness, beauty of person and surroundings, cooking, sewing, sawing, driving nails, industry, economy, accumulation of capital, are elements in\ngood citizenship. The young Indians should be trained to these, and\nsomehow be made to feel that they are citizens of this country and as such\nhave duties as well as rights under the law which as mere wards of the\ngovernment they did not have. Because home is the fundamental institution of civilization, and vocation the fundamental condition of good\n\n"} {"page": 892, "printed_page": null, "text": "88o\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\ncitizenship, I would impress them very strongly with the idea that when\nlands are allotted to them in severalty they should hold fast to their\ntitles. Teach them that the \"finest country in the West,\" as the young\norator I have referred to termed Indian Territory, should be held by\nthe people to whom it belongs. I would saturate them with that idea,\nfor quarter-sections of good land will never be so cheap again.\nThe significance of the elementary branches as ordinarily taught need\nnot be lost sight of. There, as elsewhere, they are keys and instruments, indispensable to efficient participation in civilization. Like every\nschool, the Indian school should have its library, but more than others\nit should have its garden, shop, tools, textile industries, and kitchen.\n\nVI.\n\nZ.\n\nX.\n\nSNYDER,\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nGREELEY,\n\nCOLO.\n\nIn determining a course of education for the Indian, it is necessary to\nstudy him from the historic and comparative standpoints. It is necessary to study him from the historic standpoint in that it will find his\nplace in the evolution of races — humanity. And it is necessary to study\nhim from the comparative standpoint as it enables the similarities to and\ndifferences from other races to be considered. The Indian is living\nlargely in the nomadic and military periods of his life, and self-preservation\nis fundamental and very persistent in his nature. Between soul and\nintelligence there is a difference. The soul of the Indian is different\nfrom that of the Caucasian, and a generation cannot change it. A generation cannot change the soul of any person much ; it may change his\nintelligence, but it takes generations to work intelligence up to soul.\nThe fundamental impulses in a human being, the Indian as well as\nany other, are : self-preservation, activity, wonder, wander, ownership,\nknowledge, and sympathy. In the training of the Indian his nature should\nbe considered ; not only the nature of his soul, but the nature of his\nimpulses. Industrial education should be the central notion in his\ntraining, and should include the useful trades, the native handicrafts,\nfarming, and nature study. In the training of the intellectual nature the\nindustrial work is very important in conjunction with such literature as\ntouches his sympathies ; while in the training of his social nature, give\nhim a chance to do the things that he likes that are helpful toothers, and\nhave him plan with others.\nOne who attempts to teach an Indian should be filled with the spirit\nand love of humanity, and be able to merge his life into that of the\nIndian. He must live with the Indian and must be an Indian in spirit,\nthat the true process may go on. The government should establish normal schools especially organized to prepare teachers for the Indian\nservice.\n\n"} {"page": 893, "printed_page": null, "text": "Department]\nVII.\n\nAUGUSTUS\n\nROUND\n\nTABLE\n\nCONFERENCES\n\nS. DOWNING,\nPRINCIPAL\nOF TRAINING\nTEACHERS, NEW\nYORK\nCITY\n\nSCHOOL\n\n88 1\nFOR\n\nIn discussing tlie Indian question we must use the positive and definite\ninformation which we have in regard to what is being done. The\nquestion in my mind is whether or not, in the attempt that is being made\nto civilize the Indian, we are trying to make a white man of him instead\nof developing in him as an Indian that which is best. I cannot see any\nreason why an Indian should not be proud that he is an Indian. I\nbelieve in work. I believe in teaching the Indian to work ; but I believe\nin teaching him to work among and with his own people, within his own\nsurroundings. Don't undertake to remove the Indian from the reservation and put him into some civilized community. Leave him where he\nis and give him a chance to be a great big man, a great Indian among\nhis people, rather than a great politician among the white people. Let the\nIndian woman endeavor, not to be the highest society lady among the\nwhites, or the most beautiful dancer, but the most graceful, loving Indian\nwife, or Indian sister, or Indian mother on the reservation.\nWe often hear that the government is doing too much for the Indian\n— giving him land and schools and making him a lazy man. The government isdoing too much for the Indian only when it undertakes to\nput upon him the peculiar civilization of the white man. I thank God\nthat it is the good fortune of the Indians to have placed in charge of\nIndian education a woman who believes that the Indian should be taught\nthose things which will make him more useful as a worker among his own\npeople; that will enable him to contribute something to the wealth of his\nparticular nation — not necessarily wealth of money, but wealth of life. If\nthe Indian boy can be taught to do something in the right way, so that\nhis life will be richer and the life of his nation will be richer for his having\nlived, a great work will have been accomplished for him.\n\nROUND\n\nTABLE\n\nCONFERENCES\n\nSUPERINTENDENTS'\n\nCONFERENCE\n\n[abstracts of discussions]\n\nHOW\nJAMES\n\nTO IMPRESS\nSTALEY,\n\nON THE INDIANS MIND\nOF MONEY\n\nSUPERINTENDENT,\n\nYANKTON\n\nINDIAN\n\nTHE\n\nUSE AND\n\nSCHOOL,\n\nSOUTH\n\nVALUE\nDAKOTA\n\nNo tribe or group of people has ever acquired habits of thrift while given a gratuitous\nsupport. The colonies established by Baron Rothschild in Palestine, where homes and\nmoney were furnished the settlers, and by Montifiore in North Dakota, where there was\n\n"} {"page": 894, "printed_page": null, "text": "882\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\ntillable land in abundance, and money furnished to aid in building houses, both ended in\nfailure. Contrast these with the Salvation Army colony established by Booth Tucker in\nColorado, where each man was required to pay interest on all money borrowed, the\nprincipal to be paid back in ten years. At the end of three years many had paid for their\nhomes. Why this difference ? Because in the latter case the people knew that their\nfuture welfare depended on their own efforts, and not upon the munificence of others. The\npursuance of the policy adopted by the ofifice of Indian affairs during the past year has\nbeen productive of more good than all the theories that have been advanced during the\nlast century. The man who shovels gravel all day to earn a dollar and a quarter needs\nno instruction as to the \"value of a dollar,\" or the \"use of money.\"\n\nTHE\n\nPRESENT SYSTEM OF EMPLOYING INDIANS IN THE SERVICE\nUPON NON-COMPETITIVE EXAMINATION IS UNWISE\n\nCALVIN\n\nASBURY,\n\nSUPERINTENDENT,\n\nWESTERN\n\nSHOSHONE\n\nINDIAN\n\nSCHOOL,\n\nNEVADA\n\nIn our treatment of the Indian I think it is our duty to do for him what will tend most\nto the development of his independence and courage to meet the difficulties of life as he\nhe finds it; and we hold that this can never be done so long as he is treated differently\nfrom other men by reason of his being an Indian. A position in the Indian service is the\ngoal to which many young Indians, men and women, have looked while going thru\nschool, and this position they have expected to secure by their blood rather than by their\npreparation. To any such, an irreparable injury has been done by diverting them from\nthe noble end of striving to meet the world as men and women and not as pampered\nIndians. The standard and requirements for positions in the service should be the same\nfor the Indians as for the whites. The employe should be chosen and retained solely with\na view to his inclination and ability to render efficient service.\n\nTHE\nCASPAR\n\nCONDUCT\n\nEDWARDS,\n\nOF\n\nINDUSTRIAL\n\nSUPERINTENDENT,\n\nPONCA\n\nDEPARTMENTS\nINDIAN\n\nSCHOOL,\n\nOKLAHOMA\n\nFarming and stock raising is the all-important subject for the Indian. It is the\nprimary and primeval occupation of man. It is the only resource of at least nine-tenths\nof the Indians. All of his property is land and live stock. He should be expected to\nutilize his own property first.\nThe work as laid out in the course of study can be supplemented in reservation\nschools very nicely and very profitably. The individual work at school is excellent for\nyounger pupils. But in many places market for garden vegetables is poor, and the larger\nboys need something more profitable. Why not send him direct to his own farm ? If\nthat is too far, rent it and lease land near the school. If land can possibly be had, each\nlarge boy should be required to cultivate a moderately large crop. Require the same that\nis required of him on the school farm. This will give him some returns for his labor.\nAfter a pupil is worth more than his board and clothes, he should be paid for it. Keep\nthem at school, furnish them employment, drop them from the gratis-roll, compel them to\nwork, and let them bear their own expenses.\nThat would be real training in economy.\nTo secure economy and thrift, let there be furnished competent industrial employes ; let\nthe superintendent hold the employe responsible for all waste ; inspect him closely on this\npoint; require an account kept in each industrial department for materials used, salaries,\nallowance for pupils' services, tools, etc. Set against that the output of that industry.\nClose the account at the end of each quarter. If the accounts show a loss for the entire\nyear, without good cause, it is time something should be done.\n\n"} {"page": 895, "printed_page": null, "text": "Department]\nTHE\nW.\n\nH.\n\nROUND\n\nPLACE\n\nWINSLOW,\n\nOF\n\nTABLE\n\nCONFERENCES\n\nATHLETICS\n\nSUPERINTENDENT,\n\nIN\n\nINDIAN\n\nGENOA\n\nINDIAN\n\n883\n\nSCHOOLS\n\nSCHOOL,\n\nNEBRASKA\n\nIt is now a well-recognized principle that the first requisite of success in life is to be\na good animal.\nPhysical health aids in mental and moral health.\nThe first requirement is to develop bone and muscle; to develop sound, strong lungs\nthat will purify a large blood supply; to secure a healthy stomach; to train a heart that\nis regular, and strong enough to supply every cell with pure blood. This is needed as a\nbasis upon which to build manhood and womanhood that will stand hard work. Girls\nshould be given the training equally with the boys.\nIndian boys are too liable to get a wrong idea of the importance of games. The\napplause of a good play in baseball or football is taken for more than it means. Again,\ngames as at present very largely conducted do not serve their proper purpose. Only the\nphysically perfect, the strongest, can hope to win a place. Of necessity, the boy that needs\nthe training worst must be left out.\nRunning, jumping, vaulting, etc., should be a part of the regular training. But the\nschool should direct them ail, and none of them should be allowed to assume control of the\ninstitution. Too great ambition to meet those of an entirely different class should be carefully curbed. Games in the school are of prime importance, and the best games for our\npurpose are those which put the greatest number in training.\n\nTHE\n\nNECESSITY\nCHARLES\n\nE.\n\nFOR\n\nBURTON,\n\nMORE\n\nAND\n\nBETTER\n\nSUPERINTENDENT,\n\nMOQUI\n\nEQUIPPED\nINDIAN\n\nDAY\n\nSCHOOL,\n\nSCHOOLS\n\nARIZONA\n\nThe Indian day school is like the common public school of the white people. It\ntouches the pulse of the Indian village, and uplifts, to a greater or less extent, the public\nconscience and public pride of the adult Indian.\nThe Indian mother gets lessons of thrift and cleanliness from the teacher and his\nfamily. The father gains ideas from the teacher which benefit him along the lines of\nbetter farming, better stock raising, better clothing, better living. Many savage practices\nand ceremonies are abandoned because of the proximity of a Christian teacher and family\nwhose sense of modesty and propriety would be shocked. I believe that a man and wife\nshould preside over each day school. The man reaches the men of the village, and his\nwife reaches the women.\nIt is an undeniable fact that a large majority of the people of the United States get\nall the education they ever get in the \"little red schoolhouse,\" and so the great majority\nof the Indian youth will be educated in the little day school or forever remain without\neducation and practical training which will fit him to take his place in the American citizenship— the goal of all our efforts.\n\nTHE\nCHARLES\n\nNEED\n\nOF BETTER\n\nEQUIPPED\n\nL. DAVIS, SUPERINTENDENT,\n\nFT. TOTTEN\n\nINDUSTRIAL\nINDIAN\n\nSCHOOL,\n\nEMPLOYES\nNORTH\n\nDAKOTA\n\nWhen the native Indian child enters school it is necessary to begin at the bottom —\nto instill habits of industry, to impart skill and readiness in work and the use of appliances, and oftentimes to break down native prejudices which a child may bring with him\nagainst doing certain kinds of work. All this must be done that each child may be prepared to earn an honest livelihood in later years.\nTo accomplish the desired result requires employes of the utmost patience and of\nample skill. I would not recommend that the schools seek the services of professors,\n\n"} {"page": 896, "printed_page": null, "text": "884\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\nbut they should be thoroly skilled workmen in their particular line of work, and be able\nto teach others.\nTo promulgate any rule by which to select suitable employes would be quite impossible. But when we meet with an industrial instructor who within a few months enables\nhis pupils to do with their own hands work such as he does himself, and can tell why they\ndo it, then we know success has been obtained. Girls who cut and make their own\nclothes have been instructed by a competent seamstress. The cook who can take a day\noff, leaving girls in charge, and without the other pupils observing her absence, has shown\ncommendable skill as an instructor. When the boys on the farm detail can tell you\nwhen and how to plow to preserve the fertility of tiie soil ; can distinguish between\ndifferent breeds of cattle as to their suitableness for dairy or beef purposes; can and do\nkeep the work going and look after the multitudinous duties of that department when the\nfarmer is absent — such boys prove the efficiency of the instructor better by far than a\ndiploma from the best agricultural college.\n\nTHE\n\nADVISABILITY\nWILSON\n\nOF MORE\n\nPRACTICAL\n\nH. COX, SUPERINTENDENT,\n\nPIERRE\n\nI RAINING\nINDIAN\n\nFOR\n\nSCHOOL,\n\nSOUTH\n\nTHE\n\nINDIAN\n\nDAKOTA\n\nThere must come a time in the history of the Indian when he must be placed upon\nhis own responsibility. Many Indians are offering their services to work on farms, thus\nshowing that they are beginning to realize that self-support is the ultimate condition to\nwhich they must attain. The present great dem.and in Indian education is industrial\neducation, a training that will bring self-support, learning how to do those things which\nwill furnish clothing, food, and shelter. The central thought in all our school work should\nbe to impress upon the minds of the pupils the dignity of labor. This they do not learn\nat home. Each pupil should be taught at school that he has duties of his own to perform,\nwhich are necessary to his own success ; that thru his and others' successful performance\nof duty comes the success of the school. Teach this so practically that the lesson will be\ncarried into home life.\n\nTHE\n\nBEST\n\nMATTHEW\n\nWAY\n\nTO TEACH\n\nM. MURPHY,\n\nENGLISH\n\nTEACHER,\n\nMARICOPA\n\nTO INDIAN\nDAY\n\nSCHOOL,\n\nCHILDREN\nARIZONA\n\nIf I had my own way I would begin with the Indians' own home. Reforms may be\nintroduced into small communities that would be inapplicable to large ones. For that\nreason I would divide every agency into communities of a few hundred each. In each\ncommunity I would place a day school corresponding to the white district school ; I\nwould place there a teacher and such other employes as conditions indicated ; I would\nplace the community in charge of the teacher or other employe, and make him responsible for the community as well as for the school. Then I would begin the teaching of\nEnglish. It would be to the interest of every family to learn English, as discrimination\nwould be made in favor of those speaking English. Returned students would be welcomed into the homes and would be looked up to, instead of being ridiculed, as at present.\nIn the Kingman Day School I encouraged my pupils to teach the little children at\nhome in the camps. The children told me they were doing so, and the policeman corroborated their statements. The result was that every new pupil the second year could\nspeak enough English to be understood, and could understand what was said to him.\nI know it was the work of the other children, because the new ones had such sentences\nas, \" Please, may I leave the room ? \" \" Please, may I have a slate pencil? \" etc. Besides\nthe children said that many children too small to come to school had been taught to speak\nEnglish.\n\n"} {"page": 897, "printed_page": null, "text": "Department!\n\nGEORGE\n\nROUND\n\nTABLE\n\nCONFERENCES\n\nSTOCK\n\nRAISING\n\nAND\n\nW. NELLIS, SUPERINTENDENT,\n\nDAIRYING\n\nPiflE RIDGE\n\nINDIAN\n\nSCHOOL,\n\nSOUTH\n\nDAKOTA\n\nFarm life, and particularly that part of it which pertains to stock raising, is the ideal\nlife for the Indian. His life has been one of freedom, and he loves animals. His chances\nof success are much greater in such work than in the professions or trades.\nThe course of instruction need not be extended, but it should be thoro and practical.\nPupils should be taught the distinguishing characteristics of different breeds of cattle, so\nthat they may be able to select intelligently stock suitable to the localities in which they\nlive, and for the purposes for which they are to be used, whether for dairy, for beef, or\nboth. The value of cattle in comparison with Indian ponies should be made clear to them.\nThey should be taught the necessity of providing shelter, of putting up sufficient quantities\nof hay, the proper method of rearing calves, etc. I see no reason why in the larger\nreservation schools, where sufficient hay and pasture land is available, this industry cannot be developed to the extent of at least furnishing all the beef needed for the subsistence of the school. 1 am confident it would prove a good investment from a financial\nas well as educational point of view.\nSheep raising can be made a profitable business for the Indians, and should be given\nattention in the schools. Many of the reservations are peculiarly adapted to this industry.\nIt is a desirable occupation for the Indian, because it can be entered upon without a great\namount of capital.\nPoultry raising should be a part of the industial training of every school. It should\nbe carried on by the girls under the direction of the matron. The girls take to it with\ndelight. The poultry yard is valuable, not only because of its educational worth, but\nbecause of the much-needed variety of food it furnishes for the school table.\nTo get the Indian interested in dairying will go very far toward the solution of the\nhome question. He can raise cattle for beef purposes and still do a great deal of roving\nabout, but he cannot keep cows for dairy purposes without remaining quite closely at\nhome.\nTo be profitable they must be sheltered, and they must be milked and fed regularly.\nA herd of good dairy cows, with suitable buildings for their care and protection, and\nwith facilities for the proper care of milk and the making of butter and cheese, should\nform a part of the equipment of every school. The boys should be taught how to care for\nand feed dairy cattle so as to obtain the best results, and both boys and girls should be\ntaught to milk, and to do so in a cleanly and sanitary manner. Girls should be carefully\ninstructed as to the care of milk and the making of butter and cheese.\n\nTEACHERS\nHOW\n\nMAY\n\nMISS\n\nSCHOOLROOM\n\nCARRIE\n\nA.\n\nWALKER,\n\nCONFERENCE\n\nEXERCISES INCULCATE\nAND ECONOMY?\n\nHABITS\n\nOF\n\nPRINCIPAL\nTEACHER,\nMINNESOTA\n\nRICE\n\nSCHOOL,\n\nWILD\n\nRIVER\n\nTHRIFT\n\nThe underlying principles of thrift and economy are : A place for everything, a time\nfor everything, cleanliness, and thoroness.\nExample being greater than precept, teachers should see that their own desks and\nbelongings are kept in order. Each child should have pencil, pen, tablet, books, etc.,\n\nand be held responsible for each article and the general appearance of his or her territory. Afriendly spirit of rivalry will tend-to make care of personal property a pleasure.\n\n"} {"page": 898, "printed_page": null, "text": "886\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nBeginning with the lowest grades, see to it that each task is done to the best [Indian\nof the\nchild's ability. P'ollow this plan in all grades, and a habit will be formed that will prove\na benefit to the child always. Show that a piece of .work, no matter how trivial, if well\ndone, is in itself a recommendation for the doer. All excellence depends upon thoroness.\nCommend all good work. A word of praise or a look of approval costs little, and is\nworth much to the pupil.\nIn the sewing lessons economy in cutting should be clearly demonstrated. Small\npieces left over are just what are needed by the thrifty little people who are making\nquilts, rugs, or carpets for the doll's house.\nIn our nature-study lessons in the fall we note the preparations made everywhere for\nthe winter. We see the farmers gathering their crops, storing what is needed for the\nfamily and for seed the next spring, and taking the remainder to market. In talks we\nbring out the need of saving part of the income thus derived. In our own little garden\nbeds we see the application of our talks, for we gather and save seeds needed for use the\ncoming spring, and thus avoid an expenditure for new seeds. The child learns to save\nby saving.\nIn number work take problems from real life with which the child is familiar. Give\npractical problems in buying, selling, and saving to put in the bank. Require pupils to\nbring in original problems involving a bank account. Higher grades should learn practical lessons along the same lines.\nIn all schoolroom exercises the teacher must be the living pattern which the child\nunconsciously imitates. If she practices true economy the children will tend to form\nright habits.\nIf she is wasteful, they will be more so.\n\nTRAINING\nMRS.\n\nOF THE INDIAN BOY AND GIRL FOR LIFE\nRESERVATION AFTER lEAVING SCHOOL\nLAURA\n\nH.\n\nRATLIFF,\n\nOMAHA\n\nINDIAN\n\nSCHOOL,\n\nON\n\nTHE\n\nNEBRASKA\n\nWhen the pupil goes home he goes from superior to inferior surroundings and conditions ;he goes from the preparation for a task to the task itself ; he goes to a very real\nand to a largely degenerating environment. The teacher should consider first the home,\nthe surroundings, influences, conditions, and appliances to which the pupils return, and\nthen consider how to prepare them to approach these conditions to the best advantage.\nAs habits form the greatest bulwark against adverse influences, we should give our\nearnest attention to cultivating right and strong ones in our Indian pupil. Those which\nhe will need most are habits of industry, forethought, and character, and when he has fully\nacquired these the pupil will be well fitted to lead a successful life on his allotment.\n\nMETHODS\nMRS. TAMA\n\nOF INSTRUCTION\n\nM. WILSON,\n\nTEACHER,\n\nAND\n\nCANTONMENT\n\nMANAGEMENT\nINDIAN\n\nSCHOOL,\n\nOKLAHOMA\n\nWe ought not be content with fair, or even good, results, but ever watchful for the\nvery best. Observation and habits of industry should be cultivated, good books and\neducational journals should be read and studied, with an endeavor to pick something out\nof the thoughts and experiences of other educators that we can make our own, to the\nadvantage of the Indian boys and girls intrusted to our care. The employment of some\nof our leisure time in original thinking and planning would add much to the practical\nvalue of our work.\nCareful attention should be given to the arrangement of exercises in which the\nteacher has not full control. In the presence of the children the instructor should not be\ncareless in anything. Taut methodical and especially accurate and right in all things ;\nsetting an example that all would do well to emulate.\n\n"} {"page": 899, "printed_page": null, "text": "Department]\n\nMISS\n\nROUND\n\nTHE\n\nPRACTICAL\n\nLYDIA\n\nE. KAUP,\n\nTABLE\n\nCONFERENCES\n\nADVANTAGE\n\nPRINCIPAL\n\nTEACHER,\n\nOF MORE\nMT. PLEASANT\n\nORAL\n\nWORK\n\nSCHOOL,\n\nMICHIGAN\n\nIt is not implied tliat written work is of no value. It is a necessary part of a pupil's\neducation, but Indian pupils need a far greater amount of oral than of written work.\nOral work is necessary to teach language correctly. Being of a quiet disposition,\nIndian pupils are quite contented to work for hours at a written discussion of some\nsubject, which, when finished, will have some words poorly arranged, unnecessary words\nadded, and many necessary ones omitted. The fault lies in the fact that they do not\nunderstand the English well enough to arrange the words in a correct manner and to give\na pleasing expression.\nOral work also creates self-confidence, which the Indian pupils need so much.\nEvery class room teacher knows how reticent they are. The whispered low-toned monosyllabic answer is a general characteristic. The Indian must come in contact with the\nwhite man in order to progress. The better he commands English the more rapid will\nbe his advancement. He will, however, keep aloof to the degree measured by the\ndifference in ability tcexpress himself orally.\nA valuable means by which oral expression can be secured from the older pupils is\ndiscussion of historical and current events. They are especially interested in the events\nof the day, and will discuss them more readily because they are occurring at the present\ntime.\n\nMORE\n\nPRACTICAL\nMRS. ELLA\n\nAND\nH.\n\nLESS\n\nGILMORE,\n\nMECHANICAL\nTEACHER,\n\nWORK\n\nCHEYENNE\n\nIN\n\nAGENCY,\n\nTHE\n\nGRADES\n\nS. D.\n\nSpencer says : \" Education should develop the power of providing for one's family.\nIt is the basis of good citizenship.\" If this be true, how important it is that the Indian\nchild should be taught those subjects which will be of most value to him in providing his\nlivelihood and making him a useful citizen ! The conditions from which the child comes\nand to which he must return should be thoughtfully studied. The teacher should know\nsomething of the tribe, country, and probable occupation of his future life, to be able to\ndirect his thoughts, work, and study in such a manner as to arouse a desire for a selfsupporting, intelligent manhood.\nPractical everyday problems should be taught thruout the grades. Girls should\nlearn to measure cloth and estimate the cost of a dress or other article of clothing ; to\nmeasure milk, vinegar, and oil in gallons, finding cost by the pint and quart, and the\nreverse. Boys should measure corn, beans, potatoes, and other farm products, and ascertain the cost at the market price. They will be surprised to learn the cost of potatoes used\nin the school for one year.\nLet them measure the wood-pile, not only in cords, but in fractions of the cord in the\nhigher grades, and tell how many there are and find the value of the same. They will be\ninterested and work with a will very different from the spiritless way they plod over problems in their books.\nINDUSTRY\n\nAND\n\nMISS\n\nB. BUSBY, PRINCIPAL\nTEACHER, INDUSTRIAL\nCROW\nCREEK, S. D.\n\nALLIE\n\nECONOMY ARE NECESSARY TO\nINDIVIDUALLY AND AS A RACE\n\nTHE\n\nINDIANS,\n\nBOARDING\n\nSCHOOL,\n\nBy frequent talks in the class-room on this subject, I have endeavored to impress this\nthought on the minds of the pupils by referring to Indians, and other persons known to\nthem, who have well-stocked and productive farms and comfortable homes as a result of\n\n"} {"page": 900, "printed_page": null, "text": "888\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Indian\n\ntheir own industry, and comparing their condition with those who have made little use of\ntheir opportunities.\nIndustry should be the watchword in every department of the school, but, as there is\nlight and shade in life as in pictures, this may be carried too far. Too constant employment will not only have a disastrous effect physically, but cause the children to dislike their\nschool, and throw such a baneful influence on their future that when they are free from\nthe restraint of the school they will shun that which made it distasteful.\nAs industry without economy avails but little in the struggle for existence, the Indian\nboy and girl must learn economyin the school. They cannot learn it from their people.\nI would teach the pupils that the value of anything depends on the benefit derived\nfrom it. Require both pupils and Indian assistants to save a portion of thfe money they\nearn, and tho it may be very little, the habit will eventually be formed. Discourage\nwaste in every department. Let everything be used for a good purpose. Encourage the\ngirls to make rugs and cut carpet-rags from old clothing. The result of such work will\nbe of practical value in their homes. The boys should be taught economy in the care of\nimplements used on the farm, in not allowing any of the produce to be wasted, in the\ncare of their clothing and other things they use.\n\nHOW\n\nTO MAKE\n\nTHE\n\nINDIAN SEE THE\nIMPORTANCE\nAND ECONOMY\n\nMISS\n\nCLARA\n\nC.\n\nMCADAM,\n\nMT.\n\nPLEASANT,\n\nOF\n\nINDUSTRY\n\nlA.\n\nNowhere more than in the Indian service are well-rounded, broad-minded teachers\nneeded ; those who can make even the washing of windows appear at the time to be the\npleasantest thing in the world.\nThere is strength in the union of industrial and class-room instruction. Interest has\nbeen awakened, and I hope a desire to economize, by familiarizing pupils with the\napproximate cost of school supplies, then having them report money received, and calculate what would remain after paying for their school equipments, or how much more\nwould be required to pay for them.\nAs it is our duty to teach economy for individual well-being, the advisability of having cooking classes is apparent. Pupils can thus learn frugal management for the family;\nalso to avoid useless expenditure. Pupils should be taught to plan meals and be allowed\nto carry out their plans, and thus learn by experience that method economizes labor; that\npunctuality, system, and order economize time. When possible, girls should be taken\nto the grocery and meat market and taught to buy economically. Above all things we\nshould keep in mind that we are, or should be, training homemakers. The idea should\nbe impressed upon boys and girls that they should avoid going in debt ; that present\npleasure should be sacrificed to future good; and also the good old proverb, \" Who\na-borrowing goes a-sorrowing.\"\n\ngoes\n\nTEACHING\n\nAS\n\nI.\n\nMISS\n\nLITTLE\nCHILDREN\nHOUSEKEEPING\nWITH\nSUGGESTED IN THE COURSE OF STUDY\nJESSIE\n\nMATTOON,\n\nTEACHER,\n\nONEIDA\n\nINDIAN\n\nSCHOOL,\n\nDOLLS,\nWISCONSIN\n\nChildhood, like every age, needs its duties, tho these must be simple, within the\nchild's range of experience ; something in which his interest can be aroused. No part of\nan undertaking is ever more important than the beginning ; hence when we teach little\nchildren housekeeping or homekeeping, tho it is with dolls and done in the play spirit,\nwe are teaching them to work, to make homelike the tiny house by putting paper on the\nwalls, making the rugs and carpets for the floor, the chairs, table, bed, etc.\n\n"} {"page": 901, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n889\n\nThe doll's clothes give opportunity for instructive as well as interesting lessons in\nsewing. The way things are made is of intense interest to children. Teach them to\ncut out clothes by accurate patterns of dolls' clothes; to lay the pattern the right way\nof the cloth, and how to twist and turn the different parts to cut the garment in the\nmost economical manner from the least material.\nCareful attention should be given to the kitchen. Endeavor to .teach neatness, which\nis order.\nAlso teach the little housekeeper to wash her doll's clothes properly.\nIn our little household the social side of life should receive its full share of attention. LittJe parties may be given. Thanksgiving and Christmas dinners are events\nfrom which the children derive much pleasure.\nII.\n\nMRS.\n\nMOLLIE\n\nJ. ROBBINS,\n\nTEACHER,\n\nPINE\n\nRIDGE\n\nAGENCY,\n\nS. D.\n\nChildren must learn by doing, and the best device I know of with which to teach\nhousekeeping is the dollhouse.\nThe house and furnishings might be made on the scale of one inch to a foot, and this\nwill give the children many lessons in measuring. Have written on the board a list of\narticles needed for the house ; then let them be made from paper by folding and\ncutting ; and finally have them made substantially from wood, tin, or other suitable\nmaterial, I would next have one pupil collect everything and arrange a sort of\nhouse -furnishing store, with values placed on everything. Then I would tejl the children\na story something like this : \" Mr. and Mrs. Redpaint have been living in a small, poor\nhouse with large cracks in it, and they want a better one. Mr. Redpaint has been working\nand has saved his money. Mrs. Redpaint has sold eggs and butter and saved her money\nalso, and now they have enough to buy the lumber, window glass, and other material for\na new house, with four rooms. Children, let us play that this is their new house. Wallace,\nyou may go to the house-furnishing store and buy a good bed ; Minnie, go and buy a mattress; and Jacob, you may buy a cook-stove\" — and so on until all the necessary articles\nare placed in their proper places. This may be varied and extended as the judgment of\nthe teacher may suggest. I appoint each week two of the younger girls to keep the\nhouse in order, systematically doing the round of work each day. In this way the\nchildren become familiar with every article in the house and learn a great deal about\nhomemaking.\nThe work for each day is well planned in our new course of study.\n\nb\n\nHOW\n\nMAY THE SOCIAL,\nINDIAN SCHOOLS BE\n\nSISTER\n\nCATHARINE\n\nMORAL, AND\nMADE EQUAL\n\nBUCKLEY,\n\nRELIGIOUS\nTRAINING\nIN OUR\nTO THAT OF A GOOD HOME?\n\nSUPERINTFNDENT,\n\nST.\n\nMARY'S\n\nINDIAN\n\nSCHOOL,\n\nWIS.\n\nThe Indian child comes to us with little or no home training, and happy are we\nif he be in his tender years . There will be much forming to do, but it is easier than\nreforming.\nLet us meet the difficulties to be overcome with the two prime factors of a good\nhome training : a mother's love and a mother's watchful eye. To be found wanting\nin this regard, whatever other qualifications an employe may possess, is to lack an\nessential ; and no child discovers the sincerity or falsity of an affection more quickly\nthan do our Indian youth. This genuine affection consists chiefly in the desire to do\ngood, lasting good, to our pupils ; all other affections are worse than useless. Such\nemployes every school should have, and where they are found wanting, good training is\nlacking in proportion.\nEmployes should act as good parents who must habitually economize in order to\nmeet all the demands upon their purse, and each one should take a personal interest in\nall that pertains to the school, as he would were he the actual possessor of the property.\n\n"} {"page": 902, "printed_page": null, "text": "890\n\nNATIONAL\n\nEDUCATIONAL\n\nMATRONS\nHOW\n\nCAN\n\nWE\n\nLEAD\n\nMISS\n\nBERTHA\n\nA.\n\nMATRON,\n\n[Indian\n\nCONFERENCE\n\nPUPILS TO REALIZE\nCLES ISSUED FROM THE\nMACEY,\n\nASSOCIATION\n\nONEDIA\n\nTHE\nVALUE\nWAREROOM?\n\nOF\n\nINDIAN\n\nWISCONSIN\n\nSCHOOL,\n\nTHE\n\nARTI-\n\nIt has been my experience that clothing brought from the homes, no matter how\npoor, is carefully cherished by the child, because it represents to him the labor of the parent, and he knows that it cannot easily be replaced ; whereas articles from the government\nwareroom, altho of greater value, are freely destroyed, simply because there is plenty\nmore to be issued from the same place, and because they do not represent to the child\nany value in labor or sacrifice.\nJust what plan would be best to adopt in bringing about the needed reform I am\nnot at present prepared to state. It might be wise to place the older children on the\npay-roll, paying them for the work performed for the school, and then require them to\nbuy their clothing and such material as they would use in manufacturing it.\nIn addition to the monthly stipend, there would be many little ways in which pupils\ncould add to their income by rendering service to employes, such as the care of their\nrooms, laundry work, or sewing.\nLet us give the boys and girls a chance to use more independence in providing for\nthemselves, but let them have the watchful care of an older head as to the best use to\nmake of their money until such time as they will have more mature judgment.\nThe best way to help our young people is to give them a chance to help themselves.\n\nI.\n\nMRS.\n\nEMMA\n\nE.\n\nCOOKING\n\nFOR\n\nDUCLOS,\n\nTEACHER,\n\nTHE\n\nINDIAN\n\nGIRL\n\nINDIAN\n\nSCHOOL,\n\nPHCENIX\n\nPHOENIX,\n\nARIZ.\n\nAt Phoenix we try to give the cooking class-room the atmosphere of a well-regulated\nhome. The planning, cooking, and serving of two regular meals each day (dinner and\nsupper) by a detail of five of the girls, six scholars from outside being invited to each\nmeal, contributes materially to the homelike character of the work. The menu includes\nas large a variety of dishes as possible during the year. The need that has appealed to\nme most forcibly is that of adapting the course of study to the future needs and present\ncapacity of the pupil. To attempt too much is to fail in all. The time of training is\nshort. Let first things come first. Good bread is a necessity, and every girl should\nlearn to make it; then lessons should be given in mixing and baking of biscuits; gems,\nrolls, etc., some of which, however, with the cooking of meats, potatoes, and other vegetables, are included in the daily preparation of dinner and supper. All work is actually\nperformed by the girls themselves. I should like to emphasize the need of teaching\neconomy. The likelihood of a necessity for close economy in the future, when the struggle for civilized existence may be bitter indeed, should impress the teacher with a feeling\nof responsibility in this matter. In our class work we use plain recipes, often substituting lard for butter, and cautioning pupils to use the exact amount called for in the recipe,\nand no more. In preparing the daily supper the food left over from dinner is utilized for\nhash, croquettes, etc., so there may be as little waste as possible,\nII.\n\nMRS.\n\nS. M,\n\nMCCOWAN,\n\nMATRON,\n\nCHILOCCO\n\nINDIAN\n\nSCHOOL,\n\nOKLAHOMA\n\nThe extent of an Indian girl's knowledge of cooking is confined generally to the\nstewing and roasting of meats, boiling of beans and potatoes, the boiling and parching of\ncorn and wheat, and the manufacture of a very simple and poor quality of breadstuffs.\n\n"} {"page": 903, "printed_page": null, "text": "Department]\n\nROUND\n\nTABLE\n\nCONFERENCES\n\n891\n\nLet us have cooks capable of preparing meats and potatoes in half a dozen simple and\nappetizing ways; of making good, wholesome bread and biscuits, mushes, etc. Every girl\nof twelve years and upward should spend some time each week in a modern cooking\nclass. In these classes pupils should learn cooking, setting the table, the making and\ncare of the table linen, and other dainty things that go to make home cheerful and\nattractive.\nFrom eight to twelve students should be placed in each class.\nDetails for these classes should be taken from each department, so as to not interfere\nmore than is necessary with the regular work of that department. Each class should\nhave a whole day for a lesson. Especially is this true when they have completed the\nelementary work and undertake the actual preparation of meals, cooking meats and bread.\nIt is not wise tohave one class set the yeast, another knead the dough, and still another\nbake the loaves. Every girl in every class should do all this work, and do it often. All\nthe work of preparing meals should be practiced so often and thoroly that the work\nbecomes natural and easy. Much care should also be given to washing the dishes, scouring knives and silverware, scrubbing floors and sweeping, setting tables, and to the disposition of table linen. At least one lesson per week should be given until a complete\npractical course is finished, and each lesson should occupy a whole day.\nIII.\n\nMRS. EMILY\n\nL. JOHNSON,\n\nHOUSEKEEPER,\n\nHASKELL\n\nINSTITUTE,\n\nKANSAS\n\nWhy teach cookery? To possess a sound body, an active mind, a noble spirit, which\nare an \"indivisible trinity \" — this is the first reason why we teach cookery.\nHow to teach cookery ? If you cannot do as you would, do as you can. One of\nthe happiest faculties of woman is the ability to adjust herself to her surroundings, so we\nfind cookery taught in a variety of ways, according to conditions and materials available.\nThe lesson i< brought before the pupil either by an outline placed upon the board or\nby reference to a lesson-paper, and by prepared dishes illustrating the subject. This\nmethod is now in use at Haskell, and pupils are detailed for two months, thereby getting\nforty consecutive lessons.\nIn addition to the class work, the dairy work, laundry, and mending, and (so-called\nfor want of a better name) a responsibility department are carried on, two girls taking\nup each line^of work for a week. To learn responsibility the girls plan and prepare\nmeals for sixteen pupils, who come from the general dining room to the small dining\nroom where the meal is served.\nThis is a very helpful lesson in self-reliance.\nMany a girl has come into the class with a positive dislike for housework, and has\ngone out with a liking and respect for its duties that have ennobled both the duty and\nthe doer. She has felt it a privilege to go into families to do housework to put into practice what she has learned and to observe and compare methods from a student's point of\nview.\n\nIN\n\nWHAT\nMISS\n\nWAY MAY\nRETURNED STUDENTS\nVICES VALUABLE TO THEMSELVES AND\nM. E. BLANCHARD,\n\nMATRON,\n\nCROW\n\nCREEK\n\nRENDER\nTO THEIR\n\nSCHOOL,\n\nSOUTH\n\nTHEIR\nSERPEOPLE?\nDAKOTA\n\nThe returned student's earliest service may be the encouragement and example of\nindustry. He is the admiration of the pupils in the home school, because of his superior\nattainments. He has the ability to be of service to the boys. The real interest he can\ntake in their work will increase its importance to them. They will view details in a new\nlight if the student has done similar work in the big far-away school, where the ball teams\nwin victories over the white universities, and where as well there are shops for the manufacture of finely-finished articles and more industries than they can understand. There\nis encouragement in the thought that he can wear overalls and heavy boots, and do some\nof the best ditching, plowing, and cultivating ever seen, and hundreds of other things\nthat must be done in working the land.\nWhere several students are returning to the\n\n"} {"page": 904, "printed_page": null, "text": "»92\n\n■ NATIONAL EDUCATIONAL ASSOCIATION\n\n[Indian\n\nsame reservation, each might make a special study of some industry, and do his best to\ncultivate it. They might have an occasional meeting, to which others could be invited,\nand where an exchange of ideas could give all the benefit of the experience of each.\nPoultry is such an industry, as is also the raising of sheep, cattle, the management of a\ndairy, and the raising of hogs. All of these provide for the farmer's table, and also\nafford much for the market.\nThe useful trades can also be fostered in this way.\n\nTHE\n\nPHYSICAL,\n\nMORAL,\n\nMRS. NANNIE\n\nAND\n\nE. SHEDDAN,\n\nSPIRITUAL\nCHILDREN\nMATRON,\n\nDEVELOPMENT\n\nRIVERSIDE\n\nSCHOOL,\n\nOF\n\nINDIAN\n\nOKLAHOMA.\n\nWe, as instructors of the Indian children, are responsible for their physical, moral,\nand spiritual development, and our instruction must be first by example, then by precept.\nExercise and cleanliness will not only keep the child in good health, but will often\nrepair inherited and acquired defects. Habits of dress, diet, sleep, sports, etc., are all of\nso much importance to the physical development of our pupils that special care should be\ngiven to them. Train the children in good habits; habits of self-respect, self-help, industry,\nintegrity, and decision, perseverance, and self-reliance. Teach them the dignity of labor,\nand that success comes to those who are thoroly in earnest. Show them your personal\ninterest, which often inspires with the courage necessary for success.\nThe most hopeful work is with the little children. The moral development of the\nchild begins as soon as the mental, and the two march hand in hand.\n\nHOW\n\nTO\nDELLA\n\nTEACH\n\nCHILDREN\n\nMERIWETHER,\n\nTO GO AHEAD\n\nMATRON,\n\nRED\n\nMOON\n\nWITHOUT\n\nINDIAN\n\nSCHOOL,\n\nBEING\n\nTOLD\n\nOKLAHOMA.\n\nThe matron must be industrious, firm, and kind, and she must be a mother to the\npupils, if she expects them to love and obey her. Do not tell children what to do, and do\nnot talk too much. Endeavor to let them discover what is needed to be done, and tell you.\nImpress upon your pupils the importance of industry and cleanliness in housekeeping.\n\nPRODUCTIVE\n\nINDUSTRIES\n\nMISS\n\nCOLBY,\n\nPAULINE\n\nFOR\n\nLEECH\n\nINDIANS— LACE\nLAKE\n\nAGENCY,\n\nMAKING\n\nMINNESOTA.\n\nAmong the various productive industries which civilization has brought to the\nIndian, that of lace making has been among the most successful. This is proved by the\nfact that the lace has always found a ready market, and that the demand is steadily\nincreasing. Its value as a moral factor among the Indians should not be overlooked, as\nit enables the woman to be the principal breadwinner of the family, in which position she\ncommands more respect and consideration than under the old order of things. It checks\nalso the tendency to roam, and emphasizes the necessity for personal cleanliness. A\nwoman can sit in her own home and keep a general supervision of her family while doing\nthis work, which is an undoubted advantage over the work which takes her abroad continually, forcing her to neglect her home and drag her little ones about with her in all\nsorts of weather.\nThe articles made include caps, collars, boleros, centerpieces, edgings, table covers,\nhandkerchiefs, etc., and they compare favorably with work of the same kind done elsewhere, thus proving conclusively that skill and patience are native qualities in the Indian\ncharacter.\n\n"} {"page": 905, "printed_page": null, "text": "IHecrolog?\nReports of the death of the following named\nreceived during the past year :\n\nlife and active members have been\n\nW. H. Baker ^\nSavannah, Ga.\nNathaniel L. Benham\nNiagara Falls, N. Y.\nHenry Benner\n...\n....\nAlbion, Mich.\nGeorge Stockton Burroughs\n.\n.\n.\n.\nOberlin, O.\nWiLLARD Harris Chandler\n- Sun Prairie, Wis.\nWatson Cornell\nPhiladelphia, Pa.\nRobert Curry\nAllegheny, Pa.\nJehiel Kitteridge Davis\nChicago, 111.\nWilliam H. Glascock\n.\nBloomington, Ind.\nFrank Valentine Hubbard\nRed Wing, Minn.\nJohn Scull Irwin\n----Lafayette, Ind.\nHenry Martin James\nPortland, Ore.\nLaura Lucas Monsarrat\n.\n.\n.\n.\nLouisville, Ky.\n\nr\n\nJohn G. Nageler\n-\" John Daniel Orr\nFrancis Wayland Parker\nCalvin Smith Pennell\nCharles Collins Rounds\nKate Taubman\n-..-._\nHenry J. Taylor\nEdward Gender Ward\nWilliam Clarke Whitford\n.\n.\nJohn D. Yerby\n\n-\n\nMilwaukee, Wis.\nKansas City, Kan.\nChicago, 111.\nSt. Anthony Park, Minn.\nNew York, N. Y.\nDeadwood, S. D.\nSioux City, la.\nBrooklyn, N. Y.\n. Milton, Wis.\nMobile, Ala.\n\nThe brief sketches that follow^ have been prepared from data obtained, so far as possible, from relatives of the deceased.\nIrwin Shepard, Secretary.\n\nflatbanicl 1L. 3Benbam\nNathaniel L. Benham, superintendent of schools at Niagara Falls, N. Y., was born in\nSeneca Falls, N. Y., October 29, 1851, He received his education in the public schools\nof Seneca Falls, and later in Seneca Falls Academy.\nAt the age of seventeen he began teaching school, and continued in the work for\neight years .\nIn 1875 he was admitted to the bar and began the practice of law, removing to\nBuffalo in 1880. In 1884 he was appointed principal of the Niagara Falls Union School,\nand remained in that position until i8gi, when he was chosen superintendent of schools\nat Niagara Falls, which position he held at the time of his death, which occurred August\n3, 1901.\nHis wife and three children survive him.\nHe became a member of the National Educational Association at the Denver meet893\ning in 1895.\nlit has been impossible to secure data for a sketch of W. H. Baker, who became a life member at the\nSt. Paul meeting in 1890.\n\n"} {"page": 906, "printed_page": null, "text": "894\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nDenrg :fi3ennet\nHenry Banner, Ph.D., was born in Milford Township, Bucks Co., Pa. The early part\nof his life was spent on the farm, working during the summer and attending school\nduring the winter months.\nAt the age of fifteen he began teaching in a district school. After teaching for several years he attended and completed a course of study in the State Normal School at\nWest Chester, Pa., and on graduation was elected instructor in mathematics and English\nin his Alma Mater. This position he resigned to pursue higher studies in mathematics\nin the State University of Michigan, from which he received the degree of M.Sc.\nHe was University Fellow in Mathematics at Clark University, Worcester, Mass., in\n1889-90; in charge of the Department of Mathematics, Northwestern University,\nEvanston, 111., 1890-92; instructor in mathematics, Chicago Training School, 1892-95.\nHe then resigned to go abroad for study and travel. While abroad he studied at the\nUniversity of Berlin and at the University of Erlangen, where in June, 1897, he passed\nexaminations magna cu7n laude, and received the degree of Ph.D.\nIn June of the same year he was elected to the chair of mathematics in Albion College, Mich., which position he held at the time of his death, August 12, 1901.\nProfessor Benner never married. A brother and sister are the only surviving\nrelatives.\nProfessor Benner was a member of various scientific societies in Europe and\nAmerica, and became an active member of the National Educational Association in 1901.\n\n©eorge Stocftton 3Burrougb6\nDr. George Stockton Burroughs, professor of the Old Testament language and literature in Oberlin Theological Seminary, died at Clifton Springs, N. Y., October 22. He\nleaves a wife and three children, who will continue to make their home in Oberlin.\nBorn in 1855, Professor Burroughs received from Princeton the following degrees : A.B.\nin 1873; A.M. in 1876; B.D. in 1877; Ph.D. in 1884; D.D. in 1886. His degree of\nLL.D came to him from Marietta College in 1893. He held pastorates in Slatington,\nPa., 1877-79; Fairfield, Conn., 1879-83; and New Britain, Conn., 1883-86. From 1886\nto 1892 he was college preacher and professor of biblical literature at Amherst College ;\nand from 1892 to 1899 he was president of Wabash College. His work in Oberlin\nTheological Seminary thus covered but two years. He became an active member of the\nNational Educational Association at the Denver meeting in 1895.\n\nmuiarJ) 1barrl6 CbanDlcr\nWillard H. Chandler was born in Brattleboro, Vt., in 1830, and obtained his early\neducation at his home school. In 1854 he removed to Wisconsin, and settled first at\nDelavan; later he removed to Windsor, near Madison; and in 1868 he located on a\nfarm at Sun Prairie village, where he resided until his death, in 190 1.\nAltho his school training practically closed at fifteen years of age he was a lifelong\nstudent, and an earnest, independent thinker, and had a large part in building up a great\nand connected public-school system in his adopted state.\nIn 1856 he taught a rural school near Windsor, Wis.; later he was town superintendent, and for four years was a county superintendent. In 186 1 he became a member of\nthe state legislature, and for the following years of his membership of that body a leader\nin all matters of educational legislation. In 1 87 1, at the opening of the first Wisconsin\nstate normal school at Platteville, he became a member of the board of regents of\n\n"} {"page": 907, "printed_page": null, "text": "NECROLOGY\n\n895\n\nnormal schools, a position which he held continuously for twenty-one years. From 1 88 1\nto 1890 he held the position of assistant state superintendent of public instruction,\nand was largely instrumental in organizing and conducting the state teachers' institutes. He was for four years state inspector of high schools.\nHe became a member of the Wisconsin Academy of Sciences in 1872, and a life\nmember of the National Educational Association at the Madison meeting in 1884.\n\nTKHateon Cornell\nDr. Watson Cornell was born near Richboro, Bucks Co., Pa., in 1845. He graduated\nfrom the Millersville State Normal School in 1868, and received the degree of Ph.D.\nfrom the University of Pennsylvania in 1897.\nAfter teaching for a time in rural schools of Clearfield county he removed to Philadelphia in 1870 to become the principal of Point Breeze School. In 1879 he organized\nthe grammar school at Twelfth and Jackson streets. In 1885 he was made supervising\nprincipal. In 1889 he became supervising principal of the Logan Grammar School,\nwhich position he held at the time of his death, which occurred at his home in Philadelphia, March 16, 1902.\nHis wife and three children survive him.\nHe became an active member of the National Educational Association at the\nBuffalo meeting in 1896.\n\nIRobcrt Curcg\nDr. Robert Curry, the founder of Curry College, Pittsburg, Pa., was born in Westmoreland Co., Pa. He graduated from Jefferson College in 1848, receiving from the\ncollege the degree of A.B. in that year, of A.M. in i85i,and of Ph.D. in 1873..\nIn i860 he founded Curry College ; in 1873 he was appointed deputy state superintendent of public instruction; in 1 876 he was elected principal of the Nebraska State\nNormal School, and was president of the Nebraska State Teachers' Association in 1880.\nHe was the author of various pamphlets, addresses, and reports on educational\ntopics.\nIn 1895 he had a stroke of apoplexy, from which he did not fully recover. He died\nat Allegheny, Pa., December 13, 1901.\nHe became a life member of the National Educational Association at the Madison\nmeeting in 1884.\n\nI\n\n5ebfel fcittcrlDQe 2)avl0\nPrincipal J. K. Davis died at his residence in Chicago, February 5, 1902. He was\nborn in 1848, at Troy, Oakland Co., Mich.\nHe spent his early life on a farm, excepting for short periods when attending the city\nschools at Pontiac. In 1865 he graduated from Eastman's Business College, Poughkeepsie, N. Y., and in 1874 from the State Normal College at Ypsilanti, Mich. He began\nteaching immediately after graduation, at Concord, Mich. Later he taught for a number\nof years in various states. He spent two years in the southern states among the schools\nfor colored people, sustained by the American Baptist Home Missionary Society, and for\na time was principal of the Baptist Bible and Normal Institute, at Memphis, Tenn. After\na few years of business life in Michigan and Arizona, he accepted the principalship of\nthe Audubon School in Chicago, in which position he had served for three years at the\ntime of his death.\nHis wife, a son, and a daughter survive him.\nHe became an active member of the National Educational Association in 1900.\n\n"} {"page": 908, "printed_page": null, "text": "896\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nMilUam D. Olascocft\nWilliam H. Glascock was born near Greenfield, Ind., in 1857. His boyhood was\nspent on a farm in Hancock and Tipton counties, and his early education was received\nin the rural schools. At the age of twenty years he began teaching a country school, and\ngraduated from the Central Normal College at Danville, Ind., in 1885. He graduated\nfrom the Indiana State University in 1898, and took his master's degree at the University\nof Chicago in 1899.\nHe was county superintendent of the schools in Hancock county for four years, and\nlater became superintendent of schools of Greenfield, Ind. He later became superintendent of the Indiana State School for the Blind, and was elected to the superintendency\nof the schools of Bloomington, Ind., in 1899, which place he held at the time of his\ndeath. He also held a position as associate professor of pedagogy in the Indiana State\nUniversity.\nMr. Glascock had written two books for children, and was expecting soon to complete a more extensive work.\nHis death occurred December 26, 1901.\nHe became an active member of the National Educational Association in 1899.\n\nIFranft IDalentfne l)ubbarD\nFrank Valentine Hubbard was killed by an accident at his home in Red Wing,\nMinn., on August 27, 1901. He was born in southern Wisconsin February 14, 1855. His\nboyhood was spent on the farm, where, in the rural schools for a few months each year,\nhe secured his early education.\nHe taught in the country schools at an early age, and later completed a course at\nthe State Normal School at Whitewater, Wis. He served as principal of schools at\nDundas, Minn., and as superintendent at Redwood Falls, Waseca, and Red Wing.\nHe took a prominent part in the various country, district, state, and national educational\ngatherings, and was recognized thruout the state as one of the leading and progressive\neducators.\nHe became an active member of the National Educational Association in 1895, and\nserved as state director in 1899.\n\n5obn Scull Hrwin\nJohn Scull Irwin, LL.D., was born of Scotch-Irish parentage at Pittsburg, Pa., April\n4, 1825. He graduated from the Western University of Pennsylvania with the degree\nof A.B., in 1842, and from the University of Pennsylvania with the degree of M.D.\nin 1847. In 1875 he was granted the degree of LL.D. by the State University of\nIndiana.\nBecause of ill-health he abandoned the practice of medicine and removed in 1853\nto Ft. Wayne, Ind., where he engaged in the banking and insurance business for twenty\nyears.\nIn 1875, having served ten years as school trustee, he was elected superintendent of\nthe Ft. Wayne schools, which position he held until 1896. Retiring from active life at\nthat time, he removed a year later to Lafayette, Ind.\nHis death occurred in that city August 19, 1901.\nHe became a life member of the National Educational Association at the Chautauqua meeting in 1880;\n\n"} {"page": 909, "printed_page": null, "text": "NECROLOGY\n\n897\n\nIbenrg /Obartin Barnes\nHenry M. James was born in the town of Troy, Geauga Co., O., March 3, 1837. His\nearly life was spent on a farm and in attendance on a rural school during the winter\nmonths.\nIn 1850 he entered the Eclectic Institute at Hiram, four miles from his home. He\nand his sister, with Burke A. Hinsdale and his sister, united in boarding themselves while\nattending school at Hiram. He taught his first school near Hiram. For several years\nfollowing he was alternately teacher and student. Under the advice and encouragement\nof James A. Garfield he studied at Oberlin College, and afterwards at Williams College,\nwhere he graduated in 1861 with the degree of A.B. The degree of A.M. was granted\nto him by his Alma Mater in 1864.\nAfter graduation he taught school at Hudson, Mich. In 1864 he was called to the\nKentucky Street School in Cleveland, O. Mr, James was associated with Andrew J.\nRickoff in the Cleveland schools for the following sixteen years. In 1882 he became\nsuperintendent of the city schools of Omaha, Neb., which position he held for nine\nyears.\nAfter a year of travel visiting schools in Europe he became superintendent of city\nschools of Tacoma, Wash., in 1893, where he remained three years. Later he served as\nprincipal of the high school at Portland, Ore., for a short time, but resigned on account\nof ill-health.\nHis last months were spent with a married daughter at Chapel Hill, S. C. He died\nAugust 5, 1901.\nHis wife and two daughters survive him.\nHe became a life member of the National Educational Association at the Madison\nmeeting in 1884.\n\nXaura Xucas ^onsatrat\nMrs. Laura L. Monsarrat, whose maiden name was Laura Lucas, died April 12, 1900.\nShe was a native of Louisville. Her early education was obtained in public and private\nschools of that city.\nIn 1850 she was appointed teacher in the Female School at Fourteenth and Jefferson\nstreets. In 1852 Miss Lucas became principal of the Female Grammar School, which\nposition she held until 1856, when she was elected assistant in the Female High School.\nIn 1 86 1 Miss Lucas was married to Mr. Monsarrat, a teacher in the high school. A year\nlater she became assistant in one of the male high schools, and in 1862 was again elected\nassistant in the Female High School. In 1881 she became principal of a district school,\nand in 1 882 was transferred to the Seventh Ward School, where she remained until the\ntime of her death.\nAn evidence of the esteem in which the children of Louisville held Mrs. Monsarrat\nappears in the fact that the monument erected over her grave was paid for by money\ndonated by the children.\nMrs. Monsarrat became a life member of the National Educational Association at\nthe Louisville meeting in 1877.\n\n5obn (5. mageler\nJohn G. Nageler was born in Oldenburg, Germany, March 27, 1858. At the age of\nfifteen he removed with his parents to New Holstein, Wis. Later he attended the Chilton High School, and afterward taught in the rural schools of the town of New Holstein.\nHe completed a four years' course of study in the Oshkosh State Normal School, graduating with the class of 1885. For four years following he was instructor in English in the\nGerman-English Academy of San Antonio, Tex.\nHe then returned to Wisconsin and\n\n"} {"page": 910, "printed_page": null, "text": "898\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nbecame principal in the Janesville High School for two years, and later of the Chilton\nHigh School until 1896, when he was appointed principal of the Nineteenth District\nSchool of Milwaukee, Wis., which position he held until the time of his death, September\n25, 1901.\nHe became an active member of the National Educational Association in 1896, at the\nBuffalo meeting.\n\n5obn Daniel ©rr\nPrincipal J. D. Orr, of the Central School, Kansas City, Kan., died at that city\nNovember 2, 1901. He was born near Ft. Scott, Kan., in 1865, He was educated in\nthe common schools of Bourbon Co., Kan., and in the Kansas Normal College at Ft.\nScott, from which he graduated in 1895. He held the principalship of schools in Ft.\nScott for eight years. He next took charge of the schools at Big Timber, Mont., where\nhe remained two years. Returning, he again became a principal of the Central School,\nFt. Scott. This position he resigned to take charge of the Central School of Kansas\nCity, Kan.\nHis wife and two children survive him.\nHe became an active member of the National Educational Association at the Toronto\nmeeting in 1891.\n\n3Francla 1KIlaslan& iparfter\nFor an extended memorial sketch of Colonel Parker by Wilbur S. Jackman, dean of\nthe School of Education, University of Chicago, and tributes by members of the National\nCouncil, see pp. 399-408 of this volume.\n\nCalvin Smitb Pcnncll\nProfessor Calvin Smith Pennell, whose death occurred at St. Paul, Minn., on March\n16, 1 90 1, was well known in St. Louis for many years as a teacher in the high school and\nin Washington University. He was born in Colrain, Mass., January 24, 18 16, but in\nearly boyhood went to Franklin, Mass., where he came under the influence of his uncle,\nHorace Mann, fitting for Waterville College, Me., from which institution he graduated\nin 1 84 1. He then became the principal in succession of the academies at Wrentham,\nChicopee, Charlestown, and Lawrence, Mass. In 1853 Professor Pennell joined his\nuncle at Yellow Springs, O., where Mr. Mann was then president of Antioch College,\nand contributed much to the brilliant reputation which that institution enjoyed.\nIn 1856 Professor Pennell went to St. Louis, Mo., where he took charge, first, of the\nhigh school, and later of Mary Institute, the girls' department of Washington University,\nin which position he remained for thirty-one years.\nIn 1887 Professor Pennell left St. Louis to make his home in Minnesota, where his\nlife has been passed quietly in the enjoyment of his literary pursuits and in the pleasures\nof a country life. He leaves one daughter, Mrs. C. C. Hoyt, of Greenfield, Mass.\nHe became a life member of the Association in 1864 at the meeting in Ogdensburg\nN. Y.\n\nCbarles Collins IRounOs\nFor an extended memorial sketch of Dr, Rounds by Henry Sabin, of Des Moines,\nla., and tributes by members of the National Council, see pp. 391-399 and 405-408 of\nthis volume.\n\n"} {"page": 911, "printed_page": null, "text": "NECROLOGY\n\n899\n\n•Rate XTaubman\nMiss Kate Taubman was born in Cedar Falls, la., in 1863, She received her professional training as a teacher in the State Normal School at Cedar Falls, She was\ncounty superintendent of schools of Aurora county, South Dakota, for four years ; principal of the schools of Plankinton, S. D., for several years ; principal of the schools of\nAberdeen, S. D., for four years ; and was assistant principal of the Deadwood High School\nat the time of her death, January 27, 1902. She was president of the State Teachers'\nAssociation of South Dakota for several consecutive years.\nShe became an active member of the National Educational Association at the meeting at Asbury Park in 1894.\n\n1benr^ 5. ^a^lor\nHenry J. Taylor was born at Blue Mounds, Wis., April 8, 1855. He received his\ncommon-school education at Black Earth, Wis., where he lived the life of a farmer's\nboy. At the age of seventeen he entered the University of Wisconsin, and graduated\nwith first honors in 1878, receiving the degree of A.B.\nThe following year he was an instructor in oratory in his Alma Mater, and later\nbecame an instructor in Latin and Greek. In 1879 he entered the law department of the\nuniversity, and the following year was graduated with the degree of LL.B.\nFrom 1882 to 1885 he was county superintendent of schools of the western district\nof Dane county. In 1884 he completed a special course of study in Greek and received\nfrom his Alma Mater the degree of A.M.\nIn 1885 he entered upon the practice of law in Sioux City, la., where he lived\nuntil the time of his death, which occurred July 21, 1902, in Auckland, N. Z., where he\nhad gone with Mrs. Taylor in a fruitless search for health. His wife and four children\nsurvive him.\nMr. Taylor became a life member\nMadison meeting in 1884.\n\nof the National Educational Association at the\n\n:65war5 (BcnDer MarD\nEdward G. Ward, borough superintendent of schools of Brooklyn, N. Y., died in\nBrooklyn, September 13, 1901. He was born in Williamsburg, N. Y., in 1846. His\nearly education was obtained in the public schools of New York city and Hoboken\nLater he attended the New York Normal School and the New Jersey State Normal School\nat Trenton.\nHe began his career as a teacher at the age of seventeen as vice-principal of a\ngrammar school in Hoboken, N. J. Later he became principal of a grammar school in\nBergen, N. J., and afterward principal of Grammar School No. 2 in Jersey City. A few\nyears later he was made instructor in mathematics and grammar in the Jersey City Normal School, where he remained until 1879, when he was appointed principal of Grammar\nSchool No. 19 in Brooklyn. He was the first of a line of educators who have become\nprominent in the school system of that city.\nSuperintendent Ward was a writer of high reputation on educational subjects. In\n1898, on the consolidation of the boroughs into the city of New York, Mr. Ward was\nelected borough superintendent, which position he held at the time of his death.\nHe became an active member of the National Educational Association in 1899.\n\n"} {"page": 912, "printed_page": null, "text": "900\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nWilliam Clarftc 'WabittorD\nPresident William Clarke Whitford, D.D., was born in 1828 in Edmeston, N. Y. His\nearly education was obtained in the Brookfield Academy at Brookfield, N. Y., and in the\nDe Ruyter Institute. His later education was obtained in Union College and Union\nTheological Seminary.\nHe was president of Milton College from 1867 until his death, on May 20, 1902. He\nwas state superintendent of public instruction of Wisconsin for four years, and foi\" nine\nyears was a member of the board of regents of normal schools. For four years he was\neditor of the Wisconsin Journal of Education.\nPresident Whitford became a life member of the National Educational Association\nat the Madison meeting in 1884.\n\n5obn 5). l^crbg\nJohn D. Yerby, late superintendent of public schools of Mobile, Ala., was born in\nGreensboro, Ala., in i860. He received his primary education in a school taught by his\nfather, and completed his course at the Southern University at Greensboro, Ala., receiving the degree of A.B. at eighteen years of age ; later his Alma Mater conferred on him\nthe degree of A.M.\nAt nineteen years of age he became teacher in the Boys' Senior Grammar School of\nBarton Academy ; later he became principal of the school, which position he held until\nhe was elected superintendent of the public schools of Mobile in 1895. His death\noccurred August 10, 1900.\nHis wife and one daughter survive him.\nSuperintendent Yerby became an active member of the National Educational Association at the Denver meeting in 1895, ^.nd was treasurer of the Southern Educational\nAssociation at the time of his death.\n\nI\n\n"} {"page": 913, "printed_page": null, "text": "LIST OF LIFE, ACTIVE, AND CORRESPONDING\nMEMBERS\nARRANGED\n\nBY\n\nSTATES, CLASSES, AND\nREVISED\n\nYEARS\n\nTO NOVEMBER\n\nOF\n15,\n\nCONTINUOUS\n\nMEMBERSHIP\n\n1902\n\nThe marginal figures indicate the year of enrollment as active members by those\nwhose names immediately follow. The indented figures indicate year of appointment to\npresent educational position. The value of this list as an educational directory depends\nupon its accuracy and completeness ; all members are invited to contribute to this end by\nfurnishing corrections of errors, however slight, and by supplying omitted data.\nThe institutions enrolled as members will be found grouped at the end of the list for\neach state ; the arrangement is alphabetical in the order of enrollment.\nExtra copies of this list may be obtained by remitting twenty-five cents to the Secretary\nof the National Educational Association, Winona, Minn.\n\nCORRESPONDING\n\nMEMBERS\n\nENGLAND\n1898\n\n1901\n\nMiss Dorothea Beale, LL.D., '02, Univ. of Edinburgh, Associate of Queen's ColL, London.\nFirst Lady Mathematical Tutor, 1850-57; also Latin Tutor; Principal of the CheltenLadies' Collegeofsince\nOflficier 1895;\nd'Academie\nParis, 1889;\nof thehamAssociation\nHead 1858;\nMistresses,\nTutor inof Letters\nof thePresident\nUniversity of Durham, 1896; Author of various Reports, Essays, and Text-Books.\nAddress: Ladies' College, Cheltenham.\nSir Joshua Fitch, A.M., '52; Fellow, '75, of the Univ. of London; LL.D., St. Andrews' Univ.\nFormerly Principal of the Training College of the British and Foreign School Society; 1863;\nHer Majesty's\nInspector\nof Schools\nInspector from\nof Training\nColleges,\nKnighted\nfor Public\nServicesandon Chief\nhis Retirement\nOffice,\n1896; some time Examiner in Cambridge and London Universities and for\nthe Civil Service ; Author of Lectures on Teaching delivered before the University of Cambridge, 1880, and other Books and Essays. Address: 13\nLeinster Sq., Bayswater, W., London.\nMichael Ernest Sadler. A.M., Trinity Coll. and Christ Church, Oxford; LL.D.. (honorary)\n. '02, Columbia Univ.\nSecretary of the Oxford University Extension Delegacy, 1885-95 ; Student and Steward of Christ Church, Oxford, 1890-95; Member of the Royal Commission\non Secondary Education, 1893-95; Director of Special Inquiries and Reports\nto the Board of Education (England and Wales) since 1895. Address:\nBoard of Education Library, Canon Row, Whitehall, London, S. W.\nHon. E. Lyulph Stanley, A.B., '62, A.M., '63, Oxon.\nMember of the Royal Commission on Education, 1886-87; Member of the London\nSchool Board since 1876, and present Vice-Chairman of that body.\nAddress:\n18 Mansfield St., London, W..\nCloudesley\nS. Henry\nBrereton, A.B., '96, A.M., '90, St. John's Coll.. Cambridge; B. es L.,\nL. es L., Univ.\nof Paris.\nExaminer in Modern Languages to the Joint Scholarship Board, 1899-1901 ; Examiner in French to the Cambridge University Local Syndicate, 1898-1901;\nExaminer in Modern Languages to the Oxford and Cambridge Joint Board,\n1899-1901; Vice-President of the International Jury for Primary Education\nat the Paris Exposition, 1900; Appointed to inquire into the Teaching of\nModern Languages in Ireland. 1901; Writer on Education in \"Fortnightly\nReview,\"\n\"Saturday\nReview,\"\netc.; Author\nvariousStates\nReports; \"The\nAddressed Times,\"\nthe National\nEducational\nAssociation\nof the ofUnited\nat\nDetroit, Mich.,\nEducational Crisis in England.\" Address:\nBriningham\nHouse.1901,\nMelton \"The\nConstable.\nFabian Ware.\nInspector of Secondary Schools for the Board of Education of London; Assistant\nDirector of Education for the Transvaal. Address: 54 Goldhurst Terrace,\nHampstead, N. W., London; colonial address: Pretoria, S. A.\n\n"} {"page": 914, "printed_page": null, "text": "90 2\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Hungary\n\nSCOTLAND\n1898\n\nSimon Somerville Laurie, A.M., LL.D., Univ. of Edinburgh, F.R.S.E.; Hon. Fellow of the\nEducational Institute of Scotland, and of the Comenius Society, Germany.\nProfessor of the Institutes and History of Education, Edinburgh University, since\n1876; Visitor and Examiner to Dick Bequest (educational) Trust since 1856;\nSecretary to the Endowed Schools (Scotland) Commission, 1872; Secretary\nto Association for Promoting Secondary Education in Scotland, founded\n1876; at one time President of Teachers' Guild of Great Britain and Ireland;\nMember of Edinburgh University Court; Author of various Philosophical\nand Educational Books and Articles.\nAddress: 22 George Sq., Edinburgh.\n\n1898\n\nFerdinand\n\n1901\n\nFRANCE\nBuisson\nProfessor of Education at the Sorbonne.\nAddress: Paris.\nJ. J. Gabriel Compayre, Ph.D., 1873.\nProfessor of Philosophy, Lycees de Pau, 1865 — de Poitiers, 1868 — de Toulouse,\n1871; Professor of Philosophy, Faculty of Letters of Toulouse, 1874; Professor of History of Education, Normal School of Fontenay aux Roses, 1880 —\nNormal School of St. Cloud, 1881 ; Member of Chambre des Deputes, 1881-89;\nRector of the Academy of Poitiers, 1890-95; Rector of the Academy and\nUniversity of Lyons, 1895; Corresponding IVIember of the Institut de France,\n1901; Rector at the University of Lyons. Address: Lyons, France.\nPierre Emile Levasseur, Doctor (ad Honoris), Univ. of Columbia and Univ. of Budapest;\nLitt. D., '56.\nProfessor of Letters and Rhetoric, and of History, at several Lyceums, 1868; Professor at the College of France since 1868; Professor at the Institute of Arts\nand Trades, 1871-96; President of the Association for the Secondary\nInstruction of Young Girls at the Sorbonne since 1881; President of the\nStatistical Commission of Primary Instructors since 1876; Corresponding\nMember of the Academies of Prussia, Sweden, Hungary, and of the American\nAcademy of Political and Social Science. Address: 26, rue Monsieur-lePrince, Paris.\nCharles Bayet.\nProfessor of History and Archaeology of the Middle Ages at the University of\nLyons, 1876; Rector of Academy of Lille, 1891; Director of Primary Education to the Minister of Public Instruction, 1896; Member of the Higher\nCouncil of Public Instruction, 1900; Author of various works on Archaeology\nand History of the Middle Ages; of a volume on Byzantine Art; of various\narticles on Teaching. Address: 27, rue Gay-Lussac, Paris.\nLeon Bourgeois.\nFormerly Minister of Public Instruction; Member of the Chamber of Deputies.\nAddress: rue Palatine, Paris.\nElie Rabier.\nFellow in Philosophy, 1866-69; Professor of Philosophy in the Lyceum of Montauban, 1869-72; of Cours, 1872; of Charlemagne at Paris, 1873-81;\nMaster of the Department of Philosophy at the Superior Normal School,\n1881; Director of Secondary Education in the Ministry of Public Instruction, 1889; Author of various Educational Treatises. Address: 24, rue de\nFleurus, Paris.\nCamille See.\nCounselor of State; Author of the Law of December 21, 1880, which created the\nSecondary Instruction of Young Women; Author of the Law of June 29,\n1 88 1, which created the Normal School; Member of the Committees and\nJury at the Universal Expositions of 1878, 1889, and 1900. Address: 65,\navenue des Champs-Elys6es, Paris.\nGERMANY\n\n1898\n\n1898\n\n1901\n\n1901\n\nFriedrich Professor\nPaulsen, ofPh.D\n, '71, Berlin.\nPhilosophy\nand Pedagogics, University of Berlin, since 1877.\nAddress: Steglitz Fichtestrasse 31, Beriin.\nITALY\nLuiGi BoDio, LL.D.\nCounselor of State; Commissioner General of Emigration; President of the Superior\nCouncil of Statistics; Member of various Statistical Societies in France,\nEngland, Germany, and America.\nAddress: Rome.\nRUSSIA\nEngraph p. Kovalevsky.\nMember of the Scientific Committee of the Ministry of Public Instruction and\nOfficer of the Special Missions at the University of Moscow, 1890; Secretary\nof the Imperial Senate, and delegate to the World's Columbian Exposition\nat Chicago, 1893; Director of the Pedagogical Section of the National Exhibition at Nijni Novgorod, 1896; same at Stockholm. 1897; Director of the\nPedagogical Commission at the Paris Exposition and member of the International Jury of Awards, 1900; Author of various papers on Educational\nSubjects.\nAddress: Catherine Canal 14, St. Petersburg.\nHUNGARY\nBela de Tormay.\nGraduate of Budapest College and Royal University; Professor of Zoology in Agricultural School, 1865; Director, 1869; Director Budapest Veterinary Academy, 187s; Counselor in Royal Hungarian Ministry of Agriculture, 1886 to\nd9,te; Author of various papers on Agricultural Topics; Corresponding Member of the Royal Academies of Hungary and Italy. Address: V. Nador\nUtcza, Budapest.\n\n"} {"page": 915, "printed_page": null, "text": "Costa Rical\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nARGENTINE\n\nMEMBERS\n\n903\n\nREPUBLIC\n\n1901 Joseph Benjamin Zubiaur, LL.D., '84, Univ. of Buenos Ayres.\nProfessor and Assistant Supervisor of Normal Schools and National Colleges, 188184; Inspector of the Normal Schools and National Colleges, 1885-91; Delegate sent\nthe Principal\nMinister ofofthePublic\nInstruction\nthe World'sdelExposition\nat Paris\nin by\n1889;\nNational\nCollege ofto Concepcion\nUruguay,\n1892-98; Director of the Section of Education, 1899; Member of the National\nBoard of Education, 1899; Delegate to the Pan-American Exposition from\nthe Province of Entre Rios and General Board r.f Education of the Province of Corrientes, also Commissioner to Study the Elementary Schools\nand Adult Evening Schools of the United States, 1901 Address: Buenos\nAyres, Argentine Republic\n1901\n\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\nto the United States, 1897; Plenipotentiary to Universal Postal Congress at\nWashington, 1901; Delegate to Second Pan-American Congress, Mexico,\n1901. Address: Rio Janeiro, Brazil; consular address: 17 State St., New\nYork, N. Y.\nREPUBLIC\n\n1901\n\n1901\n\nJulio Peres Canto, LL.B., '90.\nSecretary of the Society for the Industrial Development of Chile. Santiago, 189196; Commissioner of Chile at the Central American Exposition, 1897; Consul\nGeneral of Chile to the Central American Republics, Guatemala, 1898;\nDelegate Secretary to the Pan-American Exposition of Buffalo (special\ncommission), 1901. Consular address: Guatemala City, Guatemala, C. A.\nCarlos Silva Cruz, Graduate University of Chile, 1899.\nProfessor of Spanish and Composition at the \"Liceo Miguel Luis Amunategui,\"\nSantiago,of 1895;\nand atSuperior,\nthe \"Institute\nNacional\nde Chile,\"\n1898;\nChief of\nSection\nSecondary,\nand Special\nInstruction\nof the\nMinistry\nof\nPublic Instruction of Chile, 1899; Commissioner in charge of the Educational and Library Department of the Chile exhibit at the Pan-American\nExposition of Buffalo, N. Y., and to study the organization of Educational\nService of the United States, 1901. Permanent Address: 351 Breton St.,\nSantiago, Chile; United States Address: Castle Inn, Delaware Ave., Buffalo,\nN. Y. •\nGiullermoDirector\nFreudenburg\nB.L., '00, Univ.\nof Santiago,\nand ChiefCristi,\nof thePh.B.,\nSchool'97,Department,\nPatronato\nSanta Chile.\nFilornena. 1896;\nCommissioner Assistant of Chile to the Pan-American Exposition (educational department); Special Commissioner to Study the Educational Systems in the United States and Europe, 1901. Address: Casilla 841, Santiago,\nChile; United States address: Castle Inn, Niagara Sq., Buffalo, N. Y.\nREPUBLIC OF GUATEMALA\nDr. Joaquin Yela.\nPhysician and Surgeon of the Faculties of Guatemala and San Francisco, Cal.;\nFounder and ex-Dean of the Guatemalan College of Pharmacy and Medicine; Guatemalan Commissioner to the Paris (1878) and Buffalo Expositions; Delegate to the Second and Third Pan-American Medical Congresses;\nMember of the Caballeros Hospitalarios Espafioles of Madrid, Spain; Member of the Academic Nationale of Paris, France. Address: Guatemala City,\nGuatemala, C. A.; consular address: 4 Stone St., New York, N. Y.\nREPUBLIC\n\n1901\n\nOF CHILE\n\nOF NICARAGUA\n\nDon Alejandro\nM.T., National\nT.E., A.M.,\n'92, Inst,\nof Granada,\nProfessorBermudez,\nof Literature,\nInstitute,\nGuatemala,\n1893;Nicaragua.\nMember Pedagogical\nCongress of Guatemala; Inspector General of Finance of Nicaragua, 1898;\nAssistant Secretary of Promotion and Public Works of Nicaragua, 1899;\nSecretary of Legation of Nicaragua in Washington and Special Commissioner\nto 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.\nREPUBLIC\n\nOF COSTA\n\nRICA\n\n1901 Don Joaquin Bernando Calve.\nAddress: Care of Legation of Costa Rica, Washington, D. C.\n\n"} {"page": 916, "printed_page": null, "text": "904\n\nLIFE\n\nNATIONAL\n\nEDUCATIONAL\n\nDIRECTORS,\n\nLIFE AND\n\nASSOCIATION\n\nACTIVE\n\n[Alabama\n\nMEMBERS\n\nALABAMA\nACTIVE\n\nMEMBERS\n\n1881 John Massey, A.B., '62, A.M., '75, LL.D., '79, Univ. of Ala.\n1876 President of Alabama Conference Female College, Tuskegee.\n1882 Julia Shudwick Tutwiler.\n1886, Principal of Alabama Normal College, Livingston.\n1888 John Herbert Phillips, A.M., Marietta Coll., O.; Ph.D., Southern Univ., Ala.\n1883, Superintendent of Schools, 2231, 7th Ave., Birmingham.\n1894 LuciEN V. La Taste.\nGeneral Agent, University Publishing Co. of New York; Box 564, Mont1895 Mary A. Cahalan.\n1884, Principal of the Powell School, 231 1, 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, loi Georgia Ave.,\nMobile.\nJames Knox Powers, A.M., '73, LL.D., '97, Univ. of Ala.\n1901, Representative, B. F. Johnson Publishing Co., 619 Wesleyan Ave., Florence.\n1898 Robert Venable Allgood, B.Sc, '90, So. Univ., Greensboro; A.M., '93, Univ. of Nashville.\n1894, Superintendent of Public Schools, 4312, 2d St., 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., 21 12 N. 7th Ave., Birmingham.\n1899 Daniel Pinkney Christenberry, Pd.B., '87, A.M., '88, Southern Univ., Greensboro, Ala.\n1892, Professor of English, Southern University, Greensboro.\n1900 John W. Abercrombie, A.B., '86, Oxford Coll.; LL.B., '88, Univ. of Ala.\n1902, President, University of Alabama. University.\nLucien p. Giddens.\nGreensboro.\nCharles B. Glenn, M.Sc, '92, Ala. Polytechnic Inst.; A.B., '96, Harvard Univ.\n1899, Principal, Paul Hayne School, 709 S. 20th St., Birmingham.\nWillard J. Wheeler.\n1896, President,\nBirmingham\nBusiness College, 1909K-1917K.\nist Ave.,\nmingham.\nMarshall Clark Wilson, C.E., '76, Univ. of Va.\n1897, President, State Normal College, 648 Poplar St., Florence.\n1901 Joseph M. Dill, A.M., Howard Coll., Ala.\n1901, Superintendent of City Schools, 124, 22d St., Bessemer.\nIsaac W. Hill, A.B., '80, A.M., '83, Emory Coll., Georgia.\n1896, Superintendent of City Schools, Gadsden.\nJames Alex. Moore.\n\nBir-\n\nSecretary, Alabama Girls' Industrial School, Montevallo.\nB.Sc, '92, Marion Mil. Inst.; A.B., A.M., '97, Univ. of Va.\nAssistant Superintendent and Professor of Physics, Marion Military Institute, Marion.\nJohn Lake Parker.\n1900, Member, Board of Education, 191 3, ist Ave., Birmingham.\nFrancis M. Peterson, A.M., D.D., '00, Southern Univ., Green.sboro, Ala.\nPresident of Alabama Girls' Industrial School, Montevallo.\nMrs. J. H. 1899,\nPhillips.\nPresident, Free Kindergarten Association, Birmingham.\n1902 Ernest F. Fenollosa, A.B., Harvard Univ.\nEx-Professor of Philosophy, University of Tokio, Japan; 159 Church St.,\nMobile.\nCharles Lewis Floyd, A.B., Univ. of Ga.\n1889, Superintendent of Citv Schools. 205 High St., Montgomery.\nH. C. Gunnels, A.B., '86, LL.B,, '91.\n1902, State Superintendent of Education. Capitol, Montgomery.\nH. O. MuRFEE,\n\ninstitutions\n1897\n1899\n1901\n\nAlabama\n\nPolytechnic Institute.\nPresident, Charles Coleman Thach; Acting Librarian, William O. Scroggs,\nAuburn.\nState Normal School at Jacksonville.\nPresident, William Clarence Daugette, Jacksonville.\nAgricultural and Mechanical College of Alabama.\nPresident, W. H. Councill: Librarian. Loretta V. Brownlow, Normal.\nState Normal College.\nPrincipal, E. M. Shackelford, Troy.\n\n"} {"page": 917, "printed_page": null, "text": "Arkansas]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n905\n\nARIZONA\nACTIVE\n\n1890\n\nMEMBERS\n\nFerris S. Fitch, A.B., '77, Univ. of Mich.\n1902, Chancellor of the University of Arizona, Tucson.\nYale\nA.B.,of '88,\nA.M., '97,\nLawrence\nUniv.\n1902,Adams,\nPresident\nUniversity\nof St.\nArizona,\nTucson.\n\n1899 Frank\n\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, Ft. 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, CaHfomia Ave., Phoenix.\nA. J. Matthews.\n1900, President, Territorial Normal School, Tempe.\n1900 Milton J. Needham.\n1 90 1, Superintendent and Special Disbursing Agent, Western Navajo School.\nAlgert.\n1901 William W. Ewing.\nPrincipal Teacher, Moqui Indian Training School. Keams Canon.\nLaura Howe.\n1898, Government Indian Service, Sacaton\nHorace G. Wilson.\n1902, Superintendent of San Carlos Indian School, San Carlos.\n1902 R. A. Cochran.\nSuperintendent of Indian School, Talklai.\nSherman M. Woodward, M.Sc, '93, Washington Univ., St. Louis. Mo.; A.M., '96, Harvard.\n1896, Professor of Mathematics and Mechanics, University of Arizona, Tucson.\ninstitutions\n1901 Normal School of Arizona.\nPresident, A. J. Matthews, Tempe.\nNorthern Arizona Normal School.\nPresident, A. N. Taylor, Flagstaff.\nUniversity of Arizona.\nPresident, F. Yale Adams; Librarian, Howard J. Hall, Tucson.\nARKANSAS\nactive members\n1887 Thomas A. Futrall, A.M., West Tenn. Coll.; LL.D., '00. Univ. of Ark.\n189s. Examiner Public-School Teachers for Lee Co., Marianna.\n1895 George B. Cook. A.M.\nSuperintendent of City Schools, 200 Garden St.. Hot Springs.\nW. W. Rivers, A.B.. '86, A.M., '89, Univ. of Miss.\n1 90 1, President of Central College, Conway.\n1896 Howard Gates.\n1902, Principal of Peabody High School, 517 W. 5th St., Little Rock.\nJ. H. HiNEMON, A.M., '94, Arkadelphia Coll., and '02, Univ. of Nashville.\n1902, State Superintendent of Public Instruction, 815 Center St., Little Rock.\nAlfred Lee Peacher, A.M., '92, Wooster Univ., O.\n189s, Superintendent of Schools, 806 Broadway, Van Buren.\n1897 John Hugh1902,\nReynolds,\n'93, Hendrix\nColl.; A.M.,\n'97, Univ.\nProfessorA.B.,\nof History\nand Political\nScience,\nUniv. ofof Chicago.\nArkansas, Fayetteville.\n1898 Joseph Carter Corbin, A.M., '60, Ph.D., '99, Ohio Univ.\n1873, President of Branch Normal College, 1821 W. 2d Ave., Pine Bluflf.\nT. P. Murrey.\nRepresentative of American Book Co., 212 Main St., Little Rock.\nJ. R. Rightsell.\nSuperintendent of City Schools, Little Rock.\n1899 J. J. DOYNE.\n1898, State Superintendent of Public Instruction, Little Rock.\nJames H. Witherspoon, A.B., '92, Univ. of Tenn.\n189s, Principal of High School, 302 W. 17th Ave., Pine Bluff.\n1900 J. D. Van Winkle.\nDistrict Manager, B. F. Johnson Publishing Co., 1023 N. 14th St.. Ft. Smith.\n1901 Christopher Columbus Black.\n1902, Principal of High School, Mulberry.\nB. H. Caldwell.\n1901, President, Normal College, Pea Ridge.\nJ. H. Caldwell.\nSuperintendent of City Schools, Harrison.\nJ. Wilson Pettus, A.B., '97, Fisk Univ.\n1897, Assistant Principal of Howard High School, 912 N. G St., Ft. Smith.\nE. O. Trent.\nPrincipal of Howard High School, 901 N. 9th St., Ft. Smith.\n\n1902\n\nB. W.\n\n1897\n\nSuperintendent of City Schools, Ft. Smith.\ninstitutions\nCollege.\nPresident, Stonewall Anderson, Conway.\nUniversity of Arkansas, Library.\nPresident, Henry S. Hartzog; Librarian, Mrs. Neil Carothers, Fayetteville.\n\n1901\n\nTORREYSON.\n\nHendrix\n\n"} {"page": 918, "printed_page": null, "text": "9o6\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[California\n\nCALIFORNIA\nlife members\n1877\n\nMrs. Anna\n\nKalfus Spero.\nBerkeley.\n\n1879\n\nJames Harmon\n1896,\n\n1882\n\nHarriet\n\nHoose, A.M., '64, Ph.D., '73, Syracuse Univ.\nDepartment of Philosophy and History, University of Southern California,\n255 S. Euclid Ave., Pasadena.\nN. Morris,\nA.M., St.,\n'86, San\nNat. Diego.\nNor. Univ.\n1520 Cedar\n\n1886 C. Y. Roop, A.B., '77, Univ. of 111.\nEditor \"Co-operative Journal,\" 634, i8th St., Oakland.\n1888 Rebecca F. English.\n1891, Critic Teacher, State Normal School, 141 S. loth St., San Jos^.\nJoseph O'Connor.\n1898, Principal of Mission High School,\n310 Pine St., San Francisco.\n1889 Mrs. Augusta W. Classen.\n1633 Hyde St., San Francisco.\nACTIVE\nmembers\n1888 J. P. Greeley.\n1889, Superintendent of Schools of Orange Co., Courthouse, Santa Ana.\n1889 Sanford a. Hooper,\nA.B., '72, A.M., '82, Beloit Coll.\nAlhambra.\nEdward\n\nT. 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.\n.\nEllsworth Brown, A.B., '89, Univ. of Mich.; Ph.D., '90, Halle.\n1898, Professor of Theory and Practice of Education, University of California,\n2344 Telegraph Ave., Berkeley.\n1892 Frederic 1899,\nL. Burk,\nB.L., '83,\nUniv. Normal\nof Cal., A.M.,\nStanford\nPh.D.,\nClark Univ.\nPresident\nof State\nSchool,'92,Powell\nSt., Univ.;\nnear Clay,\nSan '98,\nFrancisco.\n\n1891 Elmer\n\n1893 James A. Foshay,\nA.M., Univ. of\nCal.; Pd.D..\n'98, N.\nColl.\n189s, Superintendent\nof So.\nSchools,\n2341 Scarff\nSt.,Y.LosNor.\nAngeles.\np. Cubberley. A.B., '91, Ind. Univ.; A.M., '02, Columbia Univ.\n1898, Associate Professor of Education, Iceland Stanford Jr. University, Stanford\nUniversity.\n\n1894 Ellwood\n\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,\nB.P.. '84,\nSyracuse Public\nUniv. Schools,\n1898, Director\nof Drawing,\n1261, 6th Ave., East Oakland.\nLewis B. AyERv,\nB.Sc, '83,\nTabor High\nColl.. School,\nla.\n1895, Principal\nof Union\nRedlands.\nWalter J. Bailey, A.M., '00, Bates Coll.\n1 90 1, Principal, Los Angeles Military Academy, Commonwealth Ave., Los Angeles.\nSamuel T. Black.\n1898, President of State Normal School, San Diego,\nTheodore B. Comstock,\n'68,Angeles.\nPa. State Coll.; B.Sc, '70, D.Sc, '86, Cornell Univ.\n827 BeaconB.Agri..\nSt., Los\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.\nGeorge R. Kleeberger.\n1902, Principal of High School, 103 N. W. 3d Ave., Visalia.\nJ. B. MoNLUX. A.M., '81, Iowa State Univ.\n1896, Principal of 28th St. School, 434 E. Adams St., Los Angeles.\n1896 E. Morris Cox, A.B., Haverford Coll., Pa.\n1897, Principal of Public Schools, 625 Johnson St., Santa Rosa.\nHarriet M. Scott.\n1902, Acting Professor of Pedagogy in Throop Polytechnic Institute, 22 W. California St., Pasadena.\nHenry Morse Stephens, A M., '92, Oxford.\n1894, Professor of History and Director of University Extension, University of California, Berkeley.\n1897 Frank H. Ball.\n1900, Director of Manual Training, Throop Polytechnic Institute, 162 Oakland\nAve., Pasadena.\nChristine M. Benson.\n1898, Teacher of Primary Grade, Hotel Lillie, Los Angeles.\nArthur Henry Chamberlain.\n1896, Professor of Education, and Principal of Normal School, Throop Polytechnic\nInstitute, 377 N. Los Robles Ave., Pasadena.\nFlorence Lawson.\n1896, Director of Kindergarten Training Department, State Normal School, Bellevue Terrace Hotel, Los Angeles\nFernando Sanford.\n1 891, Professor of Physics, Leland Stanford Jr. University, Stanford University.\n1898 James A. Barr.\n1801, Superintendent of City Schools, 1407 E. Channel St., Stockton.\nMorris Elmer Dailey, A.M., Ind. Univ.\n1900, President of State Normal School, San Jos^.\nDavid Starr Jordan, M.Sc, Ph.D., M.D., LL.D.\n1891, President of Leland Stanford Jr. University, Stanford University.\n\n"} {"page": 919, "printed_page": null, "text": "Californiaj\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n907\n\nCALIFORNIA— Ccm/iwMerf\nE. Lemon.\n1894, Teacher in First Primary, Lincoln Building, 50 S. Euclid Ave., Pasadena.\nCecil Wirt Mark, B.Sc, '88, Univ. of Pacific, Cal.\n1900, Member of Board of Education, 1007 Dolores St., San Francisco.\nJulius Irving Read, A.B., '94, Dartmouth Coll.\n1902, Vice-Principal of Union High School, Box 245, Oroville.\nOsMER Abbott, 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 Jos^; temporary address, Teachers College, Columbia University, New York.\nLulu Claire Bahr.\n1901, Superintendent of City Schools, 223 7th St., San Bernardino.\nThomas Pearce Bailey,\n'87, Angeles\nA.M., '89, Ph.D., 'gi, Univ. of So. Cal.\n820 W. Jr..\niTthA.B.,\nSt., Los\n\ni8g8 Anna\n\n1899\n\nWilliam\n\nHoward Baker, A.M., P.T., St. Nor. Sch., Kirksville, Mo.\n1900, Instructor of Mathematics, State Normal School, 322 S. 7th St., San Jos^.\nJ. Baldwin.\n1899, County Superintendent of Schools, Courthouse, San Diego.\nMiss Lew A. Ball.\n1898, Teacher in Garfield School, ssS, 13th St., Oakland.\nHonora D. Cannon.\nPrimary Teacher, Public Schools, Oxnard.\nFrederick H. Clark, A.M., '86, Univ of Cal.\n1889, History Department, Lowell High School, San Francisco; res , 141 8 Myrtle\nSt.. Oakland.\nF. A. CooLEY, A.B., '92, Stanford Univ.\n1901, Principal of Union High School, Clovis.\nMinnie Coulter, A.B., '98, Stanford Univ.\n1899, Superintendent of Schools of Sonoma County, Santa Rosa.\nJessk 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 City Schools, Sefton Block, San Diego.\nAnna E. Edwards.\n1890, Teacher of Eighth Grade, City Schools, 1837 3d St., San Diego.\nWalter A. Edwards, A.B., '83, A.M., '86 LL.D.,'02, Knox Coll.\n1897, President of Throop Polytechnic Institute, Pasadena.\nW. S. Edwards, A. M., Alfred Univ.\n1899, Superintendent of Schools, Santa Barbara Co., Santa Barbara.\nRichard Douglas Faulkner, B.L.. '77, Univ. of 111.\n189s, Principal, Franklin Grammar School, San Francisco.\nJ H. Fra-ncts.\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 P. GOWER.\n1896, Assistant Teacher of Sloyd, 3003 Minnesota St., Los Angeles.\nJames D. Graham, A.B., '88, A.M , '92, Toronto Univ.\n1892, Superintendent of Schools, 500 Ellis St., Pasadena.\nLyman Gregory, M.D., '87. Chicago Hom. 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.\nLillian D. Hazen.\n1899, Principal of Vernon School, 544 Ruth Ave., Los Angeles.\nT. L. Heaton, B.L., LL.B., '80, Univ. of Mich.\n1897. Instructor in Education, University of California, 2432 College Ave., 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 Jos^.\nA. D. Hunter.\n1873, Director of Music, PubUc Schools, 440 West Holt Ave., Pomona.\nFrank H. Hyatt.\n1898, Superintendent of Schools, Pomona.\nO. P. Jenkins. A.B., A.M., Moore's Hill Coll.; M.Sc, Ph.D., Ind. Univ\n1 89 1, Professor\nStanford Jr. University, Stanford University. of Physiology, Leland\nHugh\n\nBurt Ornon Kinney, A.B., '97, Stanford Univ.\n1901, Head of Department of History and Economics, High School, 2802 Menlo\nAve., Los Angeles.\n\nC. A. KuNOU.\n\n1899\n\nSupervisor of Manual Training, 422 So. Avenue 19, Los Angeles.\nJ. W. McClymonds, A.B., '71, Westminster, Pa.\n1888, Superintendent of City Schools, 447 34th St., Oakland.\nFrederick H. Meyer.\n1902, Instructor in Drawing, Univ. of California, 420 Montgomery St., Berkeley.\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.\n\n"} {"page": 920, "printed_page": null, "text": "9o8\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[California\n\nCALIFORNIA— Cow/inw^d\nMosher.\n1897, Principal of Schools, Benicia.\nF. O. Mower, A.B., '78, Bates Coll., Lewiston, Me.\n1897, Principal of High School, 715 3d St., Napa.\nM. M. Parker, A.M., '78, Wesleyan Univ.\n516 E. California St., Pasadena.\nMinnie E. Rees.\nTeacher in City Schools, 632 Britannia St., Los Angeles.\nMrs. Julia Cole Sherwood.\nT902, Principal of School, Lower Lake.\nMrs. Hattie Burdick Shorkley.\n578, 17th St., Oakland.\nDavid S. Snedden, A.B., '97, Stanford l/niv.; A.M., '01, Columbia Univ.\n1901, Instructor in Education, Leland Stanford Jr. University, Stanford Univ.\nEdwin Diller Starbuck, A.B., Indiana Univ.; A.M., Harvard Univ.: Ph.D., Clark Univ.\n1897, Assistant Professor of Education, Leland Stanford Jr. University, Stanford\nUniversity.\nF. W. Stein, Jr.\n1899, Principal of Harper School, 1350 Newton St., Los Angeles.\nAnna M. Stovall.\n1 89 1, Principal of Free Norrnal Training School of Golden Gate\nKindergarten\nAssociation, Hearst Kindergarten Building,\n560 Union St., San Francisco.\nJohn Harvey Strine.\n1898, County Superintendent of Schools, Room 47, Courthouse, Los Angeles; permanent address, Monrovia.\nErnest\n\nH\n\nFrancis A.Swanger\nM.S.D.,\n'92, Mo.\nStateWoodland.\nNor. Kirksville; A.M., '98, \"Willamette Univ., Ore.\n1899, Principal\nof High\nSchool,\nJohn Swett, A.M. (honorary), Dartmouth Coll.\nMartinez.\nG. S. Trowbridge,\nB.Sc, '80,\nA.M., High\n'82, Iowa\nState\nUniv.Paula.\n1902, Principal\nof Union\nSchool,\nSanta\nLouis K. Webb, B.Sc, '78, Univ. of Mich.; A.M., '98. Stanford Univ.\n1 90 1, Principal of John Swett Union High School, Crockett.\nReginald Heber Webster, A.B., '77, A.M., '82, Univ. of Cal.\n1897, Superintendent of Schools in and for the City and County of San Francisco,\nCity Hall, San Francisco.\nDaniel H. White.\n1899, Superintendent of Schools, Solano County, Fairfield.\nM. Ida Williams, A.B., '99, Stanford Univ.\n1899, Teacher in Public Schools, 139 N. Delacey St . Pasadena.\n1900 Arthur W. Gray, A.B., '96, Univ. of Cal.\n1900, Teacher of Physics, Chemistry, and Mathematics, Merced County High\nSchool; P. O. Box 183, Merced.\nGeorge Arthur\nMerrill, of B.Sc,\n'88, Univ.\nof Cal.\n1894, Principal\nCalifornia\nSchool\nof Mechanical Arts, and (1901)\nDirector\nWilmerding School of Industrial Arts, i6th and Utah Sts., San Francisco.\n1901 Estelle Carpenter.\nSupervisor of Music, City Schools, and in State Normal School, 1626 O'Farrell\nSt., San Francisco.\n\nMrs. Jessie W. Cook.\n\n1902, Teacher in Sherman Institute, Riverside.\nBenjamin 1897,\nMarshall\nDavis,\nB.Sc, '90,\nM.Sc,\n'92, Butler\nProfessor\nof Biology,\nState\nNormal\nSchool, Univ.\nLos Angeles.\nJerdina Faber.\n1899, Teacher in Government Indian School, Perris.\nEfner a. Farrington, A.B., '86, Oberlin Coll., Ohio.\nPrincipal of Los Nietos Valley Union High School, Downey.\nFrank Kyselka, LL.B., LL.M. Columbian Univ., D. C.\n1900, Superintendent and Special Disbursing Agent, Hoopa Valley Indian School,\nHoopa.\nMary A. Lang.\nPrincipal of Griffin Ave. School, 3003 Minnesota St., Los Angeles.\nIrving E. 1Outcalt,\nA.B., of'96.\nA.M 4\\i,\nStanford\nUniv. Merced.\n90 1, Principal\nMerced\nCounty\nHigh School,\n\nIQC2\n\nHarry M. Shafer, B.Sc, '87, M.Sc, '90, Eureka Coll.; A.B., '99, A.M., '00, Harvard Univ.\n1901, Professor of Psychologv and Education, State Normal School, San Diego.\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.\nJames C. Bryant,Principal\nA.B., '00,\nLeland Stanford\nUniv. 541 20th St., San Diego\nof Sherman\nHeights Jr.\nSchool,\nHarley P.1902,\nChandler,\n'02, Univ.\nof Cal.\nPrincipalB.Sc,\nof Lincoln\nSchool,\n221 N. Euclid Ave., Pasadena.\nEdward Hohfeld,\nA.B.,\n'98,\nUniv.\nof\nCal.\n1902, Principal of Placer County High School, Auburn.\nMary Forman Ledyard.\n1898, Supervisor of Kindergartens, City Schools, West Lake Hotel, Los Angeles.\nHasbrouck O. Palen.\nEducational Department ,Milton Bradley Co .,122 McAllister St . ,ISan Francisco .\nMrs. Georgia Wiard.\nTeacher in Graded School, Chula Vista.\nBenjamin Ide Wheeler, A B., '75, A.M., '78, Brown Univ.; Ph.D., '85, Heidelberg Univ.;\nLL.D., 1899,\n'96, Princeton;\n'00,theHarvard\nand of\nBrown;\n'01, Yale;\n'02, Johns Hopkins.\nPresident of\nUniversity\nCalifornia,\nBerkeley\n\n"} {"page": 921, "printed_page": null, "text": "Colorado]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n9^9\n\nC ALI FO RN I A— CoM^mwed\ninstitutions\n1895\n\nUniversity\n\nof California.\nPresident, Benjamin Ide Wheeler; Librarian, J. C. Rowell, Berkeley.\nStanford Junior University.\nPresident, David Starr Jordan; Librarian, Melvin Gilbert Dodge, Stanford\nUniversity.\nPublic Library of San Francisco.\nSecretary, George A. MuUin, San Francisco.\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, Los Angeles.\n1898 State Normal School Library, San Jose.\nPresident, Morris Elmer Dailey; Librarian, Ruth Royce, San Jose.\n1890 Pomona College, The.\nPresident, George A. Gates; Acting Librarian, F. A. Bissell. Claremont.\nState Library of California.\nLibrarian, J. L. Gillis, Sacramento.\n1000 Public Library, Los Angeles.\nLibrarian, Mary L Jones, Los Angeles.\n1897 Leland\n\nCOLORADO\nlife director\ni88s\n\nEzEKiEL\n\n1888\n\nAaron\n\nHanson Cook, A.B., '66, A.M., '69, Bowdoin Coll.; Ph.D., '89, Colgate\n2429, 12th St., Boulder.\nGove, A.M., '78, Dartmouth Coll.; LL.D., '88, Univ. of Colo.\n1874, Superintendent of Schools, District No. i. High School, Denver.\n\nUniv.\n\nlife member\n1886 Frank\n\nHoward\nClark, B.Didac,of City\n'83, Univ.\nof Kan,;\n'01, Univ.\n1899, Superintendent\nSchools,\nSpruce A.M.,\nSt., Central\nCity.of Colo.\nactive members\n\n1884 James H. Baker,\nA.B., '73,of A.M.,\n'76, LL.D.,\n'92, Bates\nColl.\n1892, President\nUniversity\nof Colorado,\nBoulder.\nRobert H.1880,\nBeggs,\nB.Sc.\n'68,\n111.\nColl.;\nM.Sc,\n'00,\nFt.\nWorth\nA.M., '00, Denver Univ.\nPrincipal of Grammar School, 2427 Ogden St.,Univ.;\nDenver.\n1887 Charles V.\nParker,\nB.Sc, '97, ofDenver\nUniv.\n1899,\nSuperintendent\nCity Schools,\n601 Baca St., Trinidad.\nZ. X. Snyder,\n'76, A.B\n, '78, Normal\nPh.D., School\n'85. Waynesburg\nPa.\n1 89 1,B.Sc,\nPresident\nof State\nof Colorado,Coll..\nGreeley.\n1892 Lewis C. Greenlee, '78, State Nor. Sch., Edinboro, Pa.; A.M., '95, Waynesburg Coll., Pa.\n1890, Superintendent of Schools, Dist. No. 2, 549 S. Tremont St., Denver.\nWilliam Henry\nSmiley, of\nA.B.,\nHarvard\n1892, Principal\nHigh'77,School,\nDist.Univ.\nNo. i, 21 12 Lincoln Ave., Denver.\n1893 Charles A.1894,\nBradley,\n'77,ofU.Manual\nS. Military\nAcad.High School, 1341 Corona St., Denver.\nPrincipal\nTraining\nJames W. Scott, A.B., Duquesne Coll.\n1899, Principal of Garfield School, 2030 N. Nevada Ave., Colorado Springs.\n1894 Edgar Rollin Downs, A.B., '76, A.M., '81, Williams Coll.\n1900, Superintendent of City Schools, 822, 3d Ave., Durango.\nS. Arthur 1896,\nJohnson,\nB.Sc, in\n'91,Science,\nM.Sc, '95,\nInstructor\nHighRutgers\nSchool, Coll.\nDist. No. 2, 55 S. Washington Ave.,\nDenver.\n1895 H. M. Barrett, A.B., '90, A.M., '93, Allegheny Coll.\nTeacher of Latin and English, High School; Editor \"Colorado School Journal,\" 526 Charles Building, Denver.\nA. E. Beardsley,\nB.Sc, '78,\nCornell Univ\nM.Sc, '98,\nUniv.141of2,Colo.\n1892, Professor\nof Biology,\nState ;Normal\nSchool,\nloth St., Greeley.\nGeorge Lyman Cannon, A.M., '00, Denver Univ.\n1887, Instructor in Geology and Astronomy, High School No. i, Denver.\nWilliam V. Casey.\n1893, Superintendent of Schools, 820 Pine St., Boulder.\nCharles Ernest Chadsey, A.B., '92, A.M., '93, Stanford; A.M., '94, Ph.D., '97, Columbia.\n1897, Superintendent of City Schools, N. S., 2927 W. 36th Ave.. Denver.\nFred Dick, A.M., Hamilton Coll.. N.Y.\nPrincipal of Normal and Preparatory School, 1 543-45 Glenam 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. i, Denver.\nJohn B. Garvin, B.Sc, '86, Univ. of Illinois.\n1892, Instructor in Chemistry, High School, Dist. No. i, 2536 W. 34th Ave., Denver.\nJohn Francis Keating, A.B., '92, Ohio Wes. Univ.\n1896, Superintendent of Schools, South Side, 1627 Carteret Ave , Pueblo.\nCharles Joseph Ling, B.Sc, '90, Cornell Univ.; A.M., '00, Ph.D., '02, Univ. of Denver.\n1894, Instructor in Physics, Manual Training High School, Denver.\nClara Louise Little.\n189T, Teacher in Public Schools, Delgany School, Denver.\nJ. S. McClung.\n1879, Superintendent of Schools, Dist. No. i, 421 W. nth St., Pueblo.\n\n"} {"page": 922, "printed_page": null, "text": "9IO\n\n189s\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Connecticut\n\nCOLORADO— Cow/WMed\nDora M. Moore.\n1893, Principal of Corona School, 1031 Emerson St., Denver.\nCharles Skeele\nPalmer, ofA.B.,\n'79, A.M.,\nPh. D., '86, Johns Hopkins.\n1902, President\nColorado\nSchool'82,\nof Amherst;\nMines, Golden.\n\nEmanuel Stuver, B.Sc, '77, M.Sc, '85, Nat. Nor. Univ., Lebanon, O.; M.D., '80, Ohio Med.\nColl.; Ph.D., Rohling\n'95. Wyo.Block,\nNormal\nScientific Coll.\nFt. and\nCollins.\n1896 O. J. Blakesley, B.Sc, Pd.D.\n1896, Superintendent of City Schools, La Junta.\nMrs. Z. X. Snyder.\nGreeley.\n1897 IzoRA Scott,\n'87, Kan.\nNor. School,\nColl.\n1899,A.B.,\nPrincipal\nof High\n220 Pitkin St., Pueblo.\n1898 Cecelia Adams, Supervisor\n'88, Chicagoof Froebel\nAss'n. Dist. No. i, High School, Denver.\nKindergartens,\nEmily H. Miles.\n1893, Supervisor of Drawing, Dist. No. t, 2432 Lincoln Ave., Denver.\nH. W. ZiRKLE,\n'83, of\nPolytechnic\n'00,Ave.,\nUniv. Denver.\nof Colo.\n1892, A.B.,\nPrincipal\nElmwood Inst.,\nSchool,Va.;\n357 A.M.,\nLincoln\n1899 Arthur Allin,\nPh.D., '95,ofUniv.\nof Berlin.\n1898, Professor\nPsychology\nand Education, University of Colorado, Boulder.\nA. 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, 311 Harrison Ave., Leadville.\nMrs. Helen L. Grenfell.\n1898, State Superintendent of Public Instruction, 1452 Elizabeth St., Denver.\nHerbert Griggs.\n1884, 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.\nNevada Ave., Colorado Springs .\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. Moores Hill Coll.\n1897, Instructor in Latin, High School, District No. 2, 137 W. First Ave., Denver.\n1900 Robert Armstrong, M.D., Jefferson Coll., Philadelphia, Pa.\nAuthor and Publisher of \"Glossography,\" Springdale, Boulder Co.\nEdwin F. Dyer, A.B , '91, LL.B., '92, Ind. Univ.\n1902, Superintendent of Schools, Loveland.\nDaniel E. Phillips, A.B., '93, A.M., '94, Univ. of Nashville; Ph.D., '98, Clark Univ.\n1898, Professor of Philosophy and Education, University of Denver, University\nPark.\n1901 Emma M. Herey.\n1900, Superintendent of Schools of Arapahoe County, 1305 S. 13th St., Denver.\nMartha Hyde\n1901, Supervisor of Primary Work, Public Schools, 223 E. 8th St., Leadville.\nCarena M. Lee, Ph.B., '96, Ph.M., '99, Univ. of Wooster.\n1900, Head of Department of English, High School, 13 10 9th St., Greeley\nWalter H. Nichols, B.Sc, '91, Univ. of Mich.; A.M., '01, Columbia Univ.\nDepartment of History, University of Colorado, Boulder.\nColin A. Scott, Ph.D.. '96, Clark Univ.\n1 901, Superintendent of Training School, State Normal School, Greeley.\nDaniel Pomeroy Taylor, A B., '00, Univ. of Colo.\n1902, Graduate Student and Assistant in Pedagogy, Univ. of Colorado, Boulder.\nWilliam Triplet.\n1887, Superintendent of City Schools, Golden.\n1902 John V. Crone, Pd.B., '01, Colo. St. Nor. Sch.\nAssistant in Biology and Curator of Museum, State Normal School, Greeley.\nThomas R. Croswell, A.B., '01, Bowdoin Coll., Ph.D., '99, Clark Univ.\nSuperintendent of Training School, Colorado State Normal School, 1114, 9th\nSt., Greeley.\nC. Valentine Kirby.\n1902, Instructor in Art and Manual Training, Manual Training High School, 1455\nEmerson St., Denver.\nC. E. Smedley, A.B., '99, A.M , '00, Univ. of Colo.\nTeacher in Columbian School, 3525 Clear Creek Ave., Denver.\ninstitution\n1897 State Normal School at Greeley.\nPresident, Z. X. Snyder; Secretary, Vernon McKelvey, Greeley.\nCONNECTICUT\nACTIVE\n1889\n1892\n1894\n\nmembers\n\nCharles W. Deane, A.M., '84, Ph.D., '92, Allegheny Coll.\n1893, Superintendent of Schools, 355 Noble Ave., Bridgeport.\nDavid N. Camp, A.M., '53, Yale.\n1855, Manager of New Britain Library, 9 Camp St., New Britain.\nJames Winne,\n'77, A.M., '79,\nHamiltonMason\nColl. St., Greenwich.\n1902, A.B.,\nSuperintendent\nof Schools,\nFrederick A. Curtiss.\n1892, Principal of Old Saybrook High School, Saybrook.\n\n"} {"page": 923, "printed_page": null, "text": "Delaware]\n\nI TFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n911\n\nCONNECTICUT— Con<»n*«rf\nLee Bishop.\n1877, Superintendent of Central District Schools, 7 Huntington PI., Norwich.\nCharles H. Keyes, A.B., '78, St. Johns Coll.\n1899, Superintendent of Schools, South District, 82 Weathersford Ave., Hartford.\nE. Hermann Arnold. M.D., '94, Yale.\n1895, Director of New Haven Normal School of Gymnastics, 46 York Sq., New\nHaven.\nFrancis E. Howard.\n1890. Supervisor of Music, 526 West Ave., Bridgeport.\nBerlin Wright Tinker. A.B., '88, A.M., '89, Bates Coll\n1897, Superintendent of Schools, 30 Fairview St., Waterbtiry.\nArthur Deerin Call, Ph.B., '96, Brown Univ.\n1899, Superintendent of Schools, 74 Gardner St., Ansonia.\n•\nWilbur Fisk Gordy, A.M., '02, Wesleyan Univ\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\nUniversity, 285 Willow St., New Haven.\nSarah J. Walter.\n1895, Principal of Training Department, State Normal School, Willimantic.\nIsaac M. Agard, A.B., '79, A.M., '84, Amherst Coll\n1888, Principal of Rockville High School\nand Superintendent of East District\nGraded School, Vernon; res., Rockville.\nWaterman Rufus Burnham.\n362 Main St., Norwich.\nWatson Nicholson,\n'92, Stanford\nUniv.; A.M.,438'95,\n1902, FellowA.B.,\nin English,\nYale University,\nElmHarvard\nSt , NewUniv.\nHaven.\n\n1895 Nathan\n\n1896\n\n1897\n1898\n\n1899\n\nWilliam\n\nNorth\nRice, A.B.,\n'65, A.M.,Wesleyan\n'68, Wesleyan;\nPh.D.,31 '67,\nYale;PL,\nLL.D.,\n'86, Syracuse.\n1867, Professor\nof Geology,\nUniversity,\nCollege\nMiddletown.\nGiles Alfred\nStuart,\nA.B.,\n'77,\nA.M.,\n'80,\nBates\nColl.\n1896, Superintendent of Schools, 31 Emmons PI., New Britain.\n1901 Hans Ballin, M. Phys. Tr., '90, Nor. N. Am. Gym. Union.\nDirector of Hartford Turnerbund and New Britain Turn Verein, 94 Park St.,\nHartford.\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.\n82 Weathersford Ave., Hartford.\nWillis I. Twitchell, A.B., Middlebitry Coll., Vt.\nPrincipal of West Middle School, 31 Atwood St., Hartford.\n1902 Mrs. Mary R. Davis.\nSupervisor and Teacher of Psychology, Normal Training School, 971 Fairfield Ave., Bridgeport.\nMrs. Martha Krug Genthe, Ph.D., '00, Heidelberg, Germany.\n1002, Instructor in Beacon School, 20 Buckingham St., Hartford.\nFrank Owen Jones, A.B., '97, Brown Univ.\n1900, Supervising Principal of Dwight District, 387 Edgewood Ave., New Haven.\nWilliam E. Mead, A B., '81, Wesleyan Univ.; Ph.D., '89, Leipsic.\n1890, Professor of English Language, Wesleyan University, 165 Broad St., Middletown.\nHarry\n\nPreble Swett, A.B., '93, Amherst Coll.\n1899, Principal of School, Farmington.\ninstitutions\n1899 Connecticut Agricultural College.\nPresident, George W. FHnt, Storrs\n1901 Board of Education, New Haven, Conn.\nSuperintendent, F. H. Beede, 21 Center St., New Haven.\nFree Public Library, New Haven.\nLibrarian, W. K. Stetson, New Haven.\nYale University Library.\nPresident, Arthur T. Hadley; Secretary, Anson Phelps Stokes, Jr.; Librarian,\nAddison Van Name, New Haven.\n1902 New Britain Institute, Care of David N. Camp, New Britain.\nDELAWARE\nACTIVE\n\nmembers\n\n1890 George\nW. Twitmyer,\nA.M., '83, Franklin and Marshall Coll.; M.Sc, '90, St. Nor. Sch.,\nMansfield,\nPa.\n1900, Superintendent of Schools, 1023 Adams St., Wilmington.\n1891 Edwina B. Kruse, A.m., '00, Lincoln Univ.\n1876, Principal of Howard High School, 206 E. loth St., Wilmington.\n1892 Albert N. Raub,Author\nA..M., and\n'67, Publisher,\nPrinceton; Newark.\nPh.D., '79, Lafayette; LL.D., '95, Ursinus Coll.\n1896\n\nA. H. Berlin, A.M., '88, Hamilton Coll.\n1888, Principal of High School, 822 Adams\ninstitutions\n\n1901\n\nPrincipals' Round Table, Wilmington.\nLibrarian, Mary I. C. Williams, Wilmington.\nWilmington Institute Free Library.\nLibrarian, George F. Bowerman, Wilmington.\n\nSt., Wilmington.\n\n"} {"page": 924, "printed_page": null, "text": "912\n\nNA TIONAL\n\nEDUCA\n\nDISTRICT\nLIFE\n1876\n\n1880\n\nTIONAL\n\nASSOCIA\n\nTION\n\n[Dist. of Col.\n\nOF COLUMBIA\nDIRECTORS\n\nWilliam Torrey Harris, A.M., '69, Yale; LL.D., '70, Univ. of Mo.; '94, Univ. of Pa.; '95,\nYale; '96,\nA.M., ofPh.D.,\n'93, Brown\nUniv.P of\nGermany.\n1889,Princeton;\nCommissioner\nEducation\nof the Univ.;\nUnitedPh.D.,\nStates '99,1303\nSt.,Jena,\nN. W.,\nWashington.\nJames Ormond Wilson, A.M. ,.'74, Dartmouth Coll.\n1892, Secretary of American Colonization Society, 450 Pennsylvania Ave., N. W.,\nWashington.\nLIFE members\n\n1870\n\nJohnUniv.\n\"VS^esley\nof Mo.Hoyt, A.M., Ohio Wes.Univ.; M.D., Eclectic Med. Coll., Cincinnati, O.; LL.D.,\nChairman, National University Committee of 400, The Victoria, Washington.\n1880 John Hitz.\n1887, Superintendent of Volta Bureau, 1601, 3sth St., Washington.\n1884 Alex. Graham Bell, LL.D., Ph.D., M.D.\n1 33 1 Connecticut Ave., Washington.\nACTIVE\n\nmembers\n\n1889 W. F. Powell.\nMinister to Haiti, American Legation; address. State Dept., Washington.\n1892 Mrs. Sara A. Spencer.\n1 89 1, President of Spencerian Business College, Academy of Music Building.\n403\n9th St., N. W., Washington.\n1893 John Eaton, Ph.D., Rutgers Coll.; LL.D., Dartmouth Coll.\nEx-U. S. Commissioner of Education, The Concord, Washington.\n1894 Arthur Cary Fleshman, B.Sc, '84, M.Sc, '92, N. Nor. Univ., Lebanon, O.\nTeacher and Institute Conductor, 117, 7th St., N. E., Washington.\nSusan Plessner Pollock, Grad. of Kg. Nor. Inst., BerUn.\nPrincipal, Kindergarten Normal 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, ist St., between B and C Sts., N. W.,\nWashington.\nAnna Tolman Smith.\nBureau of Education, Washington.\nSidney Fuller Smith, Grad., '84, U. S. Naval Acad.; M.Sc, '01, Columbian Univ.; LL.B.,\n'02, Nat. 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, loth and H\nSts., Washington.\n1897 Court Foster Wood, LL.B., '84, LL.M., '85, Columbian Univ.; LL.D., '01, Ark. Nor. Coll.\n1885, Principal of Wood's Commercial College, 311 E. Capitol St., Washington.\n1898 Elias Brown.\n1895, Teacher, Deanewood.\nElizabeth 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, Wallach School, S. E., Washington.\nNathaniel1874,\nP. Gage,\nA.B., '62,\nA.M., of\n'65,Schools,\nDartmouth\nSupervising\nPrincipal\n11 26, Coll.\nsth St., N. W., Washington.\nAmanda Leaman Grant.\n1887, Principal of Brent School, 507 E. Capitol St., Washington.\nWilliam Hamilton,\nA.B., '84, Moravian Coll., Bethlehem, Pa.; A.M., '94, Ph.D., '01, Columbian Univ.\n1890, Agent, Bureau of Education for Alaska, Bureau of Education, Washington.\nMrs. Nora Lindenberg Hoegelsberger.\n1887, Teacher of German, Central High School, 1338 Q St., Washington.\nMrs. Louise E. Hogan.\nHosMER\n\nAuthor of books for and\nabout children, ■ and\nEditor-in-chief\nof \"The\nChildren's Library,\" Box 205, Washington.\nM. Johnson.\n1900, Supervising Principal, Public Schools, Washington; res., Chestnut St., Anacostia.\n\nArtemas\nA.M., of'77\nPh.D.,\n'82, Rutgers;\n'85, Hillsdale;\nFellow of the\nA. A. A.Martin,\nS., Member\ntheYale;\nLondon,\nEdinburgh,\nand N.LL.D.,\nY. Mathematical\nSocieties.\nU. S. Coast and Geodetic Survey, 915 N. St., N. W., Washington.\nE. E. McCaslin, A.B.,\n'92, A.M., '95,\nAntioch Coll.\nSuperintendent\nof Industrial\nHome School, Wisconsin Ave., Station A,\nWashington.\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, 191 2, nth St., N.W., Washington.\nLoviCK Pierce, A.B., '60, Emory Coll.\n1893, Chief Clerk in Bureau of Education, 46 New York Ave., N. W., Washington.\nAlex. Summers, B.Sc, '76, A.M., '93, Univ. of Tenn.\n1894, Statistician in U. S. Bureau of Education, Washington.\n\n"} {"page": 925, "printed_page": null, "text": "Florida]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nDISTRICT\n\nOF\n\nCORRESPONDING\n\nMEMBERS\n\n913\n\nCOLUMBIA— Co«. E.\nMinneapolis.\nEL. Arndt.\n1897. Professor at Concordia College, 1280 St Anthony Ave , St. Paul\nF L. Barker, A.B.\n'98, Colgate\nUniv.High School, Duluth.\nInstructor\nin Science,\n\nI\n\nGeorge S. Beane, A.B.. B.Sc, '88, Victoria Univ.; Ph.D\ni8g6, Instructor in North High School, 1918 Laurel Ave., Minneapolis.\nLafayette Bliss, A.B., Carleton Coll , Minn.\n1896, Superintendent of City Schools, Waseca\nE. W. Bohannon, A.m., '92, Univ. of Ind.\n1901, President of State Normal School, Duluth.\nE. N. BoNNELi , B.Sc. '96, Iowa St. Coll.. Ames.\n1900, Instructor in Central High School, j68 Nelson Ave., St. Paul.\nFlorence A. Burlingame, Pd.M., '00, N. Y. Univ.\n1901, Teacher of English, High School, Two Harbors; home address, McKinney.\nN. D.\nS. A. Chaliman. A.B., '88, A.M.. '98, Augustana Coll., Rock Island, 111.\n1901, Superintendent of City Schools, Montevideo.\nLuciEN W. Chaney, A.B., M Sc, Carleton Coll., Northfield, Minn.\n1882, Professor of Biology, Carleton College, 717, 2d St., Northfield.\nMrs Mary Le Due Chapin.\nSupervisor of Music, Public Schools, Hastings.\nMary B. Cutler, B.L., Carleton Coll., Northfield, Minn.\n1896, Teacher of German and French, Albert Lea College, Albert Lea.\nNettie C. Doud.\nSt. Cloud.\nA. M. Dresbach.\nSuperintendent of Schools of Olmsted Co., 1009 W. Zumbro St., Rochester.\nEsther Erickson.\nClarkfield.\nF. H. Evans.\nPrincipal of Commercial Department, Windom Institute, Montevideo.\nKatie L. Fiske.\nTeacher in Graded Schools, Marshall.\nJames T. Fuller, A.B., '97, Carleton Coll., Northfield, Minn.\n1902, Superintendent of Schools, Le Roy.\nSimon Ward Gilpin, M.E., B.Sc, Bucknell Univ. Lewisburg Pa\n1900, Superintendent of Schools, Virginia.\nChristine Goetzinger, Grad., St. Nor. Sch., Moorhead, Minn.\n1901, Superintendent of Schools of Otter Tail Co., Sheridan St., Fergus Falls.\nSarah B. Goodman.\n'\n, School,\n„ ,\n, obt. ,^,\nPrincipal of Kindergarten Department, State Normal\nCloud.j\nChristopher W. Hall, A.M.\n.\n.\n, ,.\n-t •\n1880, Professor of Geology and Mineralogy, University of Minnesota, 803 University Ave., S. E., Minneapolis.\nH. S. HiLLEBOE, A.M., '8?, Luther Coll., Decorah, la.\n1899, Superintendent of City Schools, Benson.\nWaldo W. Hobbs.\n_\n.\n^^ ,,.\n1892, Principal of North High School, 2318 Fremont Ave., N., Minneapolis.\nJ. Corrins Hutchinson, A.B.\n,,,.,„»\n»ri1896, Professor of Greek, University of Minnesota, 3806 Blaisdell Ave., Minneapohs.\nLouis N. Isaacs.\n..\n1898, Superintendent of Schools, Blooming Praine.\nClara E. Jennison.\n,\n^^ ^,.\n1896, Principal of Logan School, 2300 James Ave., N., Minneapolis.\nCharles W. Johnson.\n.,,.„,,\nGeneral Representative, Silver, Burdett & Co., Hotel Berkeley, Minneapolis.\n\n"} {"page": 960, "printed_page": null, "text": "NATIONAL\n\n948\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Minnesota\n\nMINNESOTA— Cow^iMwerf\nW. Johnson.\n1902, Principal of Schools, Vesta.\nLaura Kennedy.\n1900, Principal of Irving School, 220 W. 3d St., Duluth.\nJ. T Keppel, M.Sc, '00 Upper Iowa Univ.\n1902 Instructor in Physical Science State Normal School, St. Cloud\nJ. W. Klinker, A.B., Ohio Nor. Univ.\nSijperintendent of Schools, Hibbing.\nLilian C. Klossner, B.L., '98, Carleton Coll., Northfield. Minn.\n1 90 1, Assistant in Grammar Department, State Normal School\nMankato;\nNew Ulm.\nMaxwell\n\nres.,\n\nWilliam\n\nFrederick Kunze, B.Sc, '97, Univ. of Minn.\n1901, Superintendent of City Schools, St. James Hotel, Red Wing.\nLora Levens, Ph.D., '02, Univ. of Chicago.\n701 Park Ave., Albert Lea.\nAnnie D. 1Lewis,\nA.B., '89,\nPh.D., '96, Carleton\nColl., Albert\nNorthfield,\nMinn. Albert Lea.\n901, Professor\nof Mathematics\nand Science,\nLea College,\nEdward A. Lindgren, A.B., Gustavus Adolphus Coll.\n1901, Teacher in Public Schools, Mattson.\nJ. M. McCONNELL.\n1900, Superintendent of Schools, Winnebago City.\nE E. McIntire, A.B., '84, A.M., '86, Colby Univ.\n1890, Principal of Stevens Seminary, Glencoe.\nFrank McIntyre, B.Sc, '98, Univ. of Minn.\n1902, Superintendent of City Schools, Glenwood.\nEthel M. Monroe.\n1901, Principal of Schools, Flood v/ood.\nThomas Montgomery.\nSuperintendent of Ramsey County Schools, P. O. Box 2, Court House, St.\nPaul, Minn.\nWilliam John Barr\nMoses, Ph.B., '00, Hamline Univ.\nAlexandria.\nFrank\n\nF. Neville, A.M., '80, Univ. of Pa.\nRepresentative of the C. A. Nichols Co., Publishers; 1002 Nicollet Ave.,\nMinneapolis.\nCharles WatsonHead\nNewhall,\nA.B., '93,\nHopkins Shattuck\nUniv.\nof Department\nof Johns\nMathematics,\nSchool, Faribault.\nCyrus Northrop,\nA.B.,\n'57,\nLL.B.,\n'59,\nLL.D.,\n'86,\nYale\n1884, President of University of Minnesota, 519, Univ.\nloth Ave., S. E., Minneapolis.\nKatie Lucinda Owen.\n1902, Teacher in Third Grade, Fosston, Minn.; home address, Beaulieu.\nAndrew T. Park.\n1901, Superintendent of Schools of St. Louis County, 5103 Ramsey St., W., Diiluth.\nMrs. Minnie Sweetland Parry.\n1898, Training Teacher, State Normal School, Mankato.\nJ. E. Painter.\n1893, Supervisor of Manual Training, Public Schools, 1604 Clinton Ave., Minneapolis.\nC. E. Payne, Ph.B., '98.\nSuperintendent of Schools, Stewartville.\nMary O. Pollard, A.B., '96, A.M., '00, Middlebury Coll., Vt.\n1902, Principal of High School, Sherburne\nC. W. Porter.\n1896, Principal of Schools, Frazee.\nEdgar L. Porter, A.B., '87, Carleton Coll., Northfield, Minn.\nSuperintendent of Schools, Worthington.\nMartin L. Pratt.\n1898, Principal of Graded School, Wood Lake.\nAnton Quello.\nTeacher in Northwestern College, Fergus Falls.\nCarolyn M. Robbins.\n1889, Training Teacher, State Normal School, 313 Hickory St., Mankato.\nEdward Van Dyke Robinson, A.B., '90, A.M., '91, Univ. of Mich.; Ph.D., '95, Leipzig.\n1899, Principal of Central High School, St. Paul.\nHans W. Schmidt.\n1894, Instructor in Chemistry, Central High School, 24 Iglehart St., St. Paul.\nC. G. Schulz, A.m., '98, Agustana Coll., Rock Island, 111.\nAssistant Superintendent of Public Instruction, 725 Holly Ave., St. Paul.\nConrad G. Selvig.\n1 90 1, Superintendent of Schools, Harmony.\nA. D. Smith.\nSuperintendent of Schools of Murrav County, Slayton\nA. J. Smith, A M., '86, McCune Coll\n1902, Superintendent of City Schools, New York Life Bldg., St. Paul.\nCharles Ai.den Smith, A.B., '74, A.M., '77, Amherst Coll.\n1899, Principal of Central High School, Hunter's Park, Duluth.\nSimon W. Smith, M.B., A.M , '81, Edinburgh.\n1900, Physician, White Earth Agency, White Earth.\nW. C. Smith.\nGeneral Agent, American Book Company, 202 E. 13th St., Minneapolis.\nSelden F. Smyser, Ph.B., '92, De Pauw Univ.; A.M., 1901, Ohio St. Univ.\n1902, Superintendent of Schools, Morris.\nCharles M. Stevens.\n1902, Superintendent of Schools, Eveleth.\nP. C. ToNNiNG, B.Sc., '96, Univ. of Minn.\nSuperintendent of City Schools, Madison.\n\n"} {"page": 961, "printed_page": null, "text": "Missouri]\n\nigo2\n\n1890\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n949\n\nMINNESOTA— CoM 1899, Superintendent of County Schools, Valley City.\nP. S. Berg, B.Sc, '93, Mt. Union Coll.\n189s, Superintendent of Schools, Larimore.\nE. R. Brownson.\n1897, Principal of High School, Williston.\nCharles Logan Davis.\n1898, Superintendent of Indian Schools, Ft. Totten.\nMrs. Mattie M. Davis.\n1896, Superintendent of Schools of Cass Co., Fargo.\nJ. M. Dillon.\nInstructor in Business Department, State Manual Training School, Ellendale.\nA. E. DUNPHY.\nDirector of Manual Training, State Manual Training School, Ellendale.\nO. J. Hagen, B.Sc, Valparaiso Coll.; A.M., Nor. 111. Coll.\n1898, Superintendent of Schools of Richland Countv, Wahpeton.\nA. A. Love, A.B., '88, Oberlin Coll.\nManager of the Love Teachers' Agency, Fargo.\nJ. F. McLain.\nSuperintendent of County Schools, Grand Forks.\nRobert T. Muir,Principal\nA.B., '02,\nUniv. ofReynolds.\nN. Dak.\nof School,\n\n"} {"page": 980, "printed_page": null, "text": "968\n\nNATIONAL\n\nEDUCATIONAL\n\nNORTH\n1902\n\nASSOCIATION\n\n[Ohio\n\nDAKOTA— CoM/wwed\n\nC. C. Schmidt, B.Sc, '84, M.Sc, '93, Univ. of Minn.\n1894, Superintendent of City Schools, Jamestown.\nS. 1893,\nThomas,\nA.M., of'79,\nUniv.andof Va.;\n'88, Univ.\nof Leipzig,\nGermany.\nProfessor\nGreek\nLatin,Ph.D.,\nUniversity\nof North\nDakota,\nUniversity.\n\nGeorge\n\nClyde R. Travis, Ph.B., '02, 111. Wes. Univ.\nProfessor of Mathematics, State Normal School, Mayville.\ninstitutions\n1896\n\nEducational\n\nAssociation of North Dakota.\nPresident, Supt. W. E. Hicks, Ellendale; Secretary, Superintendent George\nMartin, St. Thomas.\n1899 State University of North Dakota.\nPresident,\nversity. Webster Merrifield, Grand Forks; Secretary, A. E. Morrison, Uni1900 State Normal School, Mayville.\nPresident, Joseph Carhart, Mayville.\nOHIO\nlife directors\n1870\n1887\n\n*Emerson\nWhite, A.M., '58, Western Reserve Coll.; LL.D., '76, Ind. Univ. and\nMarietta Elbridge\nColl.\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 Ulysses Thompson Curran, A.B., '56, Miami Univ.: B.L., '72, Cin. Law Coll.\nMember Board of Examiners, City Teachers, 622 Columbus Ave., Sandusky.\n1870 Mrs. Delia Lathrop\nWilliams,\n'94, N. Y. State Nor. Univ.\n62 S. Liberty\nSt., Pd.D.,\nDelaware.\n1880\n\nJ. J. Burns, A.M., '76, Washington and Jefferson Coll.: Ph.D., '86, Ohio State Univ.\n1896, Corresponding\nSecretary of Ohio Teachers' Reading Circle, 628 Holgate Ave.,\nDefiance.\n\nCharles C. Davidson, A.M., '87, Ohio Univ.\n1891, Trustee of Ohio University, 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.;\nPh.D., '79, Ohio State Univ.\n3218 Warsaw Ave., Cincinnati.\nEsther A. Widner.\n1 23 1 N. Main St.. Dayton.\n1882 James A. Robert,\nA.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.\nW. Bennett,\nA.B., '66, A.M.,of '69,\nOhio 218\nWes.W. Univ.;\nPh.D..\n1874, Superintendent\nSchools,\nAsh St.,\nPiqua.'89. Moore's Hill Coll., Ind.\n\n1884 C\n\n1894 Jacob Albright\nShawan, A.B., '80, A.M., '83, Oberlin Coll.; Ph.D. (honorary), '94, Muskingum Coll.\n1889, Superintendent of City Schools, 11 22 Bryden Road, Columbus.\nACTIVE members\n1879\n1884\n\nWilliam\nRichard\n\nNicholas\nHailmann.Author,\nA.M., Dayton.\n'64, Univ. of Louisville; Ph.D., '85, Ohio State Univ.\nEducational\nG. Boone, A.M., De Pauw Univ.; Ph.D., Ohio Univ.\n1899, Superintendent of City Schools, City Hall, Cincinnati.\nEdmund A. Jones, A.B., '65, A.M., '68, Amherst Coll.\n1869, Superintendent of Schools, 138 E. Tremont St., Massillon.\n1889 Edwin B. 1881,\nCox, A.B.,\n'74. Ohio Wes.\nUniv. 205 W. Church St., Xenia.\nSuperintendent\nof Schools,\nNathan L. Glover.\n1872, Teacher of Music, Public Schools, 627 E. Mill St., Akron.\n1890 Lewis D. Bonebrake, A.M., Ph.D.\n1898, Commissioner of Schools of Ohio, 13 15 Forsythe Ave., Columbus.\nMrs. Ada E. Laird.\n1892, Principal of Waverly School, 457 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\nWert.\nSophie Vance.\n1229 East Ridge Road, Van Wert.\nWilliam H. Vogel.\n1 899^ SuperintendentlofiDrawing, Public Schools, 1028 Linn St., Cincinnati,\n*Died October 21, 1902.\n\n"} {"page": 981, "printed_page": null, "text": "Ohio]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING\n\nMEMBERS\n\n969\n\n01^\\Q— Continued\n1891 Arthur\n\nOwen Jones, B.Sc, '99, Univ. of Cincinnati.\n1901, Art Master, Woodward High School, 2315 Highland Ave., Walnut Hills, Cincinnati.\n\nEllen G. Reveley, Pd.D., '94. N. Y. State Nor. Coll.\n1892, Supervisor of Public Schools, 91 Rose Building, Cleveland.\nCharles William Super, A. B., '66, Dickinson Coll.; A.M., '82, Syracuse Univ.; Ph.D., '74, 111.\nWes. Univ.; LL.D., '94, Dickinson Coll.\n1879, Professor of Greek, Ohio University, no Union St., Athens.\nFrederick Treudlev, A.B., '78, Univ. of Ind.\n1902, Professor of Educational Methods, Normal College, Ohio University, 97 E.\nState St., Athens.\n1892 Virgil G. Curtis, A.M., Tufts Coll.\n1902, Principal of Toledo University, 218 \"The Monticello,\" Toledo.\nC. C. Miller, A.B., '83, Ohio State Univ.\n189s, Superintendent of Schools, 701 W. North St., Lima.\nN. Cob Stewart, F.C.M.\n1867, Director of Music, Public Schools, 71 Jennings Ave., Cleveland.\nMatilda L. Walke.\n1873, Teacher in Public Schools, 471 Riddle Road, Cincinnati.\n1893 Charles Haupert,\nA.B., '80, A.M.,\n'83, Heidelberg\nPh.D.,\n'00, Wooster\n1893, Superintendent\nof Schools,\nand (1894)Univ.;\nMember\nof State\nBoard of Univ.\nExaminers,\n9 College Ave., Wooster.\nM. A. KiMMEL.\n1880, Superintendent of Schools. Poland.\nMrs. Caroline Newhall Lathrop.\n1 90 1, Teacher\nof English, Woodward High School, \"The Somerset,\" Avondale,\nCincinnati.\nH. H. Raschig.\n1874, Principal of loth District School, 618 Prospect PI., Avondale, Cincinnati.\nS. D, Sanor,\nA.m.,\n'98, LL.B.,\n'99, Western\nReserve\nUniv.150 Hawthorne Ave., Cleveland.\n1900,\nInstructor\nin English,\nEast High\nSchool,\nWilliam\n\nHenry\nScott, A.M.,\n'65, Ohio Univ.,\nLL.D.,\n'84, Ohio 131,\nUniv.isth\nandAve.,\nOhio Columbus.\nWes. Univ.\n1883, Professor\nof Philosophy,\nOhio State\nUniversity,\nLucia Stickney, A.M., '95, Oberlin Coll.\n1900, Teacher in East High School, 840 Franklin Ave., Cleveland.\n1894 James Whitford Bashford. A.B., '73. A.M., '76, Univ. of Wis.; S.T.B., '76, Ph.D., '81, Boston Univ.; D.D., '90. Northwestern Univ.\n1889, President of Ohio Wesleyan University, 23 Oak Hill Ave., Delaware.\nJ. Remsen Bishop, A.B., '82, Harvard.\nPrincipal of Walnut. Hills High School, 2136 Main St., Mt. Auburn, Cincinnati.\nW. W. Boyd,\nA.M., Visitor\n\"86, Marietta\n1902,A.B.,\nHigh'84,\nSchool\nfor Ohio Coll.\nState University, Columbus.\nEmma C. Davis.\n1893, Supervisor of Public Schools, Rose Building, Cleveland.\nArnold J. Gantvoort.\n1894, Director of 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, 4240 Floral Ave., Station H., Cincinnati.\nHarriet L.1878,\nKeeler,\nA.B., Central\n'70, A.M.,\nOberlin92 Coll.\nAssistant,\nHigh'00,\nSchool,\nOlive St., Cleveland.\nCharles P. Lynch. A.B., '86, A.M., '89, Ph.D.. '97, Allegheny Coll.\n1902, Assistant Superintendent of Instruction, 99 Windermere St., Cleveland.\nO. Thompson, D.D., '91, Muskingum Coll.,; LL.D., 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,\nA.B., '72,\n1879, Teacher,\nHighOberlin\nSchool,Coll.\n94 State St., Cleveland.\nCharles E. Albright.\n1899, Principal of Central High School, 449, 5th Ave., W., Columbus.\nC. G. Ballou, B.Sc, O. Wes. Univ.\nPrincipal of High School, 2105 Warren St., Toledo.\nWilliam\n\n189s\n\nCharles\n\nS.1900,\nBarrett,\nB.Sc,\n'85, Hopedale\nColl., 78O. W. 9th Ave., Columbus.\nPrincipal\nof South\nHigh School,\nBlakiston, Ph.B., '93, Ohio St. Univ.\n1899, HeadColumbus\nof Department of Languages, East High School, \"The Normandie,\nCharles E. Carey, Ph.B., Wesleyan Univ.\n1897, Superintendent of Public Schools, 306 Park Ave., Warren.\nWilliam\nA.B., '87, Univ. of Mich.; A.M., '89, Eureka Coll.; B.Pd . '91,\nMich. Wallace\nState Nor. Chalmers,\nColl.\n1898, President of Toledo University, 2220 Maplewood Ave., Toledo.\nStephen\nN. Y. Trimble Dial, A.B., '80, A.M., '84, Ohio Wes. Univ.; Ph.D., '94, Syracuse Univ.,\n\nMary\n\n1890, Superintendent of Schools, 116 Hillside Ave., Lockland.\nL. Dickey.\n1893 County School Examiner, Franklin Co., N. Broadway, Clmtonville.\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.\n\nClavton\n\n"} {"page": 982, "printed_page": null, "text": "970\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Ohio\n\nQYilO— Continued\n189s\n\nAnne\n\nH. King,\nB.L., '92,in Univ.\nof Cincinnati.\n1894, Teacher\nGrammar\nGrade, Linwood School\n3675 Heekin Ave., Station C,\nCincinnati.\nJulia C. Kolbe.\n1893, Primary Teacher and Teacher of German in Norwood, 337 Milton St., Cininati.,\nAnnie Laws.\nPresident of Cincinnati Kindergarten Association 818 Dayton St., Cincinnati.\nS. Herrick Layton, B.Sc, B.L., A.M., Ph.D\n1902, Superintendent of Schools, Utica.\nWilliam R. Lazenby, B.Agri , Cornell; M.Agri., Iowa Agri. Coll.\n1 881, Professor of Horticulture and Forestry, Ohio State University, and Secretary, Ohio Medical University, 348 W. 8th Ave., Columbus.\nCharles L.1900,\nLoos,\nJr., A.B.,\n'69, A.M.,\nBethany\nColl., W.\nPrincipal\nof Steele\nHigh '71,\nSchool,\n132 Salem\nSt., Va.\nDayton.\nS. H. Maharry, A M., '90, Muskingum Coll., New Concord, O.\n1896, Superintendent of Schools, E. Jackson St., Millersburg, Holmes Co.\nS. K. Mardis,\nPd.B.,\n'93, Ohio Univ.,\n1 90 1,Ph.B.,\nProfessor\nof Psychology\nand Athens;\nPedagogy Pd.D.\nin Scio College, Scio.\n\n1896\n\nGeorge C. Maurer, Ph.M. '93, Univ. of Wooster.\n1893, Superintendent of Schools, 409 W. Ray St. New Philadelphia.\nW. W. McIntire, Ph.B., Ph.M., Univ. of Wooster.\n1902, Teacher Norwood High School, Cincinnati; res , 151 Beall Ave., Wooster.\nCarrie 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.\nEdward H. Prichard.\nPrincipal of Fourth Intermediate School, Baymiller, North of Dayton St.,\nCincinnati.\nRobert Edgar Rayman, M Sc, A.M\n1897, Superintendent of Public Instruction, 320 Avondale St., East Liverpool.\nWilliam Sherman Robinson, B.Sc, '91, M.Sc, '93, Mt. Union Coll.\n1901, Superintendent of City Schools, 327 Perry St., Fostoria.\nHorace A.1897,\nStokes,\nA.B., '87, Ohio\nWes. Univ.;\nA.M ,Ave.,\n'96, Denison\nUniv.\nSuperintendent\nof Schools,\n70 Lincoln\nDelaware.\nMargaret W. Sutherland.\n1889, Principal of Normal School, 102 Wilson 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.\nJ. J. Bliss,1895,\nA.B.,Superintendent\n\"81, A.M., '86, of\nOberlin\nColl.512 Rensselaer St.. Bucyrus.\nSchools,\nG. B. BOLENBAUGH.\n1901, Principal of Fourth District School, 565 Delta Ave., Cincinnati.\nGranville 1896,\nWebster\nBrumbaugh,\n'89, School,\nJuniata 1601\nColl.,W. Pa.2d St., Dayton.\nPrincipal\nof Seventh M.E.,\nDistrict\nMarie L. Bruot, B. Oratory.\n1889, Teacher of Elocution and Oratory, Central High School,\" Cleveland.\nHoward Champlin.\n1892, Superintendent of Writing in Public Schools, Lane Seminary Grounds, Station D, Cincinnati.\nB. Dyer, A.B., '79. Ohio Wes. Univ.\n1 90 1, Assistant Superintendent of Schools, Cincinnati; and Dean, Ohio State Normal School, Oxford.\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.\nM. A. Henson.\nSuperintendent of Schools, McArthur.\nJ. W. Jones,\nN. Nor. Univ.;\nB.P..\nUniv., A.M.,for '02,\nColl.\n1805,B.Sc,\nSuperintendent\nof the\nOhioO. Institution\nthe Gallaudet\nDeaf, Columbus.\nFrederick Alwin King, A.M.\nTeacher of Latin and Greek, Hughes High School, no Huntington PL, Mt.\nAuburn, Cincinnati\nMrs. Frances W. Letter.\n1890, Superintendent of Physical Education. Department of the National W. C T.\nU., 220 W. Park Ave., Mansfield.\nAnna E. Logan.\nTraining Teacher, State Normal School, Oxford.\nFrank\n\nJ. V. McMillan.\n\n1902, Superintendent of Schools, Marietta.\nM. Plumer.\nPrincipal of Ward School, 623, 4th St., Marietta.\nSamuel Lee Rose.\n189s, Superintendent of Public Schools, 219 N. 2d St., Hamilton.\nJohn H. Rowland, A.M.\nGeneral Agent, American Book Co., 240 N. Main St., Delaware.\nJoseph H. Snyder, B.Sc, '83. Ohio Cent. Coll.; A.M., '94, Heidelberg Coll., O.\nSuperintendent of Public Schools, Fourth St., Martin's Ferry.\nHarriet E.1902,\nTerrel.\n1890, Principal of South Case School, 410 Sibley St., Cleveland.\nCharles Liggett Van Cleve, A.B., A.M., O. Wes. Univ., Delaware.\n1902, Superintendent of Public Schools, 42 Sturges Ave., Mansfield.\nGeorge\n\n"} {"page": 983, "printed_page": null, "text": "Ohio]\n\nLIFE, ACTIVE, AND\n\nCORRESPONDING\n\nMEMBERS\n\n971\n\nOHIO— Conit««ed\ni8g6\n\nWilliam\n\nM. White, A.B.. McNeely Nor. Sch.\n1868, Superintendent of Union Schools. Mt. Pleasant, Jeflferson Co.\n1897 Ella Beistle.\n1888, Principal of School, loth District, 31 E. McOwen St., Dayton\nRose Morrison.\n1894, Kindergartner and Assistant in City Normal School, 270 Commonwealth\nAve , Cleveland.\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.\nT. Howard Winters, A B.. '96, Ohio Wes. Univ.\n1 90 1, 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\nL. J. House.\n103 Olive Court, Akron.\nJ. Ross Huffman\n1 90 1, Superintendent of Public Schools, Gibsonburg.\nJesse S. Johnson,\nPh.B., '92, Deof Pauw\nUniv.,\nGreencastle,\n1900, Superintendent\nSchools,\n57 Lincoln\nAve., Ind.\nSalem.\nEdmund D. Lyon, A.B., '82, Ohio Wes. Univ.\n1 90 1, Superintendent of Schools, Madison villa.\nGillespie K. Lyons.\nAgent for American Book Co., 2130 Lawrence Ave., Toledo.\nDavid R. 1901,\nMajor,Professor\nB.Sc, '90,\nWabash Coll.;\n'96, Cornell Columbus.\nUniv.\nof Education,\nOhio Ph.D.,\nState University,\nHarvey V. Merrick, A.B., '80, A.M , '83, Mt. Union Coll.\n1900, Superintendent of The Boys' Industrial School, Lancaster.\nJames E. Randall.\n1892, Superintendent of Schools, Camden.\nW. C. Reeder.\n1893, Teacher of English and History, Steele High School, 1253 W. ist St., Dayton.\nWilliam E. Roberts.\nSupervisor of Manual Training in Public Schools, 464 Rose Bviilding, 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.\n1901, Superintendent of Schools, 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.\nMary Walter.\nPrimary Teacher, Public Schools, Pomeroy.\nMiss M. A. Woodmansee.\n1899, Director of Drawing, City Schools, Hotel PhilUps, Dayton.\nO. A. Wright, A.B., '01, Western Reserve Univ.\n1 90 1, Graduate Student, Western Reserve University, 45 Knox St., Cleveland.\n1899 Howard\nUniv. Ayers, B.Sc, '83, Harvard; Ph D., '86, Freiburg, Germany; LL.D., '99, Mo. State\n1899, President of University of Cincinnati, 3240 Burnet Ave., Avondale, Cincinnati.\nJ. A. Beattie, A.m., '76, Bethany Coll.; LL.D.\n1902, President of Hiram College, Hiram.\nC. L. Cronebaugh, B.Sc, '87, Nat Nor. Univ., Ohio.\n1898, Superintendent of Schools, Colonial Building, Cambridge.\nHarrison L. Frank, A.M., '79, Otterbein Univ., Ohio\n1901, Superintendent of City Schools, 314 S. State St., Marion.\nJohn A. Heizer, B.Sc., '90, Nat. Nor. Univ.\n1900, Principal, Hoffman School, 2016 Hudson Ave., Norwood, Cincinnati.\nRobert W. Himes.\n1895, Superintendent of Schools, Covington.\nW. D. Lash, A.M., '74, Ohio Univ.\n1878, Superintendent of Schools, Zanesville.\nT. B. Pinkerton.\nSuperintendent of Township High School, Monclova.\nE. A F. Porter.\nRepresentative of American Book Co., 317 Walnut St., Cincinnati.\nChristian F. Rapp.\nPrincipal of Harrison School, Hotel Princeton, Cincinnati.\nFrank M. Shelton, B.Sc, '99, Mt. Union Coll.\n1902, Teacher of Mathematics, High School, 2043 Lake St.. Canton.\nFrank P. Shumaker, M.Sc, '86, A.M., \"88, Mt. Union Coll.\n1902, State Agent for Ohio, Butler, Sheldon & Co., Educational Publishers, Chagrin Falls.\nWilbur S. Strickland, B.Sc, '87, Nat. Nor. Univ.\n1901, Principal of Sherman Public School, 2005 Hudson Ave., Norwood Station,\nCincinnati.\n\n"} {"page": 984, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n972\nOYHO—Continwd\n[Ohio\n1899 John W. Swartz,Superintendent\nA.B., '96, Ohioof Wesleyan\nUniv.\nSchools, Tippecanoe\nCity.\nDavid Stanton Tappan,\nA.B., '64, Miami\nUniv.; A.M., '78, Wooster\nLenox Coll.; LL.D., '99, Wooster Univ.\n1899, President of Miami University, Oxford.\nFannie E. Thomson, Ph.B., '95, Oberlin Coll.\n1887, Principal of High School, Medina.\nJohn S. Weaver,\nA.B., '67, A.M.,\n'70, Wittenberg\nColl.\n1900, Superintendent\nof Schools,\nSpringfield.\n\nUniv.; D.D.\n\n'87,\n\n1900 A. D. Beechy, A.B., '80, Mt. Union Coll.; Ph.D., Wooster Univ.\n1 89 1, 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. \\8, 4402 N. Hamilton Ave., Cincinnati.\nN. H. Chaney, A.B., '80, A.M., '84, Wilmington Coll.; A.M., '92, Ph.D., '93, Ohio Wes. Univ.\n1902, Superintendent of City Schools, 341 Lincoln Ave., Youngstown.\nJ. A. Culler,\n'84, Woosterof Univ.\n1 90 1,A.B.,\nSuperintendent\nPublic Schools, 47 East Court St., Bowling Green.\nJ. P. Cummins.\nPrincipal of 22d District School, Clifton, Cincinnati.\nNettie Fillmore.\n1879, Teacher in Woodward High School, 611 Richmond St., Cincinnati.\nFranklin Paul Geiger, B.C.S., A.B., '94, Mt. Union Coll.\n1902, Superintendent of Schools, 800 Walnut St., Canal Dover.\nAlbert B. Graham.\nSuperintendent of Township Schools, 89 Rice St., Springfield.\nI. C. GuiNTHER, Superintendent\nB.Sc, '90, AM.,of '00,\nN. W.\nO. U. 323 W. Main St., Galion.\nPublic\nSchools,\nJ. M. Hamilton,\nA.B., '93, Nat. ofNor.\nUniv.,\nLebanon,\nOhio.\n1899, Superintendent\nPublic\nSchools,\nLebanon.\nH. V. HoTCHKiss, Ph.D., Allegheny Coll.\n1900, Superintendent of Schools, 562 E. Buchtel Ave., Akron.\nW. F. Hughes.\nSuperintendent of Covedale School, Station F, Cincinnati\nS. P. Humphrey,\nB.Sc, '95, RioofGrande\nOhio.\n1897, Superintendent\nPublic Coll.,\nSchools,\n222 Park Ave., Ironton.\nNorman Edward Hutchinson.\n1900, Superintendent of Schools, Bryan.\nA. B. Johnson, A.M., '53, Oberlin Coll.\n1854, Ex-Superintendent of Avondale Schools, 524 Forest Ave., Station I., Avondale, Cincinnati.\nResigned after forty-eight years of consecutive service.\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 Perkins Normal School, 210 Kent St., Akron\nAllen Norman 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, 121 Sycamore St., TifTin.\nHerbert R. McVay, Ph.B., '90, Ohio Univ.\n1902, Superintendent of Schools, Sidney.\nWilliam Henry\nMeck, A.B.,\n'94, Ohio\nWes.and\nUniv.;\nA.M., '98, inMiami\n189s, Teacher\nof History,\nCivics,\nMathematics\nSteeleUniv.\nHigh School, and\n(1898) Member State Board of School Examiners, 231 W. 4th St., Dayton.\nR. W. Mitchell.\nSuperintendent of Public Schools, 814 Clinton St., Defiance.\nJohn Evans\nMorris,\nB.Sc, '84,ofM.Sc,\nMount 208\nUnion\nColl. St., Alliance.\n1892,\nSuperintendent\nPublic '87,\nSchools,\nE. Oxford\nH.W. MUMMA.\nSuperintendent\nand\nPrincipal\nof High School, of Randolph\nTownship\nSchools, Englewood.\nAlfred Tyler Perry, A.B., '89, A.M., '91, D.D., '01, Wilhams Coll.\n1900, President of Marietta College, 210 sth 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\nA.B., '99,\nInd. Univ.\n1 90 1, Sherer,\nSuperintendent\nof Public\nSchools, Oxford.\nWilliam McKendree\nVance, A.B.,\n'83, A.M.,\n'86,Miamisburg.\nOhio Wes. Univ.\n1 89 1, Superintendent\nof Public\nSchools,\nO. Perry Voorhes,\nB.Sc,of '79,\nN. School,\nNor. Univ.\n1901, Principal\nOyler\nCincinnati.\nWilliam Campbell Warfield.\nWith Rand, McNally & Co., Box 654, Cincinnati.\nArthur H.1900,\nWicks,\nA.B., '95, Baldwin\nUniv.,\nSuperintendent\nof Schools,\n708 Berea,\nCherry Ohio.\nSt., Clyde.\nE. W. Wilkinson.\n1900, Principal of First Intermediate School, 3661 Russell Ave., Cincinnati.\nHomer B. 1898,\nWilliams,\nA.B., '91, of\nA.M.,\n'94, O.\nUniv. Ave., Sandusky.\nSuperintendent\nSchools,\n129N.Central\n\n"} {"page": 985, "printed_page": null, "text": "Ohio]\niQoi\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n973\n\nOYilO— Continued\n\nWalter\n\nH. Aiken.\nSuperintendent of Music, Public Schools, Station K Cincinnati.\nPeter D. Amstutz.\n1898, Superintendent of Riley Township Schools and High School, Pandora.\nF. E. AssENHEiMER, A.B., 'ps, Capitol Univ., Ohio.\n1902, Principal of Normal Department, Lima College, Lima.\nJ. K. Baxter, A.M., '93, Hiram Coll.\n1898, Superintendent of Schools, 107 W. Hamtramck St., 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.\n1 901, Superintendent of Schools, Huron.\nT. W. Bookmyer, B.Sc, '80, Nat. Nor. Univ., Lebanon, Ohio.\nPrincipal of Business College, 432 Jackson St., Sandusky.\nCharles J. Brooks.\n1902, Principal of Avondale School, 1530 Westminster Ave., Cincinnati.\nEdwin N. 1902,\nBrown,\nA.M., '84, LL.B.,\n\"87,Schools,\nPh.D., Dayton.\n\"02, Univ. of Mich.\nSuperintendent\nof City\nR. A. Brown,\n\nA Superintendent\nB., '95, Mariettaof Coll.,\nOhio.\nSchools,\nCedarville.\n\nForrest Baker\nBryant, A.B., of'09,\nOtterbein\nUniv., Westerville, Ohio\n1902, Superintendent\nSchools,\nRichwood.\nJames William Carnahan, A.B., '96, Ky. State Univ.\n1 901, Professor of Natural Science and Latin, Berea College, Berea, Kv.: res., 117,\nloth St., Toledo.\nEdward P. Childs. B.Sc. '94, Denison Univ., Granville, Ohio.\n1 90 1, Principal of High School, 242 Granville St., Newark.\nThomas C. Coates.\nPrincipal of High School, Lancaster.\nHelen Hutchinson Cowing, B.L., '92, Western Reserve Univ.. Cleveland, Ohio.\n1902, Teacher in West High School. 840 Franklin Ave., Cleveland.\nF. E. Crane.\nPrincipal of Columbian School. 3000 Vine St., Cincinnati.\nWarren Darst, A.B., '74, A.M., '83, Nat. Nor. Univ., Ohio.\n1902, Lecturer on Pedagogy and English, State Normal School, Oxford, Ohio;\nhome address, Warsaw, Ind.\n•\nFrederick William Dearness.\n1901, Principal of 12th District School, 2654 Harrison Ave., Cincinnati.\nCharles F. Dutton, Jr , A.B., '93, Oberlin Coll.\n1894, Teacher of Science, West High School, 64 W. Roy Ave., Cleveland.\nFrank R. Ellis.\nWith American Book Co,. 317 Walnut St., Cincinnati.\nC. M. Erkenberry.\nSuperintendent of Monroe Township Schools, West Manchester.\nElizabeth G. Evans, A.B., '97, Wellesley Coll.\nt8o7 Instructor in English, Steele High School, 570 W. 2d St., Dayton.\nCharles S. Fay.\nSuperintendent of Schools, Reiley Ave., Wyoming.\nJ. R. Fortney.\nRepresenting American Book Co., 317 Walnut St., Cincinnati.\nJ. M. H. Frederick, A.B., '86, Amherst Coll.\n189s, Superintendent of Schools, 62 Elm wood Ave., Lakewood.\nWells L. Griswold, Ph.B., '94, Oberlin Coll.\n1 90 1, Principal of Royen School, 22 West Wood St., Youngstown.\nMiron Elisha Hard, A.M., Ohio Wes Univ.\nSuperintendent of Public Instruction and Clerk of State Board of School\nExaminers, 150 Caldwell St., Chillicothe.\nB. B. Harlan, B.Sc, '76.\n1894, Teacher of Mathematics, High 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 Sixth Grade. Public Schools, Toledo; res., W. Front St., Perrysburg.\nI. N. Keyser, Ph.B.. '90, Baldwin Univ.\n1 901, Superintendent of Public Schools, 314 Lafayette Ave., Urbana.\n\n\" J. E. Kinnison, am.\n\n1 88 1, Superintendent of Schools, Jackson.\nW. H. Kirk, A.B., '87. A.M., '90, Baldwin Univ., Berea, Ohio.\n1 89 1, Superintendent of Schools, 28 Grassmere St , East Cleveland.\nJoseph Krug.\n1872, Teacher of German, Central High and Normal School, 51, 4th Ave.. Cleveland.\nJohn P. Kuhn.\nPrincipal of Normal School, Box 1311, New Philadelphia.\nHenry S. Lehr, A.M., '74, Mt. Union Coll.; Ph.D., Wooster Univ.. Ohio.\n1 87 1, President of Ohio Normal University, 71 Gilbert St.. Ada.\nWilliam McClain, Jr., A.B., '93, A.M., '95, Ohio Wes. Univ\n1 90 1, Superintendent of Schools, E. High St , London.\nJ. E. McGiLVREY, A.B., '91;, Ind. Univ.\n1898, Principal, Cleveland Normal School, 41 HayWard St., Cleveland.\n\nJ. E. McKean, A.M.\n\n1900, Superintendent of Schools, 87 S. Main St., Middletown\n\n"} {"page": 986, "printed_page": null, "text": "974\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Ohio\n\nOHIO — Continued\nC. Muckley.\n1902, First 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\nCordelia L. O'Neill.\nAssistant Principal of Brownell School, 163 Wade Ave., Cleveland.\nF. B, Pearson, AM., '88, Wooster Univ., Ohio.\nPrincipal of East High School, 125 Wilson Ave., Columbus.\nJohn William\n'89, .Wabash\nColl.;\nPh.D., University,\n'95, Univ. of\nChicago.\n1899, Perrin,\nProfessor A.M.,\nof History,\nWestern\nReserve\nCleveland.\nThomas P. Pierce.\nSuperintendent of Schools, Harrison.\nJennie Warren Prentiss.\nDirector of Laurel Institute, '2165 Euclid Ave., Cleveland.\nAda Marcy1896,\nRitchie.\n1880, First Assistant in High School, 2138 Robinwood Ave., Toledo.\nAlan Sanders.\nInstructor of Mathematics, Hughes High School, 2918 Montana Ave., Cincinnati.\nHarry L. Senger, A.B., '98, Univ. of Cincinnati.\nFirst Assistant in 19th District School, 116 E. Macmillan St., Cincinnati.\nJohn B. Shotwell.\nAuthor of History of Schools in Cincinnati, 502 Main St., Cincinnati.\nOscar M. Soule.\n1900, Superintendent of Schools, 9 Lake Ave., Franklin.\nC. E. Stevens.\n1900. Teacher in Commercial Dept., So High School. 253 Commonwealth Ave.,\nE. 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 W. 10th Ave., Columbus.\nF. D. Ward, M.Sc, N. W. Ohio Nor. Univ.\n1890, Superintendent of Public Schools, 922 E. Erie Ave., Lorain.\n• G. A. B. Wyly.\n1901, Principal of High School, 203 W. Ray St., New Philadelphia.\nJohn A. Wright, B.Sc, '01, Valparaiso Coll.\n•\nSuperintendent of Schools and County School Examiner, Liberty Center.\nLewis Edwin York, B.Sc, '94, Ph.B., '02, Mt. Union Coll., Alliance, O.\n1902, Superintendent of Public Schools, Lock Box 79, Barnesville.\nJ. W. Zeller, Ph.M., Mt. Union Coll., Ohio; Ph.D., Findlay Coll.\n1877, Superintendent of Public Schools. 311 E. Lincoln St., Findlay.\n1902 M. F. Andrew.\n1902, Assistant Superintendent of Schools, City Hall, Cincinnati.\nC. B. Austin, A.M., '81. Ohio Wes. Univ.\n1884, Professor\nof Mathematics,\nOhio\nWesleyan\nUniversity,\nMonnett\nHall,\nDelaware.\nJohn M. Bardan, A.B., Ph.D., Yale Univ.\nVirginia St., Toledo.\nGuy Potter Benton, A M , DD.., Baker Univ.\nPresident of Miami University, Oxford.\nH. H. Cully.\n189s, Superintendent of Schools, 318 Doan St , Glenville.\nA. W. Drushel, Principal\nB Sc, '96,of A.B\nNat. Lebanon.\nNor. Univ.\nHigh . '97,\nSchool,\nElizabeth K. Fairweather.\nTeacher of French and English, Norwood High School, 820 Locust St., Norwood, Cincinnati.\nMinerva G. Harris.\n1886, Teacher in Primary Department, Public School, Finneytown; address, R.F.D.\nNo. 2, Mt. Healthy.\nGeorge W. Knight, A.B., '78, A.M., '83, Ph.D., '84, Univ. of Mich.\ni88s, Professor of American History and Political Science, Ohio State University,\n169 W. nth Ave., Columbus.\nRoss Masters,\n'92,ofPh.M\n'96, Scio315Coll.,\n1902, Ph.B.,\nPrincipal\nHigh ,School.\nRaceScio,\nSt., Ohio.\nCanal Dover.\n1901 Henry\n\nMargaret A. O'Connor.\nPrincipal of Graded School, 86 Mecca St., Cleveland.\nMay H. Prentice.\n1899. Instructor in City Normal Training School, 126 Courtland St., Cleveland.\nMary A. Venable\n188s, Teacher in Primary Grade, Lakewood Schools, 175 Archwood Ave., Cleveland.\nLake G. Watson, Ph.B., '00, Earlham Coll.; A.M., '02, Columbia Univ.\n1902, Supervisor of Primary Schools, 600 W. 5th St., Canton.\nINSTITUTIONS\n\n1895\n\nMiami University.\nPresident, David Stanton Tappan; Librarian, Rev. Wm. J. McSmely, Oxford.\n1897 Cleveland Public Library\nLibrarian, WilUam H. Brett, Cleveland.\nOhio State University.\nPresident, William O Thompson; Librarian, Olive Jones, Columbus.\n1898 Normal School, Dayton.\nPrincipal, Grace A. Greene, Dayton.\n\nI\n\n"} {"page": 987, "printed_page": null, "text": "Pennsylvania]\n\nLIFE, ACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n975\n\nOYilO—Contimied\n1899 The Western\n1900 Denison\n\nCollege for Women.\nPresident, Leila S. McKee; Librarian, Eliza Lamb, Oxford.\nUniversity, Library.\nLibrarian, H. H. Tuttle, Granville.\nOKLAHOMA\n\nlife member\n1886 G. I. Harvey.\n1 90 1, Superintendent of Pawnee Training School, and Special United States Disbursing Agent, Pawnee.\nACTIVE members\n1892\n\nDavid R. Boyd,\nA.B., '78, ofA.M..\n'81, Univ.\nof Wooster: Norman.\nPh D., 'oo.\n1892, President\nUniversity\nof Oklahoma,\n1895 H. Edgar Thompson,\nB.Sc, '88, So. Nor. Sch.. Bowling Green, Ky.\nRalston.\n1900 Elmira R. Greason.\n1892, Principal Teacher,^ Indian School, Kaw Agency.\nJames R. Campbell, A.M., '81, Muskingum Coll.\n1897, Superintendent of City Schools, 623 E. Cleveland Ave., Guthrie.\n1901 Mrs. Adaline Evans.\nTeacher of Sewing, Indian School, Chilocco.\nS. M. McCowAN.\n1889, Superintendent of Indian School, Chilocco.\nJ. H. VOSBURGH.\nOklahoma City.\ninstitution\n1899 The University of Oklahoma.\nPresident, David R. Boyd; Librarian, Mr. Jay Ferguson, Norman.\nOREGON\nLIFE director\n1888\n\nCharles\n\n1892\n\nEdwin\n\nCarroll Stratton. A.M., D.D.\n'80, Willamette Univ., Ore.; D.D., '79, Northwestern Univ., 111., and '80, Ohio Wes. Univ.\nEx-President of Portland University, University Park, Portland.\nactive members\n\n189s\n1897\n1898\n1899\n1901\n1902\n\nDeVore Ressler, A.B., '91, Otterbein Univ.; A.M., '97, Ohio State Univ.\n1902, President, State Normal School, Monmouth.\nJ. H. Ackerman.\n1898, State Superintendent of Public Instruction, Salem.\nCharles Friedel, A.B., '82, Univ. of Wis ; Ph.D., '95, Leipzig.\n189s, Professor of Physics in University of Oregon, Eugene\nFrank Rigler.\n1896, Superintendent of Schools, 533 Yamhill St., Portland.\nJ. S. Landers, B.Sc, '87, Nor. Ind. Nor. Sch.\n1899, Superintendent of Public Schools, The Dalles.\nMrs. Agnes C. McElroy.\n460 Laurence St., Eugene.\nJosephine Miller.\n1901, Teacher in First Primary Grade, Baker City.\ninstitutions\n\n1899 Tualatin\n1901\n\nAcademy and Pacific University.\nDean, W. N Ferrin; Librarian, Joseph W. Marsh, Forest Grove.\nState Normal School, Monmouth.\nPresident, E. D. Ressler; Librarian, J. B. V. Butler, Monmouth.\nPENNSYLVANIA\nLIFE director\n\n1891\n\nEliphalet\n\nOram Lyte, M.Sc, Millersville ; A.M., Ph.D., Franklin and Marshall Coll.\n1887. Principal of First Pennsylvania State Normal School, Millersville.\n\n1876\n\nEdward Brooks, A.M., '58, Union Coll.; Ph.D., '76, Lafayette Coll., and Wash, and Jeflf. Coll.\n1891, Superintendent of Public Schools, 5971 Drexel Road, Philadelphia.\nAlexander Forbes, A.M.\nEditor-in-Chief for Butler, Sheldon & Co., Philadelphia.\nRachel Foster Avery.\nSomerton\nPhiladelphia.\nSimon Gratz, A.M., Univ. of Pa.\n■ t,, ., , , , .\nEx-President of Board of Education, 1919 Spruce St., Philadelphia.\n\nlife members\n\n1879\n\n"} {"page": 988, "printed_page": null, "text": "976\n1879 Edward\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Pennsylvania\n\nPENNSYLVANIA— CoMimMed\n\nShippen.\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.\nACTIVE members\n1879 George\n\nMorris\nPhilips, of\nA.M.,\nPh.D School,\n, '84, Bucknell\nUniv.\n1 88 1, Principal\nState'74,\nNormal\nWest Chester.\n1881 Andrew J. Morrison. A.M., Ph.D., '01.\n1898, Principal of Northeast Manual Training School, 1430 N. 7th St., Philadelphia.\n1884 George H. Stout.\n1888, Supervising\nPrincipal of Newton Boys' Combined School, 3746 Powelton\nAve., Philadelphia.\nC. Schaeffer, LL.D., '95, Western Univ. of Pa.\n1893, State Superintendent of Public Instruction, Harrisburg; home address, 546\nW. James St., Lancaster.\n1891 Earl Barnes, A.M., '89, Ind. Univ.; M.Sc, '90, Cornell Univ.\nStaff Lecturer for The American Society for Extension of University Teaching, 4401 Sansom St., Philadelphia.\n1892 Eliza 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.\n1 89 1, Professor of Psychology and 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. Lamberton.\n1891, Supervising Principal of George W. Childs School, 4403 Osage Ave., West\nPhiladelphia.\nEnoch C. Layers, A.M., Ph.D., Pd.D.\n1894, Teacher of Mathematics and Pedagogy, Public and High Schools, 324 Cattell\nSt., Easton.\nHerman T.1898,\nLukens,\n'88, Teacher\nUniv. of ofPaState\n; Ph.D.,\n'91, School,\nJena. California.\nHead A.M.,\nTraining\nNormal\n1887\n\nNathan\n\nJohnColl.,\nA. O.\nM. Passmore, M.Sc, '60, State Nor. Sch., Millersville, Pa.; Ph.D., '00, Richmond\nPhiladelphia 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.\n189s, Professor of Biological Sciences, State Normal School, 610 S. High St., West\nChester.\nH. H. Spayd.\n1883, Superintendent 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.\nM. G. Brumbaugh, A.M., '93, Ph.D., '94, Univ. of Pa.\n1902, Professor of Pedagogy, University of Pennsylvania, 3324 Walnut St., Philadelphia.\nJames A. Dewey, M.E., '84, State Nor. Sch.. Mansfield, Pa.\n1890, Superintendent of Schools, Newport Township, Wanamie.\nLoyal Freeman Hall, B.E.D., '91, State Nor. Sch., Indiana, Pa.\n1893, Supervising Principal of Centre Ave. Schools, 412 Lookout Ave., Butler.\nWilliam Henry Samuel, Ph.D., '92, Univ. of Pa.\n1878, Supervising Principal of Public Schools, 2<;os 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\nof History of Education, Girls' Normal School, 3421 Race St., Philadelphia.\nJoseph Swain,\nB.L.,\n'83,\n'85, Ind. Univ.;\n'93, Wabash Coll.\n1893, President M.Sc,\nof Swarthmore\nCollege, LL.D.,\nSwarthmore.\n1894 Franklin B. Sawvel, A.M , Hopedale Coll.; Ph.D., '86, Wittenberg Coll.\n1890, Professor of English Literature and Philosophy, Thiel College, 109 Shenango\nSt., Greenville.\nHenry T. 1893,\nSpangler,\nA.B.,of '73,\nA.M., College,\n'76, Ursinus\nColl.; D.D., '94, Heidelberg Univ., O.\nPresident\nUrsinus\nCollegeville.\nCharles K. Witmer, A.B., '88, A.M., '91, Franklin and Marshall Coll.\n1902, Yale University, New Haven, Conn.; res.. Main St., Palmvra.\n189s W. G. Gans.\n1898, Principal of Union High School, Turtle Creek.\nJames\nMac Alister, A.M., LL.D., Brown Univ.; LL.B., Univ. of N. Y.; Officier d'Academie,\nParis.\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. i8th\nSt., Philadelphia.\nH. M. Trask.\nManager for Silver, Burdett & Co., 1328 Arch St., Philadelphia, .\n\n"} {"page": 989, "printed_page": null, "text": "Pennsylvania]\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n977\n\nPENNSYLVANIA— Con/inMerf\n1896 J. George\n\nBecht, M.Sc , Lafayette Coll.\n1893, Superintendent of Schools, Lycoming County, Muncy.\nR. M. Cargo.\n1868, Supervising Principal of Mt. Washington School, 212 Virginia Ave., Pittsburg.\nLemuel O. Foose, A.M.. '78, Penn. Coll., Gettysburg.\n1879, Superintendent of City Schools, 121 Chestnut St., Harrisburg.\nJohn Arthur\nA.B., '91,of Allegheny\nColl.N. McKean St., Butler.\n1896, Gibson,\nSuperintendent\nSchools, 701\nGeorge Howell.\nSuperintendent of Schools, 175 Bromley Ave., Scranton.\nWilliam Leroy MacGowan, A.B., Allegheny Coll.; Ph.B., 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, 13 14 N. Line St., Lancaster.\nJuDSON Perry\n'84, Normal\nPh.D., '93,\nLafayette\nColl., Easton, Pa.\n1890, Welsh,\nPrincipalA.M.,\nof State\nSchool,\nBloomsburg.\nMargaret\n\nCatharine Zillafro, M.E.D.. '89, St. Nor. Sch., Edinboro, Pa.\n1902, Student in University School of Pedagogy, 39 Washington Sq., W., New\nYork; res., Rixford.\n1897 Francis Burke Brandt, A.B.. '92, Harvard; Ph.D., '95, Columbia.\n1896, Professor of Pedagogy, Central High School, 631 S. 49th St., Philadelphia.\nClyde Ernest Ehinger, M.D , '80, Chicago Hom. Med. Coll.\n1890, Physical Director and Instructor in Hygiene, State Normal School,\n15\nNormal Ave., West Chester.\nMary S. Garrett.\n1893, Founder and Principal of Home for the Training in Speech of Deaf Children\nbefore School Age, Belmont and Monument Aves., Philadelphia.\nM. A. Grove.\n1897, Principal, Department of Commerce. High School, 229 Briggs St., Hamsburg.\nHenry Houck.\nDeputy State Superintendent of Public Instruction, Harrisburg.\nEli M. Rapp.\n1896, Superintendent of Berks County Schools, 115 N. 4th St., Hamburg.\n1898 David Hendricks Bergey, B.Sc, '84. M.D., '84, Univ. of Pa.; A.M., '94, HI. Wes. Umv.\n189s, First Assistant Laboratory of Hygiene, University of Pennsylvania, 34tn\nand Locust Sts., Philadelphia.\nA. J. Davis, M.E., Edinboro; M.Sc, Lebanon; A.M., Bucknell Univ.; LL.D., Monongahela.\n1887, Principal of State Normal School, Clarion.\nFranklin Spencer Edmonds, Ph.B., '93, Univ. of Pa.; A.M., '95. Cent. High Sch., Phila.\n1902, Professor of Political Science, Central High School, Philadelphia.\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 Central State Normal School, Lock Haven.\nH. W. Golden, B.Didac, '90, M.Didac, '92, Edinboro St. Nor. Sch.\n1897, Principal of 5th Ward Public School, cor Page and Fulton Sts., Allegheny\nCity; res., 8 Dawson Ave., Bellevue.\nSamuel Hamilton, Ph.D., '00, Grove City Coll.\n1884, Superintendent of County Schools, Braddock.\nJohn W. Lansinger,\nSc, Treasurer,\n'86, St. Nor.\nSch.,\nMillersville.\nTeacherM. and\nState\nNormal\nSchool, Millersville.\nWilliam Albert Mason.\n1892, Director of Drawing in Public Schools of Philadelphia, 212 W. Chelton Ave.,\nGerman town.\nJesse H. Michener, Ph.D., Univ. of Pa.\nPrincipal of Grammar School, 45x2 Regent St., Philadelphia.\nWilliam Noetling, A.M., '59, Union Coll. Schenectady, N. Y.\nProfessor of Pedagogy, Susquehanna University, Selinsgrove.\nMary Craig Peacock.\n1894, Teacher in Normal School, Philadelphia; res., Torresdale.\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.\n. . ^.\n, „ , , t^. -,\nHead of Department of Psychology, Philadelphia Normal School, Philadelphia.\nElizabeth S. Tait.\n_.\n, .\n•„,.,,,,•\nTeacher in Philadelphia Normal School, 4105 Girard Ave., Philadelphia.\nEdward Weldon.\n^\n.„ , , ,\n1898, Member of Board of Education, 310 Wall St., Bethlehem.\nLightner Witmer, Ph.D., '91. Leipzig, Germany.\nt,, ., , , , •\n1893, Professor of Psychology, University of Pennsylvania, Philadelphia.\n1899 Edward E. Allen, A.B., '84, Harvard.\n.\n.\n, ,\n.\n^ , -r.,- , ^\n1890, Principal of Pennsylvania Institution for the Instruction of the Blind, UverJ. P. Archibald,\nB.E., '93, M.E.,of '95,\nSt. Nor.\nSch., St.,\nIndiana,\nPa.; A.M., '99, Mt. Hope Coll.\n1899, Superintendent\nSchools,\nWalnut\nBlairsville.\nGeorge D. Gideon.\nPublisher, 1425 Arch St., Philadelphia.\nPh.D., '88, WashingtonA.B., '83, A.M., '86, Princeton;\nWiestling Mitchell,\nBenjamin\nJefferson.\n, .\n.\nJ »» J\nT\n1897, Professor of Latin and Head of Department of Ancient and Modem\nguages, Central High School; res., 4326 Pine St., Philadelphia.\n\nLan-\n\n"} {"page": 990, "printed_page": null, "text": "978\n\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\n[Pennsylvania\n\nPENNSYLVANIA— Co«^w«^d\n1899 Henry\n\nCarr Pearson, A.B., '92, Harvard.\n1898, Principal of the Allegheny Preparatory School, Lincoln and Grant Aves.,\nAllegheny.\n\nJames H. Penniman, A.B., '84, Yale.\n1886, De Lancey School, 4326 Sansom St.. Philadelphia.\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\nSt., Philadelphia.\nGrace Edgar\n'98, Woman's\nMed. ofColl.\nof Pa. Training, Philadelphia Normal\n1893, Spiegle,\nTeacher M.D.,\nof Hygiene\nand Director\nPhysical\nSchool for Girls, 13th and Spring Garden Sts., Philadelphia.\nMrs. Lucy L. W. Wilson, Ph.D., '97, Univ. of Pa.\n1893, Head of Department of Biology, Normal School, 1301 Spring Garden St.,\nPhiladelphia.\n1900 O. H. Bakeless,\nM.E., '79,Indian\nBloomsburg\nNor. Sch.;\nA.M., '93, Lafayette Coll.\n1893, Principal,\nTrainingSt.School,\nCarlisle.\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\nto the Deaf, 7342 Rural Lane, Mt. Airy, Philadelphia.\nA. L. Edgerton Crouter, A.M., '85, Gallaudet; LL.D., '93, 111.\nSuperintendent, Pennsylvania Institute for the Deaf and Dumb, 7406 Germantown Ave., Mt. Airy, Philadelphia.\nCheesman a. Herrick, Ph.D., '99, Univ. of Pa.\nProfessor of History, Central High School, Broad and Green Sts., Philadelphia.\nRobert W. Himelick.\n1902, Superintendent of Schools, Monessen.\nBertram A. Lenfest, B.Sc, '90, Mass. Inst, of Tech.\n1902, Professor of Machine Design, Pennsylvania State College, State College.\nMary Hunter Mayer.\nPrincipal, Girls' High School, 141 N. 5th St., Reading.\nRev. p. R.1897,\nMcDevitt.\nSuperintendent of Philadelphia Parish Schools,\n21 S. 13th St., Philadelphia.\nJames Lane Pennypacker, A.B., '80, Harvard Coll.\nDirector of Christopher Sower Co., Educational Publishers, 614 Arch St.,\nPhiladelphia.\n1901 Mary Adair.\n1897, Superintendent of Kindergarten Training, Philadelphia Normal School, 634\nN. i2th St., Philadelphia.\nJohn B. Alker.\n1892, Instructor in Woodworking, 17th and Wood Sts., Narberth.\nE. A. Allen. B.Sc, '87, Kan. Agri. Coll.\n1902, Assistant Superintendent of Carlisle Indian School, Carlisle.\nCharles H. Brelsford.\n1884, Supervising Principal, James L. Claghorn Combined School, 2434 N. Broad\nSt., Philadelphia.\nSmith Burnham, Ph.B., '92, A.M., '98, Albion Coll.\n1898, Professsor of History, State Normal School,\n143 E. Marshall St., West\nChester.\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.\nMilton C. Cooper.\nSupervising Principal of Asa Packer School, 1447 Venango St., Philadelphia.\nAndrew\nThompson Douthett, A.B., '00, A.M., '01, Ph.D., LL.D., '02, The Nat. Univ.,\nChicago.\nProfessor of American\nLaw, The National University Correspondence Law\nSchool of Chicago; res., Yough House, Councils ville.\nD. F. Grier.\n1 901, Superintendent of Schools, 3 Pine St., Sharon.\nV. K. Irvine, A.B., '95, Coll. of N. J.\n1897, Principal of HighJSchool, Box 173, Butler.\nEdith Mansfield.\nTraining Teacher, State Normal School of Indiana, Pa; address for the year\n\"Mariposa Hall,\" Stanford University, Cal.\nAlbert Ira Montague, A.B., '96, Amherst Coll.\n1899, Teacher of Mathematics, Allegheny Preparatory School, 900 Lincoln Ave.,\nAllegheny.\nJames Perry Stephens, M.Sc, '90, Union Christian Coll.\n1896, Principal, Hiland Sub-District Schools of Pittsburgh, 5706 Margaretta St.,\nPittsburgh.\nSamuel Weir, A.B., Northwestern Univ.; B.D., Garrett Biblical Inst.; Ph.D., Univ. of Jena.\n1902, Principal and Professor of Psychology, State Normal School, Clarion.\n1902 Benjamin F. Battin, A.B., '92, Swarthmore Coll.; Ph.D., '00, Jena.\n1900, Professor of German, Swarthmore College, Swarthmore.\nHorace Wattles Bikle, A.M., '92, Pa. Coll., Gettysburg.\n5170 Woodworth St., Pittsburgh.\nJ. M. Harris, A.M., '74, Lafayette Coll.\nManaging Director of Phoenix Silk Manufacturing Co., Pottsville.\nH. C. MissiMER, A.M., '72, Yale Univ.\n1800, Superintendent of Schools, Erie.\n\nI\n\n"} {"page": 991, "printed_page": null, "text": "Rhode Island]\n\n1902\n\nLIFE,\n\nACTIVE,\n\nAND\n\nCORRESPONDING\n\nMEMBERS\n\n979\n\nPENNSYLVANIA— Coneslie. Mont.,\n111., '95'01\nLewis, W. F., Mich., '01\nLibraries, Cardiff, Wales, '00\nLibrary, Agri. Coll., Mich., '02\nLibrary,\nPa., '00\nLibrary. Allegheny,\nAltoona Mech.,\nPa..\nCol _ Mas.\nAm\nLib'97\n.\nhe\nl.,\ns.,\nrar\nrs\ny\nt\nLibrary. Association.\nSpring-\n\nfield, Mass., '98\nLibrary, Athenaeum, Minn., '98\nLibrary, Boston.\nLibrary,\nBrockportMass.,\nNor. '00\nSch.,\nN. Y., Bryson,\n\"oo\nLibrary,\nN. Y.. '98\nLibrary. Buffalo, N. Y., '99\nLibrary, Carnegie,\nButte, Mont.,\n'00\nAllegheny,\nLibrary,\nCarnegie, Pittsburg,\nPa., '99\nPa., '00\nLibrary, Chicago Pub., 111. ,'98\nLibrary, Cleveland, Ohio, '97\nLibrary, Congress, Chile, '01\nLibrary, Detroit, Mich., '97\nLibrary, Dover, N. H., '00\nLibrary, Editors', N. Y., '97\nLibrary, Emory Coll., Ga.. '01\nLibrary, Harris Inst., R.I., '99\nLibrary, Harvard Coll., '95\nLibrary, Imp., Japan, '00\nLibrary, Ind. Univ., Ind., '99\nLibrary, Jersey\nCity, N.111.,\nJ., ^97\n'97\nLibrary,\nJohn Crerar,\nLibrary, Kalamazoo, Mich., '01\nLibrary, Maiden, Mass., '00\nLibrary, Manchester, Eng., '02\nLibrary, Milwaukee, Wis., '98\nLibrary, Mpls.Ath.,Minn.,'98\nLibrary, M. T. Dept., Teachers Coll., N. Y., '99\nLibrary, Ncwberrv, 111-, '98\nLibrary, N. H. State, '98\nLibrary, N. Y. PubUc, '99\n\n"} {"page": 1012, "printed_page": null, "text": "lOOO\n\nNATIONAL\n\n'01\nLibrary,\nNorthwestern Univ.,\n\n111., '02 Olivia Rainey, N. C,\nLibrary,\nOPma\nN\n'\nLLiibbra\nedh.a Supteb'.,of S98chs\nrarry,\n.,\n,,\n.\ny, '00\nPa.,\nLibrary, Philadelphia, Pa., '97\nLibrary, Port Jervis, N. Y.,'99\nLibrary,\nN. Y., '01\nLibrary, Pratt\nQueensInst.,\nBorough,\nN.\n\nY., '01\nLibrary, Ripon Coll., Wis., '02\nLibrary, Rockford, 111., '99\nLibrary, St. Joseph, Mo., '00\nLibrary, St. Louis, Mo., '00\nLibrary, Salem, Mass., '00\nLibrary, SanFrancisco,Cal.,'97\nLibrary, Scoville Inst., 111., '00\nLibrary, Scranton, Pa., '99\nLibrary, Somerville, Mass., '00\nLibrary, Springfield, Mass., '98\nLibrary, State, Cal., '99\nLibrary, St. Hist. Soc, Wis. ,'84\nLibrary, State, Ind., '97\nLibrary, State, Mass., '98\nLibrary,\nN. H.,N. '98Sch.,\nLibrary, State,\nSuperior\nWis., '00\nLibrary, Syracuse, N. Y., '98\nLibrary, Topeka, Kan., '00\nLibrary, Univ. of Ark., '01\nLibrary, Univ. of Mich., '98\nLibrary, Univ. of Minn., '01\nLibrary, Univ. of Pa., '98\nLibrary, Univ. of Wyo., '97'\nLibrary, Wheeling, W. Va.,'oi\nLibrary, Wilmington, Del., '01\nLibrary, Worcester, Mass., '98\nLiebenberg, H. H., Wis., '02\nLight, C. M., N. Mex., '95\nLightbody, Wm., Mich., '96\nLimerick, A. N., Kan., '86\nLincoln College, 111., '97\nLindgren, Edw. A., Minn., '02\nLing, Chas. J., Colo., '95\nLing, L. E. A., Iowa, '00\nLittle, Clara L., Colo., '95\nLivingston, Alf., Tenn., '02\nLivingston, J. W., Wis., '02\nLocke, Geo. H., 111., '01\nLocke, John S., Me., '95\nLogan, Anna E., Ohio, '96\nLollar, Ezra E., Ind., '99\nLong, J. L., Tex., '96\nLong, Paul J., N. C, '00\nLongan, G. B., Mo., '97\nLongenecker, G., 111., '00\nLoos, Chas. L., Ohio. '95\nLord, Edward, Mass., '97\nLord, Livingston C, 111., '94\nLothrop, Mary O., Wis., '02\nLott, Henry C., Mich., '97\nLouis, J- J- Iowa, '02\nLove, A. A., N. D., '02\nLovell, Thos. B., N. Y., '96\nLoveridge, L. E., 111., '98\nLovett, Fulton N., Tex., '01\nLow, Seth, N. Y.. '95\nLowry, Charles D., 111., '97\nLowther, L. A., Kan., '97\nLuckey, E. D., Mo., '94\nLnckey, G. W. A., Neb., '95\nLudlum, Mrs. M. H., Mo., '02\nLuebke, Emma J., Wis., '97\nLukens, Herman T., Pa., '92\nLull, H. Galen. Mich., '01\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. W. N. J.. '98\nLyon, W. F., Mich., '97\nLyons, G. K. Ohio, '98\n\nEDUCATIONAL\n\nASSOCIATION\n\nLyons, Miss M. E., 111., '02\nLyte, E. Oram, Pa., '91\nLyttle, E. W., N. Y., '98\nMaas, J. J., Utah, '99\nMacAlister, Jas., Pa., '95\nMacCracken, John H., Mo.,'oi\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., N. J., '87\nMackey, Wm. A., N. Y., '94\nMacLean, Geo. E., Iowa, '97\nMacLean, Jas. A., Idaho, '01\nMacVannel, J. A., N. Y., '01\nMagovern, Mary A.,N.Y., '96\nMaharry, S. H., Ohio, '95\nMaitland, Louise, N. Y., '98\nMajor, David R., Ohio, '98\nMan, Gertrude E., Mont., '02\nManchester, O. L., 111., '02\nMandeville, Jas. M., Mich., '96\nMann, C. E., 111., '00\nManners, Chas. L., 111., '01\nManness, S. E., N. J., '92\nMansfield, Edith, Pa., '01\nMarble, A. P., N. Y., '80\nMardis, S. K., Ohio, '95\nMark, Cecil W., Cal., '98\nMark, E. H., Ky., '93\nMarlatt, Abby L., R. I., '94\nMamell, AnnaT., 111., '02\nMarquis, J. S., S. C, '98\nMarsh, Clinton S., N. Y., '01\nMarsh, I., Adelia, 111., 'oi\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, W. W., Wis., '01\nMartindale, C. W., S. D., '00\nMartindale, W. C, Mich., '97\nMarvin, Arthur, N. Y., '98\nMason, Jas. E., N. Y., '02\nMason, Wm. A., Pa., '98\nMass. Inst. Technology, '00\nMassee, J. Edman, N. Y., '96\nMassey, John, Ala., '81\nMasters, Ross, Ohio, '02\nMatheny, F. E., Wyo., '02\nMatheson, Fred. J., Eng., '01\nMatlock, J. D., Ala., '98\nMatthews, A. J., Ariz., '99\nMaurer, G. C, Ohio, '95\nMaxson, C. H., P. I., '00\nMaxson, Henry M., N. J., '92\nMaxwell, Guy E., Minn., '00\nMaxwell, Wm. H., N Y., '92\nMay, Mary C, Utah, '01\nMaycock, Mark M., N. Y., '96\nMayer, Anna L., 111., '01\nMayer, Mary H., Pa., '00\nMayne, D. D., Wis., '94\nMays, Vernon G., Mich., '98\nMcAfee, Lowell M., Mo., '01\nMcAndrews, Wm., N. Y., '00\nMcArdle, H. W., N. D., '98\nMcBride, J.\n' K., Tex., '98\nMcCabe, C.01 B., Pa., '96\nMcCahan, John E., Md., '91\nMcCarthy, Edw. C, Mich., '01\nMcCarthy,\nW.\nG., Wash., Ky.,\n'02\nMcCartney,\nLivingstone,\n'95\n^\nMcCaslin, E. E., D. C, '98\nMcCauley, W. H., Iowa, '02\nMcClain,\nWm.,\nMcClelland,\nMrs.Jr.,\nN. Ohio,\nB. S.'otD.,\n\nO. P. M., Kan ,'94\nMcC\nN J.., '01\nMar\nMcClinto\n'95\nMcCloskeck, J. S.,garCeolt,\nJ. W.o,., Cal. '99\nMcClung y,\nW. J., Kv. , '96\nMcClymo,\n,\nona nds\nthy ,\n,\n\nMcConnell, J. J., Iowa, '95\nMcConnell, J. M., Minn., '02\nMcCord, W. A., Iowa, '9?\nMcCowan, S. M., Okla., '01\nMcCowen, Mary, 111., '97\nMcCracken, S. B., Ind., '01\nMcCulloch, Mary C, Mo., '92\nMcCullough, J. F., 111.. \"96\nMcCuUough, Nathan, Fla., '01\nMcDaniel, C. M., Ind., '96\nMcDevitt, Rev. P. R., Pa., '00\nMcElroy, Mrs. A. C, Ore., 'g-;\n'01 A., N. D., '95\nMcFarland, Geo.\nMcFarlane, C. T., N. Y., 'oi\nMcGilvray, J. A., Va., '00\nMcGilvrey, J. E., Ohio, '01\nMcGlynn, J. J., 111., '95\nMcGregor, A. G., Ind., 'or\nMclntire, E. E., Minn., '02\nMclntire, W. W., Ohio, '95\nMclntyre, Frank, Minn., '02\nMclver, Chas. D., N. C, '96\nMcKay, J. G., Mont., '02\nMcKean, J. E., Ohio, '01\nMcKee, J. Milford, N. Y., '95\nMcKee, Wm. P., 111., '99\nMcKenny,\n'97\nMcKerrow, Chas.,\nHelen Wis.,\nW., Mich.,\n\nMcK\nAnn\n111, '97\n,\ni\na\nMc llop, J. P,., Iow\n'01\nMcKKinle\nL. A., Ind.a, '91\nMcKnighy, W. J., Mic , '99\nh.,\none t,\nM\n'0\n, J. F., N. Dak\nMccLLain\nA. L., 11.1,. '9!25\n,\na ,\nMcL uchli Joh C, N. J., '01\nMcLaury, nJ,. Arnn\nN\n'0\nMcLean\nEdowtt, 11e1.b.,'99 1\n,\n.\no ,\nMcL ughli J. A., S,. D., '01\nMcMouth n, J. J., S. C, '99\na\nMcM han,, 0. J., Iow\n'0\nMcM anu\nD. A., Mo.a, '991\n,\nill s,\nMcM an, J. V., Ohi\n'96\nMcMillan\nMrs R., o,Ohi\n'80\nMc illa , Cha . A., 111 o, '90\nMcMMurryn, F. sM.., N. Y.,., '9S\nMcMurry,, Mrs L. B., 111. '96\nMcN urry Flo .\nMo., '92,\nMcN eal, , I. rCe,nceW,is\n'\n., 92\neil\nMcV l, Her\nR., Ohi\n'00\no\nMcV ay,\nPebteert Kan\n',\nrH,. N...Y. 86'0\nMeaicar,Fre\n2\n,\n,\nMead, Wm.d. E., Con\n'\nnD.. , C 02 01\nMead,\nFre\n, an.,'\nMeeder, Wm. deHr.,ickOhi\n'00\nMeek, Cha\nS., Ind.o, 'or\ns\nk\n,\nM , J .R\n1\n'\nMeeelk, asE.. C.,, W1i1s., or'97\n.,\nand\nMel ,\nC. E., N. Y., '96\nMereney Uni\nLib'\nGa., '99\nv\nc\nMer er , F. .M., Wisy, '97\n.\ni\nMer ca,\nA. R., Mi,c\n'or\nMer riam, H. V., Ohi h., '98\no, N.\nMerrrick,\nWeb\n'95\nD\n.\ns\ni\nMerr fiel Cha\nEt.,er,N.Y. ,'94\nd s\nMerrill, ,Edw .\nC, N. ,J., '96\nMerrill, Geo in A., Cal. '00\n•\n.\n,'\nMerrill, J. A., Wis\n97\nMerrill, Jen\nB.,.,N. Y., '93\nn\ni\nMer ll, E. Ly., Con\n'00\nMe ritt\nJ. B., Mo.n., '71\nMerrwin,,Hen\nWyo , '95\nrAy,\n.\n,\nMesz,\nM\n'95\nass\nlo\nMet erve, Rob nzo,C, Mas.,\n'\ncal\ns., 92\nt.\nf\nMet\nS H\nW\n'02\nc , . ., is.\nMey alf, A. W., Iow , '02\nM er\nF H\nC a, '\nMeiyaer,, Un.i ., Ohail., '9905\nv.,\no\nm\nMic i\nJ. H., P,a., '98\nMic heneArg,r\nCol\n'02\nl\ni\nh\nMic . Sta . Nor egeC,oll\n'00\ntCe\n.W\n.\nMich.\n'0\nh\n. Mi,\nMic kens Rob as. A., ,Ala. nn.',95 0\nk\nt\n,\n,\nl\n.A. 111 '9\nMid e,\n9\n,\n.\nMi dlet Co\nKan , '99\n., Io\n\"Mdilandon, Slclh.,\nwa, '02\nool\ndla\ns\nn\nd\nMig\nIda, 111.,\" '03\nhel\n,\nl,\n\n"} {"page": 1013, "printed_page": null, "text": "INDEX\nMiles, Emily H., Colo., '98\nMillard, C. N.. N. Y., '02\nMiller, Adelaide W., 111., '99\nMiller, C. C, Ohio, '92\nMiller, C. E., Iowa, '02\nMiller, Geo. I., Iowa, '96\nMiller, Geo. J., Mich., '01\nMiller, Geo. McA., Mo., '01\nMiller, G. R.. N. Y., '96\nMiller, J. H., Kan., \"86\nMiller, John C, Minn., '98\nMiller, Josephine, Ore., '02\nMiller, Kelly, D. C, '98\nMiller, Lucia M., Minn., '94\nMiller, Newman, 111., '00\nMiller, Thos. C, W. Va., 'oi\nMiller, W. C, W. Va., '00\nMillion, John W., Mo., '01\nMinis, 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,\n•98 Florence, Mich., '01\nMilwaukee Pub. Lib , Wis., '98\nMingins,\nClara\nW., Mich.,\n'00\nMinneapolis\nAthenaeum\nMinn.,\n\nMis\nH. C, Pa. '02\nMisssimeAr. & M. Col , '02\nl\n, B W\nMit .\n. ., Peag.e, '90\n'02\nMitchell, D. E., Ten ,\nc\n111. n.',99\nMit hell, Isa\n\"95\nMitchell, M. acS,., Kan,\nMitchell, R. W., Ohi., '00\n'97\nJoh A., oW,is\nMolchell,\nMohdstadCar J.,n S. Dak ., '02\nC, 111. . '01\nMon n, ,Loul\nJ.isB., Cal ,'95\nMonin,\nMonlux, E. S., Ind.., '97\n'02\nM., ,Min\nMonroe, Eth\nMonroe, Wil el S., Mas n.,'88\nMon roe, Sta l Coll Mosn.,\n'99\nteF\nt\n.\nMont.\nred , N. Y..,, '94\n.E,\nMonteser\n111 '97\nud\nMontgom ,\nH. oCr,a,Ind. .,'97\nMontgomeery, Tho\n'02\nMin ,\nW. s.S,., D. n.C,, '98\nMo tgom ry,\nMonntgomery,Otis N. Y., '96\ne\nt\nMoo roseA.ryW,., ,N. J., '89\nMoo n, ,B. F., Ind. '96\nMoore, Dor M., C,olo\n'95\n'9.9,\nMoore, E. aC, Cal\n'01\nMoore, G. A., Iow.,\nMoore, J. A., Ala. a, '01\nMo re, Jen\nD.,, 111 '02\n'\nCanrie E., Oh.i,\nMooore,\nr\no,' 95\nMorres, J. Hi.e, Was\n99\nMorgan, R. T., 111.h.,'97\nH., ,Vt., '02\nMorrgan, Cha\nMor ill Hars., N., Cal. '82\nMorris, Joh riet Ky. '96 ,\n'00\nMorris, John, E., ,Ohi\nMorris,\nAnnd\nJ.,o,Pa. '8 1\nMorrison\nG. rBe.w, Mo. '9,9\n,\n,\nr\ni\nMor son\nHen\nC, N. H., '00\n'97\nMorrison, Ros ry Ohi\nMorrison, H. Te.,. N. Yo.,, '01\n,\nL., 111. '97\nMor row, Fra\nE., N., Y., '01\nMor se, Jernk\nMorse, W. oAm.e, Mic\n'01\nH., hM.a,s\n'95\nMorse, Cha\nFrsa.\nMorss,\nCal. s.',99\nMorton, W. nkM,., 111. , '02\n'02\nMos ton, W. J. B., Mi,n\nE. H., Cal. n.',99\nMoses,\n''02\nE. D., S., Dak\nMosher,\n.\ns\nE., D. C, ,'02\nMot man Luc\nMot en, T,ho y A., Ind. '96\nMt.t,Hol s. Coll M,as , '02\nyokS\nMou\nW..,, 111. s '02\niel\nMowntz, F. Oa.s, Cal\n'9,9\n'96\nMower, Wm. A., .M, as\nH. C, Ohi s., 'oi\nMuc ry,\n'02\nT., N.o, Dak\nMui kleyR,ob\neArt I\nMulr,\nMo. .,'96\n. sa\nMar beSl.,, Ind., '01\nMulford,\nlig\ny\n,\nan,\n\nTO LIFE AND\n\nACTIVE\n\nMumma, H. W., Ohio, '00\nMunroe, Jas. P., Mass., '9>;\nMurdaugh, E. D., Md.. '98\nMurdock, F. F., Mass., '98\nMurfee, H. O., Ala., '01\nMurlin, L. H., Kan., '95\nMurphy, Anna M., 111., '01\nMurphy, Geo. T., Mo., '91\nMurphy, Teresa M., 111., '02\nMurray, Anna, 111., '98\nMurray, May E., Mass., '99\nMurray, Wm. S., Turkey, '98\nMurrey, T. P., Ark., '98\nMyers, Ida G.. D. C, '01\nMyers, Will A., Ind., '97\nMyrick, H., Mass., '98\nNaff,\nNagel, J.J.H.,\nJ., Kan.,\nIowa, '09\n95\nNardin, E. C, Mich., '01\nNash, Geo. W., S. Dak., '01\nNash, Louis P., Mass., '99\nNebraska St. Nor. Sch., '02\nNe Collins, J. E., N. Y., '99\nNeedham, Milton J., Ariz., '00\nNeedham, O., Wis., '97\nNellis.Geo. W.. S. Dak., '01\nNelson, A. C, Utah, '01\nNelson, Andrew, Minn., '01\nNelson, B. E., 111., '99\noi N. Y,., \"98\nNelson, E. 'B..\nNelson, Frank, Kan., '99\nNelson, Kate S., Wis., '96\nNeville, Frank F., Minn., '02\nNewberry Lib'y. 111-. '98\nNew Britain Inst., Conn., '02\nNewell, A. C, Iowa, '01\nNewell, Miss C. S., Kan., '95\nNewhall, Chas. W., Minn., '02\nNew Hampshire St. Lib'y. '98\nNew Haven Pub. Lib'y, Conn.,\n\nN. J. Sta\nL\n'\nte C. iFb.'y,111 01 '9\nNew\n,\n8\nNewkirk\nEm\nA..,, N.Y\n'00\nN. mMeaxn , Agr maCol\n'02 .,\nl\n,\ni\n.\n.\n.\nNNeeww Orlea H. DN.o,r. N.S,chY..,, L[a9.5, '01\nns\nso\nNe nY,or\nP\nL\n'\nkCh ub. E. ibN'.y, Y. 99'9\nNicw\n9\n,\n,\na\nNichols, Fres. R., 111. '93 ■\n,\nh\nd\no\nNic ls, Wal\nH., Col\n'01\nt r\nNichols,\nE., Indo., '85\n'01Maer\nNichols\nTho y\nIow ., '02\nNicholsoon, Wats.,\nCao.n,\n'99\nn\nhol n,\ns\no\nNig son\nA. nF,., 111. .',86\nNobhting H,ug\nM., S. Dak,\n'02\nNo le, aOl.e, hD., Mo. '02 ..\nNoeble, Ale\nH M,\n'\nx.,W . Po., ' 97\nNoel,\na., 98\nm.,\nt\nl\nNol ing A., Eug\nMas\n'91\nNo en, Sc,\nDayene, O., s.',98\nNorr. Adha.,\nPutbon, Lib\nM\n'y, ass.,\n.\n.\nms\n'96\nN. Dak Ed. Ass\n'01\nNor Ar.iz Nor oc, Sch\nN. .111. St.. Nor malSch. o'o99l,\n'97\nN. Ind Nor .Sch L,ib\n.\n'\n.\n.\ny\nN. St. Nor Sch. Mic , '99\n.\nh\n,\n'\nM\nCyr\nNor\nusU,n inn.1,11 0'20\nNorthro\n2\ni\n.\nNor thwep, A. W., S.v.D,ak , '93\ns\n.\nt\nt\n,\no\nNor n, Re.rn C, Mo. '95\n,\nton\n'\nNor , W. H., Iow\na,Mo 01 '9\nJ'o0s\nNor ton,\n5\n.,\n2eph\nv\nB.,inPea. '96\nNos illeT,he\nNyes, Cha o. H., Wis, , '84\n.\ns\n,\n'\nJ.oh B., Mi,c\nNyk\nh N Y 92\nMrsn Agn\nO'B irk\n.\nes, A .,. I .,,''94\nO'Brien,, Kat\n01\n., ll\nr\nh\ni\nO'B en, The ery 111. 'or\nreWs nF N,\n'94\nO'Crien,\n.a, ., .\nD. C, Neb Y.',94\nO'Callag\n.\no\nh\nC , '\nO'C nnor,an,Jos\nMareph, al.A,., 8O8hi\nO'Conn\no,\nonnor,\ngar\nor,\net\n'01\nW., Iow\nMal\nO'de\na\nc\nl\n,\no\nl\nO'D , Luc lm B., Ind. '00\nell\nien\n,\n,\n\nMEMBERS\nOgg.\nR. A.,\n'97\nO^Grady,\nC. Ind.,\nGeraldine,\nN. Y..\nO'Grady, Julia, 111., 'oi\nOgren, John,R. S.\n'00 '97\nO'Hanlon,\nJ.,C,\nWis.,\nOhio State Univ., '97\nO'Keefe, Mrs. S. J.. 111., '96\nOlds, Mary L., Mmn., '94\nOldt, F. T., Iowa, '96\n\nOldt,\nJ. C, Ohio, 'oi\nO'Leary, J. A., Mich., '01\n\nO'Leary, Kate S., Mass., '95\nOlin, Arvin S., Kan., '90\nOlivia Rainey Lib'y, N. C , '01\nOlsen, John W , Minn., '00\nOlson, Mrs. Mary D., 111., '02\nOmaha Pub Lib'y, Neb., '98\nO'Neil, CordeUa L., Ohio, 'oi\nO'Reilly. Mary, 111., '02\nOrmsby, F. B., 111., '96\nOsgood, Anna M., Ohio, '90\nO'Shea, M. V., Wis., '92\nOswego Nor. Sch., N. Y., '00\nOtt, Harvey N., 111., '01\nOutcalt, Irving E., Cal.. 'oi\nOwen, Hugh A., N. Mex., '97\nOwen, Katie L., Minn., '02\nOwen, Lincoln, Mass., '96\nOwen, W. B., 111., '96\nOwens, C. J., S. C, '00\nPacker, Anna E., Iowa, '01\nPaessler, V. S., N. Y., '98\nPage, Edw A., N. Y., '99\nPage, Edw. C, 111., \"oo\nPage, R. S., 111., '96\nPainter, D. H., Minn., '01\nPainter, J. E., Minn., '02\nPalen, H. O., Cal., \"02\nPalmer, A. N., Iowa, '96\nPalmer, Chas. S., Colo., ''95\nPalmer, E. D., Mich., '9495\nPalmer, Francis B., N. Y., '90\nPalmer, Frank H., Mass., 'oi\nPalmerlee, C. E., Mich., 'oi\nPark, Andrew T., Minn., '02\nParker, Alice N., D. C, '98\nParker, Chas. I., 111., '87\nParker, Chas. V., Colo., '87\nParker, C. M., 111., '95\nParker, Henry M., Ohio, '95\nParker, John L., Ala., '01\nParker, M. M., Cal., '99\nParker, W. D., Wis., '84\nParker, W. N., Wis., '02\nParker, W. S., Mass., '96\nParkinson, D. B., 111., ^^97\nParkinson, John B., Wis., '84\nParlin, Frank E., Mass., '01\nParmelee,\nS., Mich.,\nParmenter, L. Chas.\nW., 'oi\nMass.,\n\nPar\nCel\nS., Va. '97\nParrish, Ophestia A., Mo., 'or\nr\ne\nPar ish, Mrs lMi.a S., Min , '02\nPa ry,\nS.. F., 111 '02 n.,\n.A,. M. Pa ,'\nParson\nJo\n. ' 92\nPatssmo, Fr hn C, Mon,\n97\nPat ten,re, anHke\nR., tM.i,c\n,'9\nn\nt\nh\nr\nPat eng\nCas\n'.95 2\ny Ala\nPatton,ill. Chasia, L., Ns.ka.Y., '86\ns\nt\nPa on. J. H., . Uta\n'0\nh,111 '202\nPauyl,\nBer\nPayne, C. tEh.a,, Min ., '02\nPayne, W. C, 111n., '96\nPayne\nWm\nH .,M\n'\n.He ., S.ichS.. D. 92 '0\nPe ne,,\n, , , 1\nPeaabod\nA. leLn., Ark\n'96\nPe cher y. Ma\nC, P.a,. '98\nPeaacoc , H. Br.y, Kan\n',97\nPeairs,k.Cha\nN., I.nd,\n'96\n.\nP k,\nJsa. B. In , 'o\nPeeaarcy\nC. s.G., ,Neb d., '91 r\nPearse.,\nF. B. Oh.,\n'o\nPe rs\nHe , Giao, '9r\nPeaarsoon, H. nrCy, Pa. ., '99 8\nn\n,\nr\n,\nPea son\nJul\nN. Y., '99\niet\nrso ,\n,\nn,\n\n"} {"page": 1014, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nPearson, T. G., N. C, 'oo\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., '00\nPederson, B. C. S. Dak., '02\nPeirce, Eugene C., Iowa, '01\nPemberton, R. N., Kan., '02\nPenniman, J. H., Pa., '99\nPenn. State Coll., Pa., '00\nPenn. State Library, '00 _\nPennypacker, J. L., Pa., '00\nPeoria Pub. Library, 111., '01\nPeres, I. H., Tenn., '00\nPerkins Institution, Mass., '97\nPerkins, R. W., La., '01\nPerrin, John W., Ohio, '01\nPerrine, Lura L., N. D., '9S\nPerry, Alfred T., Ohio, '00\nPerry, Elizabeth H., Mass., '91\nPerry, Reuben, Wis., '01\nPerry, Wm. H., Ky., '98\nPeterson, Francis M.,Ala., '01\nPeterson, J. P., Wis., '97\nPettis, J., Wilson, Ark., '01\nPettis, Rilla A., S. D., '01\nPhelan, W. W., Miss., '98\nPhelps, Wm. F., Minn., '70\nPhiladelphian Soc, Wis., '84\nPhilbrook, C. F., 111., '95\nPhilips, Geo. M., Pa., '79\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., '01\nPhilomathean Lit. Soc, Pa. ,'98\nPickard, Josiah L., Me., '86\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,\nJoshua,\n'91\nPillsbury,\nW. 111.,\nH., Neb\n\nPrentiss, Jennie W., Ohio, '01\nPreston, J. R., Miss., '90\nPrettyman, E. B., Md., '92\nPrice, H. C, Iowa, '02\nPrichard, E. H., Ohio, '95\nPrichard, Miss M. S., Pa., '98\nPrillerman, Byrd, W. Va., '91\nPrince, John T., Mass., '91\nPrincipals''01Round Table, Wilmington, Del., '01\nPritchard, M. T., Mass., '96\nPritchett Coll., Mo., '00\nPritchett, 'H. C, Tex., '92\n01\nPritchett, Henry\nS., Mass., '02\nProudfoot, Mrs. A. H., 111., '97\n'01 '\n97 '02\nPruitt, Elias, 111.,\nPub. Lib'y, Boston, Mass., '00\nPub. Lib'y, Brooklyn, N. Y.,\n\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., '97\nPlimpton, Geo. A., N. Y., '94\nPlumer, Geo. M., Ohio, '96\nPoland, A. B., N. J., '92\nPollard, Mary O., Minn., '02\nPollock. Rosalie, Utah, '97\nPollock, Susan P., D. C, '94\nPomona Coll., Cal., '99\nPort, Mary A., Wash., '02\nPorter, C. W., Minn., '02\nPorter,'95 E. A. F., Ohio, '99\nPorter, Edgar L., Minn., '02\nPort\nF. Lib'y,\nN. Y.,\n'99\nPosse,Jervis\nBaroness\nRose,\nMass.,\n\nPu\nLi\nRo\n111 '9\nPub. Li b'y, St. ckJfoo\nMo ., 9\nPubb. Libb'y, St. Losuerpdh,, Mo..,|o'o90\nPu . Li 'y, St Pa is, Mi , '0\nP b. L b'y,'01 S. ul, M nn. '0 1\nPuubb. iLbi'by, alSeamn, Farsas., , 0\n''y,\n.Cal., '97\nnci\n98\ns\nPub. Lib'y, Seattle, Wash.,co,'01\nPub. Lib'y, Somerville, Mass.,\n\nPot\nGr\nT. 11 '0\nPouter, E.acAe., Ga,. 1'.,01 1\nPound, J. M., Ga. , '01\n^ '0\nPo nd\nAr\nO,h\nPowwell,, W.thuBr.,, N. iYo.,, '902\nPowell, W. F., D. C, '89\nPo ell Gu\nN. Y. '87\nPowwer,',01 Jsassie, K., Ala , '95\nPra ers, Wm.. L., Te.x,\n'01\nPr the Fl\nB. 11., '0\nPraatt, r,InstorenFcre L,ib 1., N. 2 Y.,\n'y,\ntt\n. ee\nPrat\nMa\nL., Mi\n'02\nPratt, R. rtHi.n, Pa., '9n8n.,\nPratt, W. A., Iow\n'01\nPr t, Ma\nL., Oah,\n'97\nPraayy, T. beBl., Wis. i'o9,4\nPree,\nMrs. Loui , Minn\n'94\nPr ce,\nMa H.s,e, Oh .,'02\nPreenntice, H. yW., N. Y.i,o, '97\ntis,\n\n'00\nMo\nLi '01 Bu\nLibb''y, Dettrte, Mincth., '97\nLib'y,'00 Dovoit, N. H..,, '00\nMass\nLib'y, Fitecr,\n.,\ny,\nhbu\nLib'\nGail Borrg,\n111.,\nden\ny,\n,\nLib'\nJ\nC\nN J\ny, ersey ity, . .,\nPub Lib\nKal\nMic\n'y,\nh.,\n.\n'a9m\nCal.\nL 9aAzo\nPub. Lib'\n,\ny, os ngoe,les\n,\n'00\nMass\nLy\nPub. Lib'\nMas.s, '00\nPub. Lib' y, Mainn,\n.,Eng\nPub Lib'y, Man'd9e7n,\n.\nche\ny,\nste\nla\nr\nnd\nB,ed\nNew\nLib', '02\nPub.\nfor\ny,\nd\n,\nMass., '01\nPub.Lib'y.New\nHaven, Conn.,\n\nPub.\nPub.\nPub.\nPub.\nPub.\nPub.\n\nPub' Lib'y, New York, N. Y.,\nPub\nLib'\nNor\nAda\n.\nth\ny,\nm\nMass.,\n'01 Peoria, 111., '01s,\nPub.\nLib'y,\nPub. Lib'y, Philadelphia, Pa.,\n'00\n\nPu\nPub.\nPubb..\nPub.\nPub.\n\nLib. Tau\nMass\n'02\nLi , Tonton\nKa ., '00\nLibb''y, Trepneka,, N.n.J,., '01\nLib'y, Whe ton,\nW. Va.,\neli\ny,\nn\nMass\nWor g,\nLib'\nces\n.,\ny,\nter\nWi,s. '84\nPub. Sch. Teac\n,\nh\ne\nr\nH 1s '\nJ\nP\nPuulgsh, as.Wm.., E.1,1,., N. 98Y., '99\nPureifer, Mar I., 111., '96\ny\nr\n,\n'01\nTe\nFl\nPury\nPuryear, MaorrenceC,, Tennnn., '01\nPut ear, Mrs. y Alic H., .1,11., '93\nn\ne\n01\nR., Mic\nPut am, Rich\nPu nam, Ch ardG., Mich h.,''01\nLib. .N,.Y.\nQuetney, Boras.\nQuelens Antoough Minn , '02 ,'oi\nQuiclo, Geo. n,F., Ind.., '01\n,'95\nRacek, S. J., Minn\nS. E., 11.1.,, '01\nRain ,\nChas D., D. C.,'\nRak es,\nRamestrawM. M., .S. Dak. \"02 99\n'93\nRamer, , Chas C, Mas,s\nRa say, Ge . J., Te n ., '89\nRammsey, Maor. C, Wnn.,\nyo.., 93 '01\ny\ns\nRand ey, J. E., Ohio \"9,8\nRRaangall, WA.. WE.., VMti.,, '99\nRannkeirn,, Fran , En.n;.,N.Y.,\n,N. if , 99\nsom\nces\n,\n\nRapp, Christian F., Ohio, '99\nRapp, Eli M., Pa., '97\nRaschig, H. H., Ohio, '93\nRathman, C. G., Mo., '01\nRaub, A. N., Del., '92\nRavenhill, Alice, England, '01\nRawson, E. B., N. Y., '99\nRawson, Guy L., Iowa, '02\nRayman, R. E., Ohio, '95\nRaymond, A. V. V., N. Y., '95\nRead, J. Irving, Cal., '98\nRedman, Elmer S., N. Y., '00\nRedway,\nJ. W.,\nReed, A. A.,\nNeb.,N. '95Y., '00\nReed, Grace, 111., '02\nReeder, W. C, Ohio, '98\nReel, Estelle, Wyo., '94\nRees, Minnie E., Cal., '99\nReeves, C. F., Wash., '96\nReid, Jas., Mont., '95\nReigart, J. F., N. Y., '99\nReiley, Cynthia E., Mont-.'gS\nReinhart, J. Albert, N. J., '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\n•98 G., Ohio, '91\nReverley, Ellen\nReynolds, Chas. '01B., Mo , '95\nReynolds, J. H., Ark.. '97\nReynolds, Mary E., 111., '02\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. J., '95\nRice, Wm. N., Conn., '99\nRich, Isaac P., Wash., '02\nRichards, A. W., N. Y., '02\nRichards, C. O., N. Y., '02\nRichards, C. R., N. Y., '98\nRichards,\nM.. Mass.,\n'01\nRichards, D.\nMrs.M., E.N. H.,\n\nRich\n\nards\n\n,\n\nMrs. L. A., N. Mex.\n\n,\n\nRic\nB. C, Me., '01\nRi hard\nKa\nS., Wis. '01\n,\nRicchardsson, J., 11t1e., '97\nh\nRic eson on, Sara E., Md., '76\nh\n,\nh\nm\nRid ond W., Pa. '96\nRiddle, , Wm , C, Mo. '98\nRighgeway J. R.., Ark. \",98\n,'\nR ts F,\nO\nR-iigller,elClo,. raEnd.k, Assroe.,, Ka9n8. '86\nRileey Mrs. M. E., Mo., ',90\nRip y, Coll\nW\n, '02\nRis on Ern ege Wais\n'99\nRistte, W. esGt.,, Kansh., '97\nRitce,\nAda M.',02.O,hio 'oi\nRivehie, W. W., Ark. , '95\nRoa rs, T. W., Kan , '86\n.M, M\nRobcbh,\nCaro\n,'\n. i\nR in\nC Wly M , 'nn. 02\nRoobbbinss, G.eo. .,nA., o.11,1., 9'297\nbin ,\nRobe s, Jas. A., Ohio '82\nRob rt,\nDi\nH., ,Mic\n'98\nRo erts Edmon D. Oh h.,'0\nRobbeerts,, Flowr. I,nd. io',96 0\n,\na\nr\nRob ts, Geo , L., Ind. '01\nRobeerts, Hen.\nH I,\n'0\nRo rt\nHe ry A..,, N.owaY,., '924\nRobbeertss,, H.stLe.r, 111., '97\nRoberts, L. D., Wis. '97\n,\nr\nRRoobbertts, Wm.Alic E., M.O,hioI,nd '98\n.Te\nerts,\ne\nr.\nson\n, J. L. 11 '9\nRob\n, 1. 7\nRobertson P. W., D. , C, '96\nRobersto , Albe\nR., 111., '95\nRo insonn, E. Vr.t Mi\n'0\nRobbinson, Luc , W.,nn.V,a., 2 '96\nRob inson, Oscay D., N. Y., '92\nRobinson , W. rS., Ohio '95\nR inso , M\n1\n',\nRoocbson,n, aryW,. F1.1,., 1110.2, '96\nhel\neau\n.\n\nI\n\n"} {"page": 1015, "printed_page": null, "text": "INDEX\nRochford, Anna T., 111., 'oi\nRockwood, Geo. H., 111., '00\nRogers,' A. C, Minn., 'gg\nRogers,93 Dora B., W.Va., 'g9\nRogers, Howard J., N. Y., 'g6\nRogers, J. N., Ga.. 'g?\nRogers, Josephine E., N. Y.,\n\nR., N. Y., 'gs\nRov\nRog\n'gS\nRol ers, F. Ji.l.luOhi\nRooler, C. v., Csal o, '86\n'01\nC, .N, eb\nRoop, Cha\nRos t, Geo s. E., Kan ., '86\nRose, S. . L., Ohi ., 'g6\nRos e, M. M., W.o, Va. 'gg\nRoss, Pet W., Min , 'gg\ne E C 11 n. '\nRoss,\n. , 1., , 00\n'g?\nC, Ky\nRo set An\nRotth, er, Enlla A., Ohi., '00\na\nh\nRo e, R. K., 111 \"gog,\n.\nA. ,111 'oi\nEl\nRow,\nRowe, H.la M., , Md. ., 'g6\n'g8\nH., , Con\nRowe, Stu\n'gns.,\nRowe, W. arSt., Ind\n'g6\nJ. H., .O,hi\nRowe,\nIda Ky. o,'g6\nRuwlan\nL.,, 111 '01\nRudolp d, La ,\nRusnyonh, Jas uraE., N. Y.,., \"gs\n.\ns\n,\n'01\nE. Me\nWa\nRus ell\nRussell, W.ltePr., 111, 'g.g,\n.\ns ,\nRus ell, Fre W., 111 , '01 ^\n'gg\nE., Mo.n,\nRy t, Mad\nRy an, W. ryC., Mo. \"t0.2,\nRyan, C. M . N , Y., 'g6\n'01\nS., Ma\nSa on, Al\nSabben, Albfred R., 11s1s., '84\n.,\ni\n'gs\nSab n, Ellert C, Wis\nIow .,_ '8g\nSabin, He en\nn\nSagin, A. Hr.y, , Wis a,'g8\n.\ne, W v\nM\nSSt.\n., T.,\nich, Ky.,'g6 01\nage Clair,\n. W.\n.,\n,\nSt. John, Geo. E., Wash., '01\nSt. Louis Pub. Lib'y, Mo., '00\nSt. Louis Univ., Mo , '01\nSt. Paul Pub. Lib'y. Minn., '01\nSalem Pub. Lib'y, Mass., '00\nSalisbury, Albert, Wis., '87\nSamuel, Wm. H., Pa., 'g3\nSanders, Alan, Ohio, '01\nSanders, F. W., Germany, 'g7\nSandison, Howard, Ind., 'g6\nSanford, Fernando, Cal., 'g?\nSanford, Frank E., 111., 'oi\nSanford, Henry R., N. Y., \"gs\nSanor, S. D., Ohio, 'g3\nSargent, Dudley A., Mass., 'g6\nSargent, Elisa A., Mass., 'g6\nSargent, Sabra L., 111., '02\nSarver, J. M., Ohio, 'g8\nSaunders, Sara A., N. Y., 'g6\n\nSavitz, J. J., N. J., 'gg\n\nSawhill, Thos. A., Kan., '86\nSawvel, Franklin B., Pa., '94\nSawyer, C. L., Minn., 'g7\nSaylor, J. F., Wash., 'g6\nScarlett, Augustus, N. J., 'gi\nSchaeffer, Nathan C, Pa., '87\nSchauflfler, Alfred T., N. Y.,'g5\nSchell, Henry S., Ind., '02\nSchellenger, G. J., S. D., '01\nSchiller, J. D., Mich., 'g6\nSchmidt, C. C, N. Dak., '02\nSchmidt, F. A., N. Y., 'g6\nSchmidt, Hans. W., Minn., '02\nSchmucker, S. C, Pa., 'g2\nSchneider, Henry G., N._Y.,'gs\nSchobinger, J. J., 111., 'gg\nSchofield, Martha, S. C, 'gi\nScholiield, Bessie M., R. I., 'g6\nSch.ofAgri.,\n'02\nSch. of Ed., Univ.\nUniv. ofofMinn.,\nChicago,\n111., '99\nSch. of Ped., N. Y. Univ., N.\nY., 'gg\nSchreiber,\nMae E.,\nY., '96\nSchryver, Anna\nA., N.Mich.,\ng6\nSchulz, C. G., Minn., '02\n\nTO LIFE AND\n\nACTIVE\n\nMEMBERS\n\nSchurman, J. G., N. Y., 'g6\nSchuyler, Aaron, Kan., '86\nSchuyler, E. H,, N. J., 'g4\nSchuyler, Wm., Mo., '01\nSchwietert, H. J., Iowa, '01\nScotia Seminary, N. C, 'go\nScott, Chas. B., P. R., 'go\nScott, Colin A., Colo., 'oi\nScott, Edith A., N. Y., 'gg\nScott, E. H., 111., 'gs\nScott, F. N., Mich., 'g7\nScott, Harriet M., Cal., 'g6\nScott, Izora, Colo., 'gy\nScott, J. B., 111., 'gg\nScott, Jas. W., Colo., '03\nScott, O. C, 111., 'gs\nScott, W H., Ohio, '93\nScovel, E. C, S. Dak., '01\nScovel, Sylvester F., Ohio, 'g?\nScoville Inst., 111., '00\nScranton Pub. Lib'y, Pa., '99\nScribner, E. E., Mich., '01\nScudder. Myron T., N. Y., 'gs\nScull, Jas. F., Ind., 'gs\nSearle, F. E.. Mich., 'gg\nSearle, Miss S. M., N. J., '93\nSearson, J. W., Neb., '02\nSeattle Pub. Lib'y, Wash., '01\nSeaver, Edwin P., Mass., '93\nSedgwick, Wm. T., Mass., 'gg\nSeeley, Levi, N. J., 'go\nSeerley, H. H. Iowa '8g\nSelleck, W. F. F., Minn., 'g8\nSelvig, C. G., Minn., '02\nSenger, Harry L., Ohio, '01\nSexton, E. K., N. J., 'g7\nSeymour, A. H., S. Dak., '02\nSeymour, R. B., 111., 'ooShafer, Harry M., Cal., '01\nShanahan, Rev. J. W., Pa., 'gs\nShanley, May C, S. Dak., '02\nSharkey, J. P., Ohio, 'go\nSharp, Frank C, Wis., '02\nShaver, Chas. A., N. Y., '00\nShaw, A. L., Neb., 'g?\nShaw, Edw. R., N. Y., '93\nShaw, Samuel, Wis., '84\nShawan, J. A., Ohio, '94\nSheafTer, W. A., Iowa, '02\nSheakley, S. H., Iowa, '00\nShear, S. R., N. Y., '9s\nShearer, W. J., N. J., 'gS\nShearer, W. S.. 111., 'g?\nSheats, W. N., Fla., \"93\nSheldon, E. H., 111., \"02\nShelley, Kate, Mont., '01\nShelton, Chas., E., Iowa, '00\nShelton, F. M., Ohio, 'gg\nShepard, Elmer I., Minn., '00\nShepard, Geo. C, Va., '97\nShepard, Irwin, Minn., '83\nSheppard, L. W., Ohio, 'g8\nSherer, Albert H., Ohio, '00\nSherman, Chas. M., Wash.,'oi\nSherrick, J. R., vVis., '02\nSherwood, Mrs. J. C, Cal.,'gg\nSherwood, MarthaA., Mich., '01\nShield, W. B., Mo., '01\nShifF, Hannah, 111., '02\nShippen, Edw., Pa., '7g\nShirk, David F., Kan., 'gs\nShoemaker, W. A., Minn., 'gs\nSholes, Josephine S., Pa., '02\nShoop, John D., 111., '00\nShorkley,\nMrs. H. B.,\nShotwell, Ambrose\nM., Cal.,\nMich. 'gg\n,01\nShotwell, J. B., Ohio, '01\nShowers, F. F., Wis., '99\nShultess, Alice H., Wis., '00\nShumaker, F. P., Ohio, 'gg\nShutt, Robt. D., Mich., '02\nShutts, Geo. C, Wis., 'g6\nSibley, Chas. A., Mass., 'gs\nSiders, Walter R., Idaho, '01\nSiefert, H. O. R., Wis., 'gs\nSilke, Lucy S., 111., •g3\nSilver, Edgar O., N. Y., '94\n\nSilver, Elmer E., Mass., 'gg\nSilver, Ernest L., N. H., '03\nSimerwell, E. A., Kan., '95\nSimmons, J. W., Mich., '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\nSites, C. M. Lacey, China, 'oa\nSkidmore, Sydney T., Pa., '95\nSkinner, Chas. R., N. Y., '90\nSkinner, E., 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\nSloane, Clyde, 111., •g8\nSlocum, Charlotte M.. 111., 'oa\nSmalley, D. H., 111., 'go\nSmallwood, Mabel E., 111., \"96\nSmedley, C. E., Colo., 'oa\nSmedley, Eva A., 111., '97\nSmiley, Elmer E., Wyo., '00\nSmiley, Wm. H., Colo., 'ga\nSmith, A. D., Minn., '02\nSmith, A. J., Minn., '02\nSmith, Alex., 111., 'gg\nSmith, Anna T., D. C. 'gs\nSmith, Arthur M., Hawaii, '01\nSmith, Arthur P., Mass., '90\nSmith, A. Thos., Pa., '93\nSmith, Carlton W., Wis., 'oa\nSmith, Mrs. C. B., 111., '98\nSmith, Chas. A., Minn., 'oa\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, Frank, Mich., '01\nSmith, Geo. M., S. D., 'gs\nSmith, Harriet E., Wis., '97\nSmith, Henry B., Colo., 'gg\nSmith, H. J., N. Y., 'gs\nSmith , Irving B., N. Y., 'gg\nSmith, J. F., Ohio, •g8\nSmith, J. L., 111., '00\nSmith, J. Mace, N. Y., 'gs\nSmith, Jos.\nM. B.,\nR.,Mass.,\nPa., 'oggg\nSmith, Robt. M., 111., '02\nSmith,\nF., D.\nC, '05\nSmith, Sidney\nSimon W.,\nMinn.,\noa\nSmith, W. C, Minn., '02\nSmith, Wm. C, Ind., '01\nSmyser, Selden F., Minn., '02\nSmyth, W. S., 111., 'gs\nSnedden, D. S., Cal., \"gg\nSnow, Bonnie E., Minn., 'g6\nSnow, Francis H., Kan., 'g3\nSnow, Mary S., N. Y., '98\nSnyder, A. J., 111., '97\nSnyder, Henry, N. J.. '94\nSnyder. Jessie M.. Ga., '97\nSnyder, J. H., Ohio, •g6\nSnyder, J. L., Mich., '8g\nSnyder, W. H., Mass., '01\nSnyder, W. R., Ind., 'gs\nSnyder, Z. X., Colo., '87\nSnyder, Mrs.Z.X., Colo., '96\nSoldan, F. Louis, Mo., '77\nSollitt, AlicePub.\nE., Lib.,\n111., Mass..\n•g3\nSomerville\n00\nSoper, Laura J., Mich., '01\nSoul^, Geo., La., '92\nSoule, O. M., Ohio, '01\nSouth Carolina College, '02\nS. Dak. Agri. College, 'gg\nS. 111. Nor. University, 'gg\nSouthall, J. W., Va., '98\nSpain, Chas. L., Mich., 'oi\nSpangler, H. T., Pa., '94\n\n"} {"page": 1016, "printed_page": null, "text": "'00\n\n:oo4\n\nNATIONAL\n\nSpalding, J. Lancaster, 111., '02\nSpaulding, F. E., N. J., '96^\nSpaulding, Randall, N. J., '92\nSpayd, H. H., Pa., '92\nSpeer, W. W., 111.. '96\nSpencer, Pauline W., Pa., '93\nSpencer, Robt. 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, Durand W.,Mich.,'94\nSquier, Mary P., 111., '02\nSquire, Mary V., N. Y., '96\nStableton, J. K., 111., '00\nStalker, Francis M., Ind., '01\nStanley, Edmund, Kan., '86\nStanley, Kate, Mass., '02\nStaples, Helen F., Minn., '96\nStapleton, M. A. C, Mont. ,'99\nStarbuck, Edwin D., Cal., '99\nStark, Joshua, Wis., '84\nStarke, N. C, Va., '99\nSt.F.N.Sch.,Farmville,Va ,'99\nState\nCollege, Kan.,\nSt. Bd.Agr.\nof Education,\nMont.'97,02\n5^ Historical Soc ., Wis., '84\nState Library, Cal.. '99\nState Library, Mass., '98\nState Library, Mich., '02\nState Lib'y^ New Jersey, '01\nState Library, Pa., '01\nState Nor. College, Ala., '01\nState Nor. College, Mich., '00\nSt.N.&Ind. Coll., N.C., \"98\nSt.N.Sch.,Brockport,N.Y., 'oo\nSt.N.Sch.,Califomia,Pa.,'99\nSt.N.Sch.,Carbondale, 111. ,'99\nSt.N.Sch., Cedar Falls, la. ,'97\n'97 Charleston, 111. ,'99\nSt. N.Sch.,\nSt. N. Sch., Chico, Cal., '97\nSt. N.\nN.\nSch., Ellensburg,\nDe Kalb, 111.,\n'99\n'01 Sch.,\nSt.\nWash.,\nW. Va,\nSt. N. Sch Fai\n,\n•98 .,\nrmo\nnt,\nSS t.N N S\nMass\nt. .S.c ch., Fitc\n.,\nhbur\nh.,F\ng,\nar\nSt. N. '9S9ch. mFlvaiglle\nAriz\n,\n,\n.\ns\nSt. N. Sch Gr tafVa. Col ,'o'97\nSSt. NN. '9SS7ch.., IJndeieleyf,, ,P'a9.,o9.,A'99i\nt. . ch.,, ackasna\nla.,\nonv,\nSt. N. '9S9ch Los Angille, Cal.\n.,\nele\n,\ns,\n111M. '02\nSStt.. NN..'9S9Scchh., MMaacno\n,\ni\nnn.\n.,\nkmabt,\n,\no,\nPaM. '97\nSSt. NN. SSch MMan\n.\nt. . ch.\ni,ch\narsqfie\n,\n.,\nuetld\nte,\nN. D.,\nMa\nSt. N. Sc\n'oo\nSt. N. 'S9c9hh., Milyvill\nOre '01\nSt. N. Sch.., Monlersve,\n.,\n,\nm i\nSStt.. NN..ScShch ,MoNoerwoutPhallle,P N. Y'.9,7\n. .,\nhea ,tz, a.,'\nd,M\n9\ninn111 '79\nNo\nSt. N. Sch\nW.is,., '898\nSt. N. ' Sch ., Oshrman\nSt. N. 9S7ch., Oswkosh, N. .Y,.,\n'0 'oo\nSt N. Sc ., Pe eg ,Ne\nSSt.. NN. SSchh., PlPa ru, o. b.,Wis R 2 ,'I84\nt. . c.h,.\n. . .,\nrttoevv\niidl\n'9 ,\n00\nSt. N. S7ch Sal leen,cMeass\n,.\n.,\nem,\nSSt. NN. SSch SSan CJos Ca,lM. '98\nt. . ch.., t. loeu,\ni,nn\n.,\nd,\n'97 ,\nSt N. Sc\nSu\nWi\n'0\nSSt.. NN. SS'c9hh., TTepmerio H Ari s., I 'oi 0\nt. . ch7.., errpe r,aut z., nd.\n,\n,\ne,\ne,\nSSt. NN. SSch TrWe\nN. MJ., '97\nt. . c.h,.\nass\nenstto\n,\n.,\nfni.e\nld,\n\n'\n\n98\nEDUCATIONAL\n\nSt. N. Sch., W.\n\nASSOCIATION\n\nLiberty, W.\n\nSt.Va.,\nN. Sch..\n'00 Whatcom, Wash.,\nSt. N. Sch. Whi\nWis.\ntew\n,\n.\nate\nrM,\nSt. N. Sch. Wino\ninn. ,'97\n,\nn\nSt. Tea\nAss a, of III '90\nSt. UnicvhersL'ib' ocI,owa '97.,\nSt. Univ. Lib'yi Ohio, '97\n. J. W y.,, Wi , '8\nStea\n4\ns\nSt rns, Wm. L., 111..,, '90\nSteeeele,\nD.T. N. J., '02\n,\nl\nm\nanJ, M. Te\nSt\n'0\nSteeen, ,E. A,., Mnonn.t, '096\nSteehre,\nJ. H., 11.1.,, '97\nm\nSte anF,. W., Cal. '99\nStein,\nH. Mor , Cal. '96\nStepphens, J. P'.9,5 sPea,., '01 ,\nStephens M. Bate\nMd\n'98\nStephens,,\nLill s,S., 1.11,., '95\nSter henso W. D., ieMich\n'02\nSterling,Menn,c\nN. Y. ..'8\nStetn,\nW.o, W., Me.,, '925\nStevson, C. E., Ohio '01\nSt ens. Ch\nE., M,as\n'02\nSteevvens, Chaass. M., Minsn., '02\nStevens, Edw.. L., N. Y..,, '99\ne\nSSttev ns, MPose C, IJnrd. N'.76 Y.\nlowsd\n.,,\n,\neveenns,\nen,\ns,\nSte\nW. M., Iow\n'02\nSt ven\nA. L., 11a1., '97\n, N. Y.\nStevens,\nHa\nSteevensson, Wmv.ilan C, Md. ,''9o0i\n, '0\ndM,i\nStevenson, Dar\nSte wardon,I. N.i,us,Wis nn.'8,4 0\nStewart,, Joh A., .,Mic\n'8\nSt war\nJo n S., Ga h.',95 4\nSteewartt, N.s. Coe Oh.i, '92\n,A. No., Y. '8\nSte wart, Sar\n,\n. 4\nSt wart , A. Ma.h, S. Dak\n'0\nSteiyer,,\nLuc\nOhi ., '932\ni\no\nc\na\n,\nk\nSti ne Oli\n, Mo., '98\ny\ng\nv\nSti all, , Miser,. E. O., S. D., '01\nSt lwel E. W.,s N. Y., '96\nStitt, l,\nWm\nH., N.Y\n'\n., '9041\nStoockm\n•96 .\nSto ckwean, Tho\nB., R. I., '91\ns.\nSt ckw ll,\n'94\nSt ockwell, MrMsi.s\nW., N. Y..\n'o2\nStooddarellA,.W L.,Hs.CH.S., C, '00\nSt kes d. Hoalt A.N. Oh\n'9\nStokes, Su raceerLG. , UDt.,io, '9 5\nStookes., Massan S..,,, NP..D aIh.,, '94 9\nn\no\n.\nSSttoone, W. nRHe.b, Iowa .D..,'02 D. C,\nneerr,\necc ,\noad\n,A. V. Io a '9\nStor\n4\n, w\nStou m, Geo. H.. Paa.,, '84\nt\nStou , Isaa H., N. Y., '90\n'9\nSt t. J. Dc. Wa\nStoovut, Ann, Ms.h,.,Cal. 8 '99\nStowall, Thosa B., N. ,Y., \"91\nS. D., '97\nAle.\nStr ell,\nStraachan, C. Cx,., Ore. '88\n'8\nStratton, F. E., Min,n\nG., .N,. Y.,6 '97\nStr tto\nW. S., Ohio '99\nStriaubenn,m\n'9 ,\nSt ckla Ji.ilHl. Ca\nStrrione, nd, E. e.rH,.. l.M.o.. 9 '99\ne\nt\ne\n'92\nA., Mic\nStro r. Edw\nStrong. Franin Kan. h'.0,2\n'95\nStrong, Jas. k,W., Min,n\nC, .,N.C '98\nHes\nStrung,\nStua thers,Alex tTe.r, D. C, .\",oo\nr\n.\n111 '0\nStua t, Marg\nStu rt, Gil areA., Con ., 1'99\nStuaart, Mileos H.t,, Ind.n., '02\nStubrt, J. E., Nev. ,'95\nStudbs, J. N., Ind. , '97\nStu y, E., Colo , '95\n'8\nMr ., G. Ne\nSudvber,\nSuUiorou Ella sC., 111,., '9b9., 0\nSum van,ghG,eo. W., Ind. '01\nD. C,, '98\nAle\nSuman,\nSupemers,Chas xW..,, Ohio '91\n.\n,\nr,\n\nSuperior St . Nor Sch . , Wis . , ' 00\nSuplee, Etta, Iowa, '95\nSuplee, Fanni: Iowa, '95\nSupt. and P.-.n Asso., Wis. ,'84\nSurette Thos. W., N. Y., '01\nSuter, Anna, Ind., '90\nSuter, Miss H. A., La., '94\nSutherland,\nB., Mich.,\n'01\nSutherland, E.\nMarg.\nW., Ohio,\n'95\nW. S., Tex\nSut\nV. A., Wi.s, '99\nSuyton,\nSwa dam, G. R., Mic ., '01\nPah., '9\nSwain, Jos\nSwain, Phe eph, Wis ., '973\nbFe., A. C.a,\n'9\nSwan,\nSwa nger Ros C,, Wils., \"995\n'99\nSwart, , Jnoe W., Oh.i,\nE.ll L., R. o,I., '00\nSwertz,\nSwe eney Ben a A., 111. '00\nSwe et, , Harj. P., Con, ,'02\nSw tt, Joh ry Cal '9n9.\nWn., M., .,N. J., '98\nSweitt,\n'\nN\nPub Lib\nSyrngle\n., P .Y.', 98\n,\na\nc\nT u J. L .\n9\na\nTaaidd, sEeli, ibert S., Pa.., '928\ny,11 '9,\nzHaeb\nTalt,\n1. 2\nne\n'92\nTapbot, Wm rtyh, W., M, as\nTap ley, Mrs . J. E., S.s.D,ak '02\n.\nl\nS., Ohi .,'99\nDav\nTap in,\nTT ap pan, THho id MaSs R o',I02 '\n.s, . . ., 9\na p\no s.\nTarbeelrl, Ra rac,Se., N. Y,., '99 1\nTatrr, ,W.lphK., S. C, '99\nMas '02\nPub Lib\nTaue,\n's9.8\nTawnton Guy. A..rarWyi.s\nTay ney, A. R., 111. '8.6.\n'0\nP.,. Col\nTay lor, Dan\nTaylor. Edwiel Ky. '9o6., 1\nTaylor, G. .W,ar , 111. '00\nTaylor, Jos S.r,enN. Y., ,'94\nTTaeylor, R. .AAs., N., CYo., '01 Co\n.,\naclhor\nwle\nso.\ner,s\ny\n,\n'\nTeachers'\nAsso.,\nRiley Co.,\nKan., '86\nTeachers'\nAsso., Wis., '84\nKan., '86\nTeachers'\nCollege, Dept. Man.\nTr., N. Y., '99\nTeachers' Inst., Phila., Pa., '79\nTeeter. John D.. Fla.. '01\nTempleton, J. C. Cal.. '94\nTennerry. Florence E., 111., '02\nTennerry, Kate E., 111., '02\nTerman, John W., Ind., '99\nTerrel, Harriet E., Ohio, '96\nTerrell, Robert H., D. C, '98\nThaler, Jos. A., Mont., '02\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, D. W., Ind., '96\nThomas, Emma A., Mich., '96\nThomas, E. R., Minn., '02\nThomas, Geo. S., N.Dak., '02\nThomas, Isaac, Vt., '99\nThomas, Jennie L., Mich., '00\nThomas, Richard S., N. Y., '01\nThomas, W. Scott, N. Y., '99\nThompson, A. B., Ind., '01\nThompson, D. M., N. C, '98\nThompson, E. C, Mich., '94\nThompson, Miss F. E., Ohio, '99\nThompson, H. E., Okla., '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. O., Ohio, '94\nThomson, Frank D., 111., '95\nThornburg, Z. C. Iowa, '01\nThomdyke, E. L., N. Y., \"98\nThornhill, E. A., 111., \"oi\n\n"} {"page": 1017, "printed_page": null, "text": "1005\n\nINDEX\n\nI\n\nThorson, I. A., Minn., '98\nThudium, C. C, Mo., '98\nThurber, Chas. H., Mass., '93\nThvveatt, Hiram H., Ga., '00\nThwinR, Chas. F., Ohio, '95\nThwing, F. F., Ky., 'oi\nTibbets, Anna, Neb., '94\nTibbetts, A. C, Minn., '95\nTibbits. H. S., 111., 'oo\nTighe, R. J., N. C, \"oo\nTillotson, D. C. Kan., '86\nTilton, Chas. S., Wash., \"99\nTinker, B. W., Conn., '97\nTobin. Mary E., 111., 'oi\nTodd, Samuel B., Wis. '95\nToepel, Theo.. Ga., '01\nTolman, Henry, L., 111., '97\nTomlin, J. H., Ind., 'oo\nTompkins, A., 111., '96\nTonning, P. C, Minn., '02\nTormey, J. A., Minn., '97\nTorreyson, B. W., Ark., '02\nTower, Belle M., Mich., '97\nTower, Willis E., 111., '02\nTowne, Geo. L., Neb., '00\nTownsend, H. S.,.P.I., '99\nTownsend, J A., N. Y., '99\nTracy, Franklin N., 111., '96\nTrant, Amelia E , N. Y., '96\nTrask, Helen W., Minn., '02\nTrask, H. M., Pa., '95\nTravell, Ira W., N. J.. '97\nTravis.\nClydeMeta\nR., N.\nTravis, Mrs.\nG., Dak.,\nTenn. \"02\n02\nTrent, E. O., Ark., '01\nTressler, A. W., Wis., '92\nTreudley, F., Ohio, '91\nTriplet, Wm., Colo., '01\nTripp, John B., vS. Dak., '02\nTrisler,' J. L., Ohio, '01\n99\nTrowbridge,\nG. S., Cal., '99\nTruman, Emma L., S. D., '01\nTrybom,\nJ.\nH.,\nMich.,\nTual. Acad. Pacif.\nUniv.,'00 Ore.,\n\nTuc\nD. W., Ind\n'02\nTu ker\nLu\nB., O.h,i\n'01\nTugcker, Ma cy\nE., oN,. Y., '01\nr\n,\n♦Tuer,\nAglafr\nMas\n'95\nTur rner C. Wr.ee,td, Neb s.,'99\nTurner, , Eu\nF.., , Ten\n'00\nTu ner\nF. geLn.,e 111 'oc n.\nTurrner, J. E., 111 ., '95\n.\n,\nTu ner\nJ. M. Wi ,\n'97\nTutrner, Alb , H.,s.,Va. '96\nTuttle.,\nJeurlt\nS., Ala, '82\nTwi wile\nW. iaS., N. J..., '01\nTwichellr, T. P., Mic\n'0 _\nTwigg , Na\nhC., 111 1 '84\nTwi nisn, Geo thRa..n Ohi , '.9,4\ng\nTwiss, , . W. I., Coon,\n'01\nTw tche\nEd\nWan.,\n'02\nTwitmy ll,\nGeowin, W., sDhel., '90\nTy itmyer,T. T., .Wy\n'99.,\nUl nan, er,Jes\nE o.1,\n'\nsiVeo ., 111.1, 02'9\nUnrdich,\n1., 3\nl\ne\nn\nUni rbi\nAtley\nGa. '95\n,\nUniversll,\nBr anta R. ,I., '01\nUni versity,\nCo own, , N. Y., '02\nUniver ity\nCo lgate\nN.Y\n95\nUniverss'i9t9y ,\nColumb , N. Y..,' '9\nUUniver ity,, HDernnelil a, M Ohi , '9006\ns\nass o,\n5\nnive i\na i ,\n., Fl\nUniverrssitty, J.rvBa.sronSt,e\na.,\nd, ts\nver i'9tyy,\non,\n9,\ns\ni\nHo\nJoh\nUni\nt\npk\nns\nver y,\nin\nsit '99\nMd.,\ns\nUniversity,\nLawrence, Wis.,\ny,\nUUni\nLeLh\nPaS. '99\nnivver\neilagh\nt,an\nerssi\nnd,\nfor\n'0i2ttCal.,\nJr.,\n'97\ny\nd\ny,,\nUniversity,\nMercer, Ga., '99\nUniversity,\nOhio, '95111.,\nUniversity, Miami,\nNorth western,\n\nUni\n\nver\n\nof Ari\n\nsit\n\ny\n\nzon\n\na,\n\n'01\n\nTO LIFE AND\n\nACTIVE\n\nUniversity of Arkansas, '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\nUniversity ofofPennsylvania.'gS\nRochester,\nN.\nY., -OI of State of N . Y., '93\nUniversity\nUniversity'01of Tennessee, '01\nUniversity of Texas, '98\nUniversity of Utah, '95\nUniversity ' of Vermont, '01\n1 Washington, '98\nUniversity 0of\nUniversity of W. Virginia, '99\nUniversity of Wyoming, '97\nUniversity, S. 111., Nor., '99\nUniversity,\nSt. Louis, Mo.,\n'01\nUniversity, Vanderbilt,\nTenn.,\n\nand\nWas\nUni\nver\nhin\nsi\ngto\ny,\nn\nLee, tVa.,\n'01\nUniversity,\nYale,\nLib'y, Conn.,\n\nUpd\nH., Md. '99\nUp egraf R. R., 111. , '98\nVaiton,Hlefn,\nH., N,. Y., '97\nVail, E. ryO.. 111. '95\nValle,\nColl , Ind\n'\n.,M 97 '\n.E,\nVanparAadie\n01\nli\nic\nVan AkessotineMrs Gz..,, N. hY..,, '84\nVan\nSno,p , . Ohi\n'90\nh\no\nc\ni\n,\ne\nVan , Wm e,Mc\nOhi\n'00\nVa ce,Cle . C. LK.,., Ohi o,'96\nVann Cle ve, Edw\nM., oO,hi\n'97\nv\no\n.\ne, Un\n,\nVan\niv. Tenn. '01\nder\n,\n,\nVVa n bFirl J. A., Min El '96 D ,\nn.,mer\nn dyk etde\ne, nber\ng,\nMinn.,\n'02\nVan Liew, Chas. C, Cal., '94\nVan Matre,\nChas. A.,\nInd., '00\nVan\nRensselaer,\nMartha,\nN.\nY.. '94\nVan Sickle, Jas. H., Md., 92\nVan Wagenen,\nMaude L., S.\n'02\nVanDak.,\nWinkle,\nJ. D., Ark., '00\nVassar College, N. Y., '98\nVaughan, Mary E., 111., '00\nVeatch, Nathan T., Kan., '95\nVeenfliet, Mrs. M. L., Mich., '01\nVenable, Mary A., Ohio, '02\nVert, Edmund j.. Wis., '95\nViebahn, Chas. F., Wis., '84\nVincent, Geo. E., 111., '02\nVirtue, G. O., Minn., '98\nVogel, Wm. H., Ohio, '90\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, W. H., Neb., '99\nWaite, Geo. S., Mich., '00\nWakeman, J. W., N. J., '92\nWaldo, Eveline A., La., '96\nWalke, Matilda L., Ohio, '92\nWalker, B. M., Miss., '99\nWalker, E. W., Wis., '97\nWalker, H. A. C, S. C , 'oo\nWalker, J. Henry, Ga., '01\nWalker, P. R., 111., '90\nWalker, R. E., 111., '99\nWallace, Chas. L., N. H., '02\nWallace, May B., 111., '02\n\nMEMBERS\nWalls. Gallic K.. Ky. 'oi\nWalrath, M. H., N. Y., '96\nWalsh, Miss E. B., Ky., '00\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\nWard, F. D.. Ohio, 'oi\nWard Seminary, Tenn., '99\nWardlaw, P., S. C, 'oo\nWare, N. E., Ga., '96\nWarfield, Wm. C, Ohio, 'oo\nWaring, J. H. N., D. C, '98\nWarner, A. B., Wash., '94\nWarner, Chas. F., Mass., '99\nWarr, J. W., 111., '95\nWarriner, E. C, Mich., '99\nWarters, Wm. J., Canada, '02\nWashburn, Kirk N., Mass., '96\nWashburn, Morgan, N. Y., '02\nWashburne,\nF., Ind.\n,'00\nWashington Marion\nand\nLee\nUniv.,\nWaterhouse,\nA. H., Neb., '96\nVa., 'oi Richard,\nWaterman,\n111., '96\nWaters, Wm. W., Neb., '02\nWatson, Edith M., Mich., '97\nWatson, Lake G.. Ohio. '02\nWatt. W. E., 111., '95\nWay, R. B., Mich., '01\nWaynesburg College, Pa., '02\nWeaver, E. W., N. Y., '97\nWeaver. John S.. Ohio, '99\nWeaver, Sterrie A., Itfass., '00\nWebb. A. C. Tenn., '01\nWebb, J. E., Iowa, '02^\nWebb, Louis K., Cal., '99\nWeber, A; W., Wis., '97\nWeber, H. C, Tenn., '97\nWebster, E. E., 111., '99\nWebster. Geo. W.. 111., '99\nWebster, R. H., Cal., '99\nWebster, W. F., Minn., '96\nWeeks, C. W., Minn., '95\nWeir, Samuel, Pa., 'oi\nWelch, W. W., Morit., '01\nWeld, Frank A., Minn., '95\nWeldon, Edward, Pa., '98\nWelles, Frank E., N. Y., '96\nWellesley College, Mass., '00\nWelsh, J. P., Pa., '96\nWentz, Etta L., N. Y., '96\nWernick, E. V., Wis., '95\nWertz, Adda P., 111., 'or\nWescott, F. H., 111., '97\nWest, Geo. A., N. J., '01\nWest, Max, N. Y., '01\nWestcott, O. S., 111., '95\nW. 111. St. Nor. School, '02\nWestern, The, Ohio, '99\nWestervelt. Z. F.. N. Y.. '97\nWest Virginia Univ.. '99\nWettle, J. v.. Mo., '01\nWetzell, W. A., Utah, '02\nWhatcom Nor. Sch., Wash. ,'00\nWheaton Coll., 111., '99\nWheeler, Benj. Ide, Cal., '02\nWheeler, Clara, Mich., '02\nWheeler, Henry N., Mass., '92\nWheeler, Willard J., Ala., '00\nWheeling Pub. Lib'y, W. Va..\nWheelock, Chas.F.,N.Y., '9S\nWhipple, H. A., Wis., '97\nWhitcher, Geo. H., N. H., '02\nWhitcomb, A. K., Mass., '92\nWhite, Adeline R., Mont., '01\nWhite, Chas. G., Mich., \"95\nWhite, Chas. L., Me., '91\nWhite, Daniel A., 111., '95\nWhite, Daniel H., Cal., '99\n*White, Emerson E., Ohio, '70\nWhite, Fred. C, N. Y., \"99\nWhite, H. C, Ga., '96\nWhite, J. T., Md., '98\nWhite, J. U., Mo., '87\n\n"} {"page": 1018, "printed_page": null, "text": "ioo6\n\nNATIONAL\n\nWhite, Wm. M., Ohio, '96\nWhite, W. S., Mich., '97\nWhite, W. T., Tenn., '89\nWhiteford, J. A., Mo., '95\nWhitfield, H. L., Miss,. '00\nWhitford, Wm. C, Wis., '84\nWhitman College, Wash., '01\nWhitney, Allen S., Mich., '94\nWhitney, M. A., 111., '91\nWhitney, O. C, Wa.sh., '98\nWhitney, S. Emory, Mich. ,'93\nWhittemore, Henry, Mass., '95\nWhittle, W. R., R. I., '96\nWiard, Mrs. G. Cal., '02^\nWiard, Louise A., Ky., '96\nWicks, Arthur H., Ohio, '00\nWicks, John F., 111., '97\nWicks, Walter J., Wis., '01\nWidner, Esther A., Ohio, '80\nWiggins, Alta., N. Y., '02\nWiggs, Mrs. W. H., Ga., '00\nWilber, Austin E., Mich., '01\nWilber, Flora, 111., '01\nWilber, Linus B., Minn., '02\nWilber, H Z., Kans., '02\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, J. N., Kan., '84\nWillard, F. E., 111., '96\nWillard, J. Monroe, Pa., '02\nWilliams Coll. Lib'y, Mass., '97\nWilliams, David, Fla., '97\nWilliams, Mrs. Delia, Ohio, '70\nWilliams, H. B., Ohio, '00\nWilliams, J. D., 111., '96\nWilliams, L. W., R. I., '98\nWilliams, McD., Minn., '02\nWilliams, M., Ida, Cal., '99\nWilliams, Philo J., Kan., '86\nWilliams, Sherman, N. Y., '98\n♦Williams, Thyrza C, N. J., '97\nWilliams, Wm. H., Wis., '97\nWilliamson, A. W., 111., '02\nWilliamson, J. E., Iowa, '95\nWillis, H. B., N. J., '92\n\n'00\n\nEDUCATIONAL\n\nASSOCIATION\n\nWillis, Mrs. H. B., N. J., '01\nWillis, W. A., Iowa, '84\nWillis, W. S.. N. J., '01\nWillson, P. J., Mich., '01\nWilmington Inst. Lib'y. Del.,\nWil\nWilson,\nWilson,\nWilson,\nWilson,\nWilson,\nWilson,\nWilson,\nWilson,\ns\nWil on,\nWWiil son,\nlssoon\nn,,\n\n'96\nC. B., Mas\n'02\nCla '99 A., sI.o,w\n'99\nA., Mai,c\nEugra\nMrs eneG. T., Iow h., '02\nG., 111. a',95\nHar.\n,\n'00\nH. rBy., Ind\nH. G., Ariz., '01\nH. L., Wis ., \"02\n.,N. J. '9\nJ. Alf\n, 9\nr\nD. C, '80\nJ. Orm ed,\no\nn\nJM.r W., L.Kda,n L. W'.01 Pa\n.,\n.,\ns.\n,\n\n'00\nM. C, Ala\nWil\nB. .1,11 '0\nOl\nWi son\nWillson,, V.ivLe., I,ow ., '97 2\ns\na\nWi on, W. B., Uta , \"oi\n'90\nE., Wha,s\nWillson, Wm\nI.da M., 111h.., '96\nWinson,\nJos P., ,N. Y., 02\nWindate\n'\n'9\nCo.\nWi geb , Ja\n'92\nWinnne, ach,sA.l,b nn.E,., Ma2s\ns\ne\ns\n.\nr\nGe t T., N. C, , '96\nWi hi\n'97\nWinnstopn, T. o.H., Ohi\noS, C '\nN. Col\nWinters,,\n. , 01\nl\n'00\nA., I.n,d\nWi thr Wm\n.\n,\nM\nA\nWirst, oHpe.\n., d., '85\nn\ne\nr\n99\nJas H., Ark\nWit ,\ny\nK.., Pa. '.9,4'\nCha\nWither\ns\nPa., '98\nWitmer,poonLigs.\n,\n'0\nWi mer Ch , htneE. Mo\nWittter,, F. asM.., rI,,ow ., '97 2\nWolter, H. K., Neb a, '96\nL. E., Tex ., '90\nW fe\n'\nM.\nCol\nWoolfe,,\nm\nl., d,., 99\n'0\nH., Ind\nWoo an's Cha\n.\ns\nd\n,\nWoo , Cou . F., D. C, '197\n'89\nM., Mic\nWood, Em rt\nWo d, JasoryA., N. Mexh., '97\nWoood, Joh. A., Ind .,'98\nWood, O. nM., P. R.,., '93\n'\nL M\nWo d, Ste\nllaJ F., NinnY., ' 02\nWoood,\n. ., . ., 99\ndhu\nll,\n\nWoodley, O. I., N. J., '96\nWoodmansee, M.A., Ohio, '98\nWoods, Francis M., 111., '96\nWoodward, C. M., Mo., '87\nWoodward, Eliz. J., Mass., '99\nWoodward, F. C, Va., '99\nWoodward, J. C, Ga., '97\nWoodward, S. M., Ariz. ,'02\nWoody, H. G., Ind., '93\nWooley, L. C, N. J., '93\nWoolsey, P. 8., Cal., '01\nWork, H. B., W. Va., '00\nWorley, G. W., Ind., '01\nWooster, Lizzie E., Kan., '00\nWright, A. M., N. Y., '93\nWright, Anna J., Ohio, '94\nWright, Edmund l^K., Me., '89\nWright, G. H. B., Cal., '01\nWright, G. S., Mich., '01\nWright, J. L., Tenn., '02\nWright, John A., Ohio, '01\nWright, L. L., Mich., '96\nWright, Mary A., Minn., '02\nWright, O. A., Ohio, '98\nWright, R. R., Ga., '00\nWright, Wm: R., Mich., '92\nWylie, Mrs. M. J. B., N.Y.,'91\nWyly, G. A., Ohio, '01\nYale Univ. Lib'y, Conn., '01\n*Yates, A. A., N. Y., '98\nYates, Lydia A., N. C, '98\nYerkes, S. W., Wash., '02\nYocum, A. Duncan, Pa., '02\nYoder, A. H., Wash., '96\nYork, Lewis E., Ohio, '01\nYouker, H. S., Wis., '02\nYoung, C. M., S. Dak., '02\nYoung, C. N., Wash., 'oi\nYoung, Mrs. Ella F., 111., '00\nYoung, J. B., Iowa, '96\nYoung, J. S., Minn., '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\nZueblin, Chas., 111., '01\n\nI\n\n"} {"page": 1019, "printed_page": null, "text": "INVENTORY\n\nAND\n\nPRICE\n\nEDUCATIONAL\nTON, D. C, JULY\n\nLIST\n\nOF\n\nASSOCIATION\n\nPUBLICATIONS\nIN\n\nTHE\n\nOF PROCEEDINGS\n\n1891 Paper cover,\n1892\n*'\n\"\n1894\n\"\n\"\n1898\n\"\n\"\nigoo\n\"\n\"\n\nt REPRINTS\n\nOF THE\n\n147 pages\n----237 •>-----184 \"\n194 \"\n120 \"\n_____\n\nOF PROCEEDINGS\n\nSt. Louis\n\n151\n392\n282\n34\n201\n\n-\n\nOF THE NATIONAL\n\n$0.20\n\n$0.25\n\nOF SUPERINTENDENCE\n$0.30\n.20\n.20\n.20\n.20\n\n$0.25\n.25\n.25\n.25\n.25\n\nCOUNCIL OF EDUCATION\n\n$0.30\n.30\n.25\n.35\n,15\n.15\n\nVOLUMES\n\nElmira\n\n158\n\nPrice per\nsingle volume, carriage\nprepaid\n\nof Ten on Secondary Schools, paper cover, 249 pages\n$0,30\nof Fifteen on Elementary Schools, paper cover, 235 pages\n.30\non Rural Schools, paper cover, 228 pages\n- .20\non College -Entrance Requirements, paper cover, 188 pages]\n.20\non Normal Schools, paper cover, 64 pages\n_\n_\n_\n_ .j©\non Public Libraries and Public Schools, paper cover, 80 pages\n.10\n\nPROCEEDINGS\n\n1871\n\nWASHING-\n\n$0.15\n.15\n.15\n.15\n.15\n.15\n.15\n\n1865 Paper cover, 117 pages\n1866\n\"\n\"\n140\n\"\n\n1873\n\nNATIONAL\n\nAT\n\n$0.10\n.10\n.10\n.ro\n.10\n.10\n.10\n\nt REPRINTS\n\nBOUND\n\n.\n\nDEPARTMENT\n\n1885\nPaper cover, 120 pages ----1888\nu\n.4 yj 4. _\n_\n_\n_\n_\n1889\n«' \"\n98 \"\n1890\n«' \"\n80 \"\n1891\n\"\n\"\n114 \"\n1894\n\"\n\"\n9S \"\n189s\n\"\n\"\n81 \"\n_\ntReport of Committee\nf Report of Committee\nReport of Committee\nReport of Committee\nReport of Committee\nReport of Committee\n\nTHE\n\nI, 1902\nNumber of\nPrices in\ncopies\nsets, carriage\nMISCELLANEOUS PUBLICATIONS\nin stock\nnot prepaid\n\nHistorical Sketch of the National Elducational Association, 1857-91\nX REPRINTS\n\nOF\n\nDEPOSITORY\n\n-\n\nOF REPORTS\n\n11\nJ28\n222\n229\n92\n1^8\n43\n\n_\n-\n\n-\n\n-\n\n-\n\n-\n\nOF SPECIAL COMMITTEES\n\nOF THE NATIONAL TEACHERS'\n-\n\n-\n\n-\n\n-\n\nOF PROCEEDINGS\n\n-\n\n-\n\n-\n\n-\n\n-\n\n-\n\nASSOCLATION\n-\n\n11\n12\n\n$0.50\n.50\n\nOF THE NATIONAL EDUCATIONAL\n\n-------\n\n*\n\n--------219\n\n*\n$1.25\n\n*\n\nDetroit --_-__Minneapolis\n------Baltimore\n------Louisville\n_\n(No meeting)\n\n1879\n\nPhiladelphia\n\n1881\n\nAtlanta\n\n1882\n1883\n1884\n1885\n1886\n1887\n1888\n\nSaratoga Springs\n-----*\n-_----*\nSaratoga Springs\nMadison\n------529\nSaratoga Springs\n*\nTopeka\n--__-_297\nChicago\n--------101\nSan Francisco\n-----219\n\n1.50\n♦\n1.50\ni-50\n1.50\n^1.50\n1.50\n\n1889\n\nNashville\n\n-------396\n\n1.50\n\n1.75\n\n«-oo\n\n1891\n\nToronto\n\n--------672\n\n1.7S\n\n«•«>\n\n1880\n\n1890\n1892\n1893\n1894\n1895\n1896\n1897\n1898\n1899\n1900\n1901\n1902\n\nChautauqua\n\nSt. Paul\n\n-\n\n-\n\n1.25\n^-^5\n1.25\n1.25\n\n$1.50\n\n1874\n187s\n1876\n1877\n1878\n\n_\n\n244\niS7\n250\n149\n\n*\n•\n\nASSOCIATION\n1.50\ni-S©\n1.50\n1.50\n\n-------262\n\n1.25\n\n1.25\n\n1.50\n\n--------464\n\ni.^S\n\ni-5?\n\n-_-___\n\n206\n\n-------\n\nSaratoga Springs --_--Chicago (International Congress of Education)\nAsbury Park\nDenver\n------Buffalo -------Milwaukee _-----Washington, D. C.\nLos Angeles\n-----Charleston\n------Detroit\n-Minneapolis\n-----Subject Index\n-----* Stock exhausted.\n\n416\n\n-\n\n-\n\n-\n\n660\n422\n399\n273\n197\n179\n18\n213\n118\n-.65\n- m press\n549\n-\n\n-\n\n1.7S\n1.75\ni-75\n1.75\nI-7S\ni-75\n1.75\n1.75\n1.7S\nI.7S\n1.7S\nfree\n\n1.50\n\n*\ni.75\n1-75\n1.7s\ni.7S\n1.75\n\n*•<»\n2.00\n*•«>\n«•«>\n«•<»\n*•«>\n» °°\n«•«>\n^°o\n»•«>\n«•«>\ni.oo\n\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.\nt 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.\nRemittances should be made by draft or post\nAll publications can be obtained of the Secretary.\n1007\nmoney order.\nIrwin Shkpafd, Secretary,\nWinona, Minn.\n\n"} {"page": 1020, "printed_page": null, "text": "CLASSIFIED\n\nMEMBERSHIP\n\nBY STATES\n\nIN THE\n\nNATIONAL\nFOR\n\nEDUCATIONAL\n\nASSOCIATION\n\nTHE\n\nMEETING)\n\nYEAR\n\n17\n\nI902 — (MINNEAPOLIS\n\n17\n\nActive Membership\n\n-z 6\nState or Territory\n\ni2\n\n25\n173\n13\n\nS\nt o *J\n\n27\n\n10,350\n105\n\n15s\n7.13s\n\nTotal\nNorth Atlantic Division\nSouth Atlantic Division\nSouth Central Division\nNorth Central Division\nWestern Division\nColonies\nForeign (including Corresponding, 28)\n\n19\n188\n651\n136\n\nNorth Atlantic DivisionMaine\nNew Hampshire\nVermont\nMassachusetts\nRhode Island\nConnecticut\nNew York\nNew Jersey\nPennsylvania\nSouth Atlantic DivisionDelaware\nMaryland.\nDistrict of Columbia\nVirginia\n'.\nWest\nVirginia\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\nColoniesAlaska\nHawaii\nPorto Rico\nPhilippine Islands\nForeign—\n\n264\nII9\n1174\nIS\n17\n26\n19\n131\n\n1,649\n222\niSS\n\n3\n5629\n\n17\n\n21\n331\n33\n\n27\n32\n\n25\n19\n\n281\n5,886\n776\n126\n7\n\n23\n1781\n6\n\n6\n\n250\n35\n\n312\n\n43\n73\n35\n\n70\n\n837\n\n,\n\n693 63\n\n30\n\n29\n\n9\n\n7\n145\n\n464\n260\n\n23\n222\n\n^^\n\n3817\n5\n\n62\n28\n97\n33\n\n16\n\n,\n\n301\n15\n68\n481\n1\n59156\n\n50\n34\n51\n\n12\n17\n\n28\n\n19\n\n13\n16\n39\n\n^. . .\n\nS4\n\n27\n\n363\n7i535\n\n283\nISO\n\n19\n135\n772\n\n1,548\n13\n\n141\n128\n\n30\n\n151\nno\n\n317\n66\n93\n82\n\n168\n108\n138\n\n,\n\n226\n\n2,330\n276\n\n410\n\n146\n47\n94\n\nI\n25\n\n109\n\n206\n539\n\n49\n168\n93\n37\n79\n\n37\n26\n28\n677\n1.247\n13\n15\n187\n261\n\n27\n\n2,498\n801\n\n196\n52\n60\n157\n10\n\n7\n,\n\n109\n\n341\n26\n\n76\n\n372\n22\n74\n105\n3087\n390\n\n7\n\n,\n\n38\n\n,\n\n32\n\nSO\n\n50\n\n1008\n\n5\n5\n6\n\n41\n\n"} {"page": 1021, "printed_page": null, "text": "•2\n\nOF MEMBERSHIP\n\nNATIONAL\n\nBY STATES\n\n•y\n\nIN THE\n\n'a\n\nRECORD\n\nEDUCATIONAL\nFOR\n\nEACH\n\nYEAR\n\nFROM\n\nASSOCIATION\n\n1884-I902,\n\nINCLUSIVE\n\nExcepting for 1893, when no regular meeting was held.\nHeavier numbers show membership17\nfrom the state in which the meeting for the year was held.\n\n1\n\n8\n\n1 1\n\n1a\n\nOR\n\nTerr.\n\nTotal\n\nVa\nW.Va..\nN. C...\n\n803\n1888\n\nB.C....\nGa\nFla\nS.Cen.Div\nKy\nTenn...\nAla....\nMiss....\nLa\nTexas . .\nArk....\nOkla...\nInd.T..\nNCen.Div\nOhio...\nInd\n\nIll\nMich...\nWis....\nIowa...\nMinn...\nMo\nN. Dak.\nS. Dak.\nNeb....\nKan....\n\nI\n\n33\n129\n7\n3\n22\n22\n\n3\n\n773\n\n47\n386\n\n•■;\n8s\n\n708\n31\n13\n\n4\nI\n\nII\n\n7\n3\n3\n\n91\n\n1\n2\nI\n\nI\n2\n\nI\nIS\nI\n\n8\n8\n164\n\n43\n33\n12\n\n132\n\nIIQ\n\nS\n4II6\n3\n.\n3( I\n\n3Q\n16\n\n2\n2\n\n20\n18\n\n73\n46\n5\n\n1\n\n3\nI\n\n3\n\n290\n\n1\n\n13\n\n41\n\n133\n\n8\n362\n12\n8\n\n18\n83\n6\n8\n\n2\n2\n\n16\n29\n\n....\n\n10\n\n67\n\n23\n\n611\n\n18\n16\n\n178\n\n3\n\n21\n2\n\n4\n49\n258\n\n32163\n0\n2\n\n326\n30\n\n4\n\n45\n10\n\n7\n\nss\n\n42\n124\n\n7\n\n123\n16\n\n32\n\n89\n\n39\n97\n35\n44\n\n18\n\n8\n\nI\n\n3\n\n79\n\n65\n57\n\n625\n12\n137I\n\n9\n\n67\n204\n\n6\n\n222\n133\n57\n\n60\n\n206\n\n64\n\n249\n\n124\n\n8\n\n28\n\n107\n\n40\n58\n96\n\n4\n8\n\n9\n8\nq6o\n40\n\n147\n\n443\n275\n933\n\n2I\nI\n\n109\n\n6\n\n40\n134\n204\n127\n\n26\n45\n\n4!\n\n8\n2\n13\nI\n\n... .\n\nII31\n\n27\n\nf\n\n4,278\n\n18\n\n355\n\n71ho9\n572\n\n222\n13\n283\n278\n118\n\n114\n220\n\n4\n\n178\n189\n42\n.10\n\n36\n127\n54\n\n16\n20\n126\n\n43\n\n17\n\n320\n\nI\nI\n\n7\n10\n\n6\n7\n8\nS6\n\n18\n\n51\n\nII\n\nS3\n47\n84\n\n5\n5\n\n14\n\n43\n\n66\n\n11\n\n52\n1,495 1,174\n15\n193\n565\n31\n250\n\n589\n\n89\n\n127\n\n42\n\n51\n188\n\n9908\n\n1,113\n41\n1,086\n28\n14\n592\n\n86\n\n41\n303\n413\n\n58\n\n43S9\n\n321\n\nI\n\n....\n\n155\n\ni\n\nII\n412\n129\n509\n172\n\n9\n63\n229\n\n382\n\n26X\n\n558\n54\n36\n100\n146\n\n285\n\n357\n187\n785\n\n103\n379\n1,340\n\n1,8/0\n333\n145\n53\n\n363\n34\n325\n\n118\n251\n\n43\n5787\n\n13\n\n4\n31\n\n742\n2\n\nI\n2\n23\n\n3\n6\n\nI\n\nS3\n\n72\n\n16\n\n21\n10\n\n6\n\n6\n\n45\n26\n\n16\n\n109\n\n3\n6\n\n8\n7\n78\n\n173\n\n5\n8\n\n69\n2\n655\n\n327\n19\n\n795\n591\n\n20\n\n2\n\n3\n\n36\n\nI\n\n45\n\n655 1009\n\na8i\n\n768\n\n68\n\n27\n\n229\n\n113\n\n4\n81\n\n99\n\n57\n\n17\n301\n481\n\n595\n\n116\n\n38s\n\n323\n\n7\n\n97\n\n215\n22\n\n69\n28\n43\n22\n\n7.S6\n\n33\n\n691\n\n18\n\n77\n\n35\n\n16\n\n536\n136\n\n46\n287\n221\n267\n13\n60\n4731\nII\n\n673\n\n512\n\n68\n\n593\n\n293\n26\n\n41\n20\n\n26\n15\n28\n25\n\n753\n3S7\n\n1,247\n\nSO\n109\n12\n261\n97\n\n1,142\n92\n\n30\n\n557\n\n41\n580\n\n444\n415\n141\n\n486\n196\n\n13\n217\n46\n3259\n\n60\n1 57\n\n?l\n\n372\n10\n\nK\n456\n\n118\n\n3\n11\n90\n\n7\n29\n82\n3\nlos\n74\n390\n\n81\n\n308\n\n7Q\n9\n3978\n\n156\n\n34\n348\n\n5\n4\n\n4\n5\n98\n39\n\ni\n\n30\n\n801\n\n2,498\n\n88 6\n\n7\n46\n\n76\n\n13 2\n7\n\nS6\n872,193\n\n86\n86\n453 41 42 96\n\n12\n382\n\n677\n37\n\n1489\n27 116\n\n21\n286\n7265\n\nno\n\n158\n106\n331\n\n89\n50\n\n108\n\n»5\n35\n\n187\n24\n38\n74\n551\n\n121\n\n46S\n49\n\n73\n\n39\n\n173\n\n3.54\n\n2\n16\n\n18\n\n93\n\n4,357\n\n58\n\n15\n26\n\n196\n\n8\n\n196\n21\n\n28\n\n87\n\n7\n91\n137\n\n82\n16\n166\n\n10\n\n48\n33\n\n1576\n\nII\n\n363\n\n29\n7,535\n\n16\n6,98.\n686\n\n154\n16\n\n383\n\n22\n\n5\n37\n\n139\n354\n\n196\n1,216\n\n361\n\n26\n\ni,S48\n\n80\n257\n\n31\n\n327\n543\n98\n\n27\n\n5,487\n\n1902\n\n39\n\n1,181\n\n145\n\n25\n\n40b\n\n43\n11\n\n10\n\n132\n60\n408\n1,3137\n164\n\nII\n2\n\n1,903\n414\n783\n4,641\n\n294\n5,074\n\n13\n\n23\n\n10.350\n105\n1,309\n473\n1901\n10,182\n\n1900\n\n6 __J.9\n\n83\n\n177\n\ni\n\nPhil.ris\n\n205\n\n1,171\n\n1,136\n11\n\n24\n\ntA\n\n5,882\n\n248\n\n99\n\n108\n204\n36\n\n871\n\n2\n\ns\n\n77\nS7\n59\n\n176\n49\n\n5\n592\n8\n\n411\n104\n\n23\n29\n\n16\n\n62\n294\n\n3\n2\n\nno\n19\n8\n\n9\n\n2\n\n76\n128\n\nS2\n2S8\n\n25\n\n7\n\n52\n\nI\n\niSS4\n31 I\n143\n164\n\n7\n6\n366\n\n57\n\n5\n\n124\n\n9\n4\n\n10\n\n159\n\n21\n\n23\n49\n521\n\n37\n\nIII\n\nI\nI\n\n172\n\n19\n\n55\n437 2,132\n25\n168\n35\n325\n\nPQ\n\n37\nS\n\n1,492\n1,146\n\n63\n\nI\nI\n\n4\n\n361\n\n\\\n\nS\n\n53\n34\n\n24\n666\n\nr6\n68\n\n634\n486\n\n149\n259\n\n21\n33\n214\n285\n\n304\n\n942\n187\n12\n\n25\n\nd\n\n1,877\n\n7,211\n\n7\n14\n1798\n\n25\n\n1 ii\n\n14\n\n13,656\n\ni,s88\n\n20\n\n29\n20\n\n22:;\n\n1,750\nS8i\n4.18\n64Q\n27\n\n20\n\n574\n\n12\n\n8273\n\n35\n,63\n\n1898\n\n159\n16 7,111\n197 5,315\n\n31\n\n43\n\n607\n\n10\n\nJ\n\n33\n17\n\n12\n\n1248 30\n41\n8g\n22\n12\n114\n19\n29\n\n1,403 9,072\n1,462\n377\nS.083\n419\n\n64\n969\n323\n\n13\n\n1899\n\n23\n2,940\n\n191\n26\n\n45\n8\n\n8\n31\n13 7\n2\n\n14\n\n23\n\n14\n\n49\n5 32 6\n\n6\n\n27\n24\nIS\n\nc\n\n10,533\n\n43\n\n99\n122\n7\n\nI\n\n22\nI SI\n62\n167\n67II\n\n3,3.57\n\n15\n\n2212\n7\n\n38\n228\n\n289\n899\n24\n13\n\n13\n271\n1,711\n\n73\n24\n13460\n245\n5\n7\n10\n20\n4\n\n4\n\n12\nI\nI\n\nI\n\n6s\n\n426\n23114\n\n28\n13\n\n1\n\n19b\n\n1179\n\n190\nI\n2\n\n3,360\n\n242\n\n1,146\n62s\n149\nII\n\nII\n\nJ\n\n4,156\n\n237\n1896\n\n5,91s\n\n309\n\n13\n\n210\n\n108\n\nI\nI\n\n7\n\n45\n\n1,187\n104\n\n1,456\n\n122\n\n4\n\n121\n\nAlaska\nHawaii.\nP. Rico.\n\nForeign. ••\n\n23\n\n211\n\n6\n\n18\n18\n\n12\n\n_3?\n\n35\n\n8\nISS\n\n2\n\n642\n29\nI\n\n370\n29\n23\n277\n\n2\n\n30 I\n\n304\n\nI\n\n102\n7,671\n\n4\n4\n\n(21\n\n54\n3154\n77\n546\n\n44 4,974\n\n128\n\n0\n\n1 1\n\n1892\n253\n\n655\n2,933\n95 4,778\n151\n795\n261\n417\n\nlOI\n1,074\n\n206\n17\n\n10\nI\n\n4\n3\n\n7,216\n2.S\n1,074\n216\n23\n155\n\n2710\n3\n\n4\n\n5\n\n3\n5\n\n1891\n\n1895\n\n11,297\n\n5,474\n\n9.II5\n\n■i\n\nWest'nDiv\nMont...\nWyo....\nColo....\nN. Mex.\nAriz\nUtah...\nNev....\nIdaho . .\nWash..\nOre ... .\nCalif...\nColonies\n\n^S\n40\nI\n6\n\n1890\n\n1894\n\n1,984\n\n113\n\n25\n\n40\n\n1\n\n1889\n\n1886\n\nN. Atl.Div\nS. Atl. Div\n16\n77\nIII\nS.Cen.Div\n7Q2\nN.Cen.Div\n406\n176\n26\n1,712\n7\nWest'nDiv\niJolonies-.\nI\n64\nII\nForeign. •■\n13\nN. Atl. DIv\n2\nMaine..\n21\n1456\nN.H...\n8\n4^\n■JO\nMass...\nR. I\n143\n18\nConn...\nlo9\n310\nN. Y...\n28\nN.J..... .\nPenna\n81\nMd\nD. C. ..\n\nen\n\na\n\n19 1,197\n2,729\n\n1\n\n2\n\n1887\n\n1885\n1884\n625\n\n1 1< 1 1\nJ\nJ\n\n1897\n\nSS\n\nii\n\nState\n\n5\n5\n6 30\n71\n\n70\n90\n\n71\n\n"} {"page": 1022, "printed_page": null, "text": ""} {"page": 1023, "printed_page": null, "text": "GENERAL\n\nINDEX\n\nfNames of authors of papers are set in small capitals,\n\nAccredited Schools, Report of the Commission on, 500.\nActive Members, Conditions of Eligibility,\nI; List of, 904.\nAct of Incorporation, 4; Certificate of, 5.\nActual Business, Requirements for, 675.\nAdams, Cecelia — Hindrances to the Development ofLanguage, 412.\nAddresses of Welcome — Governor S. R.\nVan Sant, 35; Superintendent John W.\nOlsen, 38; Hon. D. P. Jones, 40; Superintendent Charles M. Jordan, 42; President Cyrus Northrop, 43.\nAdolescents, Nature and Needs of, 730.\nAdvantages to the Indian Pupil of Classroom Work as Outlined in the Course of\nStudy— Mrs. Lucy P. Hart, 868.\nAdvisability of Having Indian Schools of\nModerate Size — H. M. Noble, 871.\nAgricultural School in the Indian Service, 869.\nAgriculture in Rural Communities, 222.\nAgriculture\nin the Public Schools, The\n. Practical Value of Teaching, 431.\nAgriculture, The Teaching of, to Indians,\n862.\nAhern, Mary Eileen — Secretary's Minutes,\nLibrary Department, 798.\nAim in Indian Education, What is Our,\n870.\nAltruism as a Law of Education — Arnold\nTompkins. 256.\nAmanuensis, Education of the, 691.\nAmendments to Constitution of the Council, 314.\nAmerica, Victorious, 846.\nAmerican Farmer, The Education of, 93.\nAmerican Library Association, Greeting\nfrom, 807.\nAnalogies, Biological, in Reasoning on\nEducational Subjects, 215.\nAncient Classics, Round Table in, 462.\nAnderson, J. M. — Business Education, 681.\nAndrews, William E. — Discussion, 477.\nAnomalous Situation, with Suggestions for\nImprovement — Hollis E. Dann, 616.\nAre Business Courses in Public Schools\nInimical to Education?— A. E. Winship,\n652.\nArt and Manual Training, Co-operation\nBetween, 571.\nArt as an Educational Factor — James L.\nHughes, 581.\nArt, Education in the Appreciation of, 521.\n\nA f indicates a memorial sketch]\n\nArt Education, Limitations of the Subject,\n597; in Relation to Manual Training,\nWhat\n597. of Committee on, 594;\n564; is,\nReport\nAsbury, Calvin — Discussion, 882.\nAssociations of Parents of Deaf Children\nas an Aid to Schools, 848.\nAthletics in Indian Schools — W. H. Winslow, 883.\nAthletics — Principals' Conference, 485.\nAt What Age Should the Student Begin\nBusiness Subjects— Edward W. Stitt,666.\nBakeless, O. H. — Discussion, 811.\nBalliet, Thomas M. — College Graduates in Elementary Schools, 272.\nBarker, C. D. — Discussion, 475.\nBarker, F. L. — Discussion, 473.\nBarrett, Richard C. — Reciprocity in\nLicensing\nMinutes, 298.Teachers, 299; Secretary's\nBarrett, R. T. — Discussion, 224.\nBayliss, Alfred — Address before De\npartment cussion,\nof229. Indian Education, 879; DisBeard, R. O.— The Physiology of Childhood as Applied to Education, 720.\nBeardshear, William M. — Presidential\nAddress: The Three H's in Education, 55.\nBell, Alexander Graham — President's\nAddress, Department of Special Education, 828; Discussion, 850.\nBenham, Nathaniel, t. 893.\nBenner, Henry, t, 894.\nBerg, P. S. — Discussion, 474.\nBest Method of Effecting Transfers of\nPupils in Indian Schools — A. J. Standing, 872.\nBible, Knowledge of the English, 71.\nBiological Analogies in Reasoning on Educational Subjects, 215.\nBiology\nas a 468.\nMeans of Inducing the Pupil\nto Think,\nBiology,\nThe771.Projection Microscope in\nTeaching,\nBishop, J. Remsen— President's Address,\nDepartment of Secondary Education,\n456; Leader of Biological Conference,\n468; Discussion, 470.\nBlair, F. G. — Discussion, 251.\nBlanchard, Mrs. M. E. — Discussion, 891.\nBlind Children, What Minnesota is Doing\nfor, 840.\nBliss, Lafayette — Leader Round-Table\nConference in Ancient Classics, 462.\n\n"} {"page": 1024, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nBlack, William H. — Discussion, 391.\nBoard of Trustees, who constitute, 3; List\nof for 1901-2, 8; List of for 1902-3, 12;\nReport of for 1901-2, 19.\nBolton, Frederick E. — New Lines of\nAttack in Child Study, 703.\nBonebrake, Lewis D. — Discussion, 230.\nBonnell, E. N. — Discussion, 668.\nBoone, Richard G. — Discussion, 213.\nBooth, F. W. — Lessons to be Learned by\nthe General Teacher from Teaching\nLanguage to the Deaf, 831; Secretary's\nMinutes, Special Education, 827.\nBooth George A. — Requirements for\nActual Business, 675.\nBouton, Eugene — Discussion, 283.\nBrazil, Organization of Education in, 506.\nBright, Orville T.— Discussion, 230.\nBritzius, H. A. — Discussion, 473.\nBrooks, Sarah C. — Discussion, 424,\nBrown, John F. — Discussion, 505.\nBruce, William George — Secretary's Minutes, Department of School Administration, 790.\nBrumbaugh, Martin G. — Progress of\nEducation in Porto Rico, 253.\nBryan, W. J. S. — Leader of Principals'\nConference, 485.\nBuckley, Sister Catherine — Discussion, 889.\nBulloch, J. G. — Tuberculosis among Indians— How Caused and How Prevented, 867.\nBurks, Jesse D. — Discussion, 437.\nBurroughs, George Stockton, f, 894.\nBurton, Charles E. — Discussion, 883.\nBusby, Allie E. — Discussion, 887.\nBusiness Courses in Public Schools, Are\nThey Inimical to Education? 652.\nBusiness Education— J. M. Anderson, 681.\nBusiness-Man, The vs. The Public School,\n655.\nBusiness, Requirements for Actual, 675.\nBusiness Subjects, At What Age Should\nStudents Begin, 666.\nButler, Nicholas Murray — Address\nBefore Department of Indian Education,\n877; Some Pressing Problems, 66; Discussion, 328.\nBy-Laws of General Association, 4.\nCaldwell, H. W. — Discussion, 481.\nCalendar of Meetings, 6.\nCall out the Leaders— J. Remsen Bishop, 456.\nCaplin, Jessie F. — Discussion, 473.\nCarman, George N. — Report of the Commission on Accredited Schools, 500;\nDiscussion, 503.\nCarrington, W. T. — Discussion, 224.\nCarroll, C. F. — Discussion, 214.\nCarter, Joseph— The Practical Value of\nTeaching Agriculture in the Public\nSchools, 431.\nCatt, Mrs.Carrie Chapman— The Home\nand the Higher Education, 100.\nChandler, Willard Harris, \"j\", 894.\nChapin, M. L. — Secretary's Minutes, Department ofMusic Education, 616.\n\nASSOCIATION\n\nChapple, B. p.— What Minnesota is Doing\nfor Her Blind Children, 840.\nChicago Public Schools, The Child-Study\nDepartment of the, 710.\nChildhood as Applied to Education, The\nPhysiology of, 720.\nChild\nStudy239.and Psychology in Normal\nSchools,\nChild-Study Department of the Chicago\nPublic Schools, The — Angeline Loesch,\nChild Study, New Lines of Attack in, 703;\nWhat Our Schools Owe to, 716.\n710. Educational Conditions and ProgChina,\nress in, 144.\nCitizenship, Influences That Make for\nGood, 192.\nCity Superintendents, Round Table of, 230.\nCivilization and Citizenship Among Indians, Drawbacks to, 862.\nClark, Frances Elliott — High-School\nMusic, 626.\nClark, John S. — Dissenting opinion, 614.\nClassics, Ancient, 462.\nClement, Arthur G. — Discussion, 468.\nClifford, Julia B. — Discussion, 469, 470.\nColby, Pauline — Discussion, 892.\nCole, A. H. — The Projection Microscope\n—Biology,\nIts Possibilities\nand Value in Teaching\n771.\nCollege Graduates in Elementary Schools\n— Thomas M. Balliet, 272; Discussion,\n279.\nCollins, E.E. — Discussion, 230.\nCommercial Course for a Massachusetts\nHigh School, 686.\nCommercial Courses, Length and Content\nof, 661.\nCommercial Student, The vs. The Public\nSchool, 655.\nCommercial Teachers, The Preparation of\nfor Public Schools, 669.\nCommission on Accredited Schools, Report\nof, 500.\nCommittee of Nine, Department of Business Education, Report of, 645.\nCommittee of Nine on Educational Doctrine, Membership of, 157.\nCommittee of Ten on Elementary Art\nEducation, Report of, 594.\nCommittee on Constitution of Department\nof Superintendence, Report of, 15 1 ;\nMembers of, 152.\nCommittee on Nominations, General Association, list of, 53; Report of, 24.\nCommittee on Resolutions, General Association, list of, 22; Report of 26; Department of Superintendence, 156.\nCommittees, Standing, of the Council, 308.\nCommon-School Community, The — Ossian\nH. Lang, 387; Discussion, 390.\nCoMPTON, L. M. — The Teaching of Agriculture to Indians with Reference to\nFuture Employment, 862.\nConference,\nTeachers',\nIndian Education,\n885. Department of\n\nI\n\n"} {"page": 1025, "printed_page": null, "text": "INDEX\nConferences, Round-Table, Department of\nIndian Education, 881.\nConsolidation of Rural Schools, 224, 793.\nConstitution of General Association, i.\nConstitution of National Council, 306.\nConstitution, Proposed, for Department of\nSuperintendence, 151.\nContent and Length of Commercial\nCourses, 661.\nCook, John W. — Discussion, 340, 392, 546.\nCooking for the Indian Girl — I. Emma E.\nDuclos, 890; II. Mrs. S. M. McCowan,\n890; III. Emily L. Johnson, 891.\nCooley, Mrs. Alice W. — Discussion, 425.\nCooLEY, Edwin G. — The Value of Examinations in Determining a Teacher's Fitness for Work, 179.\nCornell, Watson, t, 895.\nCorrelation of Mathematical Studies in\nSecondary Schools, 488.\nCorrelation of the Schoolroom and Farm\nWork for Indians — E. C. Nardin, 870.\nCorresponding Members, List of, 901.\nCouncil Constitution of the, 306; Members\nof the, 309; Standing Committees of, 308.\nCourse of Study, Modernizing the, 233.\nCovey, Claude C. — The Necessity for\nBooks Especially Adapted to Indian\nChildren, 874.\nCox, William J. M. — Discussion, 285.\nCox, Wilson H. — Discussion, 884.\nCraig, William Bayard — Education in the\nAppreciation of Art, 521.\nCrissy, I. O. — President's Address, Department ofBusiness Education, 646.\nCriticism— What Shall it Be?— James E.\nRussell, 247; Discussion, 249.\nCrone, John V. — Discussion, 468.\nCrouse, Mrs. J. N. — Discussion, 423.\nCrouse, J. W. — Opportunity and Judicious\nDirection for the Indian, 867.\nCultivating Habits of Thrift and Economy\nin Indian Schools — Carrie A.Walker, 885.\nCurry, Robert, t, 895.\nCutler, H. F. — Discussion, 467.\nDairying, Stock Raising — for Indians, 885.\nDanger of Using Biological Analogies in\nReasoning on Educational Subjects —\nW. T. Harris, 215; Discussion, 221.\nDann, Hollis E. — An Anomalous Situation, with Suggestions for Improvement,\n616;\nDiscussion, 660.\nDavis, Charles L. — Discussion, 883.\nDavis, Jehiel Kitteridge, t, 895.\nDay School for Indian Children, Value of\nthe, 874.\nDay Schools for Indians, Need for BetterEquipped, 883.\nDeaf Children, What is Minneasota Doing\nfor, 836.\nDeaf, Teaching Language to the, 831.\nDefects in the Normal Schools that are\nResponsible for the Opposition and\nCriticism Urged Against Them in Many\nParts of the United States— Homer H.\nSeerley, 539; Discussion, 544.\n\nDepartment of Art Education, 580; of\nBusiness Education, 644; of Child Study,\n702; of Council of Education, 306; of\nElementary Education, 430; of Higher\nEducation, 493; of Indian Education,\n858; of Kindergarten Education, 409;\nof Library, 798; of Manual Training,\n549; of Music Education, 615; of Normal\nSchools, 529; of Physical Education.\n739; of School Administration, 790; of\nScience Instruction, 759; of Secondary\nEducation, 455; of Special Education,\n825; of Superintendence, 15 1; Special\nMeeting, 298.\nDepartment Officers, List of, for 1901-2,\n10; for 1902-3, 14.\nDepartments, List of, I.\nDevelopment of Language, Hindrances to\nthe, 412.\nDevotion to Truth the Chief Virtue of\nthe Teacher — Rt. Rev. John Ireland, 83.\nDewey, John — The School as Social Center, 373; Discussion, 719.\nDexter, Edwin Grant— Should Entrance\nto College be Thru the Examination of\nthe School or of the Pupil, 494.\nDifference between Efficient and Final\nCause in Controlling Human Freedom —\nW. T. Harris, 342.\nDirectors, Life, 12.\nDirectors, Who Shall Constitute Board of,\n2; List of for 1 901 -2, 8; List of for\n1902-3, 12.\nDissenting Opinions of Members of Committee of Ten on Art, 612.\nDoggett, Wm. E. — Length and Content\nof Business Courses, 661.\nDolls, Housekeeping with, for Indian\nChildren, 888.\nDougherty, Newton C. — Discussion, 330.\nDow, Jamescussion,J.467.— Necessary Evils, 85 1 ; DisDowning, Augustus S. — Address Before\nDepartment of Indian Flducation, 881;\nDiscussion, 284, 285.\nDrawbacks to Civilization and Citizenship\nAmong Indians — H. G. Wilson, 862.\nDrawing in Secondary Schools, 589.\nDuclos, Emma E. — Discussion, 890.\nDuncan, James J.— The Value of the Day\nSchool for Indian Children, 874.\nDunn, Professor — Discussion, 482.\nDuties of a Superintendent, Minor, 230.\nDutton,\nBettie\nRounds,\n407. A. — Remarks on Charles C.\nEconomy and Industry Necessary for\nIndians, 887.\nEducation, Altruism as a Law in, 256;\nBusiness 681; The Function of Knowledge in, 331; The Three Elements in\nthe Cost of, 461.\nEducation in Brazil, Organization of, 506.\nEducation\nin Porto Rico, Progress\nin,\n\nass-\n\nEducation\nin the Appreciation\nWilliam Bayard Craig, 521.\n\nof Art —\n\n"} {"page": 1026, "printed_page": null, "text": "TOI4\n\nNATIONAL\n\nEDUCATIONAL\n\nEducation in the Philippines — JacobGouId\nSchurman, no.\nEducation of a Stenographer — Mrs. M. L.\nVeenfliet, 696.\nEducation of the Amanuensis — Selby A.\nMoran, 691.\nEducation of the American Farmer — James\nWilson, 93,\nEducation\nof\nthe Indian\nShould\nbe\nAdapted to His Needs — Alice Robertson, 868.\nEducational\nConditions and Progress\nin\nChina — C. M, Lacey Sites, 144.\nEducational Progress, Obstacles to — 157.\nEducational Progress of the Year, The —\nWilliam R. Harper, 349.\nEducational\nValue\nof Museums,\nThe —\nOliver Cummings Farrington, 765.\nEducational\nValue of Training in Public\nSpeaking — Thomas C. Trueblood, 133;\nDiscussion, 140.\n\"Educative\" Physical Education — William\nO. Krohn, 740.\nEdwards, Caspar —Discussion, 882,\nEfficient and Final Causes in Controlling\nHuman Freedom, 342.\nElementary\nArt\nEducation,\nReport\nof\nCommittee on, 594.\nElementary\nPreparation\nin Drawing for\nSecondary Schools — What May Reasonably be Expected — Clarence Valentine\nKirby, 589.\nElementary Schools, College Graduates in,\n272; Myth and History in, 447; ShopWork in the, 558.\nElimination of Teachers, 231.\nEliot, Charles\nW., Telegram\nAccepting\nPresidency, 29.\nEmberson, R. H. — Discussion, 818.\nEmerson,\nHenry\nP. — Influences\nThat\nMake for Good Citizenship, 192.\nEnglish for Indian Children — Matthew M.\nMurphy, 884.\nEnglish\nHistory\nvs. European\nHistory,\n478.\nEnglish\nIdeal of Education and its Debt\nto America — Michael E. Sadler, 75.\nEnglish, Round-Table Conference in, 483.\nEnglish\nSpelling,\nSimplification\nof, a\nPresent Duty, 125.\nEnglish Study by Kindergarten Students,\nThe Need for, 425.\nEthical and Psychological Value of Music,\n621.\nEthics of Fun, The Psychology and, 286.\nEuropean History z/j. English History, 478.\nEvils, Necessary, 851.\nExaminations, Value of in Determining a\nTeacher's Fitness for Work, 174.\nExecutive Committee, how constituted, 2;\nlist of for 1 90 1 -2, 8; for 1902-3, 12.\nFairvveather, Eliz\\beth K. — The Psychological and Ethical Value of Music,\n621.\nFall, Delos — Discussion, 229, 284.\nFarmer, The Education of the American, 93.\n\nASSOCIATION\n\nFarrar, F. F. — Discussion, 477.\nFarrington,\nOliver\nCummings — The\nEducational Value of Museums, 765.\nFarson, M. Elizabeth — Discussion, 215.\nFelmley, David — The Relations of the\nHeads of\nSchool,\n530.Departments to the Training\nFenoUosa, Ernest F. — Possibilities of Art\nEducation in Relation to Manual Training, 564Ferreri, G. — Victorious America, 846.\nField of Shop Work\nin the Elementary\nSchool, The— J. E. Painter, 558.\nFinancial\nPhase of the Consolidation of\nRural Schools — Charles A. Van Matre,\n224; Discussion, 229.\nFiske, VV. A. — Leader\nPhysical\nScience\nConference, 47 1; Discussion,\n473-8.\nP'olwell, W. W. — Discussion, 505.\nFord, L. H. — Discussion, 504.\nFordyce, Emma J.— Libraries and Schools;\na Two-faced Question, 805.\nForm as the Basis of Space Arts, 598.\nFosHAY, James A.— Response to Addresses\nof Welcome, 46; Discussion, 181.\nFour Minor Duties of a Superintendent —\nI. C. McNeill, 230.\nFowler, William K. — Discussion, 171.\nFrazier, Charles R. — Leader Round-Table\nConference in History, 478.\nFreedom,\nHuman vs. Efficient and Final\nCauses, 342.\nFroebel and the Child's Powers in Language, 417.\nFrom the Practical to the Intellectual in\nthe Shop — Arthur W. Richards, 550.\nFunction\nof Knowledge\nin Education,\nThe — sion,Charles\nB. Gilbert, 331; Discus340.\nFun, The Psychology and Ethics of, 286.\nFuture Development of School Music —\nThomas Tapper, 633.\nFuture of Greek Studies, The — J. Irving\nManatt, 511.\nGaylord, E. E. — A Practical Commercial\nCourse for a Massachusetts High School,\n686.\nGentle, Thomas H. — Discussion, 246.\nGibbs, Gertrude — Discussion, 468.\nGilbert, Charles B. — The Function of\nKnowledge in Education,\n331; Discussions, 341, 390.\nGilley, Frank H. — High-School Instruction in Physics, 778.\nGilmore, Ella H. — Discussion, 887.\nGlascock, William, \"I\". 896.\nGlotfelter, John H. — Discussion, 252.\nGoodell, F. E. — Discussion, 474.\nGoodhue, Horace — Discussion, 467.\nGordy, W. F. — Discussion, 482.\nGove, Aaron — Discussion, 331.\nGowdy, Jean L. — Discussion, 756.\nGraduates, College, In Elementary Schools,\nGreek\n272. Studies, The Future of, 511.\nGreen, James M. — Discussion, 245.\n\n"} {"page": 1027, "printed_page": null, "text": "1015\n\nINDEX\nGreenwood, J, M.— What the School may\nProperly Demand of the Library, 81 1;\nDiscussion, 181, 215, 329, 818.\nGreeting from the American Library Association— Anderson H. Hopkins, 807.\nGrove, W. D. — Discussion, 469, 470.\nHabits of Thrift and Economy, Cultivating in Indian Schools, 885,\nHaley, Margaret A. — Discussion, 180.\nHall, G. Stanley— The High School as\nthe People's College, 260; Discussion,\n221, 271.\nHalleck, Reuben Post — How Far Does\nthe Modern High School Fit the Nature\nand Needs of Adolescents, 730; The\nSocial Side of High-School Life, 459;\nDiscussion, 811.\nHanus, Paul H. — Obstacles to Educational Progress, 157.\nHarper, William R. — The Educational\nProgress of the Year, 349.\nHarris, Ada Van Stone — Discussion, 423.\nHarris, W, T.— The Danger of Using\nBiological Analogies in Reasoning on\nEducational Subjects, 215; The Difference between Efficient and Final Causes\nin Controlling Human Freedom, 342\nHow the School Strengthens the Individuality of the Pupil, 118; Newspapersin Indian Schools, 875; Response to\nAddress of Welcome, 830; Discussion,\n221, 270.\nHarrison, Elizabeth — Discussion, 421, 440.\nHart, Joseph C. — The Need of Home\nSocieties for the Encouragement and\nProtection of Indian Young Men and\nWomen, 865.\nHart, Lucy P. — Advantages to the Indian\nPupil of Class-Room Work as Outlined\nin the Course of Study, 868.\nHartranft, W. G.— Discussion, 230.\nHartung, Henry. — Requirements for\nPhysical Education in Our Public\nSchools, 745.\nHartwell, Charles S. — Discussion, 466, 484.\nHarvey, L. D. — Instruction in the Elements of Agriculture in Rural Communities, 222.\nHarvey, N. A. — Discussion, 253.\nHatch, W. H. — Discussion, 446, 576.\nHatch, William E. — Discussion, 195.\nHefferan, Mrs. Helen M. — The Organization of Parents of Deaf Children as\nan Aid to Schools, 848.\nHester, W. A. — Modernizing the Course\nof Study, 233.\nHigher Education, The Home and The,\n100.\nHigh School as the People's College — G.\nStanley Hall, 260; Discussion, 268.\nHigh-School Instruction in Physics — F.\nM. Gilley, 778.\nHigh-School Life, The Social Side of, 459.\nHigh-School Music — Frances Elliott Clark,\n626.\nHigh School, Physical SciSnce in the, 471.\n\nHill, Walter B.— The Psychology and\nEthics of Fun, 286.\nHindrances to the Development of Language— Cecelia Adams, 412.\nHistory, Round-Table Conference in, 478.\nHollis, A. P. — Discussion, 534.\nHolton, M. Adelaide — Discussion, 447.\nHome and the Higher Education — Mrs.\nCarrie Chapman Catt, 100.\nHome Socieities for Indian Young Men\nand Women, 865.\nHopkins, Anderson H. — Greeting from\nthe American Library Association, 807;\nDiscussion, 811, 818.\nHopper, Kate A. — Secretary's Minutes,\nDepartment of Child Study, 702.\nHousekeeping with Dolls for Indian Children—I, Jessie Mattoon, 888; II, MoUie\nJ. Robbins, 889.\nHow Can Returned Indian Students Make\ntheir Services Valuable on the Reservation— Mrs. M. E. Blanchard, 891.\nHow Far Does the Modern High School\nFit the Nature and Needs of Adolescents\n— Reuben Post Halleck, 730 ; Discussion, 738.\nHow Froebel Planned to Foster the Child's\nPower in Language — Alice H. Putnam,\n417; Discussion, 421.\nHow the School Strengthens the Individuality of the Pupil— W. T. Harris, 118.\nHow to Impress on Indians the Value and\nUse of Money — James Staley, 881.\nHow to Lead Indian Pupils to Realize\nValue of Articles Furnished by the Government— Bertha A. Macey, 890.\nHow to Make the Indian See the Importance of Industry and Economy — Clara\nC. McAdam, 888.\nHow\n237-to Meet the People — Louis P. Nash,\nHow to Teach Indian Children to go Ahead\nWithout Being Told— Delia Meriwether,\n892. to Teach the Indian Boys and Girls\nHow\n863.Become Home-makers — R. D. Shutt,\nto\nHubbard, Frank Valentine,\"|\" 896.\nHughes, James L. — Art as an Educational\nFactor, 581.\nHughes, P. M. — Discussion, 467.\nHutchinson, John C. — Discussion, 503.\nIdeal Normal School, The — William H.\nPayne, 203; Discussion, 211.\nIndex to Active Membership List, 993.\nIndian, Education of the, 868.\nIndian, tionOpportunity\nand Judicious Direcfor, 867.\nIndian Schools, Needed Changes in, 872;\nNewspapers in, 875.\nIndian Service, The Value of a Large\nAgricultural School in the, 869.\nIndividuality of the Pupils, How the School\nStrengthens— W. T. Harris, 118.\nIndustrial Departments in Indian Schools\n— Caspar Edwards, 882.\n\n"} {"page": 1028, "printed_page": null, "text": "NATIONAL\n\nEDUCATIONAL\n\nIndustrial Employes in Indian Schools,\nNeed for Better Equipped, 883.\nIndustries, Productive, for Indians, 892.\nIndustry and Economy, How to Make the\nIndian See the Importance of, 888.\nIndustry and Economy Necessary for the\nIndians— Allie B. Busby, 887.\nInfluences that Make for Good Citizenship\n— Henry P. Emerson, 192; Discussion,\n198.\nInstruction and Management in Indian\nSchools— Tama M. Wilson, 886.\nInstruction in Elements of Agriculture in\nRural Communities — L. D. Harvey, 222;\nDiscussion, 223.\nInstruction in Psychology, Shall it be\nOral, 246.\nInventory and Price List, 1007.\nIreland, John — Addresss before Department of Indian Education, 878; Devotion to Truth the Chief Virtue of a\nTeacher, 83.\nIrwin, John Scull,\"f\", 896.\nJackman, Wilbur S. — Memorial address\non Colonel Francis Wayland Parker, 399.\nJackson, Laura — The Value of the Outing\nSystem for Indian Girls, 864.\nJames, Henry Martin, \"f\", 897.\nJayne, Violet — Discussion, 483.\nJohnson, Mrs. Emily L. — Discussion, 891.\nJones, D. P. — Address of Welcome, 40.\nJones, Frank L. — Discussion, 211.\nJordan, Charles W. — Address of Welcome, 42.\nJourdan, Minerva S. — Discussion, 423.\nJournal of Proceedings, 22.\nKarr, Grant — Discussion, 246.\nKaup, Lydia E. — Discussion, 887.\nKeating, J. F. — Discussion, 181.\nKelley, A. H. — Response to Address of\n. Welcome, 830.\nKeppel, F. P. — Secretary's Minutes, Department of Higher Education, 493; Discussion, 504.\nKeyes, Charles H. — Reportof Treasurer, 16.\nKiEHLE, David L. — Address of Welcome,\nKindergarten Department, 410; The\nPractical Application of All Learning to\nBetter Living, 182.\nKeith, John A. H. — Discussion, 245.\nKindergarten Students, The Need for English Study by, 425.\nKingsford, A. S. — Discussion, 483.\nKingsley, Homer H. — Discussion, 578.\nKirby, Clarence Valentine — Elementary Preparation in Drawing for Secondary Schools — What May Reasonably be\nExpected, 589.\nKirk, John R. — Secretary's Minutes, Department ofNormal Schools, 529; Discussion, 538.\nKirkpatrick, E. A. — Discussion, 727.\nKnight, George W^ells — Discussion, 481,\n504.\nKnowledge in Education, The Function of,\n331-\n\nASSOCIATION\n\nKrohn,icalWilliam\nO. — \"Educative\" PhysEducation, 740.\nLace Making for Indian Women, 892.\nLancaster, E. G. — Discussion, 738.\nLane, A.aries,G.323,— Taxation and Teachers' SalLane, Horace M. — Organization of Education in Brazil, 506.\nLang,\nOssian\nH. — The Common-School\nCommunity, 387.\nLanguage, Hindrances to the Development\nof, 412; How Froebel Planned to Foster\nthe\nChild's831.\nPowers in, 417; Teaching to\nthe Deaf,\nLearning Applied to Better Living, 182.\nLehnerts, Edward H. — Secretary's Minutes,\nDepartment of Science Instruction, 759.\nLength and Content of Commercial Courses\n664.\n— William E. Doggett, 661; Discussion,\nLessons to be Learned by the General\nTeacher from Teaching Language to the\nDeaf— F.W. Booth, 831.\nLeviston, Irwen — Discussion, 268.\nLibraries and Schools; aTwo-Faced Question— Emma J, Fordyce, 805.\nLibrary as an Educator, The — W. A. Millis,\nLibrary, What the School May Demand of\nthe, 811.\n799.\nLicensing\nTeachers, Reciprocity in, 299.\nList of Active and Corresponding Members,\n181. Application of Learning to Better,\nLiving,\n901.\nLoesch, Angeline — The Child-Study Deparment of the Chicago Public Schools,\nLord,\n\nLivingston\n\n710.\n614. Herman\n252.\nLukens,\n\nC. — Discussion,\n\n244,\n\nT. — Dissenting Opinion,\n\nLyttle, Eugene W. — Discussion, 754.\nMacey, Bertha A, — Discussion, 890.\nMagnuson, P. M. — Discussion, 537.\nManagement\nand Instruction in Indian\nSchools, 886.\nManatt, J. Irving — The Future of Greek\nStudies, 511.\nManual\nbetween,Training\n571.\n\nand\n\nArt, Co-operation\n\ncation, 564.\nManual Training\nin Relation to Art EduMarcellus, Corinne — Discussion, 438.\nMark, E. H. — Discussion, 447.\nMathematical Studies in Secondary Schools,\nMathematics, Round-Table Conference on,\n488.\nMatrons'\nConference,\nDepartment of Indian\nEducation,\n890.\n488.\nMattoon,\nJessie — Discussion, 888.\nMaxwell, Guy E. — Discussion, 249.\nMay, Mary\nC. — The Need for English\nStudy by Kindergarten\nStudents, 425 ;\nSecretary's Minutes, 410.\n\n"} {"page": 1029, "printed_page": null, "text": "1017\n\nINDEX\nMcAdam, Clara C. — Discussion, 888.\nMcCowAN, S. M.— President's Address,\nDepartment of Indian Education, 861;\nThe Value of a Large Agricultural School\nin the Indian Service, 869.\nMcCowan, Mrs. S. M. — Discussion, 890.\nMcCowen, Mary — Discussion, 850.\nMcIvER, Charles D. — The Three Elements in the Cost of Education, 461.\nMcMurry, Frank M. — Discussion, 252.\nMcNeill, I. C— Four Minor Duties of a\nSuperintendent, 230.\nMeetings, Calendar of, 6.\nMembers, List of, 901.\nMembership, Classes of, i ; Statistical\nTables of, 1008, 1009.\nMemorial Addresses, 393.\nMeredith, Virginia C. — Discussion, 191,223.\nMeriwether, I3ella — Discussion, 892.\nMerrill, J. A. — Physiography in the Secondary Schools, 784.\nMethod, The Use and Danger of, 441.\nMeyer, B. H.— The Preparation of Commercial Teachers for the Public Schools,\n669.\nMicroscope, The Projection, 771.\nMillis, W. A. — The Library as an Educator,\n799; The Use and Danger of Method, 441.\nMillspaugh,\nJ. F.— Secretary's Minutes,\nCouncil, 311,\nMinnesota and Her Blind Children, 840 ;\nDeaf Children, 836; Feeble Minded and\nEpileptics, 845.\nModernizing the Course of Study — W. A.\nHester, 233.\nMonsarrat, Laura Lucus, \"f\", 897.\nMoral, Religious, and Social Training in\nIndian Schools, 889.\nMoral, Spiritual, and Physical Development\nof Indian Children, 892.\nM0RA.N, Selby a. — The Education of the\nAmenuensis, 691.\nMore Practical Work in the Grades of Indian Schools — Ella H. Gilmore, 887.\nMusical Qualifications Necessary for a\nTeacher of Music in the Public Schools —\nPVank L. Nagel, 640.\nMusic in the Public Schools, Qualifications\nNecessary for a Teacher of, 640.\nMusic, the Future Development of School,\n633; High School, 626; The Psychological\nand Ethical Value of, 621.\nMurphy, Matthew M. ^Discussion, 884.\nMuseums, The Educational Value of, 765.\nMyth and History in the Elementary\nSchools: The Use and Limits of Each —\nMay H. Prentice, 447; Discussion, 453.\nNagel, P rank L. — Musical Qualifications\nNecessary for a Teacher of Music in the\nPublic Schools, 640.\nNageler, John G., \\, 897.\nNardin, E. C. — Correlation of the Schoolroom and Farm Work for Indians, 870.\nNash, Louis P. — How to Meet the People,\n237.\nNecessary Evils — James J. Dow, 851.\n\nNecessity for Books Especially Adapted to\nIndian Children— Claude C. Covey, 874.\nNecrology Report, 893.\nNeed for Better Equipped Indian Day\nSchools— Charles E. Burton, 883.\nNeed for Better Industrial Employes in\nIndian Schools— Charles L. Davis, ^83.\nNeed for English Study by Kindergarten\nStudents, The — Mary C. May, 425.\nNeed of Home Societies for the Encouragement and Protection of Indian Young\nMen and Women— Joseph. C. Hart, 865.\nNeeded Changes in Indian Schools— A. O.\nWright, 872.\nNellis, George W.— Discussion, 885.\nNewhall, Charles W.— Leader Mathematical Conference, 488.\nNew Lines\nof Attack703.\nin Child Study— Frederick E. Bolton,\nNewspapers\nHarris, 875. in Indian Schools — W. T.\nNicholson, Thomas — Discussion, 505.\nNightingale, A. F. — Discussion, 484.\nNoble, H. M.— The Advisability of Having\nIndian Schools of Moderate Size, 871.\nNon-Competitive 'Examinations in Employing Indians — Calvin Asbury, 882.\nNormal Schools, Defects in, 539; The Ideal,\n203; Psychology and Child Study in, 239;\nRound Table of, 239.\nNorthrop, Cyrus, Address of Welcome,\nNorton, William Harmon — President's Address, Department of Science Instruction\n— The Teaching of Science, 760.\nNoss, Theodore B. — Response to Address of Welcome, 48 ; What Our Schools\n43.\nOwe to Child Study, 716; Discussion,\n251.\nObstacles\nto Educational Progress — Paul\nH. Hanus, 157; Discussion, 171.\nOfficers of Departments, List of for 1901-2,\nID; for 1902-3, 14.\nOfficers of General Association, List of for\nT901-2, 8 ; for 1902-3, 12.\nOfficers, Who Shall Be, 2; How Elected, 2.\nO'Grady, C. Geraldine. — President's\nAddress, Kindergarten Department, 411;\nDiscussion, 423, 424.\nOlsen, John W. — Address of Welcome,\n38 ; Progress in Consolidation of Rural\nSchools, 793; Discussion, 224.\nOpportunity and Judicious Direction for the\nIndian — C. W. Crouse, 867.\nOral Work, Advantages of, in Indian\nSchools, 887.\nOrganization of Associations of Parents of\nDeaf Children as an Aid to Schools —\nMrs. Helen M. Hefferan, 848 ; Discussion, 850.\nOrganization of Education in Brazil —\nHorace M. Lane, 506.\nOrr, John Daniel, f, 898.\nO'Shea, M. V. — Dissenting Opinion, 612.\n864.\nOuting Svstem for Indian Girls, Value of,\n\n"} {"page": 1030, "printed_page": null, "text": "ioi8\n\nNATIONAL\n\nEDUCATIONAL\n\nOutline of Course in Elementary Art for\nGraded Schools, 60 1.\nOutline of Courses in Elementary Art for\nUngraded Schools, 608.\nPage, Edwin C. — Discussion, 252.\nPainter, J. E.— The Field of Shop- Work\nin the Elementary School, 558.\nParents of Deaf Children as an Aid to\nSchools, 848.\nParker, bur Colonel\nS. Jackman,Francis\n399. Wayland, \"f— WilParker, W. D. — Discussion, 850.\nParkinson, D. B. — Discussion, 446.\nPaul, J. H. — Discussion, 537.\nPayne, William H. — The Ideal Normal\nSchool, 203.\nPearse, Carroll G. — Discussion, 140, 182,\n660.\nPennell, Calvin Smith,!, 898.\nPeople, How to Meet the, 237.\nPeople's\nCollege, The High School as the,\n260.\nPeres, Israel H. — President's Address,\nDepartment of School Administration,\n791.\nPerkins,\nJames S. — Tuberculosis Among\nIndians, How Caused\nand How\nPrevented, 865.\nPettinger, Professor — Discussion, 482.\nPeyser, Harold — Practical Co-operation\nbetween Art and Manual Training, 571.\nPhilippines, Education in the, no.\nPhysical Education, \"Educative,\" 740.\nPhysical Education in Our Public Schools,\nRequirements for, 745.\nPhysical, Moral, and Spiritual Development\nof Indian Children — Nannie E. Sheddan,\n892.\nPhysical Science in the High School, 471.\nPhysics, High-School Instruction in, 778.\nPhysiography in the Secondary Schools —\nJ. A. Merrill, 784.\nPhysiology of Childhood as Applied\nto\nEducation,\nThe— R. O. Beard,\n720;\nDiscussion, 727.\nPoland, A. B. — Discussion, 279.\nPorto Rico, Progress\nof Education\nin,\n253.\nPossibilities of Art Education in Relation\nto ManualTraining — Ernest F. Fenollosa,\n564.\nPotter, Thomas W.— To What Extent\nDo Agents and Superintendents in the\nIndian Service Read the Rules and Regulations, 873.\nPractical Advantage of More Oral Work in\nIndian Schools — Lydia E. Kaup, 887.\nPractical Application of all Learning to\nBetter Living — David L. Kiehle, 182 ;\nDiscussion, 189.\nPractical Commercial Course for a Massachusetts High School — E. E. Gaylord,\n686.\nPractical Co-operation Between Art and\nManual Training— Harold Peyser, 571 ;\nDiscussion, 576.\n\nASSOCIATION\n\nPractical\nfor the Indian — Wilson\nH. Cox, Training\n884.\nPractical Value of Teaching Agriculture in\nthe Public Schools, The — Joseph Carter,\n431 ; Discussion, 437.\nPray, Mabel L.— Secretary's Minutes, Department of Physical Education, 739.\nPreamble of Constitution, i.\nPrentice, May H. — Myth and History in\nthe Elementary Schools : The Use and\nLimits of Each, 447 ; Discussion, 538,\n818.\nPreparation of Commercial\nTeachers for\n669. Public Schools, The— B. H. Meyer,\nthe\nPresident, duties of, 2.\nPresidential Address — The Three\nH's in\nEducation — William\nM. ^Beardshear,\nPresident's Address, Department of Business Education — I. O. Crissy, 646; Department of Elementary Education- -J.\nRemsen Bishop, 456; Department of\n55Indian Education — S. M. McCowan,\n861 ; Kindergarten Department — C. Geraldine O'Grady, 411; Department of\nSchool Administration — Israel H. Peres,\n791; Department of Special Education —\nAlexander Graham Bell, 828.\nPrice List and Inventory, 1007.\nPrincipals' Conference, 485.\nProblems, Some Pressing, 66.\nProceedings, Journal of, 22.\nProductive Industries for Indian Women —\nLace Making — Pauline Colby, 892.\nProgress in Consolidation of Rural Schools\n—J. W. Olsen, 793.\nProgress of Education in Porto Rico —\nMartin G. Brumbaugh, 253.\nProgress of the Year, The Educational,\nProjection\nMicroscope,\nThe — Its Possibilities and Value in Teaching Biology —\nA.\n349-H. Cole, 771.\nPsychological and Ethical Value of Music\n—Elizabeth K. Fairweather, 621.\nPsychology\nand Child Study in Normal\nSchools, 239.\nPsychology\nand Ethics of Fun, The —\nWalter B. Hill, 286.\nPsychology, Shall Instruction be Oral, 246.\nPublic\nSchool, The vs. the Commercial\nStudent and the Business Man, 655.\nPublic\nSchools, Physical\nEducation\nin,\nPublic Schools, The Preparation of Teachers for the, 669.\n745Public Speaking, Educational Value of\nTraining in, 133.\nPutnam, Mrs. Alice H. — How Froebel\nPlanned to Foster the Child's Powers in\nLanguage, 417 ; Discussion, 424.\nPutnam, Daniel — Psychology and Child\nStudy in Normal Schools, 239.\nRankin, A. W. — Discussion, 447.\nRatliff, Laura H, — Discussion, 886.\n\n"} {"page": 1031, "printed_page": null, "text": "1019\n\nINDEX\nRecent Reaction in France against Rousseau's Negation of Society in Education\n— Anna Tolman Smith, 383; Discussion,\nReciprocity\nin Licensing Teachers —\n390.\nRichard C. Barrett, 299.\nReel, Estelle — Secretary's Minutes, Department of Indian Education, 858.\nRelations of the Heads of Departments to\nThe Training School, The — David Felml^y> 530 ; Discussion, 534.\nReligious, Social, and Moral Training in\nIndian Schools, 889.\nReport of Committee of Nine, Department\nof Business Education — Durand W.\nSpringer, Chairman, 645,\nReport of Committee on Constitution of\nDepartment of Supermtendence, 151.\nReport of the Committee of Ten on Ele\nmentary Art Education. 594; Resolution,\n595 ; General Reflections, 596; What is\nArt Education, 597; Limitations of Subject, 597 ; Form as Basis of Space Arts,\n598; Suggested Outline for Instruction\nin Graded Schools, 601 ; for Ungraded\nSchools, 608; Appendix A, 610; Appendix B, 611, Appendix C, 612.\nReport of Treasurer for 1901-2, 16.\nReport on Necrology, 893.\nReport on the Commission on Accredited\nSchools — George N. Carman, 500.\nRequirements for Actual Business — George\nA. Booth, 675; Discussion, 679.\nRequirements for Physical Education in\nOur Public Schools — Henry Hartung,\n745; Discussion, 754.\nResolution, Department of Kindergarten\nEducation, 410.\nResolution for Appointment of Committee\non Taxation, 311.\nResolution of Sympathy — Nicholas Murray\nButler, 30.\nResolution on Committee of Ten of Art\nDepartment — Langdon S. Thompson,\nchairman, 595.\nResolutions, Committee on General Association, list of, 22 ; Report of, 26.\nResolutions concerning change of place o^\nmeeting of the Department of Superintendence, 299.\nResolutions, Report of Committee of Department ofSuperintendence, 156.\nResponses to Addresses of Welcome —\nJames A. Foshay, 46 ; Theodore B. Noss,\n48 ; Joseph Swain, 52 ; W. T. Harris,\n830; A. H. Kelley, 830.\nRichards, Arthur W. — From the Practical to the Intellectual in the Shop,\nRichards, Charles R. — Secretary's Min.550. utes, Department of Manual Training,\n549Richeson,\nJohn E. — Discussion,\n480.\nRobbins,\nMollie J.— Discussion, 889.\nRoberts, H. L. — Discussion, 224.\n\n447,\n\nRobertson, Agnes— School Libraries in\nthe Rural Districts, 818.\nRobertson, Alice— The Education of the\nIndian Should be Adapted to his Needs.\n868.\n\nRobinson, E. V.— Discussion, 481, 482,\nRound Table Conferences: in Ancient Clas503.\nsics—Leader, Lafayette Bliss,' 462 ; in\nBiology— Leader, J. Remsen Bishop,\n468; in History— Leader, Charles R.\nFrazier, 478 ; Department of Indian Education, 881; in English— Leader,\nThomas C. Trueblood, 483; of Principals—Leader, W. J. S. Bryan, 485 ; on\nMathematics — Leader, Charles W. Newhall,\n; on 471.\nPhysical Science — Leader,\nW. A.488Fiske,\nRound Table of Department of Superintendence, 222; of State and County\nSuperintendents, 222, 299; of City\nSuperintendents, 230 ; of Normal Schools\nand Training Teachers, 239 ; Special\nMeeting,\nment, 462.298; of Secondary DepartRounds, Charles Collins, \"f — Henry Sabin,\ntion, 383. Negation of Society in EducaRousseau's\nRowE,\n393- H. M.— What Shall the Public\nSchool do for the Commercial Student\nand the Business-Man, 655.\nRural Districts, School Libraries in the,\n818.\nRural Schools, Consolidation of, 793 ; The\n224.\nFinancial Phase of the Consolidation of,\nRussell, James E.— Criticism, What Shall\nit be, 247 ; Discussion, 253.\nSabin, Henry — Memorial Address on\nCharles Collins Rounds, 393.\nSadler, Michael E. — Address before\nDepartment of Indian Education, 877 ;\nThe English Ideal of Education and its\nDebt to America, 78.\nSalaries, Taxation and Teachers', 323.\nSalisbury, Albert — Discussion, 244, 537.\nSanford, H. R. — Discussion, 284.\nSaunderson, George W. — Discussion, 484.\nSchaeffer, Nathan C. — Taxation for\nSchool Purposes, 314; Discussion, 190,\n224, 229.\nSchool as a Social Center, The — John\nDewey, 373 ; Discussion, 390.\nSchool Libraries in the Rural Districts —\nAgnes Robertson, 818.\nSchurman, Jacob Gould — Education in\nthe Philippines, no.\nSchuyler, William — Discussion, 465.\nScience, The Teaching of, 760.\nScott, Charles Payson Gurley — The\nSimplification of English Spelling, 125.\nSecondary Schools, Mathematical Studies\nin, 488 ; Physiography in the, 784.\nSecretary, duties of, 2; how elected, 3;\nsalary of, 3.\n\n"} {"page": 1032, "printed_page": null, "text": ":o20\n\nNATIONAL\n\nEDUCATIONAL\n\nSecretary's Minutes, Department of Art\nEducation, 580 ; of Business Education,\n644 ; of Child Study, 702 ; of Council of\nEducation, 311 ; of Elementary Education, 430 ; of Higher Education, 493 ;\nof Indian Education, 85S ; of Kindergarten Education, 409 ; of Library, 798 ; of\nManual Training, 549 ; of Music Education, 615; of Normal Schools, 529; of\nPhysical Education, 739 ; of School Administration, 790; of Science Instruction, 759 ; of Secondary Education, 455 ;\nof Special Education, 825 ; of Superintendence, 151 ; Special Meeting, 298.\nSeeley, L. — Discussion, 544.\nSeerley, Homer -H.— Defects in the\nNormal Schools that are Responsible for\nthe Opposition and Criticism Urged\nAgainst Them in many parts of the\nUnited States, 539; Discussion, 242, 548.\nSelection of Teachers, 230.\nShall Courses in European History be\nGiven Precedence over Course in English History, 478 ; Discussion, 480.\nShall Instruction in Psychology be oral ?\n246.\nSheddan, Nannie E. — Discussion, 892.\nShepard, Irwin, Journal of Proceedings, 22.\nShop-Work in the Elementary School, 558.\nShould Entrance to College be thru Examination of the School or of the Pupil ?\nEdwrin Grant Dexter, 494.\nShutt, R. D. — How to Teach the Indian\nBoys and Girls to Become Home-makers,\n863.\nSiefert, H. O. R. — Discussion, 201.\nSimplification of English Spelling a Present Duty — Charles Payson Gurley Scott,\nSisson,\n^.125. E. O. — Discussion, 285.\nSites, ,C. M. Lacey, Educational Conditions and Progress in China, 144.\nSkinner, Charles R. — Discussion, 181.\nSlaton, Wm. F. — Discussion, 283.\nSmith, Anna Tolman — The Recent Reaction in France Against Rousseau's\nNegation of Society in Education, 383.\nSmith, Charles Alden — Secretary's Minutes, Department of Secondary Education, 455 ; Discussion, 504.\nSmith, George M. — Discussion, 482.\nSnyder, J. L. — Discussion, 504.\nSnyder, Z. X. — Address before Department of Indian Education, 880; Discussion, 252.\nSocial Center, The School as, 373.\nSocial, Moral, and Religious Training in\nIndian Schools— Sister Catherine Buckley, 889.\nSocial Side of High-School Life, The —\nReuben Post Halleck, 459.\nSoldan, F. Louis — Discussion, 181, 182.\nSome Pressing Problems —Nicholas Murray\nButler, 66.\nSpeaking, Public, 133'.\nSpears, Miss — Discussion, 482.\n\nASSOCIATION\n\nSpelling, Simplification of English, 125.\nStaley, James — Discussion, 881.\nStanding, A.J. — Best Method of Affecting\nTransfers of Pupils in Indian Schools,\nStanding Committees of The Council, 308.\nState and County Superintendents, Round\nTable of, 222.\n1009.\nStatistical\nTables of Membership, 1008,\nStenographer, The Education of a, 696.\n' — Discussion, 179, 180, 181.\nStetson, 872.\nW. W.\nStevens, C. E. — Discussion, 664.\nStevens, Janet M. — Secretary's Minutes,\nDepartment of Art Education, 580.\nStimulation of Teachers, 233.\nStitt, Edward W.— At What Age Should\nthe Student Begin Business Subjects,\n666.\nStock Raising and Dairying for Indians —\nGeorge W. Nellis, 885.\nStout, J. H. — Discussion, 850.\nStrachan, Alexander — Discussion, 467.\nSuperintendent's Conference, Department\nof Indian Education, 881.\nSwain,\nJoseph\nWelcome,\n52.— Response to Addresses of\nTapper, Thomas — The Future Development of School Music, 633.\nTate, J. N, — What is Minnesota Doing for\nHer Deaf Children, 836.\nTaubman, Kate, \"j\", 899.\nTaxation and Teacher's Salaries — A. G.\nLane, 323 ; Discussion, 328.\nTaxation for School Purposes — Nathan C.\nSchaeffer, 314 ; Discussion, 328.\nTaylor, Henry J., \"f\", 899.\nTeachers'\ndian Conference,\nEducation, 885. Department of InTeachers' Salaries, Taxation and, 323.\nTeaching of Agriculture to Indians with\nReference to Future Employment — L.\nM. Compton, 862.\nTeaching\nof Science,\nThe — William Harmon Norton,\n760.\nThompson, Langdon S., Report of Committee of Ten on Art Education, 594.\nThree Elements in the Cost of Education —\nCharles D. Mclver, 461.\nTompkins, Arnold — Altruism as a Law\nin Education, 256.\nTower, Willis E. — Discussion, 472, 475, 477.\nTo What Extent do Agents and Superintendents in the Indian Service Read the\nPotter,\nRules 873.\nand Regulations — Thomas W.\nTraining the Indian Child for Life on the\nReservation— Laura H. Ratliff, 886.\n884.\nTraining for the Indian, More Practical,\nTraining\nin 133.\nPublic Speaking, Educational\nValue of,\nTraining School, Relations of Heads of\nDepartments to, 530.\nTransfers of Pupils in Indian Schools, 872.\nTreasurer's Report for 1901-2, 16.\n\n"} {"page": 1033, "printed_page": null, "text": "INDEX\nTreudley, Frederick — Discussion, 191.\nTrueblood, Thomas C— The Educational Value of Training in Public\nSpeaking, 133; Leader Round-Table\nConference in English, 483.\nTrustees, Board of, Who Constitute, 3 ; List\nof for 1 901-2, 8 ; for 1 902-3, 12 ; Report\nof for 1 90 1 -2, 19.\n\nTruth, Devotion to, the Chief Virtue of a\nTeacher, 83.\nTuberculosis Among Indians — How Caused\nand How Prevented — I, James S. Perkins,\n865; H, J. G. Bulloch, 867.\nTwiggs, Templeton P. — Secretary's Minutes, Business Education, 646; Discussion, 679.\nTwitmyer, Edwin — Discussion, 467.\nUse and Danger of Method — W. A. Millis,\n441 ; Discussion, 446.\nVaile, E. O. — Discussion, 142.\nValue of a Large Agricultural School in the\nIndian Service — S. M. McCowan, 869.\nValue of Examinations in Determining a\nTeacher's Fitness for Work — Edwin G.\nCooley, 174 ; Discussion, 179.\nValue of the Day School for Indian Children, The — James J. Duncan, 874.\nValue of the Outing System for Indian\nGirls, The — Laura Jackson, 864.\nVandyke, J. A. — Discussion, 480.\nVan Matre, Charles A. — The Financial\nPhase of the Consolidation of Rural\nSchools, 224.\nVan Sant, Governor S. R. — Address of\nWelcome, 35.\nVeenfliet, Mrs. M. L. — The Education\nof a Stenographer, 696.\nVictorious America — G. Ferreri, 846.\nVincent, George R. — Discussion, 189.\nWalker, Carrie A. — Discussion, 885.\nWalter, Sar,ali J/-4-D';sc'uHsion, ''j I.\nWalters, Wv' W.--D;scr>sion, ^37.\nWard, Edward Gender, t, 899.\nWaste in Present Educationr-l Svstem, 67.\nWertz, Adda P.— Sec rett\\rj?V Mmutes, DeElemehtaiy'Edacdtion, 4^0;\nDiscussion,partment of447.\nWestcott, Oliver S. — Discussion, 468, 470,\n484.\n\nI02\n\nWest, Willis M. — Discussion, 480.\nWhat Aspects of Psychology and Child\nStudy are Suitable Subjects for Instruction in Normal Schools — Daniel Putnam,\n239.\nWhat is Art Education, 597.\nWhat is Minnesota Doing for her Deaf\nChildren— J. N. Tate, 836.\nWhat is Our Aim in Indian Education —\nE. A. Allen, 870.\nWhat Minnesota is Doing for her Blind\nChildren — B. P. Chappie, 840.\nWhat shall the Public School do for the\nCommercial Student and for the BusinessMan\n660. — H. M. Rowe, 655; Discussion,\nWhat our Schools Owe to Child Study —\nTheo. B. Noss, 716 ; Discussion, 719.\nWhat the School May Properly Demand of\nthe Library — J. M. Greenwood, 811.\nWhitcomb, A. K. — Discussion, 283.\nWhite, E. E. — Remarks on Charles Collins\nRounds and Frances Wayland Parker,\n405; Discussion, 182, 285, 483.\nWhitford, William Clarke, t, 900.\nWilkinson, J. N. — Secretary's Minutes, Department249,of Superintendence,\n298 ; Discussion,\n538.\nWillis, H. Brewster, Chairman of Committee on Nominations, 24.\nWilson, H. G. — Drawbacks to Civilization\nand Citizenship among Indians, 862.\nWilson,\n— The93. Education of the\nAmericanJames\nFarmer,\nWilson, Tama M. — Discussion, 886.\nWiNSHiP, A. E. — Address before Department of Indian Educution, 878 ; Are\nBusiness Courses Inimical. to Education,\nWinslow,\nW. H.— Discussion, 883.\n652.\nWolfe., L. E.— Discussion, 181.\nWood .Stella L. — Discussion, 453.\nWright, A.O. — Needed Changes in Indian\nSchools, 872.\nWyer, J. I. — Discussion, 811.\nWyman, Kate — Discussion, 474.\nYerby, John D., |, 900.\nYork, B. E. — Discussion, 230.\n\n"} {"page": 1034, "printed_page": null, "text": ""} {"page": 1035, "printed_page": null, "text": ""} {"page": 1036, "printed_page": null, "text": ""} {"page": 1037, "printed_page": null, "text": "f}.H- i^^(Y'^\n\nL\n13\nN3A13\n1902\n\nNational Education Association\nof the United States\nAddresses and proceedings...\n\nPLEASE DO NOT REMOVE\nCARDS OR SLIPS FROM THIS POCKET\n\nUNIVERSITY OF TORONTO\n\nLIBRARY\n\n"} {"page": 1038, "printed_page": null, "text": ""}